The document discusses the social psychological theories of Karen Horney and Harry Stack Sullivan, highlighting their contributions to neo-Freudian thought and interpersonal psychoanalysis. Horney critiqued Freud's concepts, introducing ideas about neurosis resulting from basic anxiety in interpersonal relationships, while Sullivan emphasized the role of loneliness and interpersonal dynamics in mental health. Both theorists focused on the importance of relationships and the influence of societal factors on individual psychology.

1. SOCIAL
PSYCHOLOGICAL
THEORIES (HORNEY
AND SULLIVAN)
GROUP 4
Embor, Madelle
Velonza, John Carlo
Cuadra, Shantal Janel
Mariñas, Michelle

2. KAREN HORNEY
 Born near Hamburg, Germany
in 1885.
 An early 20th century
psychoanalyst.
 Founder of feminine psychiatry
and feminist psychology.
 One of the founder of Neo-
Freudianism alongside with
Alfred Adler.
 Known for her theory on
neurosis.

3. HORNEY AND FREUD
 She published a series of papers that criticized
Freud and proposed her own feminine psychology.
 She conceived of her ideas as falling within the
framework of Freudian psychology, however, not as
constituting an entirely new approach to the
understanding of personality. She wrote, “nothing of
importance in the field of psychology and
psychotherapy has been done without reliance of
Freud’s fundamental findings”.

4.  She aspired to eliminate the fallacies in Freud’s
thinking – fallacies that have their root, she
believed, in his mechanistic, biological orientation –
in order that psychoanalysis may realize its full
potentialities as a science of humans.
 Following Adler, she also believed that Freud’s de-
emphasis of the interrelationships among people
led him to an erroneous overemphasis on sexual
motivation and conflict. She transformed Freud’s
instinctual focus into a cultural focus.

5.  She objected strongly to Freud’s concept of penis
envy as the determining factor in the psychology of
women. Freud, it will be recalled, observed that the
distinctive attitudes and feelings of women and their
most profound conflict grew out of their feeling of
genital inferiority and their jealousy of the men.
 She believed that feminine psychology is based on
lack of confidence and an overemphasis of the love
relationship and has very little to do with the
anatomy of her sex organs.

6.  She felt that the Oedipus complex is not a sexual-
aggressive conflict between child and parent but an
anxiety growing out of basic disturbances, for
example, rejection, overprotection, and punishment,
in the child’s relationships with the mother and
father.
 She also took issue with the following Freudian
concepts: repetition compulsion: the id, ego, and
superego; anxiety; and masochism.
 On the positive side, she endorsed Freud’s
doctrines of psychic determinism, unconscious
motivation, and emotional, non-rational motives.

7. BASIC ANXIETY
 She believed that neurosis resulted from basic anxiety
caused by interpersonal relationships. Her theory
proposes that strategies used to cope with anxiety can be
overused, causing them to take on the appearance of
needs.
 "basic anxiety (and therefore neurosis) could result from a
variety of things including, " . . . direct or indirect
domination, indifference, erratic behavior, lack of
respect for the child's individual needs, lack of real
guidance, disparaging attitudes, too much admiration
or the absence of it, lack of reliable warmth, having to
take sides in parental disagreements, too much or too
little responsibility, over-protection, isolation from
other children, injustice, discrimination, unkept
promises, hostile atmosphere, and so on and so on"
(Horney, 1945).

8. 10 NEUROTIC NEEDS
1. The Neurotic Need for Affection and Approval -
This need​ includes the desires to be liked, to
please other people, and meet the expectations of
others. People with this type of need are extremely
sensitive to rejection and criticism and fear the anger
or hostility of others.
2. The Neurotic Need for a Partner Who Will Take
Over One’s Life - This involves the need to be
centered on a partner. People with this need suffer
extreme fear of being abandoned by their partner.
Oftentimes, these individuals place an exaggerated
importance on love and believe that having a
partner will resolve all of life’s troubles.

9. 3. Neurotic Need to Restrict One’s Life Within
Narrow Borders - Individuals with this need prefer
to remain inconspicuous and unnoticed. They
are undemanding and content with little. They
avoid wishing for material things, often making
their own needs secondary and undervaluing their
own talents and abilities.
4. The Neurotic Need for Power - Individuals with
this need seek power for its own sake. They usually
praise strength, despise weakness, and will
exploit or dominate other people. These people
fear personal limitations, helplessness, and
uncontrollable situations.

10. 5. The Neurotic Need to Exploit Others - These
individuals view others in terms of what can be
gained through association with them. People with
this need generally pride themselves on their
ability to exploit other people and are often
focused on manipulating others to obtain
desired objectives, including such things as
ideas, power, money, or sex.
6. The Neurotic Need for Prestige - Individuals with
a need for prestige value themselves in terms of
public recognition and acclaim. Material
possessions, personality characteristics,
professional accomplishments, and loved ones are
evaluated based on prestige value. These
individuals often fear public embarrassment and
loss of social status.

