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A Library Guide to Jung's Collected Works

Explore Jungian psychology resources available from the Pacifica Graduate Library

Reference publications: Complex

Explore some index entries on Complex(es):

Vol. 01: 93, 132n
Vol. 02: 357, 378-379, 664, 733-6, 740, 742-7, 1082-7
Vol. 03: 181, 218, 263, 429, 434, 521
Vol. 05: 122, , 259, 505
Vol. 06: 175, 384
Vol. 07: 137, 432n
Vol. 08: 255, 856
Vol. 10: 456, 1034n
Vol. 11: 143
Vol. 12: 439
Vol. 17: 170, 200, 204, 211
Vol. 18: 424, 548, 908, 922, 1223

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Jung on Complexes

Jung's essays on complexes from the Collected Works:

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Related Works:

Additional resources on Complexes

Print books available from the library:

Caetano, A. A., & Machado, T. C. (2018). Complex in memory, mind in matter: Walking hand in hand. The Journal of Analytical Psychology, 63(4), 510–528.
Abstract: "This paper aims to highlight four major points: first: a ‘Jungian attitude’ understood as a viewpoint which enables work with interconnectedness through various fields of knowledge. Second, that complexes are dynamic, as is memory, and that both are transformed by experience and develop hand in hand with each other i.e., the transformation of the complex occurs through the transformation of memory as embodied in internal working models, and vice versa. Third, complexes and archetypes are linked to each other in matrices of one form or another and lead to the complexity of the psyche, which is a developing system. Fourth, the analytical process provides an arena that enables and consolidates interconnections that foster a better intrapsychic transition. The analytic meeting promotes profound changes, redesigning our neural architecture as well as our psychic landscape."

Fidyk, A. L. (2016). Unconscious ties that bind—Attending to complexes in the classroom: Part 1. International Journal of Jungian Studies, 8(3), 181–194.
Abstract: "Recognized by few in theory and practice, unconscious dynamics affect all aspects of education, including teaching and learning, as well as assessment, coding, and teacher preparation. Jung proposed that the collective unconscious is akin to a very deep psychosocial well from which individuals, families, and cultures across time and place draw in order to organize and make meaning of life. If we accept this claim, then the ways we understand and attend to interpersonal dynamics within the classroom radically change. Here, in two conjoining parts, a case is made for the vital importance of acknowledging and working with the unconscious, particularly the cultural layer (Part 1) and the familial layer (Part 2) of the psyche. Attention in Part 1 is given to the social and political turn in Jungian psychology and its importance to the dramatically changing ethnocultural character of Canada’s classrooms (likewise with many countries today). The cultural unconscious, cultural complexes, scapegoating, and the critical intersection between groups and individuals are examined in relation to education."

Fidyk, A. L. (2016). Unconscious ties that bind—Attending to complexes in the classroom: Part 2. International Journal of Jungian Studies, 8(3), 195-210.
Abstract: "Continuing the argument from Part 1, regarding the cultural unconscious and cultural complexes, a case is made for the significance of attending to the unconscious in the classroom. Understanding of cultural and familial complexes and the way parental psychology gets replayed within schools aims to bring greater awareness to the psychology of group life. Here specific attention is given to the family unconscious, family complexes, family soul, and the ancestors—both personal and archetypal. A method borrowed from family constellation work and rooted in African traditions of healing is outlined. This method is offered in an effort to unlock unconscious familial patterns whereby the emergence of new images may not only contribute to healing but also might have long-term effects on learning. Transgenerational patterns shaped by traumatic experiences, life events, cultural and environmental factors affect students, and so their learning. Parallel findings in epigenetics are also considered to be able to better contribute in long-lasting ways to resolving conflict, as well as to understanding deeper issues affecting our relations within education."

Kast, V. (2014). Complexes and imagination. The Journal of Analytical Psychology, 59(5), 680–694.
Abstract: "Fantasies as imaginative activities are seen by Jung as expressions of psychic energy. In the various descriptions of active imagination the observation of the inner image and the dialogue with inner figures, if possible, are important. The model of symbol formation, as Jung describes it, can be experienced in doing active imagination. There is a correspondence between Jung's understanding of complexes and our imaginations: complexes develop a fantasy life. Complex episodes are narratives of difficult dysfunctional relationship episodes that have occurred repeatedly and are internalized with episodic memory. This means that the whole complex episode (the image for the child and the image for the aggressor, connected with emotions) is internalized and can get constellated in everyday relationship. Therefore inner dialogues do not necessarily qualify as active imaginations, often they are the expression of complex‐episodes, very similar to fruitless soliloquies. If imaginations of this kind are repeated, new symbols and new possibilities of behaviour are not found. On the contrary, old patterns of behaviour and fantasies are perpetuated and become cemented. Imaginations of this kind need an intervention by the analyst. In clinical examples different kinds of imaginations are discussed."