PSYCHOANALYTIC

THEORY

BY

SIGMUND FREUD
•Austrian physician and psychologist Sigmund Freud (1856–
1939). Born in Austria and spent most of his childhood and
adult life in Vienna.

•Soon after his graduation, he set up a private practice and

began treating patients with psychological disorders.

•He founded what today is known as the psychodynamic

approach, an approach to understanding human behaviour
that focuses on the role of unconscious thoughts, feelings, and
memories.
Freud is probably the best known of all psychologists,
in part because of his impressive observation and
analyses of personality (there are 24 volumes of his
writings).
Psychoanalysis: Psychoanalysis is both an approach to therapy and a
theory of personality.

Method of treating mental disorders, shaped by psychoanalytic theory,

which emphasizes unconscious motivation – the main cause of behavior
lie in unconscious mind and is sometimes described as “depth
psychology.”

The psychoanalytic movement originated in the clinical observations and

formulations of Sigmund Freud, who coined the term psychoanalysis.
During the 1890s, Freud and Josef Breuer, an Austrian physician,
observed that, when the sources of patients’ ideas and impulses were
brought into consciousness during the hypnotic state, the patients
showed improvement.
Observing that most patients talked freely without being under
hypnosis, Freud evolved the technique of free association of ideas.
 The patient was encouraged to say anything that came to mind,
without regard to its assumed relevancy.
Noting that patients sometimes had difficulty in free association,
Freud concluded that certain painful experiences were repressed, or
held back from conscious awareness.
Freud noted that in the majority of the patients
seen during his early practice, the events most
frequently repressed were concerned with
disturbing sexual experiences. Thus he
hypothesized that anxiety was a consequence of
the repressed energy (libido) attached to sexuality;
the repressed energy found expression in various
symptoms that served as psychological defense
mechanisms.
Freud and his followers later extended the concept of anxiety to
include feelings of fear, guilt, and shame consequent to fantasies of
aggression and hostility and to fear of loneliness caused by
separation from a person on whom the sufferer is dependent.

Freud argued that personality is developed through a series of

psychosexual stages, each focusing on pleasure from a different
part of the body. Freud believed that sexuality begins in infancy,
and that the appropriate resolution of each stage has implications
for later personality development.
Freud’s free-association technique provided him with a tool for
studying the meanings of dreams, slips of the tongue, forgetfulness,
and other mistakes and errors in everyday life. From these
investigations he was led to a new conception of the structure of
personality: the id, ego, and superego. The id is the unconscious
reservoir of unconscious drives and impulses. The ego, according to
Freud, operates in conscious and preconscious levels of awareness. It is
the portion of the personality concerned with the tasks of reality:
perception, cognition, and executive actions. In the superego lie the
individual’s environmentally derived ideals and values and the mores
of family and society.
In the Freudian framework, conflicts among the three structures of the
personality are repressed and lead to the arousal of anxiety. The person is
protected from experiencing anxiety directly by the development of
defense mechanisms, which are learned through family and cultural
influences. These mechanisms become pathological when they inhibit
pursuit of the satisfactions of living in a society.
Later, Freud posited a more structured model of the mind, one that can coexist
with his original ideas about consciousness and unconsciousness. In this model,
there are three parts to the mind:
 1. Id (Reservoir of Psychic Energy) : The id operates at an
unconscious level and focuses solely on instinctual drives and
desires.
Infants are born with Id intact.
Operates on PLEASURE PRINCIPE
The source of psychic energy (Libido) are these instincts.
Two biological instincts make up the id, according to Freud:
eros, or the instinct to survive that drives us to engage in life-
sustaining activities, and
thanatos, or the death instinct that drives destructive, aggressive,
and violent behavior.
i.e. Driven by sexual and aggressive urge
2. Ego (Executive of Personality) : The ego
acts as both a conduit for and a check on the
id, working to meet the id’s needs in a socially
appropriate way. It is the most tied to reality
and begins to develop in infancy.
•The rational level of personality
•Operates on REALITY PRINCIPLES – does
realistic and logical thinking
•The balance between Id and Superego
 3. Superego (Upholder of values and ideals) : The
superego is the portion of the mind in which morality and
higher principles reside, encouraging us to act in socially and
morally acceptable ways.
• Partially unconscious
• Operates on MORAL PRINCIPLES
• Able to differentiate between good and bad, right and
wrong
• If people follow their superego, they will feel proud but if
they don’t follow, they will feel guilty and anxious.
 Example:

