Romanan A.N. Basics of psychotherapy: studies. Manual for studies Higher. studies. establishments. Therapy. K. Jung emphasized that therapy is the connected effort of analyzing and analyzed, working together encoding information by images

The method of free associations is widely used in psychology for quite a long time. Its author is one of the most famous and scandalous psychoanalysts in the history of Sigmund Freud. It was he who suggested this method and used it throughout his career, she passed him to his disciples and included him in the so-called psychoanalysis, thanks to which he gained his fame. If you want to learn more about the free association method, which is for and for what is used, then this article is for you.

Sigmund Freud

If you tell about the method of free associations, it is necessary to mention the one who introduced the Sigmund Freud. He lived and worked in the second half of the nineteenth and in the first half of the twentieth century. He was born in the Austrian Empire in the city of Freiberg, which is currently geographically related to the Czech Republic. He made a huge contribution to psychology, and his works are still used and appreciated, studied at universities and are applied in practice, although not so actively as before. He founded the three-component structure of the psyche, introducing the concepts of "I", "it" and "above-I". It was Freud that he told the world about the psychossexual phases of human development, he described a human psyche and much more, which as a result was a full psychological and psychiatric direction, which was called "Freudism". And precisely as part of Freuddism and there is a so-called psychoanalysis, which shook the world of psychology and psychiatry at one time. Its key component is the method of free associations, so it is impossible to talk about him without tolding directly about psychoanalysis as a whole.

What is psychoanalysis?

So, what place is the method of free associations in psychoanalysis? Freud based its activities on this method. Therefore, we can safely say that it is fundamental to psychoanalysis.

Psychoanalysis is the direction of psychology, the founder of which is Sigmund Freud. He believed that every person's psyche is divided into and psychoanalysis, unlike all other directions, was focused on working precisely with unconscious. This meant that the study of the patient's situation, help him, its treatment was carried out using not the most traditional methods that included even interpretation of dreams. Over time, naturally, these methods have become generally accepted, and the method of free associations, the examples of which will be discussed later, in general became one of the leading psychology and psychiatry.

What is this method?

The method of free associations in psychoanalysis, as you already understood, occupies a leading place and plays an essential role. But what does he represent? As already mentioned earlier, Freud's psychoanalysis is directed to the unconscious in the human psyche, and it is based on this that this method works. Its essence is that psychoanalyst is not trying to work with the rational thoughts and the ideas of the patient, he is trying to get to the very depths, before the fact that the person's consciousness is trying to hide from everyone and even from him. But how exactly works? How to get to that innermost place in the psyche of a person? The method of free verbal associations is an ideal tool that allows you to get exactly what is necessary psychoanalyst.

How is this method?

So, the essence of the method is that psychoanalyst allows its patient to speak absolutely everything that comes to his mind. He does not ask leading questions and does not try to learn something concrete. He does not ask for some emotions - the patient can and should tell everything that comes to his head, even the most indecent and vulgar things. The work of psychoanalyst is to listen to the patient, write all that in the stream of consciousness is poured from the patient's mouth, and then justify the name of your profession, that is, to analyze the information received. At first glance, this may seem a bit absurd - what can be removed from the verbal flow, not limited to anything? However, in fact, everything is not as simple as it may seem. Freud would not be so famous if it were the usual stream of consciousness, and not something more.

Work with unconscious

So what is the secret that makes such a popular and effective method of free associations? The interpretation of the information received from the patient is not the search for grain of common sense in the battlefield, as it seems to many. In fact, Sigmund Freud believed that the separation of the psyche on the conscious and unconscious was available in every person, and psychoanalysts were also treated only to conscious. This means that they asked their patients with logical questions that they deliberately gave logical answers. However, at the same time, consciousness did not allow the deepest problems to come out - no one consciously wanted to admit them, and often he could not even be suspected of their existence, as the consciousness reliably saved them. What is the difference between the free association method? The thing is that this method removed all the restrictions of consciousness - the patient was forbidden to think about what he says, trying to weigh the words, filter ideas. He had to say absolutely everything that came to his head. It was at the expense of this that the path was made to the most hidden in the depths of the subconscious problems that the patient did not want or could not even tell her psychoanalyst when he was asked directly or indirectly, that is, referring to his conscious, and not unconscious.

Non-free associations

Despite the fact that this method is called this way, Freud himself did not consider the Association specifically "free." He adhered to the opinion that they are all managed by the subconscious process. And thanks to this method, the patient's consciousness can no longer hold back everything that was hidden in his depths. It misses these information, as it often goes not in a straight line, but in symbolic form - it is here that an experienced psychoanalyst comes into business, which should be decrypted.

Interpretation

Interpretation is an equally important tool for psychoanalysis than free associations. Without it, this method will not work, as psychoanalyst will remain just with the flow of consciousness recorded on paper. Interpretation is the process of psychoanalysis, with the help of which verbal associations decrypt and acquire the form of the essence of the problem that the patient unconsciously tried to convey. And it is then possible to work on her decision. As you can see, Freud's psychoanalysis turned out to be a real breakthrough in psychology and psychiatry, allowing people to get to the most intimate problems that they could not express consciously. Only with the help of the unconscious was able to get to the bottom, and that is why Psychoanalysis Freud became so popular and entered into all textbooks on psychology, psychoanalyst and even psycholinguistics.

An example of using the method

So, the session of psychoanalysis using the method of free associations occurs as follows: the patient falls on the couch, and the psychoanalyst sits on the chair near his head. In most cases, the patient cannot see psychoanalyst or sees only a small part of it. This is done so that nothing distract him from a kind of rendezvous with unconscious. Psychoanalyst does not ask direct questions as on a standard session - it only helps the patient to plunge into the stream of unconscious to get to the essence of the problem that is hidden due to the protective mechanism of consciousness. As a result, psychoanalyst receives information that most often does not do in the form of direct text, but symbolically. Then he, as a professional psychoanalysis, uses his skills to read the essence of the problem in the resulting images and help the patient to solve it.

