Who are you?

How did you grow to become the unique person you

are today?
 What do you remember about
your childhood?

• Earliest memory
• Memory you expect to keep throughout life

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Other Memories . . .

• Most embarrassing moment?

• Happiest experience?

• Scariest experience?

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 Happy Birthday

• Let’s sing the Happy Birthday song

• 1, 2, 3….
• “Happy birthday to you, happy birthday to you, happy birthday dear
______________________, happy birthday to you!!!!!!!!!!”
• Please share:
• What is your favorite birthday memory?
• What impact, if any, has the Happy Birthday song had on your life?

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Many people have contributed to
our understanding of child
development …

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Sigmund Freud
1856-1939
•A child’s personality develops
through a predictable pattern of
psychosexual stages.
•Many emotional and
psychological problems of
adults are connected to how
their parents and care providers
met their basic needs as
children.
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Freud-believed that mental illness is a
result of nurture, not nature.
He asked the question:
“What makes people do things?”
Answer: MOTIVATION
Needs motivate human behavior
(food, shelter, clothing…)
Maslow's hierarchy of human needs. (From Maslow, A.
(1970}. Motivation and personality (2nd ed.). New York:
Harper & Row; reprinted by permission of Harper Collins
Publishers.)
 Being deprived of a need arouses a feeling called
a DRIVE OR DESIRE (Freud called them wishes).
 Human motivation explains the reasons why
people behave the way they do.
 People have DRIVES OR DESIRES in the back of
their minds
ie: Will to live, will to die
 Some of these desires cause people to behave
irrationally.
 Instincts

• life instincts: These instincts perpetuate (a) the life of

the individual, by motivating him or her to seek food
and water, and (b) the life of the species, by
motivating him or her to have sex

• death instinct: every person has an unconscious wish

to die
People are born with a certain number
of instincts or DRIVES (human
instinctive behavior)
The human mind has 3 aspects which
influence behavior:

Ego

Superego

Id
Freud’s Psychoanalytical Theory of
Personality
• Personality is composed of
three elements
• ID
• EGO
• SUPEREGO
• The three elements work
together to create complex
human behaviors
The ID
• Present at birth
• Entirely unconscious
• The id engages in primary process thinking, which is
primitive, illogical, irrational, and fantasy oriented.
This form of process thinking has no
comprehension of objective reality, and is selfish
and wishful in nature.
The ID
• Driven by the pleasure principle
• Strives for immediate gratification of all desires, wants, and
needs, Avoid pain

• The id operates on the pleasure principle (Freud, 1920) which

is the idea that every wishful impulse should be satisfied
immediately, regardless of the consequences. When the id
achieves its demands, we experience pleasure when it is
denied we experience ‘unpleased’ or tension.

• If needs are not satisfied immediately, the result is a state of

anxiety or tension
• Example: baby who’s hungry cries because he is not fed
• Important early in life because it ensures all an infant’s needs are
met
The ID
• Realistically, all your needs cannot be immediately
satisfied
• If people were ruled entirely by the ID (the
pleasure principle), we would grab what we
wanted in order to satisfy cravings
• This behavior is disruptive and socially unacceptable
The EGO
• The ego is 'that part of the id which has been modified by
the direct influence of the external world.'
• The ego operates according to the reality principle, working
out realistic ways of satisfying the id’s demands, often
compromising or postponing satisfaction to avoid negative
consequences of society. The ego considers social realities
and norms, etiquette and rules in deciding how to behave.
• Delays satisfaction of desires until it can
be done safely and effectively
The EGO
• The ego develops to mediate between the unrealistic id and
the external real world. It is the decision-making component
of personality. Ideally, the ego works by reason, whereas the
id is chaotic and unreasonable.

• Like the id, the ego seeks pleasure (i.e., tension reduction)
and avoids pain, but unlike the id, the ego is concerned with
devising a realistic strategy to obtain pleasure. The ego has
no concept of right or wrong; something is good simply if it
achieves its end of satisfying without causing harm to itself
or the id.
The EGO
• Operates based on the reality principle
• Strives to satisfy the ID’s needs in realistic and socially
appropriate ways
• Weighs the costs and benefits of an action before acting
on or abandoning impulses
• EGO will allow the behavior but in an appropriate time and
place

• “Id being a horse while the ego is the rider. The ego is 'like a
man on horseback, who has to hold in check the superior
strength of the horse.”
The EGO
• If the ego fails in its attempt to use the reality principle, and
anxiety is experienced, unconscious defense mechanisms
are employed, to help ward off unpleasant feelings (i.e.,
anxiety) or make good things feel better for the individual.

