Mark the true statements a Freud. The main provisions of the teachings of Anna Freud. Secondly, Anna Freud found methods of psychoanalytic treatment of children, revealing their inner emotional and intellectual life. psychoanalysis child instinct society

Scientific views

Having become the direct heir to her father's scientific views, Anna Freud primarily developed psychoanalytic ideas about the Self, in fact, founding a new neo-Freudian trend in psychology - ego psychology. Its main scientific merit is usually considered the development of the theory defense mechanisms of a person - the mechanisms by which the I levels out the influence of the It. Anna also made significant progress in the study of aggression, but still the most significant contribution to psychology was the creation (this merit belongs to her together with Melanie Klein) of child psychology and child psychoanalysis. She developed methods of working with children, including games, the provisions of psychoanalytic theory were processed by Anna for applied assistance to parents and children in their interaction. Children were Anna Freud's main scientific and life interest, she once even said: “I don't think I'm a good subject for a biography. Probably, my whole life can be described in one sentence - I worked with children! At the end of her life, a scientist who already had the title Honorary Professor In many major universities world, attracted another area related to children - family law, she studied at Yale University, publishing two works in collaboration with colleagues (see Selected scientific work). Along with Melanie Klein is considered the founder of child psychoanalysis.

The development of ego psychology in the writings of Anna Freud

V.V. Starovoitov

Candidate of Philosophical Sciences, Senior Researcher Institute of Philosophy RAS

Anna Freud (1895 - 1982) - youngest child in the Freud family, received a private pedagogical education and from 1914 to 1920 worked as a teacher. During the First World War, she began to study psychoanalysis. Sigmund Freud personally conducted training analysis his daughter, although until the beginning of the 20s he was not obligatory element training of psychoanalysts, which further strengthened her attachment to her father, and also affected her scientific position in psychoanalysis - she forever remained a champion of the classical psychoanalysis of Z. Freud. In 1921, A. Freud was admitted to the Vienna Psychoanalytic Association. From 1923 she became involved in child analysis. After emigrating to England in 1938, she was admitted to the British Psychoanalytic Society. In December 1940, together with Dorothy Barlingham, her closest friend and colleague, she organized the Hampstead Orphanage", where the psychoanalytic study of children was carried out. Here, A. Freud develops child analysis as an independent area of ​​\u200b\u200bpsychoanalysis. In 1952, the Hampstead Clinic and child therapy courses were opened under the direction of A. Freud. She herself was repeatedly elected to the position of vice president of the IPA.

In the early 1920s, pedagogically oriented psychoanalysis began to develop in Vienna. Hermine Hug-Helmuth (1871 - 1924) was the first analyst in Vienna to start a systematic study of children. Anna Freud was also among the child psychoanalysts. In addition to Vienna, another center of child psychoanalysis in those years was Berlin, where Melanie Klein developed the "play method" for the analysis of children, and then the theory of early child analysis. In 1926, M. Klein finally moved to London, where she continued to develop the theory and practice of analyzing children. For many subsequent years, A. Freud was in irreconcilable polemics with M. Klein because of sharp disagreements on issues of child analysis.

Their first correspondence collision took place in 1927, after the publication of A. Freud's book "Introduction to the Technique of Child Analysis", in which she discusses the possibility of changing the analytical technique when working with children.

Speaking about the specifics of the analysis of children, A. Freud highlights the following points:

1. The child does not have the consciousness of his illness and the will to recover. The decision to undergo analysis never comes from the little patient, but is made by his parents. Therefore, the analyst needs a preparatory period in order to create in the child the lack of readiness and consent to treatment. Because of this, the analyst must first of all establish certain emotional relationships between himself and the child.

2. However, after such a pre-analysis stage, the analyst becomes an overly defined face and a poor transfer object.

4. In addition, the parents continue to be the child's love objects in reality and not in fantasy, so he does not feel the need to replace the parents in his experiences with the analyst. As a consequence, the child does not develop a transference neurosis, although some of its components may be present.

5. In view of the foregoing, abnormal reactions children continue to play out in the home environment. Therefore, the analyst must be aware of all family relationships. Where, according to A. Freud, circumstances or the attitude of parents exclude the possibility of joint work, the result is the loss of the material to be analyzed. In such cases, A. Freud had to limit himself to the analysis of dreams and daydreams in children.