Other types of methods of free associations

However, not only Freud used this method, other scientists also used it in their practice. One of the most famous among them was Jung. He also had his psychoanalysis - now even accepted to share psychoanalysis on Freudovsky and Jungian. However, the Jung method of free associations used a little differently - he did a greater emphasis on the fact that the associations are free, while Freud himself recognized their inconsistency, subordination to the general process, and he himself concentrated directly on associations. But both of these approaches were incredibly successful and eventually became world famous.

History

Method of free associations Or a associative experiment first applied Francis Galton and Wilhelm Wyandt In the 1980s, the 19th century in order to study mental processes. At the beginning of the twentieth century, E. Fantasy, Z. Freud. And K. Jung began to apply it in psychiatry to explore the unconscious. The essence of the method in this case consisted in a fast spontaneous answer the first to the word to the word "word - incentive". The versatility of associative processes was the reason for the applied application of this method in the 70s of the twentieth century in management, business, advertising and inventive work.

Method functions

1. The association method may perform an effective way to create problems and search for new solutions, as well as applied to identify all possible features and properties of the object under study.
2. It can be considered as a heuristic reception used to get rid of traditional, stereotypical connections, loosening stereotypes, developing a completely new look at the problem and achieving originality, freshness, surprises of ideas and solutions.
3. The method of associations acts as a way to expand the semantic space of the problem, obtaining unexpected images, concepts and meanings, highlighting new opportunities.
4. The method acts as a way, waking up fantasy and imagination, activating creative thinking in solving various applied tasks.

FROM the girth and purpose of the method

The essence of the method is to find a larger number of remote and unexpected associations to the object under consideration or the problem and the creation of new links between these associations and the source object.
Creating semantic links between the problem and in a different way of a found associative object (concept, a sense, phenomenon or process) is a means of discretion and finding an analogy, which contains a creative idea.
The use of the method allows you to break the old connections, destroy stereotypes, highlight new contests and thereby cross the bridge to the analogies of the powerful generators of new ideas.
It is the analogues found with the help of associative communications, contain the strongest, fresh and unexpected decisions.

Methodological and theoretical methods of the method

Fundamental principles
1. The principle of universal communication, generality and unity of all objects and phenomena of the world. Everything is connected with everything. Associative connections are global and arise between any objects that have any general features. Any word can be able to generate a limitless system of relationships and relationships.
2. The principle of universality The main patterns and structures of creativity. Creative mechanisms and principles of operation of one field of activity are transferred to another.
3. The principle of inexhaustibility and the endless wealth of the world. The world is wider, rich and diverse than we see and what it seems to us. The word - the incentive generates in our consciousness a limitless system of ties, awakens a wide variety of and unexpected images.
4. The principle of pragmaticity. The whole world appears as a resource: everything can be useful, we have all the universities.
5. The principle of unity conscious with unconscious, subconscious creative activity. Associations are methods of spontaneous generation of the content of unconscious, bridges, the transition zones between conscious and subconscious processes. Associative thinking is carried out with a disconnected or deferred logical analysis.

Theoretical grounds
Under the association means reflection in the consciousness of a person's relationship between objects of reality and mental ideas, concepts, sensations, perceptions, experiences, motor acts, in which one idea of \u200b\u200bthe object creates another similar to it.
Object-stimulus To generate associations, any objects of the surrounding world can be: randomly selected words, symbols, drawings, melodies.
In the inner, mental level of the association is understood as connections between individual ideas, in which one of the submissions is called another, and on psychophysiological - as a conditional reflex.
Associations appear without active perception, spontaneously and without a logical evaluation.
The power, originality and brightness of associations depends on the wealth of the inner world of man, experience, orientation and its individual characteristics.
The discovery and establishment of new associative connections.
In the process of the origin of associations, an extraordinary relationships between the improved object or the problem being solved and randomly chosen elements of the external world and the inner world, including the content of experience, are established. When opening or creating new associative connections, consciousness and subconscious of a person, begins to generate new ideas.
The process of opening and born new associative connections and finding new analogies leads to the creation of original ideas and creative solutions to the problem.
This creates the following creative chain: a problem or a perfect object - the word found with free associations - the opening of the relationship between the problem and this word is to create an analogy of the original idea.
Creativity is understood as binding to remote phenomena, concepts and meanings, activities, various worlds and reality areas
At the same time, circulation based on the useful functional attributes created by relations, allows you to transfer the principles of work, successful ways of action and ways to solve problems from familiar worlds in newly open.

Methods for creating associations

1. Free Associations Created by spontaneous response to the word presented without any restrictions of a semantic or grammatical nature.
At the same time, associations can be expressed by any part of speech: noun, adjective, verb, as well as experience, and symbol.
2. Directional or controlled associations limited to certain, predetermined conditions.
Example The latter is the instruction that prescribes the creation of associations in contrast, with the words of a certain part of speech (noun or adit), symbols, colors, celebrity names, etc.

Associations can be generated using the following techniques:
a) the word-association is instantly given to the word incentive
b) associations are generated and grown around the central word-incentive,
c) associations are generated in the form of flow and line up in the form of a chain in which one association freely generates another.

