The document outlines Erik Erikson's psychosocial theory of development, which proposes that personality develops through 8 stages of psychosocial challenges from infancy to late adulthood. Each stage focuses on developing trust, autonomy, initiative, industry, identity, intimacy, generativity, and integrity. If the challenges of each stage are successfully negotiated, it allows for healthy development into the next stage.

1. Unit 9: Freud and The Neo-Freudians
(Erikson, Adler and Jung)
Prepared by: Meriem Ait Hemmou
Asma Askaoui
Amal Hafidi
Soumia Bouddage
Omar Taky Eddine

2. Outline
• SIGMUND FREUD:
I- PSYCHOANALYTIC THEORY
II- Psycho-sexual Stages of Personality
Development
• Alfred Adler:Theory of individual psychology
• Erikson: Psychosocial Theory
• Carl Jung: Theory of Personality

3. PSYCHOANALYTIC THEORY
By SIGMUND
FREUD

4. Founder Sigmund Freud
• MAY 6, 1856 – SIGMUND FREUD WAS BORN
IN FREYBERG TOWN, CRECH REPUBLIC
• 1881 – HE GRADUATED FROM MEDICAL
FACULTY, UNIVERSITY OF VIENNA
• He was an Austrian psychologist, he also
worked as a medical researcher

5. Founder Sigmund Freud
• 1896 – SIGMUND FREUD WAS OFFICIALLY
RECOGNIZED
• 1900 – HE RELEASED ‘INTERPRETATION OF DREAMS’
• He was an early user of cocaine and recommended its
use as a cure for morphine addiction.
• SEPTEMBER 23, 1939 –FREUD PASSED AWAY IN
HAMPSTEAD HOUSE

6. Overview of psychoanalysis
theory
•Psychoanalysis is both an approach to therapy
and a theory of personality
•Emphasizes unconscious motivation;
the main cause of behavior lies in unconscious
mind

7. • Freud was developing radically different ideas, he
believed that mental life is like an iceberg: only small part
is exposed to view. He called the area of mind that lies
outside of personal awareness the unconscious
• He believed that all thoughts, emotions and actions are
determined. In other words nothing is an accident, if we
probe deeply we will find the causes of every thought or
action.
• Freud sees human nature as deterministic; ife is about
gaining pleasure and avoiding pain

8. The structure of of the human
psyche or mind
 A. levels of mental life:
1. Unconscious
• It includes all impulses, desires that are beyond
awareness. But it affects our expression, feelings
and actions
• It is not directly observed, it is hidden below the
conscious. One studies unconsious by looking at the
slips of the tong, dreams, wishes….

9. • 2. Subconscious
• The middle portion of the mind beneath the
conscious layer.
• It stores all types of information which can be easily
brought to the level of consciousness whenever
required.

10. 3. Conscious
• It is viewed as the smallest portion of the mind.
• It includes the ideas, thoughts and images that we
are aware of at any moment of our mental life.
• It is the surface level, meaning the level we are
aware of in a thinking state.

11. Structure of the human psych or mind
B. Structure of personality:
1.ID
2. EGO
3. SUPEREGO

12. •1. ID
• It is the first portion of the personality to develop.
• It is present at birth and has the qualities of a spoiled child.
• ID is selfish and follows no rules, considers only the
satisfaction of its own needs and drives.
• The ID is not rational and does not care how its wants are
abtained.

13. • 2. EGO
• The rational level of the personality.
• It is the opposite of the « ID » which focuses on
morality and justice.
• Ego works against the ID and tries to conltrol the
ID’s impulses.
• Ego is the balance between ID and Super-Ego

14. • Super-Ego
• It makes decisions if things are right or wrong.
• It has the ability to reward through feelings of
satisfaction and self love and punish by providing
feelings of guilt and shame.
• It is idealistic in nature, and perfection is its goal
rather than pleasure seeking or destruction.