6. Finally, there is an additional problem when working with children. Since the super-ego of the child is still very closely connected with the persons raising him, that is, in most cases with the parents, the assessment of the unconscious instinctive urges of the child is left to the discretion not of the super-ego, but of his relatives, who, by their excessive severity, prepared the appearance of a neurosis in child. The only way out of this impasse, according to A. Freud, can be for the analyst to occupy the place of the Ego-ideal of the latter while working with the child. However, this becomes possible only if, for the child, the authority of the analyst becomes higher than the authority of the parents.

Child analysts tried to compensate for the lack of free expression by the child of all the thoughts that arise in him by various technical methods. In particular, M. Klein replaced the technique of free association with the technique of play, believing that action is more characteristic of a small patient than speech. She considered each child's play action to be an analog of free association in an adult and accompanied it with her own interpretation. A. Freud criticized such assimilation of play actions to the thoughts of an adult and rejected the presence of transference neurosis postulated by M. Klein in a child.

In response to the publication of the book "Introduction to the Technique of Child Analysis", analysts working under the direction of M. Klein in London held a symposium at which A. Freud's views on the analysis of children were sharply criticized. In particular, they believed that transference neurosis did not occur in A. Freud's work because of the introductory phase of analysis that she introduced. They also emphasized the need to use play technology because play is less reprehensible for a child when he cannot produce free associations due to certain fears. In addition, according to the views of M. Klein, the Super-ego, and after it the Oedipus complex, is formed in a child in the first or second year of life, which is why she rejected the pedagogical approach to the analysis of the child, characteristic of A. Freud.

Subsequently, A. Freud made changes to the technique of child psychoanalysis, starting to study everything that could cause repression and other defense mechanisms in a child: fantasies, drawings, emotions, finding in them the equivalent of free associations, which made the pre-analysis stage redundant. At the same time, A. Freud continued to consider the symbolic interpretation of children's play given by M. Klein as rigid, stereotypical, not taking into account the unknown components of the ego, which resulted in a distorted idea of ​​the child's personality. A. Freud herself argued that the path to the child's Id lies through the elaboration of the Ego's defenses.

In her second book, "The Ego and Defense Mechanisms" (1936), A. Freud systematized everything that was known at that time about the action of the defense mechanisms used by the Ego. In addition to repression, she included in this list regression, isolation, projection, introjection, transformation into opposites, sublimation, reactive formation, etc. This systematization significantly expanded the understanding of the protective and synthesizing functions of the Ego, since, according to A. Freud, there is no antithesis between development and protection, since all "defense mechanisms" serve as both internal restrictions on drives and external adaptation.

As for the technique of treatment, it was built by A. Freud in accordance with the model of intrapsychic conflict, where everything that was not new was described as transference. Based on this understanding of transference, she emphasized its spontaneity. Her point of view completely coincided with that of Freud, who also believed that the transference was not created by the doctor.

Freud's understanding of the repetition compulsion as a biological attribute of living matter, providing an explanation for the omnipresence of the transference phenomenon, led to an emphasis on the spontaneity of transference as created exclusively by the patient, and, consequently, to the model of intrapsychic conflict and the standard technique of psychology of one person. The cornerstones of psychoanalysis - transference and resistance - were laid at the foundation of an idealized scientific impartiality. This led to "interpretative fanaticism", when everything that happened in the analytic situation was considered primarily as a manifestation of transference, which led to a clear inequality between the omnipresent object - the analyst, and the unequal subject - the patient. This disparity grew as a result of the analyst's genetic interpretations, which led to the patient's perception of the analyst as someone who knew all about his past, including the origin of the resistance. At the same time, the judgment about what is true and what is a distortion of "truth" was left entirely to the analyst's discretion.

However, later, in the 1954 article "Expansion of Indications for Psychoanalysis", A. Freud finally raised the question of whether some aggressive reactions of patients, usually considered as transference, could not be caused by a categorical denial of the fact that the analyst and the patient how adults are in real personal relationships. Thus, she came to the conclusion that not everything in analysis is "transference".

Beret late nineteenth century. Freud's ideas were based on two important stages, which became the prerequisites for the creation of psychoanalysis. First of all, this is the method developed by Josef Breuer, a physician from Vienna, the second moment preceding Freud's theory is the method of the psychiatrist Hippolyte Bernheim. Sigmund worked with Breuer for a short time, and the professor observed the work of the Bernheim method at one of the demonstrative training sessions. How to characterize the psychoanalysis of Sigmund Freud briefly? It is worth starting from the beginning.

