Psychoanalytic and Humanistic Explanations of Personality - Term Paper Example

Psychoanalytic and Humanistic Interpretations of Personality Introduction While the 20th century witnessed the advent of a broad range of personality theories the vast majority of approaches were predicated on the foundational methodology of the psychodynamic and humanistic models. While they both attempt to explore foundational elements of personality, they differ in their central perspective on human nature. With the psychodynamic model one witnesses a semi-structured theoretical personality theory, while the humanistic personality model is in large part a therapeutic approach. This essay examines the core assumptions of these personality approaches in regards to their comparative and contrasting elements, with specific emphasis on their theoretical foundations and developmental elements. Theoretical Foundations I. Psychodynamic Approach Sigmund Freud wasn’t the first to investigate the philosophical ramifications of the unconscious, but his early 20th century psychological examinations and development of psychoanalysis make him the progenitor of the psychodynamic personality theory (Griggs 2008). While psychoanalysis has been extended into a broad range of analytic fields, most notably literature, its implications for personality theory have largely been linked to his theories regarding the unconscious or childhood development (Elliot 2002). Most individuals are familiar with Freud’s characterization of the personality as differentiated into three categories of ego, super-ego, and id. When considering the relevancy for this personality theory it’s important to note that Freud believed that the conscious elements represented by the ego in certain situations experienced cognitive overload resulting in repression as a protective mechanism affecting the personality in later life. Psychodynamic personality theory understands personality as rooted in the complex interaction of conscious and unconscious forces governing the individual’s actions. In examining the psychodynamic aspects of personality theory, considering it in terms of therapeutic processes reveals its foundational theoretical perspectives. While psychodynamic personality approaches have been practiced for nearly a century and have engendered a number of therapeutic techniques, two of the most predominant techniques are free association and dream interpretation. In free association the patient is encouraged to freely express their thoughts while the therapist examines their narrative descriptions for its underlining subconscious motivation; similarly dream interpretation is a method used by the therapist as a means of direct access to unconscious impulses. A number of objections have surfaced in response to the psychodynamic personality approach that has largely marginalized it as a theoretical model. One of the most prominent is the general rejection of many of Freud’s theories as largely unscientific, as their assumptions are predicated on untestable hypotheses (Elliot 2002). It will be noted that many of these same criticisms have been levied against the humanistic approach. II. Humanistic Approach The core theoretical foundation of humanistic personality theory is the emphasis on human agency. One of the central criticisms of the humanistic personality approach is that it doesnt constitute an actual theoretical model, but is rather a therapeutic approach. Two humanistic personality theories are Carl Rogers Client-Centered, and the Gestalt approach. While Client-Centered has been aligned with Gestalt therapy (Elkins 2009) in that they both emphasize holistic patterns and the individual’s free choice, it seems that the Rogerian perspective on individual agency is even more starkly existential than the Gestalt approach; the Gestalt approach acknowledges the challenge of competing modes of thinking. Client-centered personality theory also has a phenomenological understanding of the individual’s environment, as it contends that what one perceives of their situation, feelings, and environment is actually their reality. Notably, Rogers situates his theory in direct opposition to the psychodynamic model that emphasizes lengthy therapist involvement and the inability of the patient to recognize their problems because of repressive barriers (Woolfe, Ray, Dryden, Windy, Strawbridge, Sheelagh 2009). Rogers believes that the emphasis should be place nearly entirely on the patient, as they have the humanistic power of realizing their problems and overcoming them; in this regard Rogers (1961, pg. 184) states, If the therapy were optimal, intensive as well as extensive, then it would mean that the therapist has been able to enter into an intensely personal and subjective relationship with the client – relating not as a scientist to an object of study, not as a physician expecting to diagnose and cure, but as a person to a person. This is not to say that suggestions for personality change are solely the responsibility of the client, but rather they are elements that are distinct to the particular situation rather than external or objective. Developmental Elements I. Psychodynamic Approach Perhaps the central difference between the psychodynamic approach and the humanistic approach in terms of personality development, is the highly structured stages of development as outlined by Sigmund Freud. Freud developed a series of psychosexual stages of development that characterize the human development process from birth. As the child is born they enter the oral phase of development, and then subsequently progress into the anal, phallic, latency, and genital phases. The stages functioned to develop the sexuality of the individual, from one of polymorphous perversity to heterosexuality. It was Freud’s theoretical understanding that if difficulties were encountered in any of these stages that they would cause unconscious psychic dysfunctions later in life (Mitchell 1996). At birth the child begins the oral stage of psychosexual development. This stage lasts until the individual is approximately two years old. As the moniker suggests, this stage of development is characterized by infantile fixation with the mouth. Examples of this include thumb sucking, breast feeding, and the placement of other various objects in the mouth. Freud’s concept of the Id is notable here, as he believed that the child in the oral stage is Id driven, as the ego and superego have not entirely developed; furthermore, as the child’s self-concept has not emerged, they are driven by the pleasure principle. It is during this stage that the child’s self-concept forms, as they recognize that