from childhood experiences (Fisher & Greenberg‚ 1977‚ p. 399). However‚ these stages should not be viewed as crucial to modern psychoanalysis. What is crucial to modern psychoanalytic theory and practice is the power of the unconscious and the transference phenomenon. Numerous studies have shown that its efficiency is related to the quality of the therapist‚ rather than the psychoanalytic school or technique or training.[75] A French 2004 report from INSERM said that psychoanalytic therapy is far
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References: Harris‚ Sam. (2012) Free Will‚ USA: Free Press Jacobs‚ Michael (2010) Psychodynamic Counselling in Action‚ London: Sage Publications Katie‚ Byron (2002) Loving what is‚ USA: Rider Mearns‚ Dave (1980) The Person-Centred Approach to Therapy (Paper presented at the Scottish Association for Counselling‚ 31st May‚ 1980 Rogers‚ Carl R. (2003) Client Centred Therapy‚ London: Constable & Robinson Sanders‚ P
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Encountering group work is part of everyone’s life‚ family‚ employment‚ and social settings. As social work students‚ we are trained in human behavior. Taflinger (1996) describes self-preservation in humans as essential and multifaceted. Groups are reciprocal; when group members work together it promotes group survival which is essentially personal survival. This paper aspires to address the group process and identify several types of groups. This paper will explain the dynamics of being a group
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Chapter 4 & 5 Psychoanalytic Therapy • Sigmund Freud. • Freuds psychoanalytical system = model of personality development‚ approach to psychotherapy • Often a benchmark used for other theories • Freudian view of human nature = deterministic • Behaviour determined by irrational forces‚ unconscious motivations 0biological/instinctual drives‚ evolve through key psycho sexual stages in first 6 years of life • Instincts central • Libido = energy of all life instincts • Libido‚ source of motivation
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From Bowlby’s perspective‚ Maria’s current anxiety could be linked to her early familial relationships‚ which left her feeling helpless to connect with others. Still‚ Maria resisted the idea of seeing herself as a victim of relationships. The following process excerpt demonstrates this stance: T: It sounds like as if you’re trying to understand why this is happening to you. M: I can’t want to bring myself in front of anyone‚ I don’t (pause) the way you say it there‚ I feel like I’m somehow a victim
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foundation - The Core Conditions of Rogers……………………………………………………...Pg 2-3 Practicalities of initial meetings & establishing collaboration regarding bonds‚ goals and tasks………...Pg 3 Is the therapeutic relationship positive? - Attending to the transference configuration………………….Pg 3-4 What is the attachment style?........................................................................................................................Pg 4 What is the client’s experience of the relationship?.......
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Midterm Cheat Sheet (EDG 701) |Period of |Freud Psychosexual |Erickson | |Life | |Psychosocial (role | | | |of ego/social influ)| |First Year|Oral Stage—oral |Infancy: Trust vs. | | |fixations/gratificat|Mistrust—basic needs| | |ion—mistrust of |met=trust; not | | |others‚ rejection‚ |met=mistrust | | |love/fear of | | | |intimate
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Duration: Two hours per week for 15 weeks (30 hours). As taught in 2010/2011 session Lecturer’s name: ONIYE‚ Abdulrazaq Olayinka Qualifications: B.A.Ed (Islamic Studies Education: Usmanu Dan Fodiyo University Sokoto); M.Ed; PhD (Guidance and Counselling: University of Ilorin); Cert. (Data Processing: University of Ilorin). E-mail address: oniyerasaq@unilorin.edu.ng Office Location: Room 15‚ Department of Counsellor Education‚ Faculty of Education‚ University of Ilorin‚ Nigeria Consultation
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Leeds Metropolitan University Faculty of Health Semester 2 BSc Therapeutic Counselling Issues and Debates in Counselling and Psychotherapy Critically evaluate the arguments for and against one of the subject areas raised in the issues and debates sessions For and Against Cognitive Behavioural therapy Student number: C7017417 Tutor: Kay McFarlane Words: 3834 May 2013 Introduction The aims of this essay are to critically evaluate the arguments for and against
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Essay “Demonstrate your understanding of the theoretical models of developmental stages and transitions with respect to childhood and adolescence and how this can influence practice by:” 1) Critically compare the key concepts of models/theories associated with childhood and adolescence (1.1) – Bowlby‚ Winnicott‚ Klein‚ Erikson. In the first part of my essay I will critically compare the key concepts of theories of Klein‚ Winnicott‚ Bowlby and Erikson associated with childhood and adolescence
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