Psychosexual Stages of Development - Essay Example

Psychosexual Stages of Development Sigmund Freud believes that personality is established here and the early experiences by the child play a vital duty in the growth of the personality and his/her later behavior in life is also influenced. Personality, according to Freud progresses via a chain of childhood steps a period when the energies that seek pleasure of the id focus on certain erogenous facets. This libido or rather the psychosexual energy was explained to be the force that drives the behavior of the child (Freud 1915, p.74). In psychology, the psychological development theory by Erik Erikson serves as one of the famous theories of personality. This gentleman trusted that the process of developing personality takes place in a series of stages. This theory describes the effect of social experience all over the lifespan of an individual as a whole. The psychosocial stage theory by Erikson postulates one major element, the ego identity development (Erikson 1963, p.21). Through the social interactions that we have on daily basis, there is a conscious sense of self that we develop and is referred to as Ego identity. This identity is changing constantly as a result of the new information and experience that we acquire in such interactions. Behaviors and actions are also motivated by the sense of competence on top of this ego identity according Erikson. According to him each stage is associated with gaining competence in that area of life (Kahn 2002, p.160). An individual feels a sense of mastery when he/she handles each stage well which Erikson described as ego quality or strength sometimes failure to which the individual will experience the sense of inadequacy. Freud’s psychosexual stages The Oral Stage This stage is equivalent to the Trust Versus Mistrust Stage in Erikson’s model that spans from the age of birth to one year. It encompasses the process of feeding, teething, crying, biting, sucking of thumbs as well as weaning with the mouth and the breasts to gain the libidinal gratification being the center of all the experience. Here the id becomes dominant as the ego and super ego is not fully developed yet. The infant lacks identity or personality and every action is based on the pleasure principle. The actual experiences of the infant and the way they are attached to their mothers or rather the maternal equivalent across this stage of development play a significant role on the unconscious mind and hence on the feelings that are deeply rooted (Freud 1915, p.36). The infant develops body image of the external world and in that manner differentiating the physical boundaries between the environment and the body. The delay in satisfying some needs make the infant understand that delayed gratification lead to specific behaviors, crying for instance. These along with the next 2 stages influence all kinds of sexually powered behaviors as well as drives and aims too with references in later stages. Too much or too little of gratification might lead to fixation in this stage which is characterized by gullibility, passivity, immaturity, ego malformation as well as unrealistic optimism. Too much gratification limits the level of the infant’s understanding of the environment control leading to immature formation of personality. Little gratification on the other hand makes the infant to become passive upon learning and that the issue of gratification is not imminent in spite of the production of the gratifying behavior. The Anal Stage This stage is equivalent to Autonomy v Shame and Doubt in the model of Erikson and involves a lot to do with either holding on or letting go the pleasure and control. It runs from 18 months to the age of three years. The erogenous zone of the infant changes from the upper digestive tract (mouth) to the lower digestive tract (anus). Here the expulsions of the body are the central pivot around which the early character of a kid is formed. This encompasses the kid asking questions like am I dirty? Is dad and mum being pleased by my actions? Am I okay or naughty? The actual experiences of the child in this stage again form a deep effect on the unconscious and behaviors as well as preferences later in life. A conflict results here between the Id or rather the immediate gratification and Ego that demands a delayed gratification in the process of eliminating wastes of the body as well as handling of related activities like coping with the demands of the parents. When the parents emphasize on toilet training, it may result to compulsive personality and the child may develop a weak sense of self as it was the influence of the will of the parent not the ego of the child (Freud 1915, p.53). Phallic Stage This third stage is equivalent to Initiative v Guilt stage in Erikson’s model of development and is not restricted to boys spanning the age of 3 to 6 years (Erikson 1963, p.93). Reproductive issues are resolved in this stage and it is a stage which is a kind of dry run before the adolescence real game starts. Here the primary erogenous zone of the infant is his/her genitalia. It is in this stage the children can undress themselves and can differentiate between the sexual differences between the females and the males. The boy’s decisive psychosexual experience is the Oedipus complex as they ask questions like where children come from and why the children are told off for touching their bits and pieces down there and even boys go to the extent of swearing to kill their dad and marry their mum. The girls on the other hand are in deep love with their dads. Here the Oedipus complexes, Penis Envy in girls, Electra complex, Castration Anxiety are all evident. The experiences in this stage have a reflective influence on the later behavior and feelings to the child as well