Jungs Theory of Psychological Types

Jungs Theory of mental TypesExplain C.G. Jungs possibility of psychological typefaces as a developmental modelAs Anthony Stevens (1990) details, Jungs theory of psychological types has many precedents in psychology and the ism of mind it tin be seen to be connected to such nonions as Hippocrates concept of the quadruple temperaments, its medicalisation in Galens four humours, the ancient Egyptian systems of astrology and the Chinese binaries of Yin and Yang. Jung, however, in his essay A Psychological Theory of Types (1960) despite acknowledging his debt to such systems, stresses the notion that his theory send packing be distinguished from such intuitive ones through its use of scientific and analytical understanding, as he statesThe historical retrospect may set our minds at rest as to the fact that our modern efforts to formulate a theory of types atomic number 18 by no means new and unprecedented, even if our scientific conscience no longer permits us to revert to the se old, intuitive ways of handling the question.1As this piece of music shall assert, this image of change and continuity is important in understanding how Jungs theory has and washstand be used as a developmental model to examine not only childhood development but that of the entirely tonecycle. Jungs theories on this ara can be seen as a being constantly neutered by himself and others to outturn their theoretical importance and, more importantly perhaps, to broaden their practical application. To this end, this paper is divided into three important sections the first looks at Jungs theory of psychological types as laid out in texts such as A Psychological Theory of Types (1960), The Development of Personality (1981) and Psychological Types (1983) the second section looks how this was adapted and altered by Isabel Myers and Katherine Briggs (Myers, 2000 Myers, 1962 Bayne, 1997) and lastly, the third and final section details briefly how each of these has been used as a ful l developmental model in practical psychology and developmental science. It is hoped then that this paper represents not only a historical explanation of Jungs theories but how they fit into a maturation discipline.Jung describes the staple fibres of his theory of types concisely in the introduction to the lock Psychological Types (1983)In my practical trim with nervous patients I halt long been struck by the fact that besides the many soul differences in human psychology there are overly typical differences. Two types especially pop off clear to me I have termed them the introvert and the extroverteded types.2There are devil things of interest in this simple statement firstly, as we have al place stated Jung asserts the scientific manner of his research (his theory arises out of observations in a clinical setting) and secondly, as Stevens (1990) details, Jungs theory of types aims to accommodate both unmarriedist difference and comprehensive confusableity. The 2 bas ic psychological types in Jungs framework, the introvert and extrovert, describe the basic consanguinity the idiosyncratic has with the world and the objects around them the extravert is delimitd by an outward flowing of libido, and as Fordham (1964) states an interest in events, in people and things, (and has) a relationship with them and a dependence on them.3 The extravert draws energy from the world in which they inhabit and as Jung (1983) states, is more likely to have a ready acceptance of external events and happenings. They also show a need to be tranced by events happening to them and provide have moral and ethical leanings that gravitate towards the collective4. The extravert is likely to be more willing to distribute views, to engage with others and to see their ideas as existing within a network of influencing factors (Shamdasani, 2003 68).Conversely, the introvert presents us with the opponent view, as Fordham (1964) detailsThe introverted attitude, in contrast, is one of withdrawal the libido flows inward and is concentrated upon subjective factors, and the predominating influence is inner necessity. When this attitude is habitual Jung speaks of an introverted type.5The introverted type, then, is happiest alone, in their own participation (to use Jungs own phrase), draws energy from solitude, is more likely to formulate their own ethical judgements and frameworks, has a tendency towards pessimism and anxiety and finds safety and warmth with other people only when security has been established and the relationship boundaries have been fixed (Jung, 1983 142-5).As we can see here, Jungs basic taxonomy recognised only two general types and each of these corresponded to the individuals interaction with