15. Example:
EGO
• I want to • I am on a
eat • Eats a small super diet!
chocolate! bar of
chocolate
ID SUPEREGO

16. Psycho-sexual Stages of
Personality Development
• Psychoanalytic theory contends that a child’s
early childhood relationships, particularly those
with his or her caregivers, are important
influences of personality development.
• Freud claimed that as children develop, they go
through a universal series of stages. Each stage of
development has psychological conflicts to be
addressed by the id, ego, and superego, and each
stage focuses on a different zone of the body.
• Each stage is characterized by different demands
and different ways of achieving that gratification.

17. • If children do not receive an appropriate
amount of gratification by receiving either too
little or too much they may become fixated in
a particular stage. They continue to have the
same demand for gratification that they had
at that stage throughout the rest of their lives.
• It can also result in a variety of behaviors and
personality traits.

18. Age Name Pleasure source Conflict
Weaning away from mother's
0-2 Oral Mouth: sucking, biting, swallowing
breast
2-4 Anal Anus: defecating or retaining faeces Toilet training
4-5 Phallic Genitals Oedipus (boys), Electra (girls)
Sexual urges sublimated into sports and
6-puberty Latency hobbies. Same-sex friends also help
avoid sexual feelings.
Physical sexual changes reawaken
puberty repressed needs.
Genital Social rules
onward Direct sexual feelings towards others
lead to sexual gratification.

19. Oral Stage (Birth to 18 months).
• Children Gain pleasure through sucking and
eating; the child ultimately develops a sense
of comfort through oral stimulation
• During the oral stage, the child is focused on
oral pleasures (sucking, feeding and oral
discovery of the world).
• It is believed that if an infant receives too
much or too little oral stimulation, they may
develop a fixation or a personality trait that is
fixated on oral gratification.

20. • The theory states that these people may
develop personality traits such as becoming
extremely gullible or naive, always following
others and never taking the lead.
• They may also fight these urges and develop
pessimism and aggression toward others.

21. Anal Stage (18 months to three years)
• The focus shifts from the oral cavity to the anal
region with the realization that going to the
bathroom is a pleasurable event.
• Freud believed that the unconscious mind was
going through a conflict during this time.
The “id” of our unconscious represents the part of
our being that finds pleasure in expelling the
body’s waste material, while the “ego” and
“superego” signify culture’s pressure to resist
succumbing to bodily function.

22. • If parents are too harsh or critical during toilet
training, then a child may grow up to be anally
expulsive or anally retentive.
• “Anally expulsive” – limited levels of self-
control, defiance, hostility, disorganization.
• “Anally retentive” – Rigid, obsessively
organized, and overly subservient to authority
with focus on perfection, and cleanliness.

23. The phallic stage (3 and 5years)
• This stage is characterized by a focus on
sexual and aggressive feelings that pertain to
the functioning of the sexual organs.
• Freud believes that, during this phase, the
young boy falls in love with his mother (the
Oedipus complex) and dreads his father, while
the young girl falls in love with her father (the
Electra complex).

24. • This conflict is resolved through identification.
• Freud also believed that fixation in this stage
sometimes resulted in gender identity problems
due to the child’s inability to identify properly
with a rival parent .
• Fixation at the phallic stage develops a phallic
character, who is reckless, resolute, self-assured,
and excessively vain and proud.

25. Latency (5 or 6 to puberty)
• Freud thought that The drives that have been
responsible for gratification in the previous
stages appear relatively inactive .
• Much of the child's energies are redirected
into developing new skills and acquiring new
knowledge and play, becomes largely confined
to other children of the same gender.

26. Genital Stage (puberty-adulthood)
• This stage begins at puberty and develops
with physiological changes brought on
through hormones. The prior stages of
development result in a focus on the genitals
as a source for pleasure and teens develop
and explore attractions to the opposite
gender.

27. Contribution to Education
• Freud’s system of psychoanalysis has made
many contibutions to education :
It has given a good method for the study of
human behaviour.
Freud’s system ushered in an era of child-
centred education.
It highlighted the ill effects of unnecessary
restrictions and it has given an impetus to the
movement of early childhood education.

28. It helped in understanding the exceptional
children ,planning their education and taking
all possible precautionary measures for
preventing the problems they might face in
the future.
Freud’s concept of the unconscious has helped
in understanding the cause of maladaptive
behaviour .