as to his/her libido. The girl child transfers her primary erogenous zone from the infantile clitoris to the adult vagina. In both sexes, defense mechanisms offer transitory resolutions to the Id-Ego conflict with repression being the first one involving blocking of memories, impulses of emotions as well as ideas of the conscious mind but does not resolve the conflict (Perelberg 2005, p.296). The second mechanism is the identification where the child incorporates the personality of one-parent to his/her ego. The castration anxiety of the boy diminishes since his likeliness to his father will protect him from the wrath of the father as a rival of the mother and the girl child becomes affiliated to her mother by understanding that neither of them possess penis and hence they are not rivals. Phallic-stage fixation may occur due to unresolved psychosexual competition and a girl may end up being a woman who strives to dominate men (penis envy). A boy on the other hand may result to an aggressive, vain, ambitious man. By identifying with a parent, the toddler internalizes mortality and in that way complying with the rules of the society relative to having reflexive compliance in phobia of being punished (Jacobs 1986, p.102). Erikson’s Psychosocial Stages First stage-Mistrust versus Trust The initial and supreme fundamental stage in life according to Erikson’s theory of psychosocial development occurs from birth to one year. The major development activity in this stage is to learn whether caregivers provide the necessary basic needs. Trust development is centered on quality and dependability of the kid’s caretaker’s. The first trust to the child is accorded by the parent/caregiver. However a feeling of mistrust ensues if the adults fail to meet the infant’s basic needs (Erikson 1963, p.38). The child depends on adults for comfort and sustenance. Through interaction with their parents they start understanding the world and the society. The child will have a sense of safety in the world if he or she develops trust. The kids have feelings of mistrust to inconsistent caretakers who do not support them emotionally. This leads to a negative conviction that the world is unfair, unreliable and erratic. Second stage-Shame and Doubt versus Autonomy. This stage occurs during the early childhood and mostly entails kids with a high sense of individual control. The child starts learning about the environment at this stage. It is at this stage when the child starts developing first interests (Erikson, 1963, p.79).Toilet teaching was a vital part of this stage according to Erickson. Freud also had the same opinion. However, their reasoning was not similar. According to Erikson, learning to control one’s body roles creates a sensation of individuality. Also other actions include having more control over toy choices, clothing inclination and food preferences. If independence is instilled to the children they start having a sense of autonomy that is, being in a position to multitask independently. Uncertainty and inadequacy is left to kids who do not effectively complete this comprehensive stage while those who complete it well feel confident and safe (Jacobs 2012, p.22). Third stage- initiative versus guilt This category comprises of children between the ages of three to six years. They are referred to as preschoolers. In this stage children are taught on how to master the environment, basic skills and ideologies of physics. The child also starts learning how to dress and speak easily. In this stage also the children start learning how plan and do tasks on their own to avoid idleness. Guiltiness is also observed at this stage on things which logically should not lead to guiltiness. Guiltiness also occurs when this initiative does not lead to expected results. At this stage the child starts learning to be self-governing and courageous as compared to the other stages. Children at the early development of this stage tend to face challenges of guilt versus initiative. It also becomes difficult for them to plan and make sound decisions. The child also starts doing several activities such as risk-taking, for instance crossing the road alone (Erikson, 1963, p.233). When the child does not achieve his/her goals as expected he/she may develop negative behaviors due to frustration and this can result to ruthlessness and aggressiveness. Such behaviors include doing awkward things, for instance screaming. Preschoolers increasingly become independent since they will be able to complete different activities without assistance. However, not all activities succeed, some of them end up failing due to poor planning. Some of the child’s activities also end up interfering with other peoples work. If the preschoolers get guidance and support in making sound decision from the adults, they develop initiative-independence in doing their activities and setting achievable goals. However, if their teachers and parents fail to support them in independent decision making or discourage them, then, the child start feeling guilt about their desires and needs. Similarities of Erikson and Freud Many of Freud’s ideas were used in Erikson’s psychosocial theory. Both Freud and Erickson recognize the significance of unconscious on growth. They both also split development into growth stages of person’s life span and use same age ranges for each growth stage (Perelberg, 2005, p.86). Some differences exist in development stage naming and matters arising in every stage. This is due to different opinion on what drives somebody’s development. Erickson based his psychological theory upon environmental and social factors. On the other hand Freuds psychosexual theory highlights the prominence of biological forces and basic needs (Kahn, 2002, p.42). Freud also ends his theory at an earlier period