Praxical.Psych

Analytical Psychology (Jungian)

The psyche contains more than the personal unconscious — a collective layer of inherited organising patterns — and it moves purposively toward wholeness, so symptoms are read as compensations pressing for an integration the person has resisted.

1913 – presentAPEvidence: Limited evidence
The claim, in one line

The psyche is self-regulating and purposive. The symptom is the psyche attempting a correction.

Who built it

  • Carl Gustav Jung

    1875–1961

    Swiss psychiatrist

    Broke with Freud in 1913. Proposed the collective unconscious and archetypes, psychological types, the transcendent function, individuation, complexes, and the amplification method. His late collaboration with Wolfgang Pauli and his work on synchronicity remain contested.

    Analytical psychology
  • Marie-Louise von Franz

    1915–1998

    Analyst and scholar

    The leading interpreter of Jungian dream and fairy-tale analysis; systematised the amplification method.

    Classical Jungian
  • Michael Fordham

    1905–1995

    Analyst, London

    The developmental school: integrated Jungian theory with object relations and infant observation, producing a considerably more clinically grounded version.

    Developmental Jungian

Theory of personality

Jung’s structural model adds a layer beneath the personal unconscious: a collective unconscious containing archetypes — inherited predispositions to organise experience in certain forms. Archetypes are not images but form-giving tendencies; the images that fill them are cultural and personal.

Persona
The adapted face presented to the world. Necessary; pathological when identified with entirely.
Shadow
The disowned aspects of the self, typically encountered first through projection onto others. Integration of the shadow is the first substantial task of analysis.
Anima / animus
The contrasexual inner figure. The most dated part of the theory, resting on assumptions about gender that contemporary analysts have largely reworked or abandoned.
Self
The organising centre and totality of the psyche, distinguished from the ego. The goal of individuation is a relationship between ego and Self, not their merger.
Complex
An emotionally charged cluster of associations around an archetypal core. Jung demonstrated complexes empirically with the word association test — his most testable contribution.

Psychological types

Jung’s typology — attitudes of introversion and extraversion, and the functions of thinking, feeling, sensation and intuition — was the origin of the Myers-Briggs Type Indicator. The MBTI has poor psychometric properties: low test–retest reliability, dichotomised scores where the data are continuous, and weak predictive validity. Jung’s original conception is more nuanced than the instrument built on it, and neither is a sound basis for clinical decisions.

Theory of psychopathology

Symptoms are compensations. If consciousness has become one-sided — over-identified with the persona, or with rationality, or with a role — the unconscious presses in the opposite direction, and it does so through symptoms, dreams and errors. The neurosis is the psyche’s attempt at self-correction, badly executed.

Jung’s distinctive contribution to clinical thinking was to take the second half of life seriously as a developmental period with its own tasks: meaning, mortality, and the integration of what was set aside in order to build a career and a family. Much of what presents in midlife as depression he read as individuation pressing for attention.

Theory of change

Individuation — becoming the person one potentially is — proceeds through encounter with unconscious material rather than through its elimination.

  1. 1Confession — the cathartic disclosure of what has been withheld.
  2. 2Elucidation — interpretation, including of the transference.
  3. 3Education — adaptation to social reality, drawing explicitly on Adler.
  4. 4Transformation — individuation proper, and the mutual transformation of analyst and patient.

Key concepts

The vocabulary you need to read the literature and to be understood in supervision.

Where it sits in the transtheoretical grid

Which change processes the system leans on, and at what level of content it aims.

Change processes emphasised
  • Consciousness raising

    Increasing information about oneself and the problem - feedback, interpretation, education, observation.

  • Self-reevaluation

    Appraising how one thinks and feels about oneself with respect to the problem; values clarification.

  • Catharsis / dramatic relief

    Experiencing and expressing affect about the problem, whether by corrective emotional experience or by evoking what has been avoided.

  • Helping relationship

    Being open and trusting about problems with someone who cares; the relationship as vehicle, and as medicine in its own right.

Content levels targeted
  • Intrapersonal conflicts
  • Current interpersonal conflicts
Compare against other systems

Your notes

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Educational use only

Praxical.Psych is a teaching tool. It is not medical, clinical, psychological or legal advice, not a diagnosis, not treatment, not supervision, and not a credential. Nothing here creates a clinician–patient or solicitor–client relationship. Every patient, case, transcript and simulated session is fictional. Clinical and legal requirements vary by jurisdiction and change over time — verify anything that bears on a real decision against your own regulator, statute and current professional guidance, and consult a qualified professional.

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Before you begin

What Praxical.Psych is, and is not

Praxical.Psych is an educational tool. It teaches the theory, evidence base and clinical method of psychotherapy at the level of an advanced survey course, and it lets you rehearse a complete session in a simulator.

It is not medical, clinical, psychological or legal advice. It cannot diagnose or treat anyone, and it does not state the law where you practise — requirements differ by jurisdiction and change. Nothing here creates a clinician–patient or solicitor–client relationship.

  • Every patient, transcript and case in this app is fictional — a composite written for teaching. None depicts a real person.
  • Praxical.Psych is not therapy, not a substitute for supervision, and not a credential. Competence to practise comes from training, supervised hours and licensure.
  • Scores from the instruments here are for learning how they behave. They are not a diagnosis and not a risk assessment, and must not inform a decision about a real person.
  • Do not enter real patient information. Everything you type stays in this browser, but that is not the same as a compliant clinical record system.
If you are in crisis

In the US and Canada, call or text 988. In the UK and Ireland, call 116 123 (Samaritans). Elsewhere, find a local line at findahelpline.com. In immediate danger, use your local emergency number.

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