Sigmund Freuds Theory of Psychosexual Development - Research Paper Example

? My Favorite Personality Theory Sigmund Freud's Theory of Psychosexual Development Sigmund Freud postulated a theory of human development known as the Psychosexual Theory of development. This theory was based on his work in medicine, and attempted to explain how childhood experiences and events played a role in the development of the adult personality. Freud’s theory discusses how the interaction between the parts of the psyche – the Id, Ego and Superego – affects behavior. It also discusses the significance of particular experiences and learning at different stages of growth in the development of an individual’s personality. Freud’s theories have received significant criticism; but they are still seen as a valuable framework that helps understand personality development. Childhood has been described by philosophers as being similar to a blank slate on which anything may be written. This description underlines the significance of childhood experiences and their impact on the personality of the individual through not only childhood, but also through adulthood (Hurlock, 2001; p. 79). A number of theorists including Sigmund Freud, Erik Erikson and others have attempted to explain the way childhood experiences play a role in the development of an individual’s personality (Shaffer & Kipp, 2009; p. 42). Through systematic research and the work of these theorists it is possible to understand the motivations and needs that drive the behavior of children and adults. These theories provide valuable information that helps understand not only the social norm of what may be expected from groups at different ages, but also how specific instances shape the personality, choices and behaviors of individuals. One of the older theories of Psychological development has been given by Sigmund Freud. This theory of Psychosexual development was developed and refined by Freud through the mid 20th century. According to the Psychosexual theory of development, an individual’s personality is made up of three component parts – the Id, the Ego and the Superego (Shaffer & Kipp, 2009; p. 43). The Id represents the pleasure principle and is present since birth, while the Ego and superego develop as the child grows, and may keep developing through life (Seligman & Rider, 2011; p. 37). The Id incorporates the needs and desires of the individual, and requires immediate gratification, without which it experiences frustration (Zanden, Crandell, & Crandel, 2002; p. 38). The Ego is a moderating principle, as well as a rational component of the person’s personality. It attempts to satisfy the needs of the Id through socially acceptable means(Zanden, Crandell, & Crandel, 2002; p. 38). It also reflects the individual’s ability to perceive, learn and remember information that may be used when required. The Superego represents the individual’s conscience. It is a collective of all the rules and mores that are internalized by the child from its learning experiences with adults. As the Superego develops, the individual begins to regulate behavior internally, and requires less supervision from others (Papalia & Olds, 2001; p. 21). Freud also postulated that an individual goes through certain stages of development, each of which plays a significant role in the emergence of the adult personality (Seligman & Rider, 2011; p. 37). These stages are defined according to body a part at which there is a concentration of the person’s libido, and actions that bring about pleasure, satisfaction or accomplishment (Shaffer & Kipp, 2009; p. 43). An individual who revives adequate and prompt responses to needs progresses through a stage easily, but those who receive either too much or too little attention experience frustration and develop what Freud called a fixation. Fixations are later manifest through behaviors in adulthood (Zanden, Crandell, & Crandel, 2002; p. 39). The first stage that spans birth to about a year of life; and is called the oral stage. At this point, the emphasis is on acquiring nourishment through the mouth. The second stage is from about a year to 3 years of life and is called the Anal stage (Seligman & Rider, 2011; p. 37). At this stage, the child’s significant experiences are associated with toilet training and gaining basic independence from the primary caregiver. The third stage is the Phallic stage, which lasts from the third to roughly the 6th year of life. Children at this age start becoming aware of their bodies and the bodies of others (Shaffer & Kipp, 2009; p. 44). They tend to be curious about differing genitals in boys and girls. The fourth stage is called the Latency stage and spans the age group of 6 years to puberty. At this point children are focused on gaining competency in different activities and learning at school (Seligman & Rider, 2011; p. 38). Freud saw this stage as a period of learning that would help the individual gain acceptance and success in later adult endeavors. The final stage of development according to Freud is the Genital stage which starts at puberty and lasts for all of the individual’s life. This stage is focused on gaining success in activities, finding a mate and sexual fulfillment (Shaffer & Kipp, 2009; p. 44). As I studied Freud’s theory of Psychosexual development, I began to see some explanations