The Development of Psychoanalytic Theory in Historical and Cultural Context

There is little doubt that the work of Sigmund Freud has impacted virtually all of Western society. Terms such as "id," "ego," "superego," "defense mechanisms," and "transference" have made their way into our everyday language. Imagine, however, the impact of these ideas in the late 1800s and early 1900s! What influenced Freud to claim that humans had both conscious and unconscious drives and motivations? Why would anyone give credibility to Freud's ideas?

This project will engage students in a discovery of the early life of Sigmund Freud and his later professional life. By linking to the Library of Congress and other online sources, we will explore Freud's personal and professional development. We will generate questions and hypothesize about the influence of culture and historical events on Freud's life and theory.

Author: Patricia Robey, MA
Licensed Professional Counselor (LPC), National Certified Counselor (NCC), Reality Therapy Certified (RTC)
University Lecturer, College of Education, Division of Psychology and Counseling, Governors State University

Target audience: This site is designed to be a supplemental resource for counselors, psychologists, social workers, or any individual who is interested in human behavior and motivation. It is my hope that the questions proposed here will stimulate interest in the development of all counseling theories. I hope that the visitors to this site will be encouraged to think of how their own life experiences have influenced their own beliefs about behavior and motivation.

Objectives:
At the end of this activity, users will be able to:
Access the Library of Congress for primary source material regarding Freud's early and professional development
Access other references that will provide additional information on historical and cultural events between 1856 and 1939.
Summarize important events in Freud's life
Hypothesize about the influence of history and culture on the development of Psychoanalytic Theory
Apply and personalize discussion to his/her own experience

Materials Needed: Computer with Internet Access

Prerequisite Skills: Ability to use computer; Ability to navigate websites and hyperlinks

Structure of Learning

Content: This project requires the student to explore the Library of Congress and other educational resources. The student is expected to critically evaluate the development of Psychoanalytic Theory. Textbooks generally offer only an overview of Freud's life and focus on the theory itself. The discerning student will understand that any theory is developed in the context of the theoretician's life experiences. This project will require the student to explore and evaluate cultural events that shaped Freud's thinking. The student will hypothesize on how these events influenced theory development. Religion, socio-economic status, ethnic tension and conflicts, the roles of women and men, and values and beliefs regarding sexuality are some of the influences that may have impacted Freud's thinking.

Process: The student may work independently or with others while completing this project. Group work is encouraged. Student discussion with others will help challenge thinking and will bring diverse perspectives that will enhance the project outcomes.

Product and Assessment: At various points in the project, students will be required to post their responses to questions on webct or via e-mail. Student responses will be evaluated on quality of writing, including grammar, punctuation and sentence structure, as well as their thoughtful response to the questions.

Time required to complete project: As with all projects requiring thoughtful assessment of information and writing, the time required to complete each project segment will vary according to the individual's creativity and ability. It is suggested that at least one week be allowed to complete each segment.