Sigmund Freud developed psychoanalysis, which views personality as consisting of the id, ego, and superego. The id operates on the pleasure principle, the ego mediates between the id and external reality, and the superego incorporates societal morals. Freud proposed stages of psychosexual development from infancy to adulthood and believed unconscious drives and early experiences influence behavior. Psychoanalysis uses techniques like free association and analysis of transference to uncover repressed conflicts and better understand a patient's personality. Freud's theories revolutionized how psychologists understand the mind, behavior, and psychopathology.

1. BEHAVIOURAL SCIENCE
GROUP 1 & 6
DN12A

2. PRESENTATION ON
PSYCHOANALYSIS

3. INTRODUCTION
Some people think they can understand personality by simply watching people’s
behavior. Someone with an “obnoxiously personality” for example shows it by
acting obnoxiously. But is that all to personality?
Not according to Sigmund Freud, who likened personality to an iceberg whose tip
is clearly visible but whose bulk is hidden underwater.
As a physician during the 1890s, Freud specialized in treating “neurotic” disorder
such as blindness or paralysis for which there was no physical cause and which
hypnosis could often remove. These cases led Freud to believe in psychic
determinism, the idea that personality and behavior are determined more by
psychological factors than by biological conditions or current events

4. PSYCHOANALYSIS
The psychoanalytic or Freudian approach to therapy which emphasizes the
recovery of unconscious conflicts through techniques as free association and
transference.
FREE ASSOCIATION: it is a technique employed to get to the patient to
communicate with the therapists and also with himself awareness of
underlying motives.
TRANSFERENCE: a positive or negative feelings the patient has towards the
analyst defined from earlier emotional relationship which has been
transferred to the analyst.

5. STRUCTURE OF PERSONALITY OR
PSYCHOANALYTIC THEORY.
Sigmund Freud organized the structure of personality into three major
components, the ID, EGO and SUPEREGO. They are distinguished by three unique
functions and different characteristics.

6. THE ID
The id is the locus instinctual drives (pleasure principle). Present at birth, it
endows the infant with instinctual drives that seek to satisfy needs and achieve
immediate gratification. ID-driven behaviors are impulsive and may be irrational.

7. THE EGO
The Egos, also called the rational self or the “reality principle” begin to develop
between the ages of 4 and 6 months. The ego experiences the reality of the
external world, adapts to it and responds to it. As the ego develops and gains
strength it seeks to bring the influences of the external world to bear upon the
id, to substitute the reality principle for the pleasure principle. A primary
function of the ego is one of mediator; that is to maintain harmony among the
external world, the id and the superego.

8. SUPEREGO
If the id is identified as the pleasure principle and the ego the reality principle,
the super ego might be referred to as the “perfection principle”. The superego
which develops between the ages of 3 and 6 years internalizes the values and
morals set forth by primary caregivers. Derived out of a system of rewards and
punishments, the superego is composed of two major components; the ego ideal
and the conscience. When a child is consistently rewarded for good behavior ,
self esteem becomes is enhanced and the behavior becomes part of his or her
value esteem. The conscience is formed when the child is punished consistently
for bad behavior. When moral and ethical principles or even internalized ideals
and values are disregarded, the conscience generates a feeling of guilt within the
individual. The superego is important in the socialization of the individual
because it assist the ego in rigid and punitive problems with low self esteem
confidence and low self esteem arise.

9. TOPOGRAPHY OF THE MIND OR LEVELS
OF CONSCIOUSNESS
Freud classified all mental contents and operations into
three categories; the conscious, the preconscious and the
unconscious.

10. THE CONSCIOUS
The conscious includes all memories that remain within an individual
awareness. It is the smallest of the three categories. Events and
experiences that are easily remembered or retrieved are considered to
be within ones conscious awareness. Example include telephone
numbers, birthdays of self and significant others, the dates of special
holidays and what one had for lunch this noon. The conscious is thought
to be under the control of the ego, the rational and logical structure of
personality.

11. PRECONSCIOUS
The preconscious includes all the memories that may have been
forgotten or are not in the present awareness but with attention can be
readily recalled into consciousness. Example include telephone numbers
or address once known but little used and feelings associated with
significant life events that may have been occurred at some time in the
past. The preconscious enhances awareness by helping to suppress
unpleasant or nonessential memories from consciousness.
It is thought to be partially under the control of the superego which helps
to suppress unacceptable thoughts and behaviors.

12. THE UNCONSCIOUS
The unconscious include all memories that one is unable to
bring to conscious awareness. It is the largest of the
topographical levels. Unconscious materials consists of
unpleasant or nonessential memories that have been
repressed and can be retrieved only through therapy ,
hypnosis and certain substances that that alter the
awareness and the capacity to restructure repressed
memories. Unconscious material may also emerge in dreams
and in seemingly incomprehensible behavior.