for my own behaviors. Being a male, it is easier to apply the theory to my life, as compared to if I were a woman (Papalia & Olds, 2001), as a significant component of Feuds work describes the development of the male personality. There are particular examples from my life that help me understand the theory properly, but there are also examples that I find in contradiction to the prediction to the theory. It is important at such times to remember that there have been many criticisms of this theory, and some of the more valid ones would explain these contrary examples. I have examples from infancy, toddlerhood and youth that help me in understanding this theory. I am told that when I was an infant, my mother was ill, which made the doctor decide that I should be shifted to solid foods sooner than most children in order to ensure that both my mother and me continued to stay healthy and so that my growth would not be affected. I am told that I was rather unhappy with this change, and found it difficult at first to consume food without the sucking experience. When I was older, I did go through a phase of smoking which I found quite pleasurable. Although I did soon choose to curb my desire to smoke given the health implication, I still do feel the desire to smoke at times, particularly when I experience a stressful situation. It is possible that my mind still associates nursing something (in my case a cigarette) with an experience of comfort and may be due to an oral fixation (Seligman & Rider, 2011; p. 37). Later, as a toddler, I was taught to be quite careful about relieving myself, and it was made quite important for me to learn the rules of what to do if I wished to relieve myself. Although I have no recollection of these events, I believe that it may be possible that I acquired a desire to emphasize the details and rules to complete a task from this part of my life. This example relates to the Anal stage of my development. Although I do not believe that the ‘potty training’ itself was significant, it is possible that my caregivers emphasized on me the need to keep rules in mind and to focus on the details in not only this aspect of life, but also others (Papalia & Olds, 2001). During toddlerhood is when I was introduced to public behavior as well and there would be rules of how to behave at our place of worship, and at the playground. All these events may have worked together to emphasize on me that if I want to do something on my own, I would have to follow rules. A third example that I wish to share relates to the Latency stage. During my school years, I became interested in sports, and took a lot of effort to develop my skills. I found it very pleasurable when I would achieve a goal, and the success spurred me to take further effort. I felt a sense of accomplishment that was a strong guiding force for me at that point (Seligman & Rider, 2011; p. 38). I still play on occasion, and feel very good after a good game. The positive feeling stays with me and improves my mood even on otherwise stressful days. I believe that the skills I learnt in sport helped me in developing a positive self image and stills help me see myself in a positive light today. On the other hand, I also see personal examples as well as those of others that are contrary to the theory. A personal example would be that when I first started dating, I was not very good at talking to persons I was attracted to. I was turned down quite often, and as a consequence, suffered a number of embarrassing situations. Yet, this has not affected me in the long run, and I do have a healthy personal life. According to the theory, events as embarrassing as those should have made me diffident or insecure about my partner, yet this is not so (Shaffer & Kipp, 2009; p. 44). In fact, I find these past events quite funny now. Another example is that of a close friend, who went through a number of health problems during early childhood. Yet, these have not affected his personality as they should have, and he shows no signs of either oral or anal fixations. Theories of development are generalizations that are developed on the basis of a number of cases, and draw from the time period of their development. Sigmund Freud developed his theories through his experience with the upper classes in Vienna, and at a time when women were not given as much value in society. These factors may have played an important role in the development of his theories, and may also provide an explanation for why parts of the theory are difficult to apply in today’s life. It is also important to note that Freud’s theories are difficult to refute or prove empirically, and thus, it is difficult to define the limits within which they may be applied. This could contribute to some of the issues that arise in the application of the psychosexual theory. References Hurlock, E.B. (2001). Developmental Psychology. New York: McGraw-Hill. Papalia, D.E. & Olds, S.W. (2001). Human Development. (7th ed.) New York: McGraw Hill. Shaffer, D.R. & Kipp, K. (2009). Developmental psychology: Childhood and adolescence. (8th ed.). Belmont: Cengage Learning. Sigelman, C.K. & Rider, E.A. (2011). Life-Span Human Development. (7th ed.) Belmont: Cengage Learning. Zanden, J.W.V.; Crandell, T.L. & Crandell, C.H. (2002). Human Development. (7th ed.). New York: McGraw-Hill. Read More