Josef Breuer method

An Austrian psychiatrist worked for several years to develop a method called catharsis. The research lasted from 1880 to 1882. The doctor's patient was a girl aged 21 with paralysis of both right limbs and total absence sensitivity. Also, the girl had an aversion to food and many other not only bodily, but also mental disorders. Dr. Breuer introduced the patient into hypnosis, through which he brought the girl to the point in her life when experiences that traumatized the psyche appeared for the first time. He sought that psychological and emotional state, which owned it at that moment of life and got rid of the symptoms of such a condition “stuck” in the mind. The patient's medical history was a real breakthrough, and in 1895 Breuer and Freud published joint work based on these data - a work called "Studies in hysteria." The experiences and disorders that provoked the symptoms of the disease were later called mental trauma. Breir's work had a significant influence on Sigmund Freud's Introduction to Psychoanalysis.

Hippolyte Bernheim method

The psychiatrist also used hypnosis in the treatment process. Freud's work was strongly influenced by the colleague's method, since in 1889 Sigmund attended one of Bernheim's teaching sessions. The lessons of a psychiatrist made it possible to derive such concepts as resistance and repression. These aspects are the protective mechanism of the psyche of any person. Subsequently, Freud used the method of free association instead of hypnosis. The result of the work was the introduction of the concept of a conscious substitute for the displacement of the unconscious.

Psychoanalysis of Sigmund Freud

The main ideological component of the theory and concept is characterized by the following provisions: for both men and women, erotic disorders are the main factor leading to the development of the disease. Freud came to this conclusion because other mental experiences do not give rise to repression and substitution. The psychoanalyst noted that other, non-erotic emotional disturbances do not lead to the same results, they do not have such a significant value, and even more - they contribute to the action of sexual moments and can never replace them. Such observations and problems of Freud's psychoanalysis were based on many years of practical experience and were described by the professor in his work On Psychoanalysis.

Freud also noted that only childhood experiences explain sensitivity to future traumas. This theory is described in Sigmund Freud's book Introduction to Psychoanalysis. And only by uncovering these childhood memories, which are always forgotten in adulthood, can we get rid of the symptoms. Analytical work must reach the time of sexual development and early childhood. Freud substantiated the proposed theory through the concept of the "Oedipus complex" and the sequence of phases in the psychosexual development of each person. There are 4 stages in total and they can be associated with the basic instincts: oral, anal, phallic, genital.

What is classical psychoanalysis?

The process of recognizing the hidden in the depths of consciousness is carried out through the following methods and basic instincts:

• Free association method;
• Dream interpretation;
• The use of random reservations, as well as erroneous human actions.

Any session is based on one main rule - the patient must say absolutely everything, without fear and embarrassment. Freud wrote that one should say everything that comes to mind, even if at first glance the thoughts seem to the patient wrong or even meaningless. There is no room for critical choice here. And only if you follow this rule will it be possible to “pull out” from a person that material that will enable the psychoanalyst to displace all complexes. This is how one can explain the essence of Sigmund Freud's psychoanalysis briefly.

Free association method

The basis of psychoanalysis is precisely the essence of the technique lies in the fact that if some objects are perceived at one time or in close proximity, then in the future the appearance in the mind of one of them may entail the awareness of a completely different one.

Freud wrote that the patient sometimes abruptly falls silent and refers to the fact that he has nothing more to say and there are no thoughts in his head. However, if you look at it, one hundred percent rejection from the side of thoughts never happens in the human mind. Random reservations, erroneous actions are nothing but hidden desires, repressed intentions and fears hidden in the depths of the subconscious. This is all that a person, for whatever reason, cannot show to others and himself. This is how you can briefly characterize the psychoanalysis of Sigmund Freud.

Dream interpretation

One of Freud's most popular theories was the interpretation of dreams. The psychoanalyst described dreams as messages from the unconscious part of the brain that are encrypted and represent meaningful images. When Freud was seventy years old, in 1931 the book The Interpretation of Dreams was reprinted for the third time. The professor himself wrote that this work contains the most valuable of all the discoveries made by him in his entire life. Freud believed that such insights occur once in a person's entire life.

Transfer process

The essence of the process of transference lies in the fact that a person who does not fully satisfy the need for love pays attention to any new face, in the hope of throwing out his active force of libido. That is why it is quite normal for these hopes to turn towards their psychoanalyst. The doctor, in turn, must clearly understand that the patient's falling in love with him is mostly forced, and in no way is a confirmation of the superiority of the psychoanalyst. The doctor has no reason to take this state of affairs seriously, and in no case should one be proud of such a “conquest”. Countertransference is put in opposition to the process of transference. When the analyst experiences reciprocal unconscious feelings for the patient. Freud believed that this phenomenon is quite dangerous in the first place for the doctor. This is because such feelings can lead in the future to mental illness both. Each of the processes was described by Freud in books on psychoanalysis.

