Melanie Klein was an Austrian-British psychoanalyst who developed object relations theory. She believed that infants as young as 4 months old engage in psychic life involving phantasies of good and bad breast objects, and employ defense mechanisms like splitting, projection, and introjection to manage anxiety from destructive impulses. Klein argued the superego and Oedipus complex emerge much earlier than Freud theorized, with the superego instilling terror rather than guilt in young children. Her theories challenged and extended Freud's work through observations of children too young for traditional psychoanalysis.
Biography
Basic Assumptions
Human Needs
Burden of Freedom
Character Orientations
Personality Disorders
Psychotherapy
Methods of Investigation
Critique of Fromm
Concept of Humanity
Karen Horney's theory: Neurotic, Neurotic Needs,Coping Strategies, Self Theory and Womb envy.
Slides are made for educational purpose only.
Reference is included at the end of the slides.
If you find this useful, don't forget to hit 'love.'
• Feist, J. & Feist, G. (2009). Theories of personality (7th ed.). USA: McGraw−Hill Companies
• Tria, D. & Limpingco. (2007). Personality (3rd ed.). Quezon City, Philippines: Ken Inc.
• Daniel, V. Object relations theory. Retrieved as of 2016 from https://www.sonoma.edu/users/d/daniels/objectrelations.html
Other references:
• Cervone, D. & Pervine, L. (2013). Personality: Theory and research (12th ed.). USA: John Wiley & Sons, Inc.
• Cloninger, S. (2004). Theories of personality: Understanding persons (4th ed.). New Jersey: Pearson Education, Inc.
• Ryckman, R. (2008).Theories of personality (9th ed.). USA: Thomson Wadsworth
SOCIAL PSYCHOLOGICAL THEORY
Karen Horney (Theory of Neurosis)
* Background
* Comparison of her theory to Sigmund Freud
* Basic Anxiety
* Neurotic Needs
* The three solutions
* Alienation
Harry Stack Sullivan (Interpersonal Psychoanalytic Theory)
* Background
* Dynamism
* Dynamism of the Self-System
* Personification
* Cognitive Processes
* Tension and its Types
* Energy Transformation
* Stages of Development
* Determiners of Development
* Research on Schizophrenia
Biography
Basic Assumptions
Human Needs
Burden of Freedom
Character Orientations
Personality Disorders
Psychotherapy
Methods of Investigation
Critique of Fromm
Concept of Humanity
Karen Horney's theory: Neurotic, Neurotic Needs,Coping Strategies, Self Theory and Womb envy.
Slides are made for educational purpose only.
Reference is included at the end of the slides.
If you find this useful, don't forget to hit 'love.'
• Feist, J. & Feist, G. (2009). Theories of personality (7th ed.). USA: McGraw−Hill Companies
• Tria, D. & Limpingco. (2007). Personality (3rd ed.). Quezon City, Philippines: Ken Inc.
• Daniel, V. Object relations theory. Retrieved as of 2016 from https://www.sonoma.edu/users/d/daniels/objectrelations.html
Other references:
• Cervone, D. & Pervine, L. (2013). Personality: Theory and research (12th ed.). USA: John Wiley & Sons, Inc.
• Cloninger, S. (2004). Theories of personality: Understanding persons (4th ed.). New Jersey: Pearson Education, Inc.
• Ryckman, R. (2008).Theories of personality (9th ed.). USA: Thomson Wadsworth
SOCIAL PSYCHOLOGICAL THEORY
Karen Horney (Theory of Neurosis)
* Background
* Comparison of her theory to Sigmund Freud
* Basic Anxiety
* Neurotic Needs
* The three solutions
* Alienation
Harry Stack Sullivan (Interpersonal Psychoanalytic Theory)
* Background
* Dynamism
* Dynamism of the Self-System
* Personification
* Cognitive Processes
* Tension and its Types
* Energy Transformation
* Stages of Development
* Determiners of Development
* Research on Schizophrenia
This seminar consists of an introduction to child psychology followed by psychodynamic theories and its applicatioms followed by description and types of fear and anxietry followed by various behaviour rating scales and classification of behaviour
Margaret MahlerSEPARATION-INDIVIDUATION THEORY OF CHILD DEVELO.docxendawalling
Margaret Mahler
SEPARATION-INDIVIDUATION THEORY OF CHILD DEVELOPMENT
Nicole Beaubrun & Edeh, Chinonye
Mahler’s Biography
Margaret Mahler was born in Hungary on May 10, 1897 and died in 1985.
She became interested in psychoanalysis as a teen after meeting Sandor Ferenczi. She studied pediatrics at the university of Jena and graduated in 1922
She started psychoanalysis training in 1926 and certified as an analyst in 1933.
She was interested in understanding child development and taught child therapy
Her interest in child developmental Psychiatry was a result of being rejected by her mother who was unprepared for pregnancy at the age of 19.
Mahler was deeply attached to her father who was a physician and her care giver She shunned her younger sister Susan, because she was idolized by their mother.
Mahler was unable to overcome her childhood trauma (indifferent and apathetic) from her mother consequently act out throughout her life.