EGO
• I want to • I am on a
eat • Eats a super diet!
chocolate! small bar
of
ID chocolate SUPEREGO
A well-balanced mind, one that is free from
anxiety, is achieved by having a strong ego.
It is the ego that balances the competing
forces of the id, on the one hand, and the
super-ego on the other. If either of these
two competing forces overwhelms the ego,
then anxiety is the result.
The image offers a context of “iceberg” model wherein much of our mind
exists in the realm of the unconscious impulses and drives.
Perhaps the most impactful idea put forth by Freud was his model
of the human mind. His model divides the mind into three
layers, or regions:
1. Conscious: This is where our current
thoughts, feelings, and focus live.
Only level of mental life that are directly
available to us
 2. Preconscious (sometimes called the
subconscious): This is the home of everything we can
recall or retrieve from our memory.
Facts stored in a part of the brain, which are not
conscious but are available for possible use in the future
(E.g. A person will never think of her home address at
that moment but when her friend ask for it, she can
easily recall it)
 3. Unconscious: At the deepest level of our minds
resides a repository of the processes that drive our
behavior, including primitive and instinctual desires.
Contains all the feeling, urges or instinct that are beyond
our awareness but it affect our expression, feeling, action
(E.g. Slip of tongue, dreams, wishes)
Three Types of Anxiety

Freud proposed three types of anxiety:

• Reality anxiety
• Neurotic anxiety
• Moral anxiety.
The first type of anxiety, the one from which the others are derived, is reality or
objective anxiety.
This involves a fear of tangible dangers in the real world.
Most of us justifiably fear fires, hurricanes, earthquakes, run from wild animals,
and speeding cars.

Purpose is to guide our behavior to escape or protect ourselves from actual

dangers.

Our fear subsides when the threat is no longer present.

These reality based fears can be carried to extremes, however. The person who
cannot leave home for fear of being hit by a car or who cannot light a match for
fear of fire is carrying reality-based fears beyond the point of normality.
Neurotic anxiety has its basis in childhood, in a conflict between instinctual
gratification and reality.

Children are often punished for overtly expressing sexual or aggressive

impulses.

Therefore, the wish to gratify certain id impulses generates anxiety. This

neurotic anxiety is an unconscious fear of being punished for impulsively
displaying id-dominated behavior.

Note that the fear is not of the instincts, but of what may happen as a result of
gratifying the instincts. The conflict becomes one between the id and the ego,
and its origin has some basis in reality.
Moral anxiety results from a conflict between the id and the superego. In
essence, it is a fear of one’s conscience.

When you are motivated to express an instinctual impulse that is contrary to

your moral code, your superego retaliates by causing you to feel shame or
guilt.

The shame and guilt feelings in moral anxiety arise from within; it is our
conscience that causes the fear and the anxiety.

Like neurotic anxiety, moral anxiety has some basis in reality. Children are
punished for violating their parents’ moral codes, and adults are punished for
violating society’s moral code.
Anxiety serves as a warning signal to the person that all is not as it should be
within the personality.

Anxiety alerts the individual that the ego is being threatened and that unless
action is taken, the ego might be overthrown. How can the ego protect or
defend itself?

There are a number of options: running away from the threatening situation,
inhibiting the impulsive need that is the source of the danger, or obeying the
dictates of the conscience.