Resistance Recycling Process

An important stage is the overcoming of resistances and psychoanalysis of the personality. It begins with the doctor revealing to the patient those thoughts, feelings and resistances that have never been recognized before. After that, the ward is given time to penetrate as deeply as possible into the resistance unknown to him until now, in order to further process and overcome it.

What are the patient's resistances? First of all, this is a mechanism that works at the unconscious level, and its task is to prevent the awareness of those unacceptable thoughts and desires that were previously repressed. Freud wrote that the processing of resistances is a very difficult part, but in practice it becomes truly painful, not only for the patient. The psychoanalyst also undergoes a real test of patience. However, despite the complexity, it is this part of the work on consciousness that has the maximum changing effect on the patient. This is where analytic treatment differs from treatment by suggestion.

Catharsis

This process contributes to the release of repressed experiences that traumatize the psyche through emotional discharge. This is allowed internal conflict on a neurotic level due to those memories and traumas that were once stuck in the psyche as negative emotions.

The technique of classical psychoanalysis

For general idea and descriptions of the techniques of classical psychoanalysis, Freud used the following explanations:

• The psychoanalyst insisted that during the session the patient should lie on a sofa or couch, and the doctor, in turn, should be behind the patient so that he did not see him, but only heard him. This is because the facial expression of the psychoanalyst should not give the patient food for thought, and even more so should not influence what the patient says.
• In no case should you tell the patient what he should or should not talk about. The doctor must know everything about the patient that he knows about himself.
• The patient must say absolutely everything, without hiding names, dates, places, and so on. There are no secrets or modesty in psychoanalysis.
• During the session, the patient should be completely given to the unconscious memory. That is, a person must turn off the conscious impact on his memory. Simply put, you just need to listen and not think about whether you remember anything or not.
• We must not forget about working with dreams, because this is one of the main methods of the theory of psychoanalysis. Freud believed that if you understand the unconscious needs of a person, which are expressed in dreams, you can find the key to solving that very basic problem;

To disclose to the patient all the information received, to explain the meaning of his thoughts and condition, you can not earlier the moment the transfer process starts. The patient must be attached to the doctor, and this will only take time.

Scope and warranties

Briefly about the psychoanalysis of Sigmund Freud and the scope of the theory, the following can be said: the professor mentioned that psychoanalysis in its classical sense is not designed for people over 50 years old. He explained this by the fact that older people have already lost the flexibility of emotional experiences, to which the effect of therapy is directed. It is not recommended to arrange psychoanalysis sessions in relation to loved ones. Freud wrote that he felt confused about relatives and said that he did not believe in individual influence on their subconscious. Also, some patients, before starting work, are asked to eliminate any one specific symptom, but the doctor cannot be held responsible for the selective power of the analysis. You can touch what is “not necessary”, at least by the associative method. Usually psychoanalysis is a very lengthy process that can drag on for years. Freud noted that he makes it possible for each of his patients to say “stop” and stop treatment at any time. However, a short treatment can create the effect of an unfinished operation, which in the future can only aggravate the situation. The scope of the method is described in more detail in the works of Sigmund Freud.

Criticism of the theory of psychoanalysis

Freud's theory of psychoanalysis causes a storm of discussion to this day. First of all, because some provisions do not have a method of refutation, which means they are unscientific. Paul Bloom (professor of psychology) expressed his point of view, who wrote that the provisions of Freud's theory are vague and cannot be verified by any scientific reliable method. That is why they cannot be used with scientific point vision.

In the same vein, the famous biologist Peter Medawar, who once received nobel prize. The professor described the theory of psychoanalysis as the greatest intellectual fraud of the twentieth century. The same opinion was shared by the philosopher Leslie Stevenson, who analyzed Freud's theory in his book.

Freud also had followers, including such famous people, like Erich Fromm, Jung, Karen Horney, However, in the future, in their research, they also abandoned the key thought and ideas of Freud's psychoanalysis - that the main motive for the occurrence of mental trauma is nothing more than a sexual factor. The study changed directions towards the impact of social and cultural elements of society and environment on mental and mental condition person.