11. 7. The Neurotic Need for Personal
Admiration - Individuals with a neurotic
need for personal admiration are
narcissistic and have an exaggerated
self-perception. They want to be admired
based on this imagined self-view, not
upon how they really are.
8. The Neurotic Need for Personal
Achievement - According to Horney,
people push themselves to achieve
greater and greater things as a result of
basic insecurity. These individuals fear
failure and feel a constant need to
accomplish more than other people and to
top even their own earlier successes.

12. 9. The Neurotic Need for Self-Sufficiency
and Independence - These individuals
exhibit a “loner” mentality, distancing
themselves from others in order to avoid
being tied down or dependent upon other
people.
10. The Neurotic Need for Perfection and
Unassailability - These individuals
constantly strive for complete infallibility. A
common feature of this neurotic need is
searching for personal flaws in order to
quickly change or cover up these
perceived imperfections.

13. THE THREE
SOLUTIONS
 Needs that move you towards others. - These
neurotic needs cause individuals to seek
affirmation and acceptance from others and are
often described as needy or clingy as they seek
out approval and love.
 Needs that move you away from others. These
neurotic needs to create hostility and antisocial
behavior. These individuals are often described as
cold, indifferent, and aloof.
 Needs that move you against others. - These
neurotic needs result in hostility and a need to
control other people. These individuals are often
described as difficult, domineering, and unkind.

14. ALIENATION
 She emphasizes alienation as the consequence of
the child’s attempt to cope with the basic anxiety.
 “Real-self” – inadequate, unworthy, and unlovable.
 “Despised self” – responds defensively to this
despicable self-description by creating and striving
to obtain an idealized image of the person he or
she should be.
 “Idealized self” – exists in conjunction with a series
of stringent self-expectations, creating what she
termed “the tyranny of the should” and the “search
for glory”.

15. HARRY STACK
SULLIVAN
 Born in Norwich, New York, on
February 21, 1892
 He focused his attention on
interpersonal relationships and in
particular, the effect of loneliness
on mental health
 Much of his works centered on
understanding interpersonal
relationships, and his research
became the basis for a field of
psychology known as
interpersonal psychoanalysis.

16. DYNAMISM
 The smallest unit that can bee employed in the
study of the individual.
 It is defined as “the relatively enduring pattern of
energy transformations, which recurrently
characterize the organism in its duration as a living
organism”.
 The dynamisms that are distinctively human in
character are those that characterize one’s
interpersonal relations.
 It usually employs a particular zone of the body
such as the mouth, the hands, the anus, and the
genitals by means of which it interacts with the
environment.

17. DYNAMISM OF THE SELF-
SYSTEM
 The self-system as the guardian of one’s security
tends to become isolated from the rest of the
personality; it excludes information that is
incongruous with its present organization and falls
thereby to profit from experience.
 Although, the self-system serves the useful
purposes of reducing anxiety, it interferes with one’s
ability to live constructively with others.
 He believed that the self-system is a product of the
irrational aspects of society.

18. PERSONIFICATION
An image that an individual has of himself
or himself or of another person.
It is a complex of feelings, attitudes, and
conceptions that grows out of experiences
with need satisfaction and anxiety.
Personifications of the self such as the
good-me and the bad-me follow the same
principles as personifications of others.

19. Good-me personification - results
from interpersonal experiences that
are rewarding in character.
Bad-me personification - results from
anxiety-arousing situations.
Personifications of other people -
these self-personifications tend to
stand in the way of objective self-
evaluation.

20. Stereotypes - are consensually
validated conceptions, that is,
ideas that have wide acceptance
among the members of a society
and are handed down from
generation to generation.

21. COGNITIVE
PROCESSES
 Three modes:
 1. Prototaxic - may be regarded as the discrete
series of momentary states of the sensitive
organism.
 2. Parataxic - consists of causal relationship
between events that occur at about the same
time but are not logically related.
 3. Syntaxic - consists of consensually validated
symbol activity, especially of a verbal nature. It
produces logical order among experiences and
enables people to communicate with one
another.

22. TENSION
 He began with the familiar conception of the
organism as a tension system that
theoretically can vary between the limits of
absolute relaxation, or euphoria as he
preferred to call it, and absolute tension as
exemplified by extreme terror.
 Two main sources of tension: 1) Tensions
that arise from the needs of the organism
and 2) Tensions that result from anxiety.

23. TENSIONS THAT ARISE FROM THE
NEEDS OF THE ORGANISM
 Needs may be general in character, such as
hunger, or they may be more specifically related to
a zone of the body, such as an infant's need to
suck.
 One result of need reduction is an experience of
satisfaction: "Tensions can be regarded as needs
for particular energy transformations that will
dissipate the tension, often with a accompanying
change of "mental state", a change of awareness,
to which we can apply the general term,
satisfaction".

24. TENSIONS THAT RESULT FROM
ANXIETY
 Anxiety is the experience of tension that results
from real or imaginary threats to one's security. In
large amounts, it reduces the efficiency of the
individuals in satisfying their needs, disturbs
interpersonal relations, and produces confusion in
thinking.
 Anxiety varies in intensity depending upon the
seriousness of the threat and the effectiveness of
the security operations that the persons have at
their command.
 He believed that anxiety is the first great educative
influence in living.

