Unit 10 A

1. Unit 10 A Personality Development Part 1 Freud and Psychoanalytic Perspective

2. Unit Overview • The Psychoanalytic Perspective • The Humanistic Perspective • The Trait Perspective • The Social-Cognitive Perspective • Exploring the Self Click on the any of the above hyperlinks to go to that section in the presentation.

3. Introduction • Personality= an individual’s characteristic pattern of thinking, feeling, and acting.

4. Psychoanalytic Perspective • Stages of Psycho Sexual Development • Id, Ego, Super Ego • Defense Mechanisms

5. SIGISMUND SCHLOMO FREUD1856 – 1939 • Sigmund Freud, born Sigismund Schlomo Freud (6 May 1856 – 23 September 1939), was an Austrianpsychiatrist who founded the psychoanalytic school of psychology. • Freud is best known for his theories of the unconscious mind and the defense mechanism of repression and for creating the clinical practice of psychoanalysis for curing psychopathology through dialogue between a patient and a psychoanalyst. • Freud is also renowned for his redefinition of sexual desire as the primary motivational energy of human life, as well as his therapeutic techniques, including the use of free association, his theory of transference in the therapeutic relationship, and the interpretation of dreams as sources of insight into unconscious desires.

6. Freud's Psychosexual Stages of Development • Freud advanced a theory of personality development that centered on the effects of the sexual pleasure drive on the individual psyche. • At particular points in the developmental process, he claimed, a single body part is particularly sensitive to sexual, erotic stimulation. • These erogenous zones are the mouth, the anus, and the genital region. The child's libido centers on behavior affecting the primary erogenous zone of his age; he cannot focus on the primary erogenous zone of the next stage without resolving the developmental conflict of the immediate one.

7. Freud's Psychosexual Stages of Development • A child at a given stage of development has certain needs and demands, such as the need of the infant to nurse. • Frustrationoccurs when these needs are not met; Overindulgence stems from such an ample meeting of these needs that the child is reluctant to progress beyond the stage. • Both frustration and overindulgence lock some amount of the child's libido permanently into the stage in which they occur; both result in a fixation. • If a child progresses normally through the stages, resolving each conflict and moving on, then little libido remains invested in each stage of development. • But if he fixates at a particular stage, the method of obtaining satisfaction which characterized the stage will dominate and affect his adult personality.

9. Freud's Psychosexual Stages of Development • The Oral Stage (0-2 years of age) • The Anal Stage (2-4 years of age) • The Phallic Stage (4-7 years of age) • The Latency Period (7-12 years of age) • The Genital Stage (puberty age)

10. THE ORAL STAGE0-2 years of age • The oral stage begins at birth, when the oral cavity is the primary focus of libidal energy. The child, of course, preoccupies himself with nursing, with the pleasure of sucking and accepting things into the mouth. • The oral characterwho is frustrated at this stage, whose mother refused to nurse him on demand or who truncated nursing sessions early, is characterized by pessimism, envy, suspicion and sarcasm. • The overindulged oral character, whose nursing urges were always and often excessively satisfied, is optimistic, gullible, and is full of admiration for others around him. • The stage culminates in the primary conflict of weaning, which both deprives the child of the sensory pleasures of nursing and of the psychological pleasure of being cared for, mothered, and held. • The stage lasts approximately one and one-half years.

11. THE ANAL STAGE2-4 years of age • At one and one-half years, the child enters the anal stage. With the advent of toilet training comes the child's obsession with the erogenous zone of the anus and with the retention or expulsion of the feces. • This represents a classic conflict between the id, which derives pleasure from expulsion of bodily wastes, and the ego and superego, which represent the practical and societal pressures to control the bodily functions. • The child meets the conflict between the parent's demands and the child's desires and physical capabilities in one of two ways: Either he puts up a fight or he simply refuses to go. • The child who wants to fight takes pleasure in excreting maliciously, perhaps just before or just after being placed on the toilet. • If the parents are too lenient and the child manages to derive pleasure and success from this expulsion, it will result in the formation of an anal expulsive character.

12. THE ANAL STAGE2-4 years of age • Anal expulsive character is generally messy, disorganized, reckless, careless, and defiant. • Conversely, a child may opt to retain feces, thereby spiting his parents while enjoying the pleasurable pressure of the built-up feces on his intestine. • If this tactic succeeds and the child is overindulged, he will develop into an anal retentive character. This character is neat, precise, orderly, careful, stingy, withholding, obstinate, meticulous, and passive-aggressive. • The resolution of the anal stage, proper toilet training, permanently affects the individual propensities to possession and attitudes towards authority. • This stage lasts from one and one-half to two years.

13. THE PHALLIC STAGE4-7 years of age • It is probably the most controversial. The word phallic means penis-like. In this stage, children discover their sexual differences. • The controversy comes from Freud's description of the Oedipus (for males) and Electra (for females) complexes, with their attendant concepts of castration anxiety and penis envy, respectively. • Those complexes lead, according to Freudian theory, to normal differentiation of male and female personalities. • The defense mechanism of repression was invoked to explain why no one could remember the events of this stage.

14. THE PHALLIC STAGE4-7 years of age • Freud stated that the resolution comes much later and is never truly complete. Just as the boy learned his sexual role by identifying with his father, so the girl learns her role by identifying with her mother in an attempt to posses her father vicariously. • At the eventual resolution of the conflict, the girl passes into the latency period, though Freud implies that she always remains slightly fixated at the phallic stage. • Fixation at the phallic stage develops a phallic character, who is reckless, resolute, self-assured, and narcissistic--excessively vain and proud. • The failure to resolve the conflict can also cause a person to be afraid or incapable of close love; As well, Freud postulated that fixation could be a root cause of homosexuality.