In practice, the activation of creative solving problems of the methods for generating associations are presented as:
1. Generating a set of associations in response to one word-stimulus.
This technique resembles Mind-Mepping, Mind Cartography, or the creation of intellectual schemes. Randomly chosen word or improved object is held in focus of attention, and at the same time all words-associations associated with this object are freely generated.
For example: Phone - Waves, Computer, Music, Art, Hand, Light, Heat, Vibration, Jacket, Peace, Artificial Intelligence, Chain, Energy, Weapon, Robot ...
2. Representations of the chain of associations, In which the stimulus word generates a sequence of other than the words-associations, each of which generates another.
For example: Telephone-Communication-Relationship-Love-Rosa-Velvet-Heat-Lamp-Sun-Life-Health ... (Bunch of phone-health can serve as a source of a number of original and strong solutions for improving the device).
Forms of generation of associations:
1. Individual.
2. Group - in which each group member constitutes its "clouds" and "chains" of associations serving the material of a common, mutually enriched pool of associations, ideas and solutions.

Method rules

1. The proposed keyword -stum, it is desirable to be nouns and cause some image.
2. It is necessary to create an atmosphere of spontaneity, games, humor and creativity, contributing to the generation of the participants of the rapid flow of free associations.
3. Criticism at the stage of generating associations should be prohibited.
4. Associations must be figurative, bright, distant, bold, and their change occurs, quickly, flexibly and rapidly.
5. It is necessary to record everything that comes to mind when critical and logical analysis is disconnected.
6. All associations and ideas should be fixed.

Procedure and Basic Dump Stages

1. Formulate and record a problem on the board. You can select a keyword expressing the essence of the problem. The word perfect object or keywords characteristic of the improved object.
2. Determine the list, Cloud, chain of associative words and records all associations in notepad or on a blackboard.
In addition, each participant of the group creates:
A) A group of words associated with a key word-incentive (3 min).
b) a chain of words in which each word is an association to the previous one (3 min).
3. Communicate keyword sequentially, with all words, starting with remote in meaning and standing at the end of a line.
4. Based on the analogy, Created by each bunch and subsequent transfer of properties, forms and principles of working from an associative object on key, generate new ideas and solutions.
5. Systematize and evaluate The obtained ideas and solutions and choose the best of them.

Benefits

1. Method of free associations is one of the easiest and at the same time of the most effective methods of developing new ideas.
2. The process of implementing the method is accompanied by positive emotions, activates creative thinking, awakens the fantasy and the imagination of the participants.
3. The use of the method looses stereotypes, helps to overcome the inertia of thinking, significantly expands the search field and contributes to the generation of fresh, original and unexpected ideas and solutions.

Restrictions

The success of the method largely depends on the competence of the leading facilitator, capable of creating an atmosphere of spontaneity, games and creativity. Otherwise, participants offer stereotypical associations that cannot be the source of original ideas.

The association method is closely related to the methods of bisociations, analogies, metaphor, random word and forced ties.

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Sections: Primary School

In recent years, the relationship of school teachers has changed to the use of modern educational technologies: from doubt before implementation. What is the main difference between traditional teaching methods from new? The teacher's activities are explanatory, illustrative, and the teacher himself becomes the translator of these knowledge. Students perceive the reported, comprehend, remember, memorize, reproduce, train, etc. Their activity is reproductive. Is this good or bad? Not something else - reproductive activities are inevitable in any nature of learning. Consequently, the main difference of new technologies is the idea of \u200b\u200ba dialogue, where the student is considered as a subject of learning. It is the activity of the student in the first place in training, and the teacher directs and adjusts his work.

One of the components of innovative learning technologies is an associative method.

To create conditions for a favorable implementation in the practice of this method, it is necessary to work together to enhance cognitive activity and cognitive interest among students and teachers. When working with associations, special attention should be paid to the system of feeding the material being studied. One of the most important conditions for the application of the method is the emotionality of the teacher: Mimic, gestures, expressiveness of speech.

The associative method is implemented through associative images. There are certain requirements for images:

Associative image must necessarily be associated with some general feature.

Associative communication may be by:

Color; 23.
- location;
- form;
- sound;
- action;
- taste;
- material;
- appointment;
- quantity

Do not impose a child of your association!

The value of the idea is the presence of each of its associative image in these requirements: communication and a common given topic.

The use of the associative method is implemented through the exercise system. One of these exercises is the exercise associative chain. In the literary reading lessons, the thematic associative chain is used. Students build the chain of associations on a given topic or add gaps in the thematic chain. For example, the topic "Garden". Children build a linear chain of associations: land, shovel, bed, vegetables, harvest. That is, each student offers its associative word to a given topic. At the next stage of the work, a common chain of associations on a given subject is created: the crop - autumn - the school is a holiday. You can give a task to use only adjectives in the associative chain, only nouns, only verbs. Also, the work uses tasks to restore gaps in the associative chain. The teacher sets the first and last word, and children must restore the middle. For example: the first word "melody", and the last "dandelion". Children restore chain: Melody - Waltz - Easy - Wind - Flying - Mushki - Dandelion.

For primary school students, it is often difficult to memorize mathematical terms and components of actions: addition, subtraction, multiplication and division.

Associative chains help students navigate in the names of components and faster them to memorize them. So in the lessons of mathematics you can use an associative game. For example: the word "subtraction" is given, children are invited to build a chain of associations. They may have the following result: minus - the components of subtraction is -Mimal - subtractable - the result is the result of subtraction. Also in a games form, you can work on the restoration of the logical chain "Composition of the number", the "problem solving algorithm", etc.

Associative chains can also be used in the lessons of the surrounding world when studying special terminology, natural zones, when working with a card, when learning an animal world, etc.

In addition to the associative chain, symbolization is used in primary school. The guys are offered the following tasks and exercises: to express with the color of the mood of the work, the character of the hero of the work, the color of their mood, etc.

