Child Reviewer Psychosexual Theory and …

1. Personality Development (Freud)
Structures of the Mind
1. Id - The id is that part of the psyche that is the
source of instinctive energy, impulses and
drives. (Unconscious mind)
▪ Based on the pleasure principle, it directs
behavior towards self-gratification.
▪ Demand to take care of needs immediately.
▪ The ID is also not in contact with reality. It
only knows that it wants what it wants right
away regardless of the present circumstances or
the consequences.
▪ When needs are not satisfied, such as the need
for food, it begins to demand more and
more attention, until there comes a point where
the person can’t think of anything else.
2. Ego - reality principle
▪ In charge with harnessing the ID libidinal
energy in making sure that these urges are
expressed in acceptable way.
▪ It is focused on helping the person achieve
their goal in ways that are realistic and
acceptable. 3. Superego- moral principle
▪ It keeps tract of the rewards and punishment
meted out by two of the most influential objects
in the world of the child mom and dad.
▪ It is not completed until about seven years old.
In some people, it is never completed.
▪ The superego develops last as the person
incorporates standards, restrictions, taboos,
ideals imposed by parents and other individuals
whom the child associates with to guide
behavior, thoughts and feelings.
Composed of:
✔ Ego Ideal- rewards the person with feelings
of wellbeing and pride when person conforms to
the demands of the superego.
✔ Conscience- punishes the person with guilt
feelings when the person deviates from the
demands of superego
Human Mind Model
1. Conscious- aware of here and now, in contact
with reality. It functions only when the person
is awake.
2. Subconscious- contains the partially
forgotten memories that can be recalled at will.
The preconscious serve as the watchman by
preventing unacceptable and anxiety producing
memories from reaching the unconscious or
awareness.
3. Unconscious- the largest part of personality
that is often compared to the hidden part of the
iceberg under the water that contains memories
that are forgotten and cannot be brought back
to consciousness at will.
▪ Even though the memories are forgotten the
accompanying feelings continue to affect the
person and influence his behavior.
(Psychosexual Theory) 1856-1939
1. Oral Stage (birth to 1 year)
▪ during infancy the major source of pleasure-
seeking is focused around the oral activities such
as sucking, biting, chewing, and vocalizing
▪ Behavior: Period of complete dependence
▪ Task is to distinguish self from mother
▪ The child develops body image or self-concept
from the response of other.
2. Anal Stage (1 to 3 years)
▪ the area of interest is the anus as sphincter
muscles develop and they expel or retain fecal
material
▪ the climate of toilet training is important
aspect here for the development of personalities
▪ Behavior: control of holding on and letting go.
▪ Develops concept of power, punishment,
ambivalence, concern with cleanliness and being
dirty.
▪ Breaks symbolic ties with the mother; as the
ties are broken, the child learns independence.
3. Phallic Stage (3 to 6 years)
▪ the genitals become an interesting part of the
body and are very sensitive
▪ differences in sexes is noticed and there is
curiosity in differences
▪ this is the time which the controversial issues
such as Oedipus and Electra complexes,
castration, penis envy is centered
✓ Oedipus complex- The Oedipal complex
occurs during the Phallic stage of development
(ages 3-6) in which the source of libido (life
force) is concentrated in the erogenous zones of
the child's body (Freud, 1905).
▪ During this stage, children experience an
unconscious feeling of desire for their opposite
sex parent and jealousy and envy toward their
same-sex parent.
✓ Castration Fear- describe a boy’s fear of loss
of or damage to the genital organ as punishment