15. THE LATENCY PERIOD7-12 years of age • The resolution of the phallic stage leads to the latency period, which is not a psychosexual stage of development, but a period in which the sexual drive lies dormant. • Freud saw latency as a period of unparalleled repression of sexual desires and erogenous impulses. • During the latency period, children pour this repressed libidal energy into asexual pursuits such as school, athletics, and same-sex friendships. • But soon puberty strikes, and the genitals once again become a central focus of libidal energy.

16. THE GENITAL STAGEPuberty age • In the genital stage, as the child's energy once again focuses on his genitals, interest turns to heterosexual relationships. • The less energy the child has left invested in unresolved psychosexual developments, the greater his capacity will be to develop normal relationships with the opposite sex. • If, however, he remains fixated, particularly on the phallic stage, his development will be troubled as he struggles with further repression and defenses.

17. ID EGO and SuperEgo

18. Freud's Structural and Topographical Models of Personality Structural Model - id, ego, superego Topographical Model - unconscious - conscious - preconscious - non-conscious

19. Structural Model - Id • The iddoesn't care about reality, about the needs of anyone else, only its own satisfaction.  If you think about it, babies are not real considerate of their parents' wishes.  • Freud believed that the id is based on our pleasure principle.  In other words, the id wants whatever feels good at the time, with no consideration for the reality of the situation • According to Freud, we are born with our Id.  The id is an important part of our personality because as newborns, it allows us to get our basic needs met. 

20. Structural Model - Ego • Within the next three years, as the child interacts more and more with the world, the second part of the personality begins to develop.  • Freud called this part the Ego.  The ego is based on the reality principle.  The ego understands that other people have needs and desires and that sometimes being impulsive or selfish can hurt us in the long run. • Its the ego's job to meet the needs of the id, while taking into consideration the reality of the situation.  

21. Superego • By the age of five, or the end of the phallic stage of development, the Superego develops.  The Superego is the moral part of us and develops due to the moral and ethical restraints placed on us by our caregivers.  Many equate the superego with the conscience as it dictates our belief of right and wrong. • In a healthy person, according to Freud, the ego is the strongest so that it can satisfy the needs of the id, not upset the superego, and still take into consideration the reality of every situation.  • Not an easy job by any means, but if the id gets too strong, impulses and self gratification take over the person's life.  If the superego becomes to strong, the person would be driven by rigid morals, would be judgmental and unbending in his or her interactions with the world.  You'll learn how the ego maintains control as you continue to read.

22. TOPOGRAPHICAL MODEL - Unconscious • Freud believed that the majority of what we experience in our lives, the underlying emotions, beliefs, feelings, and impulses are not available to us at a conscious level.  • He believed that most of what drives us is buried in our unconscious.  If you remember the Oedipus and Electra Complex, they were both pushed down into the unconscious, out of our awareness due to the extreme anxiety they caused.  • While buried there, however, they continue to impact us dramatically according to Freud.

23. TOPOGRAPHICAL MODEL - Conscious • The role of the unconscious is only one part of the model. • Freud also believed that everything we are aware of is stored in our conscious.  • Our conscious makes up a very small part of who we are.  • In other words, at any given time, we are only aware of a very small part of what makes up our personality; most of what we are is buried and inaccessible.

24. TOPOGRAPHICAL MODEL – Preconscious or Subconscious • The final part is the preconscious or subconscious.  This is the part of us that we can access if prompted, but is not in our active conscious.  • Its right below the surface, but still buried somewhat unless we search for it.  Information such as our telephone number, some childhood memories, or the name of your best childhood friend is stored in the preconscious. • Because the unconscious is so large, and because we are only aware of the very small conscious at any given time, this theory has been likened to an iceberg, where the vast majority is buried beneath the water's surface.  • The water, by the way, would represent everything that we are not aware of, have not experienced, and that has not been integrated into our personalities, referred to as the non-conscious.

25. FREUD’S EGO DEFENSE MECHANISM • We stated earlier that the ego's job was to satisfy the id's impulses, not offend the moralistic character of the superego, while still taking into consideration the reality of the situation. Think of the id as the 'devil on your shoulder' and the superego as the 'angel of your shoulder.'  We don't want either one to get too strong so we talk to both of them, hear their perspective and then make a decision.  This decision is the ego talking, the one looking for that healthy balance. • We need to understand what drives the id, ego, and superego.  According to Freud, we only have two drives; sex and aggression.  In other words, everything we do is motivated by one of these two drives.

26. FREUD’S EGO DEFENSE MECHANISM • Sex, also called Eros or the Life force, represents our drive to live, prosper, and produce offspring.  Aggression, also called Thanatos or our Death force, represents our need to stay alive and stave off threats to our existence, our power, and our prosperity. •   The ego has some tools it can use in its job as the mediator, tools that help defend the ego.  These are called Ego Defense Mechanisms or Defenses.  When the ego has a difficult time making both the id and the superego happy, it will employ one or more of these defenses:

29. Assessing Unconscious Processes • Projective Test • Thematic Apperception Test (TAT) • Rorschach Inkblot Test

30. Projective Test = a personality test, such as the Rorschach or TAT, that provides ambiguous stimuli designed to trigger projection of one’s inner dynamics.

31. Thematic Apperception Test (TAT) = a projective test in which people express their inner feelings and interests through the stories they make up about ambiguous scenes.

32. Rorschach Inkblot Test = the most widely used projective test, a set of 10 inkblots, designed by Hermann Rorschach; seeks to identify people’s inner feelings by analyzing their interpretations of the blots.