She was difficult and exasperating as a young girl; she had poor interpersonal boundaries and was prone to outbursts of rage (Mahler & Bergman & Pine, 1975).
Mahler’s Professional Life
She was co-founded the Masters Children center in New York with her colleague Manuel Furer. There she conducted her research on childhood development.
She created and taught the “ Tripartite Treatment Model” (the mother participated in the child treatment) at the NY center.
Mahler was heavily involved in research in the area of pediatric mental health.
She believed that the biological birth of the human infant and the psychological birth are not simultaneous. The psychological birth is a“…slow unfolding intrapsychic process” (Mahler, 1975) that she referred to as “separation –individualization process.” (Mahler, 1975
Her most important work was her “ Theory of Separation and Individualization” published in the book called, The Psychological Birth of the Human Infant: Symbiosis and Individuation.”.
Theory of Separation and Individuation
I. Autistic phase occurs from birth to 1 month, the child is focused on himself/herself, sleep period predominates over arousal period. The child is unaware of his or her surrounding. Mother is an important entity and child does not perceive existence of separation.
II. The normal symbiotic phase lasts from 1 months to 5 months, child gains awareness of caregivers but has no sense of individuality, mother and child is seen as a fused entity.
III. The separation-individuation stage takes place at about 5 months to 24 months,
Differentiation: comes about 5 months to 10 months, in this stage, the child begins to develop a sense of self and able to separate self from the mother.
Practicing occurs from ages (10 months to 16 months), the child acquires motor skills that enable the child to explore the world independently from mother.
Rapprochement marks a “backing off” from separation, (16 months to 24 months) the child’s desire to separate from .
Blue and White Simple Minimalist Life Guide Presentation.pptx.pdfjhoeriel
According to Erikson's theory, individuals don't experience integrity or despair all the time. Instead, According to Erikson's theory, individuals don't experience integrity or despair all the time. Instead, most healthy individuals experience a balance between each as they begin to make sense of their lives.each as they begin to make sense of their lives.
Welcome to the Program Your Destiny course. In this course, we will be learning the technology of personal transformation, neuroassociative conditioning (NAC) as pioneered by Tony Robbins. NAC is used to deprogram negative neuroassociations that are causing approach avoidance and instead reprogram yourself with positive neuroassociations that lead to being approach automatic. In doing so, you change your destiny, moving towards unlocking the hypersocial self within, the true self free from fear and operating from a place of personal power and love.
2. Melanie Klein was born March 30, 1882 in Vienna Austria.
The youngest of four children of Dr. Moriz Reizes with his second wife
Libussa Deutsch Reizes.
Melanie believed that her birth was unplanned.
She felt distant to her father, who favored his oldest daughter Emilie.
The time Melanie was born, her father started to rebel against his
Orthodox Jewish training and had ceased to practice any religion.
3. Melanie grew up in a family that was neither proreligious nor
antireligious.
Melanie aspired to become a physician.
She felt neglected by her elderly father and she felt suffocated by her
mother.
Melanie had a special fondness with her sister Sidonie who became her
tutor (4 years older)
Sidonie died when Melanie was 4 years old.
4. After Sidonie’s death, Melanie became attached to her only brother
Emmanuel.
Emmanuel tutored Melanie too.
When Melanie was 18 her father died. After 2 years Emmanuel also died.
While still in mourning over her brother’s death, Melanie married Arthur
Klein an engineer who had been Emmanuel’s close friend.
Her marriage at 21 prevented her from becoming a physician.
5. Melanie did not have a happy marriage. Nevertheless her marriage to
Arthur produced three children:
Melitta born in 1904; Hans born in 1907; and Erich born in 1914.
In 1909, the Kleins moved to Budapest, where Arthur had been
transferred.
There, she met Sandor Ferenczi, a member of Freud’s inner circle.
6. Overview of Object Relations Theory
Object relations theory of Melanie Klein was built on careful
observation of young children. In contrast to Freud, who
emphasized the first 4 to 6 years of life.
Klein stressed the importance of 4 to 6 months after birth.
She insisted that the infant’s drives (hunger, sex, and so forth)
are directed to an object--- a breast, a penis, a vagina and so
on.
7. Psychic life of the infant
Phantasies
these phantasies are psychic representations of unconscious id
instincts.
Klein did suggest that neonates could put thoughts into words. She
simply meant that they possess unconscious images of
“good” and “bad.”
Example:
A full stomach is good: an empty one is bad.
8. It is like saying:
Infants who fall asleep while sucking on their
fingers are phantasizing about having their mother’s good
breast inside themselves. Similarly, hungry infants who cry
and kick their legs are phantasizing that they are kicking or
destroying the bad breast.
9. Psychic life of the infant
Objects
Klein agreed with Freud that humans have innate drives or
instinct.
Drives, must have some object. She believed that from early
infancy children relate to these external objects, both in fantasy
and reality.
The hunger drive has the good breast as its object.
The sex drive has a sexual organ as its object.
*The earliest object relations are with the mother’s breast.