If none of these rational techniques works, the person may resort to defense
mechanisms, which are nonrational strategies designed to defend the ego.
 Defense Mechanisms
Freud believed these three parts of the mind are in constant conflict
because each part has a different primary goal. Sometimes, when the
conflict is too much for a person to handle, his or her ego may engage in
one or many defense mechanisms to protect the individual.

• Defense mechanism are invented by the Ego in an attempt to resolve the

conflict between Id and Superego – so that personality can operate in a
healthy manner
• It deny/distort reality while operating in unconscious level
• If it is used once a while, the purpose of using it is to reduce stress
• But if it is used frequently, it means the individual are trying to avoid
facing reality
These defense mechanisms include:
•Repression: The ego pushes disturbing or threatening thoughts
out of one’s consciousness. Eg. A child, who faced abuse by a
parent, later has no memory of the events but has trouble forming
relationships. An accident victim nearly dies but remembers none
of the details of the accident
•Denial: The ego blocks upsetting or
overwhelming experiences from awareness,
causing the individual to refuse to acknowledge
or believe what is happening.
Eg. Someone denies that they have an alcohol
or substance use disorder because they can still
function and go to work each day.
•Projection: The ego attempts to solve
discomfort by attributing the individual’s
unacceptable thoughts, feelings, and motives to
another person. Eg, A woman criticizes her
daughter for interrupting her while she's
talking, when in fact, she regularly interrupts
her daughter.
•Displacement: The individual satisfies an impulse by acting
on a substitute object or person in a socially unacceptable way
Redirecting the feelings of hostility and violent action from
self to another that is less threatening from original source.
(e.g., releasing frustration directed toward your boss on your
spouse instead or Angered by a neighbor’s hateful comment, a
mother punish her child for accidentally spilling her drinks
(e.g., releasing frustration directed toward your boss on your
spouse instead)..
•Regression: As a defense mechanism, the
individual moves backward in development in
order to cope with stress (e.g., an overwhelmed
adult acting like a child)
• Rationalization: The justification of one’s
behavior through attempts at a rational
explanation. This defense mechanism may
be present in someone who steals money but
feels justified in doing so because they
needed the money more than the person
from whom they stole.
• Reaction formation: Replacing one’s initial
impulse toward a situation or idea with the
opposite impulse. This defense mechanism
may be present in someone who teases or
insults a romantic interest whom they like.
Conversely, reaction formation may be
present in someone who is overly kind to
someone whom they dislike.
 • Identification: A mature defense
mechanism in which an individual
internalizes and reproduces the behavior of
another.
Eg: a child developing the behavior of his or
her parents without conscious realization of
this process. Identification is also known as
introjection.
•Sublimation: Similar to displacement, this
defense mechanism involves satisfying an
impulse by acting on a substitute but in a
socially acceptable way (e.g., channeling
energy into work or a constructive hobby).
• Compensation: Focusing on achievement in
one area of life in order to distract attention
away from the inadequacy or fear of
inadequacy in another area of life.
Eg: a student who receives poor grades on their
report card and then devotes more time and
effort to extracurricular clubs and activities.
• Humor: Decreasing or combating the
negative emotions associated with a
situation by using comedy. For example,
telling a funny story about someone during
a speech about the concerned person.
• Intellectualization: The development of
patterns of excessive thinking or over-
analyzing, which may increase the distance
from one's emotions. For example, someone
diagnosed with a terminal illness does not
show emotion after the diagnosis is given
but instead starts to research every source
they can find about the illness.
• Suppression: Consciously choosing to block
ideas or impulses that are undesirable, as
opposed to repression, a subconscious
process. This defense mechanism may be
present in someone who has intrusive
thoughts about a traumatic event but pushes
these thoughts out of their mind
The 5 Psychosexual Stages of Development
Finally, one of the most enduring concepts associated with Freud is his
psychosexual stages. Freud proposed that children develop in five distinct
stages, each focused on a different source of pleasure.
A person become ‘FIXATED’ or stuck in a stage when a basic need is not
met, therefore that person will face difficulty in transiting to another stage
First Stage