With the help of signs and symbols, students are invited to portray the coat of arms of the hero, the coat of arms, the coat of arms of mathematical action. With the help of characters and signs invented by the children themselves, educational material or individual elements of the lesson are formed into semantic groups. So, for example, in the lessons of the surrounding world, each child comes up with his symbol of alive and inanimate nature. In such a way that, by its elements, other children can call the components of living and inanimate nature. Also, speaking about associative perception, at various stages of the lesson, children are offered from musical works to choose the one that is associated with the artistic work, with the character of the hero, with the mood.

For a more successful memorization of vocabulary, an associative memorization is used.

The orthogram is presented in the form of a bright image associated with the personal experience of the child. Also used short tales or stories about the word using associative pantomimics. For example: studying the vocabulary word "tomato", children show a finger round, or oval shape of tomato and this movement is associated with them with the letter "O" in writing this word. Working on the word "people", we say that in the parade from joy, people scream "Hurray!". The focus is on the letter "A". This is associated with writing this letter in the word "people". Also, children easily remember the correct writing of dictionary words when they rely on the personal feelings associated with this word. For example: uttering the word "lemon", in children there is an association with something sour and their lips are stretched. The will of the unilies they utter the sound "and" in the word "lemon".

In elementary school, visual reference cards are used with dictionary words, where the spelling is a bright way and contributes to the best memorization of dictionary words. At the first stage, the children are offered ready-made reference cards, and then they already offer their own variants of such cards. With each child's associations can be different. Associative image should have in his writing does not doubt the letter that is dubious in the Word Word. For example: in the word "weather" someone draws an unknown vowel "O" in the form of a sun, and someone in the form of a round tucca from which it rains. Also, the associative work method helps students of elementary school to create supporting cards with vocabulary in the form of rebus.

Moreover, constituting the plas, children should not only encrypt the Word, but also invent such an option that would help classmates better remember this dictionary word.

The results of this method are:

1. Creative activity of children;
2. Restraining the personality of each child;
3. Creating a success situation;
4. Enrichment of the vocabulary;
5. Development of logical thinking;
6. Improving students' memory;
7. Acquisition of experience in groups in pairs, independently;
8. Strengthening motivation in training.

We all had probably noticed how a randomly heard word or some seen object give an impetus to our thoughts, arise, it would seem that not related images, the imagination is activated. So the associative thinking works.

Association - This is a relationship between individual ideas, in which one of the views is different.

Associations, like bridges, can connect newly received information from the already existing. In our consciousness of the Association, each other is replaced by a continuous flow, arising in response to any kind of incentives. Associative thinking is an extremely important component of a human mind that allows it to be generalized and abstraction.

An Aristotle pointed to the value of associations and their role in memorizing new information and the mental process. Since the time of Aristotle, several types of associations are distinguished:

1. On adjacentness, That is, according to the proximity, next door in space or in time, when one representation is in consciousness, thanks to their temporary or spatial coincidence. Most often, this proximity is natural, for example: Beehive - Bees, Bear - Winter - Bergogue, Winter - Frost - No snow ... But sometimes there is no natural connection between ideas, and the Association arises because there has once been a random coincidence of the perception of objects. For example, when you hear a certain music, you remember a person, when meeting, the same music played. The whole familiar course of thoughts learned by memory is due to nothing as an association on adjacentness. Words of some poem, trigonometric formulas, historical events, the properties of material items - all this for us certain systems or groups of objects that are connected with each other thanks to countless repetitions in a certain sequence, of which each calls the idea of \u200b\u200bthe rest.

2. By similarity, on the likeness, that is, similar to some sign: in shape, in color, by perception, for function ... For example: the ball - watermelon, lemon - lemonade, snow - cotton ... not always this sign is essential, What leads to rather original associations. An example is the situation described by A.P. Chekhov in a story about a person who has the name "oats" associated as a "horsepower" ("horse-surname")

3. In contrastThat is, the opposite for some properties. This type of association is the most complex, it is relatively rare and is more characteristic of people with non-standard thinking. For example: good - evil, mountain - plain, mountain - gorge, sparks - snowflakes ...

A feature of associative thinking is the ability to allocate common signs of things - to generalize without conducting logical analysis. Associations can be viewed as a source of additional information that can be used in the creative process.

Associations can be an important source of information. They are capable of "pulling out" from the surcharges of our consciousness, the most diverse, often very unexpected, memories, images, thoughts that significantly expand the area of \u200b\u200bcreative search.

Unfortunately, most often, the associations occur involuntarily, spontaneously, unexpectedly even for the person himself.

Associative thinking can be developed, make it more conscious, targeted, manageable.

Methods for managing the process of generating associations

"Field of Associations"

The use of a system-functional approach.

1. The starting concept is submitted in the form of a system that includes subsystems.

Example: wood. This concept includes such subsystems as leaves, roots, branches, trunk, roots, barketc.

2. Submit the starting word part of the larger system.

Example:the tree enters such systems as forest, Park, Garden, Natureetc.

3. Determine the functions performed by this concept, where and when it occurs.

Example:from wood is made furniture, paper, build at homeused as firewood for stove, fireplaceetc.

4. Consider the concepts-association as a system.

Example: Forest - mushrooms, Berries, Beasts, Birds, Lessel, Forester, Mushroomcarnsetc.

Example: Building a field of associations "Personality"

Method "Garland of Associations and Metaphor"

G. Ya Bush in the book "Dialogic and Creativity" offers a more complex version considered by us by the method, which he called the "Garland of Associations" by its goal to facilitate the search for solving a problem with a deficiency of information, that is, when possible solutions to a person are not known. The use of chains (garlands) associations and metaphor allows you to make a transition to a new area of \u200b\u200bknowledge, interpret the various aspects of the problem in a new way. In this case, as a kind of information fund, there is an associative memory of someone who is engaged in finding decisions.