Attempts to organize work with children from the standpoint of traditional psychoanalysis ran into real difficulties: children do not express interest in researching their past, there is no initiative to turn to a psychoanalyst, and the level of verbal development is insufficient to formalize their experiences in words. At first, psychoanalysts were used as material for interpreting the observation and reporting of parents. A little later, methods of psychoanalysis were developed, aimed specifically at children. Followers of Z. Freud Anna Freud and M. Klein created their own versions of child psychotherapy. A. Freud adhered to the position traditional for psychoanalysis about the conflict of the child with full of contradictions social world. She emphasized that in order to understand the difficulties of behavior, a psychologist must strive to penetrate not only into the unconscious layers of the child's psyche, but also to obtain the most detailed knowledge about all three components (I, it, super-I), about relations with the outside world, about the mechanisms of psychological defense. and their role in personal development. A. Freud adhered to the position traditional for psychoanalysis about the child's conflict with the social world full of contradictions. She emphasized that in order to understand the difficulties of behavior, a psychologist must strive to penetrate not only into the unconscious layers of the child's psyche, but also to obtain the most detailed knowledge about all three components (I, it, super-I), about relations with the outside world, about the mechanisms of psychological defense. and their role in personal development. A. Freud attached great importance to children's play, believing that, having carried away the game, the child will become interested in the interpretations offered to him by the analyst regarding the protective mechanisms and unconscious emotions hiding behind them. A psychoanalyst, according to A. Freud, for success in child therapy must necessarily have authority over the child. Special meaning has the character of communication between a child and an adult. The main emotional communication. When organizing research and corrective work with difficult children

(aggressive, anxious) the main efforts should be directed to the formation of attachment, the development of libido, and not to the direct overcoming of negative reactions.; Eng. psychoanalyst M. Klein (1882-1960) developed her own approach to the organization of psychoanalysis at an early age.

The main attention was paid to the spontaneous play activity of the child. M. Klein, unlike A. Freud, insisted on the possibility of direct access to the content of the child's unconscious. She believed that action is more characteristic of a child than speech; the stages of the game are analogues of the associative production of an adult. Psychoanalysis with children, according to Klein, was built mainly in spontaneous children's play, which was helped to manifest itself by specially created conditions. Her play with many toys. A variety of emotional states can manifest themselves in the game: a feeling of frustration and rejection, jealousy of family members and accompanying aggressiveness, a feeling of love or hatred for a newborn, the pleasure of playing with a friend, opposition to parents, feelings of anxiety, guilt and a desire to correct the situation. So, penetration into the depths of the unconscious, according to

M. Klein, possibly with the use of game technology, through the analysis of anxiety and protective mechanisms of the child. Regularly expressing interpretations of his behavior to the child-patient helps him to cope with the difficulties and conflicts that arise.

Some psychologists believe that the game is healing in itself.

So, D.V. Winnicot emphasizes the creative power of free play in comparison with the game by the rules. The knowledge of the child's psyche with the help of psychoanalysis and play technology has expanded the understanding of the emotional life of young children.

children, deepened understanding of the most early stages development and their long-term contribution to normal or pathological development

psyche during adulthood.

Psychoanalysis 3. FreudMain subject: Personal development
Research methods: Analysis of clinical cases,
free association method, dream analysis,
reservations, etc.
Basic concepts:
levels of the psyche (consciousness, preconsciousness,
unconscious), personality structure (Id, Ego, SuperEgo), psychological protection, sexual energy
(libido), sexual instinct, life instinct,
death instinct, stages of psychosexual development,
erogenous zones, pleasure principle, principle
reality, the Oedipus complex, the Electra complex,
identification, conflict, residual behavior,
fixation, genital character

Mental development from the standpoint of classical psychoanalysis 3. Freud

The foundations of the psychoanalytic approach to understanding the development of the psyche in ontogenesis were laid by 3. Freud.

mental development= process
complicating the sphere of attraction,
motives and feelings, development
personality, its complication
structures and functions.

three levels of mind
consciousness
unconscious
preconscious

The unconscious level of the psyche is a receptacle for the instinctive needs of the body, drives, primarily sexual and aggressive

The unconscious level of the psyche
- receptacle of instinctive needs
organism, drives, in the first place
sexy and aggressive.
The unconscious initially resists
society.
Personal development - adaptation (adaptation)
individual to the external social world,
alien to him, but absolutely necessary.

Three structural components personalities
It
I
Super-I

Oh n o (Eid)

primitive core of personality;
it is innate
is unconscious and
obeys the principle
pleasure.
contains congenital
impulsive drives (instinct
Eros of life and the death instinct
Thanatos) and makes up
energy basis
mental development.