Oral: lasts from birth until some time during the second
year of life.

the child seeks pleasure from the mouth

(e.g., sucking, biting, swallowing)

The infant is in a state of dependence on the mother or is

learning, to love the mother. How the mother responds
to the infant’s demands, which at this time are solely id
demands, determines how baby learns to perceive
the world- as good or bad, satisfying or frustrating, safe or
perilous.
Fixation :
1. If the child is over stimulated in this stage,
as an adult she/he may become dependent
on cigarette or alcohol, become chatterbox,
or derive pleasure from acquiring
possessions(collect things)
2. If the child is under stimulated in this
stage, as an adult she/he will make bitingly
sarcastic remarks or be argumentative
There are two ways of behaving during this
stage: oral incorporative behavior (taking in)
and oral aggressive or oral sadistic behavior
(biting or spitting out).
The oral incorporative mode occurs first and involves the pleasurable
stimulation of the mouth by other people and by food.

Adults fixated at the oral incorporative stage are excessively concerned

with oral activities, such as eating, drinking, smoking, and kissing.

If, as infants, they were excessively gratified, their adult oral personality
will be predisposed to unusual optimism and dependency.

Because they were overindulged in infancy, they continue to depend on

others to gratify their needs.

As a consequence, they are overly gullible, swallow or believe anything

they are told, and trust other people inordinately.

Such people are labeled oral passive personality types.

The oral aggressive or oral sadistic, occurs during the painful,
frustrating eruption of teeth.

As a result of this experience, infants come to view the mother with

hatred as well as love.

Fixation: prone to excessive pessimism, hostility, and aggressiveness.

They are likely to be argumentative and sarcastic, making so-called
biting remarks and displaying cruelty toward others. T
hey tend to be envious of other people and try to exploit and manipulate
them in an effort to dominate.
Second Stage

Anal: around the age of 18 months, when a new

demand, toilet training, is made of the child.

the child seeks pleasure from the anus (e.g., withholding and
eliminating feces)
Fixation :
I. If parents were over-emphasizing potty
training, the child will develop a retentive
character. He will become obstinate and
stingy
II. If parents were negligent about potty
training, the child will develop expulsive
trait such as bad temper, cruelty and messy
disorderliness
Freud believed that the experience of toilet training
during the anal stage had a significant effect on
personality development.
For the first time, gratification of an instinctual impulse
of defecation is interfered with as parents attempt to
regulate the time and place for defecation and the infant
is asked to postpone or delay that pleasure.
The child learns that he or she has (or is) a weapon that can be used
against the parents. The child has control over something and can
choose to comply or not with the parents’ demands. If the toilet
training is not going well—for example, if the child has difficulty
learning or the parents are excessively demanding—the child may
react in one of two ways.
One way is to defecate when and where the parents
disapprove, thus defying their attempts at regulation.

If the child finds this a satisfactory technique for

reducing frustration and uses it frequently, he or she
may develop an anal aggressive personality.
To Freud, this was the basis for many forms of hostile and
sadistic behavior in adult life, including cruelty,
destructiveness, and temper tantrums. Such a person is
likely to be disorderly and to view other people as
objects to be possessed.
A second way the child may react to the frustration of toilet training is to hold
back or retain the feces.
If the child goes several days without a bowel movement, the child discovers
that its a method for securing parental attention and affection.
Therefore, develops anal retentive personality: Stubborn and stingy, such a
person hoards or retains things because feelings of security depend on what
is saved and possessed, compulsively neat, stubborn and overly
conscientious.
Third Stage

Phallic: around the fourth to fifth year, when the focus of pleasure shifts from
the anus to the genitals.

