CHILD PERSONALITY DEVELOPMENT -A PSYCHOANALYTIC APPROACH (original) (raw)
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DEVELOPMENT OF PERSONALITY, C. G. JUNG
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About the time when Freud published his report on the case of "Little Hans," 1 I received from a father who was acquainted with psychoanalysis a series of observations concerning his little daughter, then four years old. These observations have so much that bears upon, and supplements, Freud's report on "Little Hans" that I cannot refrain from making this material accessible to a wider public. The widespread incomprehension, not to say indignation, with which "Little Hans" was greeted, was for me an additional reason for publishing my material, although it is nothing like as extensive as that of "Little Hans." Nevertheless, it contains points which seem to confirm how typical the case of "Little Hans" is. So-called "scientific" criticism, so far as it has taken any notice at all of these important matters, has once more proved overhasty, seeing that people have still not learned first to examine and then to judge. The little girl to whose sagacity and intellectual sprightliness we are indebted for the following observations is a healthy, lively child of emotional temperament. She has never been seriously ill, nor had she ever shown any trace of "nervous" symptoms. l "Analysis of a Phobia in a Five-year-old Boy," Standard Edition of the Complete Psychological Works of Sigmund Freud, X (1955; first pub. 1909). 8 14. MYSTERIUM CONIUNCTIONIS ([1955-56] 1963; 2d ed., 1970) AN INQUIRY INTO THE SEPARATION AND SYNTHESIS OF PSYCHIC OPPOSITES IN ALCHEMY The Components of the Coniunctio The Paradoxa
Personality development in the context of the neo-socioanalytic model of personality
Different perspectives on personality development propose a range of possible degrees to which traits are free to change, from hardly at all to very much. This essay reviews the empirical evidence on just how consistent and changeable personality traits are across the life course. To gain a thorough perspective on personality trait development, we review developmental studies that focus on three different types of change: rank-order consistency, mean level change, and individual level change. Starting in late childhood, personality traits exhibit modest levels of rank-order consistency that increase with age. In addition personality traits show mean level changes, especially in young adulthood, that are consistent with the idea of increasing maturity. Finally, despite these general trends in personality continuity and change, there is evidence that individuals may change in ways that contradict general trends and that these individual differences in change are related to life experiences.
Psychoanalytic Studies of the Personality
Since publication of this volume in 1952, W. R. D. Fairbairn's focus on object relations has re-oriented psychoanalysis by placing the child's need for relationships at the centre of development. His object relations theory elaborated a model of psychic structure built upon the internalization and modification of experience with parents and other people of central importance to the child, and showed how the self or ego handles the dissatisfactions inevitable in all relationships through internalization of the object, followed by ego splitting and repression of painful internal object relations. Fairbairn's work has been the starting point for Bowlby's work on attachment, Guntrip and Sutherland's writing on the self, Dicks' contribution to understanding marriage, Kernberg's treatment of severe personality disorders, and Mitchell's relational theory. Fairbairn's ideas have become central to psychoanalysis; they often pass for truisms, making it hard to remember a time when the individual's need for relationships was not seen as the central focus of development and of therapy.
This paper aims to highlight the nature and objectives of development of child's personality from the Sunnah and psychology perspectives. This study comprehensibly deals with theoretical and empirical aspects from the two domains. The adequate development of child's personality is among the hot issues of the world. Nowadays, the religious and social sciences greatly focused on the study of different developmental aspects of children in order to develop their personalities and make them good citizen for future. This paper explicitly presents the comparative and analytical view of literature on the nature and objectives of the development of child's personality in order to integrate both schools of thought. The findings of this theoretical study, therefore, will be helpful to promote better understanding of the issue for the production of righteous and virtuous offspring.
Introduction: The Child's Psyche and the Nature of its Experience
British Journal of Psychotherapy, 1987
No-one committed to the value of a psychodynamic perspective for understanding human behaviour would dispute that one essential tenet of this approach is that a developmental perspective can give valuable insight into the understanding of human behaviour. The child, nay indeed the infant, is the father of the man. It is a perspective which stresses that complex and elaborate forms of human behaviour and motivation can be interpreted as the elaboration of more primitive or infantile drives and conflicts. Our conception of the infant's nature, his drives, his needs, his innate potentialities, and how they will be affected or structured by the environment that may meet or fail to meet his requirements, will affect and colour our later understanding of 'the transference in the analytic situation. We may differ about the drives we attribute to the neonate: for example, in our views about the death instinct or whether envy is a primary or secondary phenomenon. Some, like Balint, Fairbairn, Winnicott or Kohut, may regard these drives as secondary products arising from, and exacerbated by, an environmental situation in which there was a traumatising lack of fit between the child and his significant others. We may differ in the significance we attribute to the role of the relationship with the primary caretaker and how this relationship affects the intrapsychic development of the individual. Some will stress the role of the mother as a transformational object of primitive infantile phantasies inasmuch as she can hold and contain them. But does she also function as a stimulator? Do experiences of actual seductiveness at the hands of the mother affect the intrapsychic development of her child? These differences may affect our views of the nature of the relationship between phantasy and reality. When Freud stressed that the main factors in the aetiology of hysteria arose from unconscious phantasy originating from internal sexual drives rather than actual seduction, did he direct our attention away from external reality? These differences will affect how we account for the fact that some individuals have failed in terms of the sublimation and transformation of their pregenital and aggressive drives. Do we explain this in terms of intra-psychic factors, as essentially an internal failure in the taming of the drives, or do we think that a relevant explanatory variable might be the actual relationship with the parents which perhaps failed to provide theh olding' environment necessary for the transformation of the drives? We may differ in the degree to which we understand psychopathology in terms of fixations due to instinctual conflict, or of developmental arrests due to environmental deficit. If we adopt a position regarding unmet needs, what are the mutative factors of the analytic situation? Is it purely the achievement of insight through interpretation of the transference, or are there elements of a corrective experience provided by the analyst's empathic mirroring which are necessary for the tranformation of some narcissistic configurations as Kohut (1971) argues?
Child's Personality and Family Upbringing Methods
Indonesian Journal of Instructional Media and Model
Psychologists point out that there are critical and highly sensitive periods in the development of children during which learning of their behavior patterns becomes possible, that is, there are certain environmental interactions during this period in order to progress naturally, and at the beginning of his interaction he can issue a greater number of responses with his environment , but whatever What remains of it and proves is what keeps it consolidating, and what fades and is deleted from the responses, it is the one that does not support, and the child in the characteristics of his first life suffers from what befalls others and suffers from psychological disorders and emotional and behavioral deviations as adults suffer. The psychological, emotional and physical development of the child is a continuous and escalating process, which is In its growth and gradation, it is affected by the factors of the physical environment and the social family