10. I (Ego)

- rational and in principle
conscious part
personality. occurs as
biological maturation
between 12 and 36 months
life and guided
reality principle.
The job of the ego is to explain
happening and build
human behavior is
to his instinctive
requirements were
satisfied and
social restrictions and
consciousness would not be
violated.
Assisted by ego
conflict between individuals
and society throughout life
should weaken.
I (ego)

11. Sver x - I (Super - Ego)

Super-I
(Super - Ego)
as a structural component
personality is formed last,
between 3 and 6 years of age.
represents the conscience, the ego-ideal and strictly controls
compliance with the standards adopted in
this society.

12.

The foundation of personality is laid
early childhood experiences,
conflict between id and superego

13. Periodization of age development 3. Freud - psychosexual theory of personality

Periodization of age
development 3. Freud -
psychosexual
personality theory
"Three Essays on the Theory of Sexuality" (1905):
man is born with some
sexual energy (libido), which
strictly defined sequence
moves to different areas of the body (mouth,
anus, genitals)

14. Stages are a kind of steps on the path of development, and there is a danger of "getting stuck" at one stage or another, and then the components of children's sex

Stages of personal development
oral
anal
phallic
latent
genital
Stages - it's their own
kind of steps on the way
development, and there is
danger of getting stuck
on one or the other
stages, and then
children's
sexuality can
become prerequisites
neurotic
symptoms
subsequent life.

15. Oral stage (from birth to 18 months)

Main source
pleasure connects
with satisfaction
main organic
needs and includes
actions related to
breastfeeding:
sucking, biting and
swallowing.
The mother awakens in the child
sexual attraction, teaching
love him. Optimal
degree of satisfaction
(stimulation) in oral
zone (thoracic
feeding, suckling)
lays the foundations
healthy self
adult personality.

16.

Too much parental tenderness
accelerates puberty and makes
child "spoiled", dependent.
Lack of stimulation - adult
will use as ways
adaptation to the surrounding world demonstration
helplessness, gullibility, will need
constant approval of their actions with
sides.

17.

Fixation on the oral-sadistic phase, s
teething when
emphasis shifts to
biting and chewing actions
leads to things like this
as an adult person
love for disputes, cynical consumer attitude towards
to others, pessimism.
Attachment libido
to the oral zone sometimes
is also preserved
adult and gives about himself
know residual
oral behavior - overeating, smoking,
nail biting,
chewing gum, etc.

18. Anal stage (from 1 - 1.5 to 3 years)

Associated with the rise of the ego
Anal eroticism is associated, according to Freud, with pleasant
sensations from the work of the intestines, from excretory
functions, with an interest in their own faeces.
At this stage, parents begin to teach the child
use the toilet for the first time presenting him
the demand to give up the instinctive
pleasure.
The right educational approach is important (attention
to the condition of the child, encouragement, support
neatness)

19. Phallic stage (3-6 years old)

child often looks at
examines his genitals,
shows interest in issues
associated with having children and
sexual relations.

20.

Oedipus complex -
boy
is found
desire to "possess"
mother and eliminate
father.
Identification with
father (imitation
intonations,
statements,
deeds,
borrowing norms,
rules, settings)
promotes
emergence of the superego, or conscience,
last component
personality structures.
The Elektra complex
girls self-identification with
same-sex parent
- mother and
gravity suppression
to the father.
Girl magnifying
resemblance to mother
receives
symbolic
"access" to
father.

21. Latent stage (from 6 - 7 years to 12 years)

Sexual lull, before
the beginning of adolescence.
The energy reserve is directed to
non-sexual goals and activities
- study, sports, knowledge,
friendship with peers
mostly of their gender.
Freud emphasized
the significance of this break in
sexual development
human being as a condition for
development of higher
human culture.

22. Genital stage (12-18 years old)

Stage due to biological maturation in
puberty and the final psychosexual
development.
A rush of sexual and aggressive urges, a complex
Oedipus is reborn on a new level. Autoerotism
disappears, it is replaced by interest in another
sexual object, partner of the opposite sex.
Normally, in adolescence, there is a search for a place in society,
choosing a marriage partner, creating a family.
One of the most significant tasks of this stage is
liberation from the authority of parents, from attachment
to them, which provides the necessary for the cultural process
contrast between old and new generations.