while that of Erickson proceeds into adulthood. Freud’s Psychosexual vs. Erickson’s Psychosocial Stages First year of life:- Erickson named this stage of trust versus mistrust because he had a conviction that a kid develops his/her sense of trust at it. On the other hand Freud called it the Oral stage of development because he had a conviction that the key means of development at this stage was oral simulation. He also believed that a child develops his/her sense of trust at this stage (Perelberg, 2005, p.33). First to third year of life:- Erickson named this stage of development autonomy versus shame and doubt while Freud called it the anal stage (Erikson, 1963, p.197). The two of them have conviction that independence is attained in this development stage and toilet training is a vital part towards this independence. A long lasting effect can also be acquired at this stage through maternal attitudes. Ages three to six:- It is called the initiative versus guilt stage by Erickson while Freud named it the phallic stage. Erickson argued that at this stage the child starts to employ power and control to their surroundings. Freud had conviction that it is at this stage where the child develops self-confidence and identifies himself/herself with the same sex parent (Perelberg, 2005, p.60). The influence of Freud on the theory of Erikson The Erickson’s psychosocial theory that involves a series of eight stages of development in humans has acquired its ideas from the Freud and his daughter Anna and specifically about three or five stages of development from the theory that Freud developed. The ideas of Freud are influential to the theory of Erikson but not actually fundamental to the theory as I stands firm on its own. The theories of nature stipulated by Freud drew attention and criticism on basis of sex, genitals, breasts as well as bodily functions generally but they were not vital in order to understand the model of Erikson (Quinodoz, 1988, p.289). Counter-transference This is described as the redirection of the feelings of the psychotherapist when he/she directs them to a client. It was a phenomenon that was publicly defined by Sigmund Freud referring to the unconscious feelings towards the client and Carl Jung stipulated the need of dominating the counter-transference. Feud stated that analyst can easily let his/her emotions to the client since he/she is a human himself. Counter-transference plays a major role in the script and may result to chaotic situations and unconsciousness at the end and these erotic feelings may interfere with the objectivity and limit the effectiveness of the therapist (Racker, 1953, p.26). Taking an example of a therapist who lacked sufficient attention from his parents may perceive his customer as being detached and losing interest him from it. This essentially explains the transference of the therapists service to the patient commonly referred to as narrow perspective. (Quinodoz 1988, p.98) Jung expounded the significance of the reaction of the therapist to the client via the image of the wounded physician as it is his/her own hurt that makes him/her gain the power to heal. The threat of the repression of counter-transference is extended in the analytic situation’s mythology. Later researchers transformed it from a perspective of interference to a potential source of critical information when differentiating the inter-personal world of an individual. Conclusion Erikson’s psychosocial theory is a very powerful tool for improvement and self-awareness, for teaching, counseling and helping others as well. He emphasizes on the significance of the sequential growth in the 8 stages, a concept that asserts that individuals continue to grow, change and develop throughout their lives. Their personalities too are not excluded from their early childhood life. This idea enables individuals to view the future as an opportunity to grow and develop positively with no blaming and looking back of the past. This psychosocial theory is essential to school counselors to teach about the connections between life experiences and the behavior of the children and in that way develop and nurture them to emotionally mature people in future. A healthy personality is achieved when these psychosexual stages are successfully completed and in case of unresolved issues at the appropriate stage, an occurrence of fixation is prone to be evident. The individual remains stuck in that unsolved stage until the conflict is resolved. Individuals who lack fixation in the oral stage for instance may become over-dependent on others and may usually seek stimulation orally via drinking, smoking as well as eating. The conflict that is experienced in each stage of development according to Erikson serves as a turning point, and these conflicts are based on either failing to improve that quality or developing a psychological quality. At this duration, the capability for both individual growth and the potential for failure is high. Bibliographies Erikson, E.H, 1963. Childhood and Society. London: Triad/Paladin Freud, S.,1909-1926. Two Short Accounts of Psycho-Analysis 1987. Harmondsworth: Penguin. Freud, S., 1915. The Unconscious in The Essential of Psycho-Analysis 1991.Harmondsworth: Penguin Freud, S., 1933. New Introductory Lectures on Psycho-Analysis 1964. London: Hogarth Press. Kahn, M., 2002. Basic Freud: Psychoanalytic Thought for the twenty First Century. New York: Basic Books. Jacobs, M., 1986, 2012. The Presenting Past (Fourth Edition). Berkshire: Open University Press. Perelberg, R.J.,2005. Freud. A Modern Reader. London: Whurr Publications. Quinodoz, J.M.,1988. Essential Freud. Oxford: Basil Blackwell Racker, H.,1953. A Contribution to The Problem of Counter-transference. International Journal of Psycho-Analysis. Vol. 34: 313-324 Read More