The child seeks pleasure from the sex organs or genitals (e.g., masturbation,
fantasies)

Children display considerable interest in exploring and manipulating the

genitals, their own and those of their playmates.

Child faces a battle between an id impulse and the demands of society, as

reflected in parental expectations.

The child may talk about wanting to marry the parent of the opposite sex.
Phallic conflicts are the most complex ones to resolve.
Fixations:

Child whom had been fixated in this stage will develop a

phallic character, such as careless, incautious, proud and
vain.

This conflict can also cause the child to be afraid of close

relationship and weak sexual identity.

Freud stated that fixation may be a root of homosexuality.

Oedipus complex

During the phallic stage (ages 4 to 5), the unconscious desire of a boy for his
mother, accompanied by a desire to replace or destroy his father.

In the Oedipus complex, the mother becomes a love object for the young boy.
Through fantasy and overt behavior, he displays his sexual longings for her.

And because of that impulse he develops castration anxiety- a boy’s fear

during the Oedipal period that his penis will be cut off. So, that made him
repressed his impulses.

The boy sees the father as an obstacle in his path and regards him as a rival
and a threat. As a result, he becomes jealous of and hostile toward the father.

Freud drew this from his childhood experiences. He wrote, “I have found love
of the mother and jealousy of the father in my own case, too”
Electra complex

Like the boy’s, the girl’s first object of love is the mother, because she is the
primary source of food, affection, and security in infancy.

During the phallic stage, however, the father becomes the girl’s new love
object because of the girl’s reaction to her discovery that boys have a penis
and girls do not.

The girl blames her mother for her supposedly inferior condition and
consequently comes to love her mother less or even hate her. She comes to
envy her father and transfers her love to him because he possesses the highly
valued sex organ.

Thus, a girl develops penis envy, a counterpart to a boy’s castration anxiety.

She believes she has lost her penis; he fears he will lose his.
Fourth Stage

Latent: the child has little or no sexual motivation.

latency period
To Freud, from age 5 to puberty, the sex instinct is dormant,
sublimated in school activities, sports, and hobbies, and in
developing friendships with members of the same sex.

No fixations occur as the child’s energy is focused on peer activities

and personal mastery of learning and physical skills
Fifth Stage

Genital: the child seeks pleasure from the genitals- penis or vagina. Begins at
puberty or 12 years onwards.
Sexual interest in opposite sex increase
The child improve their personal identities, develop caring feeling towards others,
establish loving and sexual relationship and progress in successful careers.

The body is becoming physiologically mature, and if no major fixations have

occurred at an earlier stage of development, the individual may be able to lead a
normal life.
The adolescent must conform to societal sanctions and taboos that exist

concerning sexual expression, but conflict is minimized partially through

sublimation, or socially acceptable substitutes and, later, through a

committed adult relationship with a person of the opposite sex.

The genital personality type is able to find satisfaction in love and work,

where work being an acceptable outlet for sublimation of the id impulses.

Fixation:
Frigidity: Sexual gratification issue, coldness
Impotence: erectile dysfunction and
unsatisfactory relationship
Freud hypothesized that an individual must successfully
complete each stage to become a psychologically healthy
adult with a fully formed ego and superego.

Otherwise, individuals may become stuck or “fixated” in a

particular stage, causing emotional and behavioral problems
in adulthood (McLeod, 2013).
Importance of the early childhood years in determining the
adult personality

According to Freud, the first 5 years are the crucial ones.

His personality theory pays less attention to later childhood and

adolescence, and personality development in adulthood.