29. It has provided a good therapy for treatment
of mental illness and abnormal behaviour.
It has highlighted the importance of good
education and a healthy environment in the
early years by emphasising the role of
childhood experiences .

30. His emphasis on the role of sex in one’s life
has brought out the necessity of providing
proper sex education to children .
Freud’s system of psychoanalysis has called for
provision of proper extracurricular activities
and suitable hobbies in school programmes.

31. Alfred Adler

32. Adler was one of Freud’s original followers and
a member of the Psychological Wednesday
Society.
As such,the beliefs and values underlying
Adler’s theories share the same core
principles as Freud’s psychodynamic
perspective.

33. While Freud and Adler worked very closely
together for a period of time,Adler began to
challenge Freud’s ideas with his own views
about the role of individual experience.
Their working relationship
eventually diddolved and their theories
moved in opposing directions.

34. • During the acrimonious breakup between the
two men, Freud accused Adler of having
paranoid delusions and of using terrorist
tactics. He told one of his friends Freud said
that the revolt by Adler was that of “an
abnormal individual driven mad by
ambition”(quoted in Gay, 1988, p. 223).

35. • In fact,several other differences made the
relationship between Freud and Adler quite
tenuous.

36. First, Freud reduced all motivation to sex and
aggression, whereas Adler saw people as
being motivated mostly by social influences
and by their striving for superiority or success.
Second, Freud assumed that people have little
or no choice in shaping their personality,
whereas Adler believed that people are largely
responsible for who they are.

37.  Third, Freud’s assumption that present behavior
is caused by past experiences was directly
opposed to Adler’s notion that present behavior
is shaped by people’s view of the future.
 Fourth, in contrast to Freud, who placed very
heavy emphasis on unconscious components of
behavior, Adler believed that psychologically
healthy people are usually aware of what they
are doing and why they are doing it.

38. when theoretical and personal differences
between Adler and Freud emerged, Adler left
the Freud circle and established an opposing
theory, which became known as individual
psychology.

39.  Holism: The Adlerian views man as a unit, a self-conscious whole that functions as
an open system , not as a collection of drives and instincts.
 Field Theory: The premise is that an individual can only be studied by his
movements, actions and relationships within his social field. In the context of Mind
Development, this is essentially the examination of tasks of work, and the
individual's feelings of belonging to the group.
 Teleology :("power to will" or the belief that individuals are guided not only by
mechanical forces but that they also move toward certain goals of self-realization).
While Adler's name is linked most often with the term 'inferiority-complex,'
towards the end of his career he became more concerned with observing the
individual's struggle for significance or competence (later discussed by others as
self-realization, or self-actualization, etc.). He believed that, standing before the
unknown, each person strives to become more perfect, and in health is motivated
by one dynamic force - the upward striving for completion - and all else is
subordinated to this one master motive. Behavior is understood as goal-directed
movement, though the person may not be fully aware of this motivation.

40.  The Creative Self: The concept of the creative self places the responsibility
for the individual's personality into his own hands. The Adlerian
practitioner sees the individual as responsible for himself, he attempts to
show the person that he cannot blame others or uncontrollable forces for
his current condition.
 Life-Style: An individual's striving towards significance and belonging can
be observed as a pattern. This pattern manifests early in life and can be
observed as a theme throughout his lifetime. This permeates all aspects of
perception and action. If one understands an individual's lifestyle, his
behavior makes sense.
 Private intelligence: is the reasoning invented by an individual to
stimulate and justify a self-serving style of life. By contrast, common sense
represents society's cumulative, consensual reasoning that recognizes the
wisdom of mutual benefit.

41.  We also rate Adlerian theory high on its ability to guide
action. The theory serves the psychotherapist, the
teacher, and the parent with guidelines for the solution
to practical problems in a variety of settings. Adlerian
practitioners gather information through reports on
birth order, dreams, early recollections, childhood
difficulties,and physical deficiencies. They then use this
information to understand a person’s style of life and
to apply those specific techniques that will both
increase that person’s individual responsibility and
broaden his or her freedom of choice.