they are a distinct entity the rest of their environment. The child also notably experiences weaning – that is, their first sense of abandonment – as their mother or parental guardian leaves them alone. Freud believed that this experience greatly contributed to ego formation. The next psychosexual stage is the anal phase. This stage of development takes place between the ages of fifteen months through three years. The primary characteristic of this phase is the movement of the child’s pleasure area from the oral region to the anus. While the ego has begun its development in the oral stage, it is still not fully formed, and continues its maturation throughout the anal phase. The most notable developmental trait that occurs during this stage is that the child becomes toilet trained. Freud believed that toilet training, ego development and anal fixation were related as it is the infants overcoming of the overpowering urges of the Id to continue to engage in defecation without restraint; it is only through the infant’s restraint of these urges that there are able to become toilet trained and further develop the ego. The parents’ hyper-interaction with the child during this stage has been argued to potentially cause compulsive personality in later life. The next stage is the phallic stage. This stage occurs within the child from approximately 3-5 years of age and the child’s sexual fixation shifts from the anus to the genitals. This is one of the most important stages of development as the child experiences the Oedipal Conflict. This is the term Freud used to describe the child’s desire to engage in sexual relations with the mother; upon realizing the impossibility of this the male child develops castration anxiety, while the female child develops penis envy. This internal Id and ego conflict furthers develops the self-concept and gives rise to the superego. The next phase is the latency phase. While there are no major developments in this psychosexual phase, it is important for the further gestation of the previous stages of development. In this stage the individual’s Id drives have been subsumed to the individual’s ego, as they learn principles of delayed gratification, and their sexual drive is redirected into pursuits such as school, art, and play (Weiten 2010). The final psychosexual phase is the genital phase. This phase occurs from puberty to until approximately age 18. While the genital phase shares with the phallic stage pleasure rooted in the genitals, in this stage the ego is further developed and so takes on full adult sexuality. This stage also implements gratification through symbolic thinking, rather than simply the primary drives; this symbolic pleasure occurs in such things as love and relationships. II. Humanistic Approach While Freuds personality theory in terms of development is highly structure in terms of the psychosexual stages, humanistic approaches locate personal growth in the process of self awareness. This means that as the individual becomes aware of their maladjustment they have correspondingly overcome it. In terms of actual humanistic models, client-centered development understands growth in a similar means to Gestalt therapy, but differs in significant ways. The two therapies acknowledge that there is a true or ideal self that must be actualized. Gestalt therapy understands that barriers to the self emerge as humans develop conflicting selves and interpretations of reality, whereas client-entered therapy emphasizes a more simple formulation of the self, locating barriers to progress in maladjustments to current conditions. The understanding that there is a self that is actualized through understanding and personal development guides the individual (Sommer-Flanagan 1993). The individual strives to gain methods of attaining self-awareness and means of accessing a more direct or true reality. The core of elements humanistic psychology can be identified in these theoretical foundations. Existential philosophy emphasizes the importance of individual human agency in determining thoughts and actions. This is differentiated from the psychoanalytic school of thought that emphasizes the importance of childhood development and unconscious repression in determining human behavior and psychic dysfunctions. Following this core understanding of human behavior, the humanistic personality approach works towards helping the individual come to terms with their own personal agency and responsibility in a world where they are ultimately free. Even as humanistic psychology emphasizes individual freedom, it understands that society plays a significant role in affecting the individual’s life, motivation, and ability to function; as a result, much of the humanistic process functions through aiding the individual in determining their place in an oftentimes conflicting and challenging social structure. Conclusion In conclusion, its clear that the psychoanalytic and humanistic theoretical models of personality differ on their foundational elements. In terms of the psychoanalytic model, human actions are argued to be motivated by unconscious impulses. Conversely, humanistic psychology considers human actions from an existential perspective that places emphasis on individual agency and freedom of action. In terms of personality development, the psychoanalytic perspective presents a highly structured model of psychosexual stages of development. Conversely, the humanistic developmental approach is more highly organic, with the impetus placed on the individual. Ultimately, while the two theoretical approaches differ on their understanding of the individual agency and freedom of the individual. References Corey, G. (1991), Theory and Practice of Counseling and Psychotherapy 4th edn, Brooks/Cole USA. Elkins, David. (2009) Humanistic Psychology. Colorado: Rockies Press. Elliot, Anthony. (2002) Psychoanalytic Theory: An Introduction. North Carolina: Duke University Press. Griggs, Richard. (2008) Psychology: A Concise Introduction. New York: Worth Publishing. Schneider, Kirk J., Pierson, J. Fraser , Bugental, James F T. (2002) The Handbook of Humanistic Psychology: Leading Edges in Theory, Research, and Practice. New York: Sage Publications. Sommer-Flanagan, John. (1993), Counseling and Psychotherapy: A Multicultural Perspective 3rd edn, Allyn & Bacon USA. Woolfe, Ray, Dryden, Windy, Strawbridge, Sheelagh (2009) Handbook of counselling psychology. New York: Sage Publications. Rogers, Carl (1989). The Carl Rogers Reader. Mariner Books. Rogers, Carl (1961). On Becoming a Person. Mariner Books. Weiten, Wayne. (2010). Psychology: Themes and Variations. New York: Wadsworth Publishing. Read More