To Freud, what we are as adults—how we behave, think, and feel—is

determined by the conflicts to which we are exposed and with which we
must cope before many of us have even learned to read.
THERAPEUTIC PROCESS
 THERAPEUTIC TECHNIQUES

The seven basic techniques of psychoanalytic therapy are :

I. Maintaining the Analytic Framework/ Technical Neutrality
II. Free Association
III. Interpretation
IV. Dream Analysis
V. Analysis of Resistance
VI. Analysis of Transference / Transference Analysis
VII. Counter Transference Analysis
 1. Maintaining the Analytic Framework

• Maintaining therapist’s neutrality and objectivity: It is technical

neutrality, or the commitment of the analyst to remain neutral and avoid
taking sides in the client’s internal conflicts
• strives to remain at an equal distance from the client’s id, ego, and
superego, and from the client’s external reality.
• refrains from imposing his or her value systems upon the client
• The regularity and consistency of meetings
• Starting and ending the sessions on time
• Clarity on the fees
• Explain the basic boundary issues
• sometimes it is considered indifference or disinterest in the

client, but that is not the goal; rather, analysts aim to serve as a

mirror for their clients, reflecting clients’ own characteristics,

assumptions, and behaviors back at them to aid in their understanding

of themselves.
 2. Free Association

•Clients must say whatever that comes to mind, regardless of how painful,
silly or irrelevant it may seem
• Client must try to flow any feelings and thought freely
• This is the basic tool used to open the door to unconscious wishes,
conflicts and motivation
• Unconscious material will enter the conscious and the therapist will
interpret it
 3. Interpretation

• Analyst will explain the meaning of behaviors in dreams, free association etc
• Identify, clarify and translate clients unconscious conflicts
• To help client make sense of their lives and to expand their consciousness
• Analyst pay attention to the content and the process of conveying it to the
patient
• defensive mechanisms they are using
• the context of defense mechanisms or
• the impulsive relationship against which the mechanism was developed, and
• finally the client’s motivation for this mechanism.
 The patients readiness to accept the material is an important
consideration.
If the interpretations are too deep, the patient might not be able to accept
it and bring it into the conscious mind.
Therefore, before telling the interpretation to the patient, the analyst must
evaluate the unconscious material.
The closer the material to the preconscious, the more likely the patient
will accept it
There are three classifications of interpretation:

i. Clarification, in which the analyst attempts to clarify what is

going on in the patient’s consciousness

ii. Confrontation, which is bringing nonverbal aspects of the client’s

behavior into his or her awareness

iii. Interpretation proper, which refers to the analyst’s proposed

hypothesis of the unconscious meaning that relates all the aspects

of the client’s communication with one another.
 4. Dream Analysis

• Way to study the unconscious material and giving the client insight
into some areas of unresolved problems
• Some memories are unacceptable by the ego so they are expressed
in symbolic form(dream)
• Dreams have two levels: Latent Content (hidden but true meaning)
and Manifest Content (obvious meaning)
• Analyst studies content of dreams
 5.Analysis of Resistance

• Progress of the therapy is slow - not paying fees, being late, blocking
thoughts during free association, refusing to recall past memories
• Paying attention to resistance are important, the decision of when to
interpret the resistance and tell the client depends on situation
• Therapist must avoid being judgmental, instead allow him to address what
makes him anxious
• Therapist must make client understand of their own thought, feelings and
action
6. Analysis of Transference/ Transference Analysis

• Transference is the term for the unconscious repetition in the “here and
now” of conflicts from the client’s past.
• Analyst interprets client’s past experience as they are reflected in present
experiences.
• Clients react to therapist as though they were a significant other
• Counselor interprets the positive and negative feelings of the client
• Release of feeling is an emotional catharsis
• Clients become aware of the emotions and able to move onto another
developmental stage
In this, the analyst takes note of all communication, both
verbal and nonverbal, the client engages.
He puts together a theory on what led to the defensive
mechanisms client displays to influence the analyst in a
certain direction.
That theory forms the basis for any attempts to change the
behavior or character of the client.
There are many different types of transference, but the most common include:
i. Paternal transference: In this type, the client looks to another person as a father or
idealized father figure (e.g., wise, authoritative, powerful)

ii. Maternal transference: The client looks to another person as a mother or an

idealized mother figure (e.g., comforting, loving, nurturing)

iii. Sibling transference: This type may occur when parental relationships break down
or are lacking; instead of treating another person as a parent, the client transfers a
more peer-based relationship onto the other person

iv. Non-familial transference: This is a more general in which the client treat others
as idealized versions of what the client expects them to be, rather than what they truly
are; this type of transference can lead the client to form stereotypes.
 7. Counter Transference Analysis

Counter transference is the analyst’s reactions to clients and the

material they present in sessions.