You can select the following stages of the "Garlands of Associations".

1. Determination of synonyms of the object and the formation of the first garland - the garland of synonyms.

2. Proof selection of random objects. Completely arbitrarily, in any way, for example, in memory or from the encyclopedic dictionary, choose several nouns names that do not necessarily denote even technical objects. Of the selected words form the second garland - the garland of random objects.

3. Drawing up combinations from elements of the garlands of synonyms and garlands of random objects. The combination is made up of two elements by connecting successively each synonym for the object under consideration with each random object.

4. Drawing up a list of signs of random objects. Define their signs. In this case, it is necessary to determine the greater number of features for a limited time, for example, in two or three minutes. The success of the search largely depends on the breadth of signs of random objects. It is advisable so to list both the main and secondary, insignificant signs. For convenience, you can make a table of signs.

5. Generating ideas by alternately connected to the technical object and its synonyms of signs of randomly selected objects. Similarly form a list of new designs obtained by alternately attaching to the garland of synonyms of features of other random objects.

6. Generation of the Association garlands. From the signs of random objects identified at the fourth step, the garlands of free associations generate. For each individual, the graph of the garlands can be almost unlimited length, so the generation should be limited in time or by the number of elements of the garlands. If the generation of the garlands of associations is carried out in the team, then each of his member does it independently.

7. Generating new ideas. The elements of the garlands of synonyms of the technical object are alternately trying to attach elements of the Association garlands. At this step, the question is solved if there are a sufficient number of original and tempting ideas among the combinations of synonyms of the technical object with elements of the Associations. If there is little preliminary assessment of such ideas, you can continue to form the range of associations, starting with some new element of the garlands created on the sixth step.

8. Evaluation and selection of rational ideas options. The generation of new solutions to tasks in previous steps usually gives a sufficiently large set of options. Among the many irrational, trivial and even ridiculous ideas, as a rule, there will always be original and rational. Selection of options is recommended to produce in several stages. First, they delete clearly irrational options, then select the original dubious utility, but attracting their surprise. The list of such options is advisable to explore with the involvement of experts or creative team. The list of rational solutions includes options that bestly meet the goals and production requirements.

9. Selection of the best option from rational is carried out in different ways. Extremely simple and effective is the method of expert assessments.

K. Jung emphasized that therapy is a connected effort of analyzing and analyzed working together as equal. He defined psychotherapy in the soul soul soul.He tried to avoid support for a formal theory and specific techniques in the process of therapy, as it could make a mechanical analysis and weaken the contact of the analyzing analyzing. He emphasized that in the process of therapy, there was not only consciousness, but also the unconscious client and the therapist. The main methods that he practiced is a method of directed verbal associations, a method for analyzing dreams and an active imagination method. Also used drawing and modeling techniques. His student D. Salff based on the M. Tolenfeld method developed the UNGIAN sandy therapy when the client in a special sandbox creates his world.

Jung distinguished the two main stages of the therapeutic process, each of which, in turn, is divided into two parts.

The first stage analytic.First follow recognitionduring which the individual begins to return the previously depressed and bended into the unconscious material. Then follows phase interpretationtold material. The client remains dependent on the therapist.

Second stage - synthetic.First follow learningin which Jung emphasizes the need to move from psychological discoveries to a new current experience, which is the result of which is an individual growth and the formation of new habits. Last phase - transformation,this is the stage of mini-individual, or self-study, in which the individual takes more and more responsibility for its development. In fact, it is a phase of personal growth, becoming more highly developed in the spiritual and spiritual sense.

Jung introduced a new analysis technique to psychological practice, he used not free (as Freud), but directional verbal associations.In response to the word proposed by the therapist, the client was supposed to answer the first to the word to his mind. The Association given in response to the word "Touching" the client's problem is given to them with some delay and is accompanied by an involuntary emotional reaction. It helps the therapist to identify the original psychological complex and more accurately interpret the answers received.

Interestingly, a similar method is applied in the famous lie detector.

In the book "Analytical Psychology" (Tevistok lectures), Jung sets out the case of working with a woman who has been diagnosed with "Schizophrenia of a depressive nature", which we give with abbreviations.

Jung applied a test for directed associations. He found that the violation of the reactions (delay) is observed on the words "angel", "resistant", "evil", "rich", "money", "stupid", "dear" and "marriage". Relying on this set of words, Jung spent a conversation with the patient, during which he found out that in a small town where she grew, lived a young and rich aristocrat in which she was in love. But parents said that he was rich and not at all thinks about her. She married another on their advice, gave birth to two children and even happy.

She lived in another city, and once it was visited by a friend of childhood and told her that she was his marriage with the pain of one gentleman who loved her (the one herself in love and she). This news struck it like a current. Two weeks later she had a battlefish - a boy and a girl, the water caused suspicions and, as it turned out, was indeed infected with a typhoid stick. Mother noticed that the girl pulls the sponge in his mouth, but did not stop her, and when the boy asked to drink, she gave him this water. The girl fell ill with a typhoid and died, the boy was saved. Two months later, the mother found himself in a psychiatric clinic. It turned out that she committed a murder, no matter how realizing it, but punished herself, although she did not threaten the crime.

Having gathered with the Spirit, Jung told her: "You killed your child." There was an explosion of emotions, they were overshadowed, but then she came to themselves. After three weeks, it was discharged. Jung observed it for 15 years, and there was no recurrence.

In contrast to 3. Freud K. Jung worked with schizophrenia patients, and there are cases when he sought their healing purely psychological means.

Dream analysisk. Jung was conducted differently than it was accepted in classical psychoanalysis. Basically, he sought to detect those or other archetypes in the dream and interpret their importance on the basis of the process of the identity of the client (the process of individual) and the difficulties he faced on this path. Each dream is also a portrait of a dreaming, it reflects those features or beliefs, the existence of which he does not quite aware.