23. Freud was convinced that everything essential in the development of a personality occurs before the age of five, and later a person is already only a “function

Thus, childhood was interested in 3. Freud
as a period that will reshape the adult
personality.
Freud was convinced that everything essential
in personality development occurs before the age of five
age, and later the person is only
"functioning", trying to get rid of the early
conflicts, so no special stages
he did not distinguish adulthood.

24. The value of the psychoanalytic concept

Valuepsychoanalyst
scientific concepts
It is a dynamic development concept,
it shows a complex range
experiences, unity of soul
human life, its irreducibility to
individual functions and elements.
The importance of childhood, the importance and
longevity of parental
influence

25. The most important aspect of the psychoanalytic approach can be considered the idea of ​​sensitive attention to the child, the desire to see beyond the outwardly ordinary e

The most important aspect of the psychoanalytic approach can be
consider the idea of ​​sensitive attention to the child, the desire
to see behind his outwardly ordinary words and actions
questions that really bother or embarrass him.
K.G. Jung critically remarks: "We must take
children as they are
reality, one must stop seeing
them only what we would like to see in them,
and in educating them, one must conform not to
dead rules, but with natural
direction of development"

26. Further development of the psychoanalytic direction in psychology is associated with the names of C. Jung, A. Adler, C. Horney, A. Freud, M. Klein, E. Erickson

Further development
psychoanalytic trend in
psychology is associated with the names of C. Jung,
A. Adler, K. Horney, A. Freud, M.
Klein, E. Erickson, B. Bettelheim, M.
Mahler and others.

27. A. Freud (1895-1982)

Her writings:
"Introduction to Children's
psychoanalysis" (1927)
Norm and pathology in
childhood "(1966), etc.

28. A. Freud believed that in the psychoanalysis of children:

You can and should use common
with adults analytical methods:
hypnosis, free association,
interpretation of dreams, symbols,
parapraxia (silence, forgetfulness),
resistance analysis and transfer.
It is necessary to take into account the uniqueness
child analysis techniques

29. New technical methods

Transformation analysis,
endured
affects
child
(instead of grief - a cheerful mood,
instead of jealousy - excessive tenderness)
Analysis of animal phobias, features
school and family behavior of children
Analysis of children's play

30. In the psychoanalysis of a child, the external world has a much stronger influence on the mechanism of neurosis than in an adult. The outside world, he is brought up

In the psychoanalysis of the child, the external world renders
much more strong influence on the mechanism
neurosis than in adults. External world, his
educational influences - powerful
ally of the weak self of the child in the fight against
instinctive tendencies.

31. English psychoanalyst Melanie Klein (1882-1960)

32.

The focus was on
spontaneous play activity of the child
(specially created conditions:
the therapist gives the child a mass
small toys, the whole world V
miniature" and gives him the opportunity
free to act within an hour).
Action is more characteristic of a child,
than speech
Observing different reactions
child, behind the "stream of childish play" (and
especially for manifestations
aggressiveness or compassion) the main method of studying the structure
child's experiences.

33.

The game may appear
various emotional
states: feelings of frustration and
rejection, jealousy of members
families and related
aggressiveness, feelings of love or
hatred for the newborn
fun to play with a friend,
opposition to parents
feelings of anxiety, guilt and
desire to remedy the situation.
regular expression
child patient
interpretations of his behavior
helps him deal with
emerging difficulties and
conflicts.

34. Modern psychoanalysts on the development and upbringing of children

35. J. Bowlby

Attachment theory: mother is not important
just because it satisfies
primary organic needs
child, in particular satisfies hunger, but
the main thing is that she creates the first for the child
affection
Various disorders of the primary
emotional bond between mother and
child, "attachment disorder"
pose a risk of personal
problems and mental illness
(for example, depressive states).

36. R. Spitz

The relationship between the child
and mother at an early age
have an impact on
shaping his personality
subsequent
Important concepts such as
"attachment", "security",
establishing loved ones
relationships between children and adults
creation of conditions for establishing
interactions between children and parents
in the first hours after birth.

37. E. Fromm

A mother's love is unconditional:
the child is loved simply because
he is.
Fatherly love - for the most
parts of conditional love, its
need and deserve

38. K. Butner

Influence
videos,
cartoons, games,
the toy industry
inner world of children
constantly growing and
often it can be
rated sharply
negatively

39. F. Dolto

"On the side of the child", "On the side
teenager."
Problems: the nature of memories
childhood, the well-being of the child in
kindergarten and school, attitude to
money and punishments, education
in an incomplete family, the norm and
pathology of parent-child
relationships, in vitro conception.