Counter Transference Analysis is the analyst’s attempts to analyze their

own reactions to the client.
 To engage in psychoanalytic treatment, the analyst must see the client
objectively and understand the transference happening in the client and
in their own experience.
 While psychotherapists may practice multiple types of therapy, psychoanalysts

generally stick to practicing only psychoanalysis.

 Both focus on helping people via talk therapy, and help their clients gain insight,

address their mental and emotional issues, and heal.

Psychoanalyst is often considered a type of psychotherapist, who specializes in

psychoanalysis.

With that in mind, every psychoanalyst is also a psychotherapist, but not every

psychotherapist is a psychoanalyst.
Criticisms of Psychoanalytic Therapy
The major criticisms are:

 Many of the assumptions cannot be tested by empirical means, because

theory developed from personal reports from Freud on his experience with

clients making it nearly impossible to falsify or confirm.

 It overemphasizes the deterministic roles of biology and the unconscious,

leaving little room for influence from the conscious mind.

 Psychoanalytic theory was deeply rooted in Freud’s sexist ideas, and traces

of this sexism still remain in the theory and practiced today.

 Freud may have relied too much on a pathology framework, seeing
behaviors as inappropriate and/or harmful when they might be inherent
to the normal human experience.

It has generally not been supported across cultures, and may actually
apply only to Western culture.

 There is little evidence of many of Freud’s theories, including the

repression of childhood sexual abuse and trauma..
The Interpretation of Dreams

Freud believed in the significance of dreams, that analyzing one’s dreams can

give valuable insight into the unconscious mind.

 In 1900, He published the book The Interpretation of Dreams- he

hypothesized that the primary purpose of dreams was to provide individuals with

wish fulfillment, allowing them to work through some of their repressed issues in a

situation free from consciousness and the constraints of reality.

 he distinguished between the manifest content (the actual dream) and the

latent content (the true or hidden meaning behind the dream).

 Freud’s work was continued, although in altered form, by his student

Carl Jung, whose particular brand of psychology is known as

analytical psychology. Jung’s work formed the basis for most modern

psychological theories and concepts.

 Jung and Freud shared an interest in the unconscious and worked

together in their early days, but a few key disagreements ended their

partnership and allowed Jung to fully devote his attention to his new

psychoanalytic theory.
 The three main differences between Freudian
(psychoanalysis) psychology and Jungian (or analytical)
psychology are:
1. Nature and Purpose of the Libido: Jung saw
libido as a general source of psychic energy that
motivated a wide range of human behaviors—from
sex to spirituality to creativity—while Freud saw it
as psychic energy that drives only sexual
gratification.
2. Nature of the Unconscious: While Freud
viewed the unconscious as a storehouse for an
individual’s socially unacceptable repressed desires,
Jung believed it was more of a storehouse for the
individual’s repressed memories and what he called
the collective or transpersonal unconscious (a level
of unconscious shared with other humans that is
made up of latent memories from our ancestors).
Freud also declared that the human mind
centres upon three structures;
the id, the ego and the super-ego.

Jung's split the human mind into 3 sections, but

the subconscious, in Jung's opinion, was split
in:
The ego, the personal unconscious and the
collective unconscious
3. Causes of Behavior: Freud saw our
behavior as being caused solely by past
experiences, most notably those from
childhood, while Jung believed our future
aspirations have a significant impact on our
behavior as well. (McLeod, 2014).