• The ego engages in secondary process thinking, which is

rational, realistic, and orientated towards problem-solving.
If a plan of action does not work, then it is thought through
again until a solution is found. This is known as reality
testing and enables the person to control their impulses and
demonstrate self-control, via mastery of the ego.
The SUPEREGO
• Last component of the personality to develop
• Aspect of the personality that holds all the moral
standards and ideals that are acquired from
society
• Sense of right and wrong
• Provides guidelines for making judgments
• Begins to emerge around age 5
The SUPEREGO
• The superego's function is to control the id's impulses,
especially those which society forbids, such as sex and
aggression. It also has the function of persuading the ego to
turn to moralistic goals rather than simply realistic ones and
to strive for perfection.

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•

• THE MORAL GUARDIAN

• Parental and Societal Standards
• Guides the ego
• Compares ego to the EGO IDEAL
 The SUPEREGO in two parts
 The “Ideal” Ego
 Includes the rules and standards for proper behavior
 Obeying the rules leads to a feeling of pride, value, and
accomplishment
 derives from rewards and positive models presented to the
child
 It is an imaginary picture of how you ought to be, and
represents career aspirations, how to treat other people,
and how to behave as a member of society.

Behavior which falls short of the ideal self may be punished

by the superego through guilt. The super-ego can also reward
us through the ideal self when we behave ‘properly’ by
making us feel proud.
The SUPEREGO in two parts
 The Conscience
 Also includes information about what is viewed as
improper behavior by parents or society
 Improper behavior is often forbidden and leads to poor
consequences, punishments, or feelings of guilt
 internalization of punishments and warnings
 The conscience can punish the ego through causing
feelings of guilt.

For example, if the ego gives in to the id's demands, the

superego may make the person feel bad through guilt.

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The SUPEREGO
• Operates according to the ideal/moral
principle
• Acts to perfect and civilize behavior
• Works to suppress all unacceptable urges of
the ID
• Struggles to make the EGO act on idealistic
standards rather than realistic ones
 Ideally, the ID, EGO, and SUPEREGO
work in harmony to satisfy the
demands of the ID in a reasonable,
moral manner

ID SUPEREGO
 DOMINANT ID…
• Uncontrolled instincts
• Danger to society
DOMINANT SUPEREGO
• Overly critical
• Obsessive (OCD)
The Interaction
• With such conflicting emotions, conflict arises
among the ID, EGO, and SUPEREGO
• EGO is the strongest because of its ability to
function despite these dueling forces
• A person with ego strength is able to
effectively manage these pressures, while
those with too much or too little ego
strength become too self-righteous or too
disruptive
The mind is like an iceberg, it floats with one-
seventh of its bulk above water" (S. Freud)
 Model of the Mind
• The unconscious
• The conscious The pre- mind contains
mind contains the personal
conscious mind information of
information contains the which we are
of which we NOT aware: the
memories and drives, urges,
are aware at wishes, and
any given thoughts that thoughts of all
are easily of our past
moment: experience, by
anything that recalled, ready far the largest
receptacle of
is thought, to break into the psyche. All
these threaten
perceived, or consciousness to destabilize
understood at any moment. the conscious
mind if they
resides at this surface.
level

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 If you don’t resolve this conflict between
the ID and the EGO, you may experience
unhappiness or mental distress.

Thus, in order to understand motivation,

you must understand what is in your
unconscious memory. This is the basis for
PSYCHOANALYSIS.
“Psychoanalysis has as its core the idea
that each of us has an unconscious part
whose existence, activities and thoughts
are hidden behind a mental barrier that we
cannot voluntarily remove. Behind this
barrier are repressed and psychologically
dangerous thoughts that give rise to
unconscious conflicts, which in turn, can
result in psychological and physical
symptoms.”
- Plotnik, p. 514
 Psychosexual Development
• The theory of psychosexual development describes how
personality develops during childhood. Freud believed that
personality develops through a series of childhood stages in
which the pleasure-seeking energies of the id become focused
on certain erogenous areas.