"One young man who believed that he was not interested in world domination, but the ministry of the poor, the next day after receiving a diploma, had the next dream.

When I came to the place of the business meeting, it turned out that this place is the parking lot of cars. Suddenly, Richard Nixon appears, it seems that he works as seller here. He creates me on the back and says: "Excellent! I want to see your enthusiasm! If you're going to become a real professional, I must master the foundations of art manipulating people. Learn to think appropriately. Innight suit, push the solid look and feel respectively. Come on Vali from here and sell yourself. This is the way to the silence. "

This dream seemed to a dream extremely sarcastic (as it often happens with dreams). In his mind, a hostile attitude towards politicians was rooted as people who rush to world domination or use "motivational techniques" and euphemisms for manipulating people. But from his sleep, he learned that in the depths of his soul, not only the thirst for power, but also a whole secret system of beliefs. Contrary to his ideals, he secretly believed (or she believed some part of it) that the purpose of life is the cheap version of world domination and it can be achieved through the "Lamb", which the inhabitants of Madison Avenue enjoy.

Method of active imaginationlies in free fantasy, as if writing sleep in reality, in which the therapist can gently direct the client to solve its problem (see HL. "Emotional-shaped therapy"). Active imagination is directed towards dialogue and interaction with the images arising in imagination.

An example is fixed by Jung. It was one of the first cases of the use of active imagination. Yung committed its most significant and deep discoveries in the field of nature in their active imagination to the inner man, whom he called Filimon and who first appeared to him in a dream.

"... Soon after this fancy, another figure rose from the depths of the unconscious. She developed from Figure Elijah. I called this image by Filimon. Filimon was a pagan and brought with him the Spirit of Egypt and Ellala, with the taste of Gnosticism. His image first appeared to me in the following dream:

The sky was blue as the sea, and not clouds floated on it, but the flat brown boulders of the earth. It was similar to the fact that the boulders are split and blue marine water appears in the cracks between them. But it was not water, but the blue sky. Suddenly, a winged creation appeared on the sky. I saw it was an old man with bull horns. In his hand he had a bunch of four keys, one of which he kept at the ready, as if he was going to open the door. He had wings in the winter, with their characteristic colors. "

Filigim and other images from my fantasies helped me to make a significant discovery: there are things in my soul that I create not

i. These things create themselves and live their own lives. Filimon represented the strength that I did not obey. In my fantasies, I led a long conversation with him, and he spoke of things inaccessible to my awareness, for I completely clearly understood that these things he says, not me. He said that I perceive my thoughts as something generated by me myself, but, from his point of view, thoughts are similar to animals in the forest. ... It he taught me the mental objectivity, the reality of the soul. Thanks to him, I learned the difference between my I and the object of my reflection ...

From a psychological point of view, Filimon represented the highest form of intuition. For me, he was a mysterious figure. Sometimes he seemed to me a completely actual personality. I walked with him in the garden, and he was for me that man whom the Hindus call Guru.

Questions for self-control

1. What is the collective unconscious different from the individual unconscious?

2. What is archetype?

3. What are the main types of person allocated K. Jung?

4. What are the features of the method of directional associations?

5. What are the types of person to highlight K. Jung?

6. What phases did Delil K. Jung process of psychotherapy?

7. What are the main therapy methods used K. Jung?

Literature

1. Grof S.Travel in search of yourself. - M., 1994.

2. Johnson R.Dream and fantasy. - M., 1996.

3. Krecher O., Tuson J. M.Types of people. - M., 1995.

4. Robertson R.Introduction to the psychology of Jung. - Rostov N / D, 1999.

5. Samuelse.UNGIPOSYUNGIAN. - M., 1997.

6. Fadimen D., Freiger R.The theory and practice of personality-oriented psychology. - M., 1996.

7. Hilmand.Archetypical psychology. - St. Petersburg., 1996.

8. Steinhardl.Unguian sand psychotherapy. - SPb., 2001.

9. Jung K. G.Children's soul conflicts. - M., 1997.

10. Jung K. G.Favorites. - Minsk, 1998.

11. Yungk.g.Psychology of transfer. - M., 1997.

12. Jung K. G.Soul and myth. - m; Kiev, 1996.

13. Yungk.g.Problems of the soul of our time. - M., 1993.

14. Yungk.g.Psychological types. - M., 1992.

15. Yungk. G.Analytical psychology. - SPb., 1994.

Chapter 5. Individual Psychology

A. Adler

Alfred Adler, like Karl Jung, was a student Z. Freud and also went to his teacher, building his own psychoanalytic concept. He left the Viennese psychoanalytic society in 1911, refusing the post of his president (another 9 more members of the Society went with him), and founded his own organization - the Association of Individual Psychology, which gradually spread throughout Europe. Adler worked a lot in the field of education, especially in the training of teachers themselves.

Basic ideas

As the basic principles of the mental life of the individual, Adler allocated holism (the principle of integrity), embodied in the idea of \u200b\u200bthe unity of individual lifestyle, the desire of an individual to power and aggression, social interest or public feeling, the focus of behavior to achieve the goal.Adler argued that the goals and expectations are more influenced by the behavior than the past experience, he believed that each is motivated primarily to the goal of superiority and mastering the medium (power and aggression motive). At the same time, the man is condensed by the so-called cooperative feelings (or social interest), if they are not satisfied, the personality cannot be happy. This feelings like love, friendship, trust, altruism, desire to serve humanity, feelings of proximity, kinship, etc. These ideas are largely contrary to the classical psychoanalysis and largely contributed to the emergence of humanistic psychology.