25. ENERGY
TRANSFORMATIONS
 Energy is transformed by performing work. Work
may be overt actions involving the striped muscles
of the body or it may be mental such as perceiving,
remembering, and thinking.
 "What anyone can discover by investigating his
past is that patterns of tensions and energy
transformations which make up his living are to a
truly astonishing extent matters of his education for
living in a particular society."
 An individual learns to behave in a particular way
as a result of interactions with people, and not
because he or she possesses innate imperatives
for certain kinds of action.

26. STAGES OF
DEVELOPMENT
1. Infancy - the period in which the
oral zone is the primary zone of
interaction between the baby and its
environment.
Features of the environment that
stands out during this stage is the
object that supplies food to the hungry
baby, either the nipple of the mother's
breast or the nipple of the bottle.

27. CONCEPTIONS OF THE NIPPLES
 1. Good Nipple - signal for nursing and a sign that
satisfaction is forthcoming.
 2. Good but Unsatisfactory Nipple - Baby is not
hungry.
 3. Wrong Nipple - does not give milk and is a
signal for rejection and subsequent search for
another nipple.
 4. Bad Nipple - avoidance

28. CHARACTERISTIC FEATURES OF THE
INFANTILE STATE
 1. Appearance of the dynamism of apathy and
somnolent detachment.
 2. Transition from a prototaxic to a parataxic mode
of cognition.
 3. The organization of personification
 4. The organization of experience through learning
and the emergence of the rudiments of the self-
system.
 5. Differentiation of the baby's own body
 6. Learning of coordinated movements

29. 2. Childhood - emergence of
articulate speech to the
appearance of the need for
playmates.
the development of language
permits
self-system begins to develop
the conception of gender.

30. Dramatizations - Growth of symbolic
ability enables the child of play at
being a grownup.
Preoccupations - Allows the child to
become concerned with various
activities both overt and covert that
serve the purpose of warding off
punishment and anxiety.

31. MALEVOLENT TRANSFORMATION
 Feeling that one lives among enemies.
 Distorts the child's interpersonal relations and
causes the child to isolate itself.
 Caused by painful and anxious experiences with
people and may lead to a regression to the less
threatening stage of infancy.

32. SUBLIMATION
The unwitting substitution for a
behavior pattern which encounters
anxiety or collides with the self-system
of a socially more acceptable activity
pattern which satisfies parts of the
motivational system that caused
trouble.

33.  3. Juvenile - period for becoming social, for
acquiring experiences of social subordination to
authority figures outside of the family, for becoming
competitive and cooperative, for learning the
meaning of ostracism, disparagement and group
feeling.
 Learns to be inattentive to external circumstances
that do not interest him or her, to supervise
behavior by internal controls, to form stereotypes in
attitudes, to develop new and more effective modes
of sublimation, and to distinguish more clearly
between fantasy and reality.

34. 4. Preadolescence - marked by the
need of an intimate relationship with a
peer of the same sex.
It marks the beginning of genuine
human relationships with other people.
The child begins to form peer
relationships in which there are
equality, mutuality and reciprocity
between the members.

35.  5. Early adolescence - the main problem of
this period was the development of a
pattern of heterosexual activity.
 He pointed out that many of the conflicts of
adolescence arise out of the opposing
needs for sexual gratification, security and
intimacy.
 It persists until the person has found some
stable pattern of performances that satisfies
the person's genital drives.

36. 6. Late adolescence - extends from
the patterning of preferred genital
activity through the unnumbered
educative and educative steps to the
establishment of a fully human or
mature repertory of interpersonal
relations as permitted by available
opportunity, personal and cultural.

37. DETERMINERS OF
DEVELOPMENT
 He did acknowledge the importance of heredity in
providing certain capacities, chief among which are
the capacities for receiving and elaborating
experiences. He also accepted the principle that
training cannot be effective before maturation has
laid the structural groundwork.
 Heredity and maturation provide the biological
substratum for the development of personality, that
is, the capacities and predispositions and
inclinations.

38.  The first educative influence is that of anxiety that
forces the young organism to discriminate between
the increasing and decreasing tension and to guide
its activity in the direction of the latter.
 The second great educational force is that of trial
and success. Success, as many psychologists have
pointed out, tends to stamp in the activity that has
led to gratification. It may be equated with the
earning of rewards... Similarly, failure may be
equated with punishments…

39. He did not believe that personality
is set at an early age. It may
change at any time as new
interpersonal situations arise
because the organism is
extremely plastic and malleable.

40. RESEARCH ON
SCHIZOPHRENIA
 Sullivan's principal research contribution in
psychopathology consists of a series of articles on
the etiology, dynamics, and treatment of
schizophrenia.
 Empathy was a highly developed trait in his
personality, and he used it to excellent advantage in
studying and treating the victims of schizophrenia.
 For him, these victims are not hopeless cases to be
shut away in the hack wards of mental institutions;
they can be treated successfully if the psychiatrist is
willing to be patient, understanding and observant.

41. THANK YOU
VERY MUCH!
  