• Psychoanalytic theory suggested that personality is mostly

established by the age of five. Early experiences play a large
role in personality development and continue to influence
behavior later in life.

• If these psychosexual stages are completed successfully, the

result is a healthy personality.

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 PSYCHOSEXUAL DEVELOPMENT
• The personalities of all humans are formed by the ways
we satisfy our sexual instincts during the course of life

• __________________: the energy generated by the

sexual instinct

♫ …a mulatto…an albino…a
mosquito…my libido…hey ♪
Psychosexual Development

• Five stages
• Each stage focuses on a part of the body for
experiencing pleasure.
• How conflicts between sources of pleasure are
resolved determines adult personality.
The Five Stages of Psychosexual Development

• The Oral Stage (Birth to 18 months)

• The Anal Stage (18 months to 3 years)
• The Phallic Stage (3 to 6 years)
• The Latent Stage (6 years to puberty)
• The Genital Stage (Puberty on)
The Oral Stage

• In the first year of life, the baby is pretty much a slave to its
digestive system. The baby wants food, and the mouth, as the
gateway to the stomach, becomes the primary focus of the
experience of pleasure. Once pleasure organizes itself around the
mouth, it doesn't really matter whether its stimulation actually
involves nutrition (as with nipples) or not (as with fingers, car
keys, and the host of other things that find their way into infants'
mouths).

• Pleasure centers around the mouth.

• Chewing, sucking, biting are sources of pleasure.

• Too Much: Overly dependent

• Too Little: Pessimistic and hostile

The Anal Stage
• Over the next couple of years, the baby finally gets the
upper hand on its digestive system with the development
and practice of control over its bowels. Holding in and
expelling feces at will, the infant organizes its pleasure
around the anus.
• Pleasure centers around the anus.
• Toilet Training
• Holding in Feces
• Pressure feels good
• Anal Retentive – Stingy, overly clean, obsessive
• Toilet Training
• Excreting Feces
(Letting Feces Fly)
• Parents too strict
• Anal Expulsive – Disorderly, risk-taking behavior
The Phallic Stage

• Pleasure focuses on the genitals.

Definition of the Oedipus Complex

• The Oedipus Complex is Freud’s term for the young child’s

development of an intense desire to replace the same-sex
parent and enjoy the affections of the opposite-sex parent.

• a boy’s sexual desires toward his mother and feelings

of jealousy and hatred for the rival father. (girls
experience a parallel Electra Complex).
The Phallic Stage
• The phallic stage is brought to an end when junior
replaces the torment of castration anxiety with the
more tolerable identification with his father.

• Castration anxiety
• Fear from boys struggle to deal with his love for mother while
knowing he cannot overcome his father physically

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 Resolution of the Oedipus Complex

• Children recognize that their same-sex parent might punish

them for their incestuous wishes.
• To reduce this conflict, the child identifies with the same-
sex parent, striving to be like him or her.

• Successful resolution results in the child identifying with

the same sex parent (“if you can’t beat them, join them”),
and learning their gender role from that parent.
• Identification-the process by which, children
incorporate their parents’ values into their developing
superegos
Identification
• Is a psychological process of becoming one with
someone or something more powerful than
oneself. Identification with Daddy re-empowers
junior. He internalizes his father as a source of
psychological strength. As he does this, he develops
a conscience, a sense of right and wrong, a
miniature Daddy in his very own head.

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Fixation:
Men: boasting of sexual
prowess/pedophilia/homosexuality
Women: promiscuity/pedophilia/homosexuality
 Freud’s Psychosexual Stages of
Development

Identification – resolution
by learning gender identity
Oedipus Complex from same sex parent
Electra Complex
• The Electra Conflict is the female version of the little boys'
Oedipal conflict. In it, just like for little boys, girls are
doomed to fail in the Daddy-daughter-Mommy love
triangle. And, under ideal circumstances, the conflict
terminates with the little girl's identification with Mommy
and the development of a conscience based on her
internalization.

