CNL_500_Psychoanalytic_Case_Analysis.docx(1) CNL-500 Freud Psychoanalytic Theory: A Case Study Analysis College of Humanities and Social Sciences, Grand Canyon University CNL-500 Sigmund Freud, a physicist, is well-
...
CNL_500_Psychoanalytic_Case_Analysis.docx(1) CNL-500 Freud Psychoanalytic Theory: A Case Study Analysis College of Humanities and Social Sciences, Grand Canyon University CNL-500 Sigmund Freud, a physicist, is well-known for developing the psychoanalytic theories that laid the foundation for contemporary psychoanalysis (Murdock, 2017). Though his theories are controversial and have undergone plenty of criticism, they have also revolutionized during the past century to upkeep with evolving societal and cultural needs. Freuds psychoanalytic theory focused on bringing forth instinctual unconscious desires into conscious light to explain human behaviors. He believed these natural urges started at birth and developed through psychosexual stages in childhood, and when conflicts arise in any of these stages it effects adult personalities. Goals and Intervention Strategies In tying together Anas case with Freuds psychoanalytic theory, the strategies and goals are focused towards bringing forth childhood experiences to help explain her behaviors with her current issues. Freud developed the notion of transference that can interpreted in two ways, it aims to bring awareness to the clients unconscious habits and explain how and why they are happening then going deeper into how clients experience and view their counselors during specific moments within sessions (Tuckett, 2017). The first interpretation of transference can be used in Anas case for the therapist to discuss the ties between her childhood and adulthood. She stat. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
[Show More]