13. STAGES OF PSYCHOSEXUAL
DEVELOPMENT

14. ORAL STAGE(BIRTH TO 18 MONTHS)
During the oral stage , behavior is directed by the id and the goal is immediate
gratification of needs. The focus of energy is the mouth, with behaviours that
include sucking , chewing and biting. The infant feels a sense of attachment and
is unable to differentiate the self from the person who is providing the
mothering. This includes feelings such as anxiety. Because of this lack of
differentiation, a pervasive feeling of anxiety on the part of the mother may be
passed on to her infant, leaving the child vulnerable to similar feelings of
insecurity. With the beginning of development of the ego at age 4 to 6 months,
the infants starts to view the self as separate from the mothering figure. A sense
of security and the ability to trust others are derived from the gratification of
fulfilling basic needs during this stage.

15. ANAL STAGE (18MONTHS TO 3 YEARS)
The major task in the anal stage are gaining independence and control,
with particular focus on the excretory function. Freud believes that the
manner in which the parents and other caregivers approach the task of
toilet training may have far reaching effects on the child in terms of
values and personality characteristics. When toilet training is strict and
rigid, the child may choose to retain the faeces becoming constipated.
Adult retentive personality traits influenced by this type of training
include stubbornness, stinginess and miserliness. An alternate reaction to
strict toilet training is for the child to expel faeces in an unacceptable
manner or at inappropriate times. Far-reaching effects of this behavior
pattern include malevolence, cruelty to others, destructiveness,
disorganization and untidiness.

16. PHALIC STAGE (3 TO 6 YEARS)
In the phallic stage the focus of energy shifts to the genital area.
Discovery of differences between genders results in a heightened interest
in the sexuality of self and others. This interest may be manifested in
sexual self exploratory or group-exploratory play. Freud proposed that
the development of the Oedipus complex(males) or Electra
complex(females) occurred during this stage development. He described
this as the child’s unconscious desire to eliminate the parent of the same
sex and to possess the parent of the opposite sex for himself or herself.

17. LATENCY STAGE 6 TO 12 YEARS
During the elementary school years, the focus changes from egocentrism
to more interest in group activities, learning and socialization with
peers. Sexuality is absent during this period but remains obscure and
imperceptible to others. The preference is homosexual; children of this
age show a distinct preference for same sex relationships, even rejecting
members of the opposite sex

18. GENITAL STAGE 13 TO 20 YEARS
In the genital stage, the maturing of the genital organs results in a reawakening
of the libidinal drive. The focus is on relationships with members of the opposite
sex and preparations for selecting a mate. The development of sexual maturity
evolves from self gratification to behaviors deemed acceptable by societal
norms. Interpersonal relationships are based on genuine pleasure derived from
the interaction rather than from the more self serving implications of childhood
associations.

19. STAGES OF PSYCHOSOCIAL
DEVELOPMENT
 Trust vs mistrust(infancy) : to develop a basic trust in the mothering figure
and learn to generalize it to others.
 Autonomy vs shame and doubt (early childhood) 18months to 3years : to gain
some self control and independence within the environment.
 Initiative vs guilt ( late childhood) 3 to 6years : to develop sense of purpose
and the ability to initiative and direct own activities.
 Industry vs inferiority (school age) 6 to 12years
 Identity vs role confusion ( adolescence) 12 to 20 years
 Intimacy vs isolation( young adulthood) 20 to 30years
 Generativity vs stagnation (adulthood) 30 to 65years
 Ego integrity vs despair(old age)

20. STAGES OF COGNITIVE DEVELOPMENT
1. Sensorimotor ; from birth to 2years
Infant uses sense and motor abilities to understand the world. Moves force reflex and
uncoordinated activities in to purposeful and coordinated activity. Example the infant moves
from seeing an object and touching and object separated to grasping an object he sees.
2. Pre operational(2 to 7years). The child cognitive operation is characterized by;
 Geocentric( not selfishly but conceptually)
 Irreversibility of thought of thought process
 Inability to conserve, classify and seriate
 Intuitive thinking-animism and artificialism
3. Concrete operational( 7 to 11years)
 Capable of various logical operations but only with concrete things.
 Capable of decentralization where he or she exhibits reversibility
4. Formal operational (11 to 15 years)
 Capable of logical thinking with abstraction
 Capable of scientific thinking of the hypothetic deductive type of reasoning.

21. END
THANK YOU
GROUP 1 & 6