At the same time, a key concept for him is inferiority complex(or as now specifies - complex failure),he believed that all children deeply feel the sense of inferiority due to their small physical sizes and lack of forces and opportunities. This is especially true of children, often ill, having certain physical disadvantages. The child arises a desire to compensate for its shortage.

The inferiority complex may occur as as a result of the availability of real physical disadvantages, and in the event of a lack of attention and love, the inability to achieve the same success as other children, in case of frequent diseases, poverty, violence, the threats of death, and as a result of sporating in the parent family.

The feeling of inferiority causes a desire for superiority, which directs thoughts and actions to the "Victory Goal". Adler emphasized the importance of aggression and struggle for the power of man. However, he understood aggression not as a desire to destroy the enemy, but rather as a strong initiative in overcoming obstacles. Later, Adler considered aggression and will to power rather as a motive underlying the desire for superiority and self-improvement, i.e. Improvers to improve itself, develop their abilities and its potentiality. (Recall the example of Alexander Suvorov, grew by a painful and sicky boy, or an example of Demosthene, who sankped pebbles in his mouth to fight her own kosonazych). As Adler believed, there is nothing terrible in the complex of inferiority itself, moreover, it is for him that we are obliged to all improvements in human life.

The purpose of superiority can be both positive and negative. If it includes public concerns and interest in the well-being of others, it develops in a constructive and healthy direction. She takes the form of a desire to increase, to the development of skills and abilities, to work for the sake of a more advanced lifestyle.

However, some people are fighting for personal superiority at all costs, they are trying to dominate others, humiliate and suppress them, and not become useful to others. According to Adler, the struggle for the personal superiority of this kind is a neurotic perversion, the result of a very strong sense of inferiority and the lack of social interest.

Self-improvement is impossible without the formation of concrete life goals. Their formation begins in childhood as compensation for the feeling of inferiority, uncertainty and weakness in the world of adults. For example, many doctors chose this profession as a child as a means to cope with the feeling of unsuccession and death fear. Neurotics always have a significant discrepancy and even a contradiction between conscious and unconscious life goals, the latter play the role of protection and rotate around the fantasies of personal superiority and self-compliance.

Each individual chooses its life style, i.e., a unique way of following its life goal.Seemingly independent habits and traits of behavior get their

meaning in the complete context of the life and purpose of the individual, so psychologicalImotional objectsMimnomochurovsya is isolated, they are included in the overall lifestyle as part of it or side.

If a person is directed to the goal of power over other people for the very fact of power, the main means of achieving this considering the fight against people, it will develop in itself specific features: ambitiousness, suspicion, the ability to intrigue, the ability to betray friends, easy to change beliefs, if necessary , deftly use the moment, give false promises, produce the desired impression, etc.

If he wants to serve society and power for him only a tool for the liberation of people, the achievements of the justice and well-being of society, he will form in itself other features: principled, loyalty to ideas, reliable friendship with like-minded people, honesty and direct, the ability to convince, kindness and etc.

From here it is clear that the basis of the integrity of the personality, according to AEAD-Lero, is the lifestyle, from which all the other of its features arise. That is why his school is called "Individual Psychology", and the leading principle is a holism. In this sense, AEADLER was perhaps the first and most consistent "systemer" in psychology.

You can specify the three main lifestyles of the individual:

1. Successful CompassionationCheepolalocetyustsulletullet
those coincidences of the desire for superiority with social inter
som.

An example is a successful professional career associated with serving people. Imagine a wonderful surgeon, which saves the lives of hundreds of people. This is a huge power, power over life and death. This is superiority over others, but superiority that does not humiliate, and admires. At the same time, this is the realization of good social feelings both by the doctor himself to people and from people to him.

2. Hypercompensation,which means one-sided fit
Detacking for life as a result of excessive development of one trait
or ability.

This does not mean that any phenomenal development of talent is hypercompensation, talent may develop along the way of normal compensation. Hypercompensation, in understanding Adler, is the opposite side of a certain damage that remains despite the overtime of abilities, the normal interpersonal relations of a person suffer primarily

other people. In this case, talent can develop as a way to justify its inferiority.

Also, hypercompension can lead to a strengthened development of some kind of personality feature: Positolism, misappropriations, suspicion, falsehood, adventurous, etc. It is noted that the great rulers and commander were often low growth, such as Napoleon, Kutuzov, Suvorov (in childhood was a painful boy), Marshal Zhukov, etc. Such tyrana, like Hitler and Stalin, were very degradable in childhood, and they were Low male. All the nearest environment of Stalin was low, and the smallest was the bloody drug addict.

3. Care disease.A person cannot be freed from a sense of inferiority, cannot come to compensation to normal ways and produces symptoms of the disease to justify their failure.

In the latter case, the neurotic goes into self-isolation, it does not go along the path of social achievements and lives in fantasies that are spinning around the ideas about his own superiority. His values \u200b\u200bare implemented in resisting any requirements of social life, it develops supersensitiveness to any natural duties: he cannot do homework, learn, take exams, sleep at night, and in the afternoon, to trust someone, to respect, follow logic , Store loyalty, work, recognize other people's rights, etc. All listed it feels like unbearable coercion. Logic, aesthetics, rules of language, love, care for neighbor, cooperation, trust, etc. - Against them awarded behavior aspiring in the insulation of the power-loving neurotic.

All his activity rests on the small circle of the family, where he is essentially a tyrant on the basis of his "illness", and everything he "does," is defended its privileges with the help of fears, obsessive states, fainting, depression and Even psychoses. Nevertheless, such behavior cannot be considered as a simulation, as it happens unconsciously.