42. Psychosocial Theory: Erikson

43. Biography
• Born in Germany, June 15, 1902.
• Influences: Sigmund Freud and Anna
Freud (daughter of Sigmund Freud).
• Professor in Harvard, Yale, University of
California at Berkley, clinic in
Massachusetts.
• Changed his name from Erik Homberger
to Erik Erickson.
• Wrote Childhood and Society.
• Retired in 1970.
• he passed away in US, 1994 .

44. Child psychoanalyst
Erik Erikson focused his research on the
effects…
Society
Individual
psychological
development
Culture

45. • He accepted many of Freud's theories:
– i.e. the id, ego, and superego & the theory of
infantile sexuality.
• He Rejected Freud's attempt to describe
personality solely on:
– The basis of sexuality, in contrary, felt that
personality continued to develop beyond five
years of age.

46. • Erikson suggests that every individual psychological
development goes on through eight stages from birth to old
age.
• each stage poses a particular kind of challenge. If the
individual handles this challenge well with the help of other
significant people in their lives, then he can move smoothly
onto the next stage and so on. Otherwise, these challenges
will continue to reappear throughout a person’s life making it
more and more difficult to proceed through next stages.

47. Stages of psychosocial development

48. Basic Trust versus Basic Mistrust
(infancy)
the challenge here is whether the child can learn
to trust others, who take care of him or her,
and thereby him or herself or whether, as a
result of experiences, a sense of basic mistrust
becomes internalized, which makes him or her
withdraw.
e.g. infant / mother / feeding and being
comforted, sleeping, etc.

49. Autonomy versus Shame and Doubt
(early childhood)
the challenge is whether the child can establish
autonomy and thereby he or she becomes
self- competent, and develop self-control,
with the help of others, or whether shame
and doubt will be established.
e.g. toddler / parents / bodily functions, toilet
training, muscular control, walking, etc.

50. Initiative versus Guilt
(play age)
the challenge here is whether the child, with the
family encouragement of his formulating a plan
of action and carry it through, can establish the
habit of taking the initiative and then improve a
sense of self direction, otherwise he or she
generates feelings of guilt and then establishes
sense of inhibition as a result of punishment.
e.g. preschool / family / exploration, discovery,
adventure, play.

51. Industry versus Inferiority
(school age)
the challenge in this stage is whether the child,
interacting with his educational environment, will
establish a sense of industry as basic educational
skills and learning competence are developed or
a sense of inferiority if learning experiences are
beset with failure.
e.g. child / school, teachers, friends, neighbourhood
/ achievement and accomplishment.

52. Identity versus Role Confusion
(adolescence)
here the challenge is whether the adolescent, as a
member of adolescents group, will construct
identity as promoting a high level of self-
acceptance and self-controlling of his or her
destiny or whether role confusing is going to be
established and as result fanaticism and
repudiation will be enhanced.
e.g. adolescent/peers; groups/resolving identity and
direction, becoming a grown-up.

53. Intimacy versus Isolation
(young adulthood)
the challenge here is whether a person can
establish sense of intimacy, within love, work and
friendship contexts, thereby he or she develop a
feelings of love and affiliation. Otherwise, this
person is going to generate isolation .
e.g. young adult / lovers, friends, work connections
/ intimate relationships, work and social life.

54. Generativity versus Stagnation
(adulthood)
in this stage the challenge is whether the person will be
able to maintain a sense of generativity within the
community to continue to see oneself as a person who
is capable of generating new interests and insights and
who continues to have something to offer to others,
otherwise, he / she will create a sense of stagnation
and then generating feelings of overextension and
rejectivity.
e.g. mid-adult / children, community / 'giving back',
helping, contributing.

55. Ego Identity versus Despair
(later adulthood).
the late adulthood stage of life as defined by a
conflict between ego integrity and despair.
Adults at this stage, usually over age 65, feel
content if they look back at their lives and feel
they've been productive and happy. If not, they
may feel despair, or like they've been wasting
their time.
e.g. late adult / society, life / meaning ; goal,
achievement.

56. The life stages are interdependent, unresolved
conflicts at one stage influence identity
development at later stages.