10. Psychic life of the infant
Positions
Klein saw human infants as constantly engaging in
basic conflict between the life instinct and death instinct.
That is, between good and bad, love and hate, creativity
and destruction.
* In children’s attempt to deal with this dichotomy of good and bad feelings,
infants organize their experiences into positions, or ways of dealing with
both internal and external objects.
11. Two Basic Positions
Paranoid-Schizoid Position
(first 3 or 4 months of life)
to control the good breast and to fight off its persecutors, the infants
adopts this position.
A way of organizing experiences that includes both paranoid
feelings of being persecuted and a splitting of internal and external
objects into good and the bad.
12. Two Basic Positions
Depressive Position
(first 5 or 6 months of life)
The feeling of anxiety over losing a loved object coupled with a sense
of guilt for wanting to destroy that object. Infants experiences guilt for its
previous destructive urges toward the mother.
*children in this position recognize that the loved object and hated
object are now one and the same.
13. the depressive position is resolved when:
The children fantasize that they have made reparation for
their previous transgressions and when they recognize
that their mother will not go away permanently but will
return after each departure.
14. Psychic Defense Mechanism
Klein suggested that from early infancy, children adopt
several psychic defense mechanism to protect their ego
against the anxiety aroused by their own destructive
fantasies.
I. Introjection
II.Projection
III.Splitting
IV.Projective identification
15. Introjection
Klein simply meant that infants fantasize taking into
their body these perceptions and experiences that they
have had with the external object.
Psychic Defense Mechanism
16. Introjection
* This begins with an infant’s first feeding, when there is an
attempt to incorporate the mother’s breast into the infant’s body.
*When dangerous object are introjected, they become internal
persecutors, capable of terrifying the infant and leaving
frightening residues that may be expressed in dreams.
Psychic Defense Mechanism
17. Projection
the fantasy that one’s own feelings and impulses actually
reside in another person not within one’s body.
*adults sometimes project their own feeling of love onto another
person and become convinced that the other person loves them.
Psychic Defense Mechanism
18. Splitting
keeping apart incompatible impulses. Thus, infants
develop the picture of both the good me and bad me that enables
them to deal with both pleasurable and destructive impulses
toward external objects.
Psychic Defense Mechanism
19. Projective identification
A psychic defense mechanism in which infants splits
off unacceptable parts of themselves, project them into
another object, and finally introject them back into
themselves in a changed or distorted form.
Psychic Defense Mechanism
20. * Object relation theorist speak of internalization , they
mean that the person make in (introjects) aspects of
external world and then organizes those introjections.
Three internalizations
1. Ego
2. Superego
3. Oedipus complex
Internalizations
21. • For Melanie ego or one’s sense of self, reaches, maturity at
much earlier than Freud had assumed.
*Melanie ignored the id and based her theory on the ego’s early
ability to sense both destructive and loving forces and to manage
them through splitting, projection and introjection.
Ego
22. All experiences even those connected with the feeding, are
evaluated by the ego in terms of how they relate to the good
breast and the bad breast.
For example:
when the ego experiences the good breast, it expects
similar good experiences with other objects, such has its own
fingers, pacifier, or the father.
Ego
23. Melanie’s superego differ from Freud’s in at least three important
respect:
1. It emerges much earlier in life
2. It is not outgrowth of the Oedipus complex
3. It is more harsh and cruel
*Melanie arrived at these differences through her analysis of
young children, an experience Freud did not have.
Superego
24. Melanie believed that the more mature superego superego
produces feelings of inferiority and guilt. But her analysis of young
children led her to believe that the early superego produces not
guilt but terror.
*young children fear being devoured, cut up, and torn into
pieces---fears that are greatly out of proportion to any realistic
dangers.
Superego
25. Melanie believed that the more mature superego superego
produces feelings of inferiority and guilt. But her analysis of young
children led her to believe that the early superego produces not
guilt but terror.
*young children fear being devoured, cut up, and torn into
pieces---fears that are greatly out of proportion to any realistic
dangers.
Superego
26. To manage this anxiety, the child’s ego mobilizes the libido
(life instincts) against the death instinct.
This early ego defense lays the foundation for the development of
the superego, who extreme violence is a reaction to the ego’s
aggressive self-defense against its own destructive tendencies.
* Melanie this harsh and cruel superego is responsible for many
antisocial and criminal tendencies in adults.
Superego
27. Melanie believed that her idea of Oedipus complex was merely an
extension and not a refutation of Freud’s ideas., her conception
departed from the Freudian one in several ways.
1. Melanie held that the Oedipus complex begins at a much
earlier age then Freud had suggested.
2. Melanie believed that a significant part of Oedipus complex is
children’s fear of retaliation from their parent for their fantasy
of emptying the parent’s body.
Oedipus complex
28. 3. She stressed the importance of children retaining positive feelings
towards both parents.
4. The Oedipus complex serve the same need for both genders that is to
establish a positive attitude with good and gratifying object and to avoid
the bad and terrifying object.
* In this position, children either gender can direct their love either
alternately or simultaneously toward both parent.
Oedipus complex