• Unfortunately, there are some differences. Little girls, for

obvious reasons, don't develop a castration anxiety (they
get penis envy instead), and thus there isn't a strong
motivation to identify with Mommy. Hence women develop
weaker consciences than men; they more likely to give into
their emotions

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The Latent Stage

• The child represses all interest in sexuality.

• The child develops social and intellectual skills.
• Energy is channeled into emotionally safe areas.
• The child forgets the highly stressful conflicts of the phallic
stage.
• As the conscience (superego) develops out of the
Oedipal/Electra conflicts, sexual desires are repressed and
lie dormant (hence "latency"). Children pour their
repressed libidinal energy into non-sexual pursuits like
sports, school, and same-sex friendships.
The Genital Stage

• This is a time of sexual reawakening.

• The source of sexual pleasure comes from someone outside
the family.
• With the onset of puberty, pleasure once again organizes
itself around the genitals, and sexual desire becomes
directed toward heterosexual relationships. Puberty, as
much as it is a transformation in body, is also a
transformation of psychology: adolescents start THINKING
about SEX.
 When conflict is not resolved:

Individuals may develop a fixation

• A partial or complete
halt at some point in
one’s psychosexual
development
Definition of Fixation

• A fixation occurs when the individual remains locked in an

earlier developmental stage because needs are under- or
over-gratified.
Examples of Fixations

• Oral - Due to a parent weaning too early, as an adult the

individual seeks out oral gratification through smoking,
drinking, gum chewing.
• Anal - Due to a parent being too strict with potty training,
as an adult the individual is excessively neat and orderly
(known as “Anal Retentive”).
• Phallic - Due to a parent punishing the child for
masturbating, as an adult the individual seeks out
pornography.
• Genital - Due to a parent smothering a child with too much
attention, as an adult the individual has difficulty in
romantic relationships due to being extremely “needy.”
DEFENSE MECHANISMS
 DEFENSE MECHANISMS
• WHAT ARE THEY?
 #1
• ________________________: when a person
completely “forgets” a disturbing event.
• A defense mechanism that pushes threatening
thoughts into the unconscious

Example: Childhood abuse

 #2
• _____________________________:
Protecting oneself from unpleasant reality by
refusing to perceive it.
A defense mechanism in which one refuses to
acknowledge anxiety provoking stimuli

“It can’t happen to me!”

“It wasn’t me! I didn’t do it!”
 #3
• __________________________:
When a person transfers negative feelings on
someone else; blaming others for your actions
Defense mechanism in which anxiety arousing
impulse are externalized by placing onto others

EXAMPLE: YOU made me fail!

 #4
• ______________________________:
When a person acts the complete opposite of how they
feel to avoid anxiety
A defense mechanism that pushes away threatening
impulses by overemphasizing the opposite in one’s
thoughts and words
EXAMPLE:
A person who is angry with a colleague actually ends up
being particularly courteous and friendly towards them.

A mother who has a child she does not want becomes very
protective of the child.
 #5
• _____________________________:
When people take out their feelings on things or
people that are not involved in making them feel
upset
Defense mechanism in which the target of one’s
unconscious fear or desire is shifted away from
true cause
#6
• ___________________:
Reverting to childlike behavior and defenses
Defense mechanism where one returns to a earlier,
safer stage of one’s life to escape present threats
EXAMPLE:
Temper Tantrum
 #7
• _____________________
• Redirecting repressed motives or feelings (dangerous
urges) into more socially acceptable forms.
 How do you get this out?

1) FREE ASSOCIATION
-ink blot pictures, word association
(Way of “tricking” you to lull your
conscious mind to sleep to bring out
the unconscious).
2) HYPNOSIS
- Freud was one of the first to use this.
This is a way of freeing the
unconscious mind or opening up
drawers to remember vivid details of
the past.
3) DREAMS
- Freud believed dreams were your
unconscious mind talking to you.
Dreams were very symbolic and difficult
to analyze.
Eg: driving a car
(driver) means you feel in control of your life
(passenger) –someone else is in control of your
life
Horses –symbolize freedom
MEDITATION
– some Buddhist monks meditate for
15 hours a day!