57. Carl Jung
• Carl Gustav Jung (1875 – 1961) was a
Swiss psychiatrist, an influential
thinker and the founder of analytical
psychology (also known as Jungian
psychology).
• Two processes that are important in
learning
– how we take in information
– what we do with the information
once it is in our brains
• He called the first PERCEPTION and
the second JUDGEMENT

58. Learning Styles Based on Jung's Theory
of Personality
Jungian learning styles describe four main
dimensions:
(1) Extroverted/Introverted.
(2) Sensation/Intuition.
(3) Thinking/Feeling.

59. Extraverted Learning Style
Extraverted learners enjoy generating energy and ideas
from other people. They prefer socializing and working
in groups.
 Characteristics of Extraverted Learners:
• Enjoys working with others in groups
• Often gathers ideas from outside sources
• Willing to lead, participate and offer
opinions
• Jumps right in without guidance from
others

60. Introverted Learning Style
• While introverted learners are still sociable, they
prefer to solve problems on their own.
Characteristics of Introvert Learners:
Prefers to work alone
Enjoys quiet, solitary work
Often generates ideas from internal
sources
Prefers to listen, watch and reflect
Likes to observe others before
attempting a new skill

61. • Both attitudes - extraversion and introversion - are
present in every person, in different degrees. No-one
is pure extravert or pure introvert, and more recent
studies (notably Eysenck) indicate that a big majority
of people are actually a reasonably well-balanced
mixture of the two types, albeit with a preference for
one or the other.
• In addition to the two attitudes of extraversion and
introversion, Jung also developed a framework of
'four functional types'.

62. Sensing Learning Style
• Jung's 'Sensation' function translates signals from the senses into factual
data. There is no judgement of right or wrong, good or bad, implications,
causes, directions, context, possibilities, themes, or related concepts.
Sensation sees what is, as what it is. 'Sensation' is the opposite to
'Intuition'.
• Characteristics of Sensate
Learners:
• Focuses on the present
• Practical and reasonable
• Utilizes experience and common
sense to solve problems
• Keenly observe the surrounding
world

63. Intuitive Learning Style
• Intuitive learners tend to focus more on the world of
possibility. They enjoy considering ideas, possibilities, and
potential outcomes. These learners like abstract
thinking, daydreaming, and imagining the future.
• Characteristics of Intuitive Learners
• Prefers to work in short sessions, rather
than finishing a task all at once
• Enjoys new challenges, experiences and
situations
• More likely to look at the big picture
rather than the details
• Like theories and abstract ideas

64. • Jung said that Intuition and Sensation are
'Irrational' since they are concerned with
perception and do not evaluate. According to
Jung the Intuition and Sensation functions are
'Irrational' because they simply gather
information and perceive the nature of
something - they do not reason or decide or
judge.

65. Thinking Learning Style
• Individuals with a thinking learning style tend to focus more
on the structure and function of information and objects… It
is objective to the extent that evaluation is based on personal
intelligence and comprehension
 Characteristics of Thinking Learners:
• Interested in logic and patterns
• Dislike basing decisions on emotions
• Bases decisions on reason and logic

66. Feeling Learning Style
People with a feeling style manage information based on the
initial emotions and feelings it generates. It is a 'rational' process
of forming personal subjective opinion about whether
something is good or bad, right or wrong, acceptable or
unacceptable, etc.
• Characteristics of Feeling
Learners:
• Interested in people and their
feelings
• Base decisions on immediate
feelings
• Generates excitement and
enthusiasm in group settings

67. Jung said that Thinking and Feeling are 'Rational'
because both of these functions evaluate
experience. In Jung's theory the Thinking and
Feeling functions are 'Rational‘ because
they reason and decide and judge.

68. • The Rational and Irrational descriptions that
Jung attached to the four functions might not
appear particularly significant at first,
especially given that Jung's use of the words is
rather different to the modern meanings.
• modern words that describe Jung's meaning
of Rational and Irrational,
respectively Judging ('rational'
Thinking and Feeling)
and Perceiving ('irrational' Sensation and
Intuition)

69. • Myers and Briggs added another dimension to
Jung's typological model by identifying that
people also have a preference for using either
the judging function (thinking or feeling) or
their perceiving function (sensing or intuition)
when relating to the outside world
(extraversion).

70. •Thank you