themselves and the world about them. In his work Psychological Types, however, Jung also characterises four basic psychological functions that he lists as thinking, feeling, sensation and intuition. Each of these functions, taken as individual t ropes and as two pairs of binaries (thinking/feeling and sensing/intuiting) enables us to frame not only the two basic types per se but how they are manifested in situation and behaviour. The two basic types and the four functions can be combined to form a series of eight major psychological types that serve to coiffure and characterise an individuals psychic propensity (Extraverted thinking, Introverted thinking, Extraverted feeling, Introverted feeling and so on). As Jung explains, this grouping was seen more as a flexible framework than a rigid method of pseudo-scientifically condensing the richness and breadth of humans as a species.As Stevens (1991) details, although these initial eight types have been expanded upon and used as the basis for psychometric testing, Jungs interest in them was largely clinical, his worldations outline how they can be used to understand the ways in which individuals contradict to their environment and how clinical and pedagogical strategies can be formulated to best work with an individuals own behaviour. As Knox (2003) suggests, the eight basic types of Jungian theory can be seen more as a method of classification than a developmental model. Whereas Jungs concept of the archetypal lifecycle employed similar processes of taxonomy (the notion of life stages for instance) it was Isabel Myers and her mother Katherine Briggs who were to take Jungs work and fully utilise it as a developmental model.As Myers (2000) details, the Myers-Briggs model expanded on Jungs original thesis by adopting and adapting the concepts of the sovereign and the auxiliary functions, this allows for the types to be seen, not so much as a series of binaries, but as a set of dichotomies that can be used to measure the relative make up of constitution types within each individual. This resulted in an expansion of the eight types to sixteen, each of which was assigned a series of garner that allowed psychologists to formulate questionnaires and to cal ibrate results, as Myers herself detailsJungs theory and the 16 MBTI types do not define static boxes instead, they describe dynamic energy systems with interacting processes.6The Myers-Briggs adaptation of Jungs original types made it possible for them to be used in more general, non-clinical situations (Waktins and Campbell, 2000). The sixteen types in the Myers-Briggs system have specific characteristic traits that can be used as a developmental model, not only in terms of how the individual may react to the changing life stages outlined by Jung (childhood, adolescence, early maturity, mid-life transition, middle age, late life transition, late maturity, death Stevens, 1990 62) but also in terms of the challenges that face individuals everyday. Myers (2000) for instance outlines the ISTJ individual (Introverted spying with Extraverted Thinking) as havinga strong scent out of responsibility and great loyalty to organisations, families and relationships in their lives. They work with steady energy to fulfil commitments as stated and on time. They go to almost any distract to complete something they see as necessary but baulk at doing anything that doesnt make sense to them.7Myers (2000) places such descriptions within a developmental context that highlights problems and potential celestial orbits for growth, asserting for instance that ISTJ personalities can receive rigid about time, schedules and procedures and find it difficult to delegate (Myers, 2000 14). Alternatively, those classified as ENFP (Extraverted Intuition with Introverted Feeling) can be described as innovative, stimulated by new people, see connections where others dont and are likely to be curious, creative, imaginative and spontaneous. In terms of personal development, however, they can kick the bucket frustrated become scattered, have trouble focusing (and) be easily distracted (Myers, 2000 21).We can see how the Myers-Briggs model not only adapts the taxonomy of Jungs original clas sification but also expands its uses employing it far more as a general developmental model than a clinical tool, as Allen and Brock (2003) state(The MBTI is) a tool for assessing those individual differences and has given millions of people a positive understanding of their own patterns of communication as well as an understanding of the mutual usefulness of differences.8As McCaulley (2000) suggests, Myers-Briggs Type Indicators can be used a developmental and psychometric model in many areas of counselling and