PCN 107 Midterm Exam 2026/2027 | 80+ Questions & Correct Answers | Freud, Jung, Adler, Frankl, Gestalt, Rogers & Skinner

This comprehensive PCN 107 Midterm Exam 2026/2027 Questions and Answers | Already Graded A+ study guide provides 80+ exam-style questions, definitions, theory-based prompts, therapeutic concepts, and correct answers across 23 pages. The material offers in-depth preparation for major foundational counseling and psychotherapy theories, with extensive coverage of Freud’s Psychoanalysis, Jung’s Analytical Psychology, Adler’s Individual Psychology, Frankl and Existential Therapy, Perls’ Gestalt Therapy, Rogers’ Person-Centered Therapy, and Skinner’s Behavior Therapy. The document is particularly useful for mastering theorist-to-concept associations, therapeutic techniques, personality constructs, counseling terminology, and behavioral interventions likely to appear in a PCN 107 midterm assessment. The Freud and Psychoanalysis section provides detailed review of the conscious, preconscious, and unconscious levels of awareness, along with defense mechanisms, moral/neurotic/realistic anxiety, psychosexual stages of development, the Oedipus complex, dream analysis, and the id, ego, and superego. Students also review transference and countertransference, the pleasure principle, primary and secondary processes, and Freud’s explanation of unconscious motivation. This creates a strong foundation for distinguishing Freud’s structural and topographical models of personality and recognizing psychoanalytic concepts from short exam scenarios. A substantial section is devoted to Carl Jung’s Analytical Psychology. Key concepts include the collective unconscious, archetypes, thinking, feeling, intuiting and sensing, persona, self, shadow, psyche, anima and animus, introversion and extroversion, mandalas, and complexes. The questions examine how Jung conceptualized the relationship between consciousness, the personal unconscious, and the collective unconscious, as well as the process of integrating different dimensions of personality. This section makes the guide especially valuable for students who need to distinguish Jungian concepts from Freud’s psychoanalytic framework. The Adlerian/Individual Psychology material examines Alfred Adler’s theory of personality development, including striving for perfection, inferiority feelings, social interest, birth order, private logic, style of life, teleology, compensation, courage, and encouragement. Students review Adler’s view that an individual’s interpretation of their position within the family may be more important than actual birth order and explore how early feelings of inferiority can influence private logic, compensatory behavior, and subjective goals. Therapeutic techniques such as “acting as if” and catching oneself are also included. Another important section covers Frankl and Existential Therapy, emphasizing meaninglessness, existential vacuum, guilt, authenticity, dialectical methods, isolation, angst, death awareness, choice, phenomenology, freedom, and responsibility. The questions explore the individual’s responsibility for creating meaning and making conscious choices, while also distinguishing existential isolation from other forms of isolation. Students review phenomenology as an approach centered on understanding subjective human experience within the context in which an individual lives. The Gestalt Therapy section is especially extensive and centers on concepts associated with Fritz Perls. Topics include holism, the empty-chair technique, foreground and background, making the rounds, here-and-now awareness, topdog/underdog dynamics, shouldisms, impasses, polarities, unfinished business, closure, the I–Thou relationship, confrontation, responsibility, feeding clients sentences, Gestalt layers, and the “I have a secret” exercise. The material consistently emphasizes awareness, integration, personal responsibility, unfinished experiences, and present-centered therapeutic work. The document also provides strong preparation in Carl Rogers’ Person-Centered Therapy. Students review the central therapeutic conditions of congruence, empathy, and unconditional positive regard, alongside incongruence, the actualizing tendency, free will, organismic valuing process, self-determination, self-concept, and conditions of worth. These questions help students understand Rogers’ view of personal growth and the importance of creating a therapeutic environment that supports the client’s inherent capacity for development. The final portion concentrates on Skinner and Behavior Therapy, including operant conditioning, classical conditioning, positive and negative reinforcement, social learning/modeling, determinism, tabula rasa, shaping/successive approximation, extinction, therapist acceptance, token economies, response cost, flooding, aversion therapy, and stimulus control. Applied definitions explain how reinforcement and punishment influence behavior, while questions on shaping and token economies demonstrate the practical use of behavioral modification principles. The source also references Pavlov when explaining classical conditioning and discusses modeling/social learning as behavior observed and reproduced later. The document’s breadth makes it particularly valuable for comparative theory revision. Students can use the material to differentiate Freud’s unconscious processes and personality structures, Jung’s archetypes and collective unconscious, Adler’s inferiority and social-interest concepts, existential ideas of meaning and responsibility, Perls’ present-centered Gestalt techniques, Rogers’ core therapeutic conditions, and Skinner’s learning and behavior-modification principles. Rather than focusing on a single therapeutic approach, the guide provides a broad review of the theoretical foundations represented throughout the PCN 107 Midterm. Referenced theorists and academic concepts: The document explicitly references Sigmund Freud, Carl Jung, Alfred Adler, Viktor Frankl, Fritz Perls, Carl Rogers, B. F. Skinner, Ivan Pavlov, and Martin Buber, together with their associated counseling and psychological concepts. The source itself does not provide complete book titles, journal articles, DOI numbers, editions, or an APA-formatted bibliography, so adding unsupported book or journal citations would be inaccurate rather than academically reliable. Relevant students: This resource is particularly relevant to PCN 107 students, counseling students, psychology students, behavioral health students, mental health counseling students, addiction counseling students, psychotherapy students, social work students, and learners taking introductory counseling-theory or theories-of-psychotherapy courses. It is especially useful for students who need exam-focused comparison of Psychoanalysis, Analytical Psychology, Individual Psychology, Existential Therapy, Gestalt Therapy, Person-Centered Therapy, and Behavior Therapy. The uploaded source clearly specifies PCN 107 and 2026/2027, but it does not explicitly identify a university, so an institution name has not been fabricated. 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