Woman 35 years old, who held a fairly prestigious position, was forced to leave work to take care of his daughter eight years old (grandmother, which was engaged earlier, fell ill). In two months, the woman sick itself, only already mentally. After several months of medicinal therapy, its condition has improved significantly, but there was no complete recovery. She impressed the appearance of the old woman with a barbed and gloomy look, she could not engage in any home affairs, constantly conflicted with her daughter,

chTI completely stopped sexual relationships with her husband, complained that he did not remember anything from what he reads, was engaged in permanent self-princes, which torments his family, but nothing could do anything. The family invited a psychologist for consultation.

During the therapeutic conversations, it turned out that in childhood she felt a lack of love and care for herself (she grew up with stepfather), he was very jealous of his friend, which "everything was". Then she, as it were, "squeezed into a fist" and decided to seek everything for himself, which did the rest of his life. At work, she was a "fighter for justice." She really achieved what she wanted, but when it was forced to "sit" at home - sick.

During the nine therapeutic meetings, the psychologist helped her to realize that her illness was a consequence of a complex of inferiority and thirst for revenge that her self-evidence only strengthens her condition. As a result of the therapy, she was able to study homemade affairs, her memory had restored, she resumed sexual relationships with her husband, the relationship with her daughter improved significantly, the eye expression became soft, the stuff passed, the whole appearance gained normal femininity.

In one of the meetings that had a climax, she complained that the first three days after the previous session she felt good, and then "the disease again fell" her. The psychologist reminded her that during previous meetings, they already understood that the "disease" is some part of the personality of the client itself. Then he put a chair before the client and suggested to imagine that the "disease" is on it.

"If the disease overtakes you, then this is why it is necessary. Probably, she protects you from something? " - he said.

"I do not understand you," the client answered indignantly, "Yes, she took everything from me!"

"Okay. Let all the fact that she took away, is located on this side of the chair, now I move the chair, and all this hurried to you ... What is it? "

"ABOUT! This is love ... the love of my loved ones, my husband, my daughter, my friends. This is what is more expensive for me! That all she deprived me ... "

"Clear. - The psychologist puts the chair in place. - So, "the disease protects you from love ..."

Aggressively: "I do not understand your logic. She took everything from me! "

"But we agreed that this is part of your personality ... it means that you need it for some reason ..."

"You're some kind of nonsense, I don't need it. She was volatile me, everything took away. "

"Okay. Do you remember if in your life there was a case when you refused love? "

"Yes, in the 9th grade there was one boy. He loved me so much ... how the dog was running after me, I was ready to jump into the window in my word. And I pinal him ... "

"What made you what you" kicking "?"

"Possibility to suffer ... well, power ..."

"So you refused love for the sake of power ..."

"Oh my God! (grabs his head). Indeed, I am owned by everyone, they are around me ... I really refused to love their love for power?! What to do?!"

"Give all the power that you feel, back of this disease (shows for a chair) until you get rid of it completely."

A client for several minutes works focus, mentally parting with the authorities (the process is necessary for scenario with conscious undesirable quality), while noticeably, as its body relaxes, eyes begin to light up soft light. Finally, she says that "the disease" melted on a chair, she is no longer needed. She confirms that he feels like love she has lost earlier returns to her.

"How do you feel in general?"

"I have not felt so well for many years ..."

The work continued on subsequent sessions, but, analyzing this stage, it can be understood that the client with the help of the disease ruled over the small circle of the family and that power and love are incompatible things.

What else is important - after nine sessions, the client has recovered all normal mental functions, and this once again confirms that she did not have any violations of the brain, all the symptoms were a consequence of an intra-psychic conflict, its care.

Another component of A. Adler's theory is concept about the role of parreres in the family.For example, the firstborn before the emergence of the second child receives infinite love and care of parents in the family. The birth of the second child means for him as if "the deprivation of the throne", and he is inclined to disintegrate its supremacy in the family. But the past is not returned, and therefore it usually goes along the path of social achievements, seeks to power and leadership. Firstborn usually achieve more significant social success than the second children, and have a higher intelligence, which is confirmed by statistical data.

At my therapeutic experience, I was convinced how hard worries the birth of Brother's older sister. I know several cases of neurosis development on this basis. Apparently, this is due to the fact that it is harder to compensate for the loss of "throne" on the path of social achievements and it feels that it will still be worse than the boy, because for parents the boy is more valuable (as it seems).

One my student stated that she had an excellent relationship with her brother. At first I said that, apparently, they have a very wise mother, who managed to establish their relationship. She confirmed it. But then I drew attention to the fact that this student has a completely short intelligence

tom, studying at the same time on two courses of the institute, having its own family and a child, is engaged in rather complex problems of psychology that requires the risms of mathematics and equipment, and at the same time learns the unconventional treatment method (racks). That is, it goes along the path of social achievements, as usually makes the firstborn, and is perfectly compensated in this sense.

At the same time, the sister's older brother usually loves, perceives as a patron and competes with him, often jealous of his bride.

The only child is never fighting for his central position in the family with brothers and sisters, so he may have problems communicating with peers, he expects from the surrounding protection and care. Often he has a strong rivalry with his father.

The second child has to "break the records" of the elder, he seems to be rushing on all pairs. He grows rival and ambitious. It can attack exorbitantly high goals, which increases the likelihood of failures. Often he is looking for other ways than the eldest child, because on the path chosen by the first child, he is unable to compete with him. But it can also be more interested in emotional intimacy than social success.

The last child never experiences "deprivation of throne" and is often a "baby" and "baloval" family. But he has almost nothing his own, he is forced to use things of other family members. This can lead to certain neurotic problems. He has a high motivation to surpass older children. He often becomes the fastest swimmer, the best musician. Adler spoke about the "fighting younger kid" as a possible future revolutionary.