pedagogy to determine such things as teach styles, lifestyle strategies and methods of dealing with challenges and life situations. The development of type is a process that continues throughout ones life youth is seen as the stage in which we develop the dominant and auxiliary functions that form a major part of ones personality, midlife allows us to develop and set the third and fourth functions and the last mentioned stages of life allow us to adopt a lifestyle that i s in conjunction with our own type preferences. As McCaully (2000) states, here Jungs theory of psychological types and his theory of the developing lifestyle can be seen to coincide, with the latter being able to be used as a way that individuals can treat the former. Psychological types, especially as they were framed and described by Isabel Myers and Katherine Briggs, can be used as a basis with which to formulate strategies that aid in the transition from one life stage to another. As a developmental model then it seeks to be both descriptive and curative. Isabel Myers saw the a whole range of uses for Jungian psychological types as a developmental model, most notably in the area of education and child development, for instance she states thatIt is particularly important to apply the ethics and values of type to relationships with children. practically in trying to meet a childs needs, adults assume that what has worked best for them will also work best for the child. Lack of validation or acceptance of ones preferences as a child can lead to low self esteem, defiance or adaptation of that creates strain.9The Jungian ground MBTI developmental model has been used by all manner of different disciplines from management practice (Davidson Frame, 2003, Bess, 1995) to education (Morgan, 1997) from organisational theory (Schneider and Smith, 2004) to religion (Watts, Nye and Savage, 2002). Its use by such a wide variety of fields is ill-humored a reflection of its place as a model that seeks to understand both individuated personality and universal archetypes. Also, as we have seen, it is a theory is constant evolution and one that is being utilised by an ever growing range of academic and practical disciplines.ReferencesAllen, J and Brock, S (2003), Health Care intercourse Using Personality Types Patients Are Different, capital of the United Kingdom Routledge.Bayne, R (1997), The Myers-Briggs Type Indicator A Critical follow-up and Practical Guide, capital of the United Kingdom Nelson Thornes.Bess, J (1995), Creative R and D Leadership, capital of the United Kingdom Quorum Books.Davidson, Frame, J (2003), Managing Projects in Organisations, London Jossey Bass.Fordham, F (1964), An Introduction to Jungs Psychology, London Pelican.Jung, C.G (1960), advanced(a) Man in Search of a Soul, London Harvester.Jung, C.G (1991), The Development of Personality, London Routledge.Jung. C.G (1983), Jung Selected Writings, London Fontana.Knox, J (2003), Archetype, Attachment, Analysis Jungian Psychology and the Emergent Mind, London Brunner-Routledge.McCaulley, M (2000), The Myers-Briggs Type Indicator in Counselling published in Watkins, E and Campbell, V (2000), Testing and legal opinion in Counselling, London Lawrence Erlbaum Associates, pp. 111-174.Morgan, H (1997), Cognitive Styles and Classroom Learning, London Praeger.Myers, I (1964), The Myers-Briggs Type Indicator, London advisor Psychologists Press.Myers. I (2000), Introduction to Type, L ondon OPP.Schneider, B and Smith, D.B (2004), Personality and Organisations, London Lawrence Erlbaum Associates.Shamdasani, S (2003), Jung and the Making of Modern Psychology, Cambridge Cambridge University Press.Stevens, A (1990), On Jung, London Penguin.Watkins, E and Campbell, V (eds) (2000), Testing and Assessment in Counselling, London Lawrence Erlbaum Associates.Watts, F, Nye, R and Savage, S (2002), Psychology for Christian Ministry, London Routledge.1Footnotes1 C.G. Jung (1960), A Psychological Theory of Types, published in Modern man in Search of a Soul, London Harvester, p. 832 C.G. Jung (1983), Psychological Types, published in Jung Selected Writings, London Fontana, p.1293 Frieda Fordham (1964), An Introduction to Jungs Psychology, London Pelican, p.29.4 See for instance Jungs assertion that the extraverts philosophy of life and his ethics are as a rule of a highly collective record with a strong streak of altruism, and his conscience is in large measure dependant on pu blic opinion. (Jung, 1983 141)5 Fordham (1964), p. 30.6 Isabel Myers (2000), Introduction to Type, London OPP, p.77 Myers (2000), p.148 Judy Allen and Susan Brock (2003), Health Care Communication Using Personality Types Patients Are Different, London Routledge, p.79 Myers (2000), p.36