40. Conclusion

Child psychoanalysis
influence on the organization of work with
children in educational and social
areas to work with parents.
numerous early
interventions, treatment options
relationship between parents and
child", "father - mother - child" for
parents and children of "risk groups"
psychoanalytic therapy centers
children.

41.

Presentation prepared
student of group 673(2n)
Minkina Katya

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A. Freud believed that in the psychoanalysis of children, firstly, it is possible and necessary to use analytical methods common with adults on speech material Key words: hypnosis, free association, interpretation of dreams, symbols, parapraxes (silences, forgetting), analysis of resistances and transference. Secondly, she also pointed out the uniqueness of the technique of analyzing children. The difficulties of applying the method of free association, especially in young children, can be partly overcome by analyzing dreams, daydreams, daydreams, games and drawings, which will reveal the tendencies of the unconscious in an open and accessible form. A. Freud proposed new technical methods that help in the study of the I. One of them is the analysis of the transformations undergone by the affects of the child. In her opinion, the discrepancy between the expected (according to past experience) and demonstrated (instead of chagrin - a cheerful mood, instead of jealousy - excessive tenderness) emotional reaction of the child indicates that protective mechanisms are working, and thus it becomes possible to penetrate into the child's self. Rich material on the formation of defense mechanisms in specific phases child development presents an analysis of animal phobias, features of school and family behavior of children. So, A. Freud attached great importance to children's play, believing that,
1 See: Psychoanalysis of child sexuality (3. Freud, K. Abraham. K. G. Jung,
E. Jones, S. Ferenczi) / Ed. B.J.I. Lukov. SPb., 1997.
2 See: Freud A. Psychology I and defense mechanisms. M., 1993.
Chapter V. Mental development as personality development.
65
carried away by the game, the child will also be interested in the interpretations offered to him by the analyst regarding the protective mechanisms and unconscious emotions hiding behind them.
A psychoanalyst, according to A. Freud, for success in child therapy must necessarily have authority over the child, since the child's Super-Ego is relatively weak and unable to cope with the urges released as a result of psychotherapy without outside help. Of particular importance is the nature of the child’s communication with an adult: “Whatever we begin to do with the child, whether we teach him arithmetic or geography, whether we educate him or subject him to analysis, we must first of all establish certain emotional relationships between ourselves and the child. The more difficult the work that lies ahead of us, the stronger this connection should be,” stressed A. Freud1. When organizing research and remedial work with difficult children (aggressive, anxious), the main efforts should be directed to the formation of attachment, the development of libido, and not to the direct overcoming of negative reactions. The influence of adults, which gives the child, on the one hand, the hope of love, and on the other hand, makes him fear punishment, allows him to develop his own ability to control the inner instinctive life in a few years. At the same time, part of the achievements belongs to the forces of the I of the child, and the rest to the pressure of external forces; correlation of influences cannot be determined.
In the psychoanalysis of a child, A. Freud emphasizes, the outside world has a much stronger influence on the mechanism of neurosis than in an adult. The child psychoanalyst must necessarily work to transform the environment. The external world, its educational influences, are a powerful ally of the child's weak self in the struggle against instinctive tendencies.
The English psychoanalyst M. Klein (1882-1960) developed her own approach to the organization of psychoanalysis at an early age2. The main attention was paid to the spontaneous play activity of the child. M. Klein, unlike A. Freud, insisted on the possibility of direct access to the content of the child's unconscious. She believed that action is more characteristic of a child than speech, and free play is the equivalent of an adult's association flow; the stages of the game are analogues of the associative production of an adult.
1 Freud A. Introduction to child psychoanalysis. M., 1991. S. 36.
2 See: Development in psychoanalysis / M. Klein, S. Isaac, J. Rivery, P. Heimann. M., 2001.
66
Section three. Basic concepts of mental development.
Psychoanalysis with children, according to Klein, was built mainly on spontaneous children's play, which was helped to manifest itself by specially created conditions1. The therapist gives the child a lot of small toys, "the whole world in miniature" and gives him the opportunity to act freely for an hour.
The most suitable for psychoanalytic play equipment are simple non-mechanical toys: wooden male and female figures different sizes, animals, houses, hedges, trees, various vehicles, cubes, balls and ball sets, plasticine, paper, scissors, a non-sharp knife, pencils, crayons, paints, glue and rope. Variety, quantity, miniature sizes of toys allow the child to express his fantasies widely and use the existing experience. conflict situations. The simplicity of toys and human figurines makes them easy to incorporate into plot devices, fictional or suggested. real experience child.