2. for incestuous wishes toward the mother and
murderous fantasies toward the rival father.
✓ Electra Complex-The Electra complex is a
term used to describe the female version of the
Oedipus complex. It involves a girl, aged
between 3 and 6, becoming unconsciously
sexually attached to her father and increasingly
hostile toward her mother.
✓ Penis Envy-refers to the reaction of the
female/young girl during development when she
realizes that she does not possess a penis.
▪ Behavior: Masturbation, touching of the
genitals.
4. Latency Period (6 to 12 years)
▪ children elaborate on previously acquired
skills
▪ physical and psychic energy are directed
towards new knowledge and play.
▪ Behavior: sense of industry and mastery
▪ Learns control over aggressive and
destructive impulses as the child conforms to
rules and restrictions.
▪ Acquires friends, is pre-occupied with peers of
same sex.
5. Genital Stage (age 12 and over)
▪ begins with maturation of the reproductive
organs.
▪ genital organs are the major source of sexual
tensions and pleasures
▪ all energy is directed towards friendships
with the hope of marriage and family
▪ Behavior: becomes independent of parents,
responsible for self.
▪ Develops sexual identity, ability to love and
work.
Psychosocial Development (Erikson)
▪ Erikson describes key conflicts or problems
which must be mastered during critical periods
of personality development
▪ each psychosocial stage as two components –
a favorable and unfavorable one
▪ no core conflict is ever mastered completely
but is a recurrent problem throughout life
▪ there are eight stages in Erikson’s life-span
but only five refer to children
1. Trust vs. Mistrust (birth to 1 year)
INFANCY
▪ establishment of trust dominates the first
years of life and describes all the satisfying
experiences ▪ it is the time of “getting” and
“taking in” of all senses
▪ it exists only in relation to someone or
something and therefore the maternal or
mothering person is essential to the
development of trust
▪ mistrust develops when trust-promoting
experiences are lacking and usually when basic
needs are not met
▪ the positive result of trust is FAITH
AND OPTIMISM
2. Autonomy vs Shame and Doubt (1 to 3
years) TODDLER
▪ autonomy during the toddler stage is the time
when the child wants to control their bodies,
themselves and their environment
▪ it corresponds to Freud’s anal stage during the
sphincter muscle control
▪ independence is important
▪ their newly acquired skills are learned by
watching others
▪ shame and doubt develop when they are
forced to be dependent on others or when they
are criticized and made to feel small and self-
conscious with their newly acquired skills
▪ favorable outcomes are SELF-CONTROL AND
WILLPOWER
3. Initiative vs. Guilt (3 to 6 years)
PRESCHOOLER
▪ characterized by vigorous, intrusive behavior,
enterprise, and strong imagination
▪ exploration of their world brings them to
undertake goals and activities which are
contrary to their parents
▪ if their imaginings and activities are
considered bad, a sense of guilt can be produced
▪ lasting outcomes are DIRECTION AND
PURPOSE
4. Industry vs. Inferiority (6 to 12 years)
SCHOOL AGE
▪ children are not ready to be workers and
producers
▪ they want to begin and complete tasks and
activities
▪ achievement is very important during this
stage
▪ cooperation and following the rules is
paramount

3. ▪ if too much is expected of them and they
cannot achieve their goal – a feeling of inferiority
is developed
▪ the ego quality developed from sense of
industry is COMPETENCE which is the free
exercise of skill and intelligence to complete a
task
5. Identity vs Identity Confusion (12 to 18
years) PUBERTY or ADOLESCENCE
▪ characterized by rapid physical changes
▪ children become preoccupied with the way
they look in the eyes of others ▪ struggle to fit
into roles they play and the roles of their peers
▪ decision making regarding their future
careers
▪ inability to solve core conflict leads to
confusion
▪ successful mastery leads to DEVOTION AND
FIDELITY

4. Resolution of Crisis
Age Psychosocial
Crisis
Task Successful Unsuccessful
Infancy (birth
to 18 mo
Trust
versus mistrust
Attachment
to the mother
Trust in persons;
faith and hope
about
the environment
and
future
General difficulties
relating to persons
effectively;
suspicion; trust-fear
conflict, fear of
the future
Early
childhood (18 mo
to 3 yr)
Autonomy
versus shame and
doubt
Gaining some
basic control
over self and
environment
Sense of self-
control and
adequacy;
willpower
Independence-fear
conflict; severe feelings
of self-doubt
Late childhood (3-
6 yr)
Initiative
versus guilt
Becoming
purposeful
and directive
Ability to initiate
one’s own
activities; sense
of purpose
Aggression-fear
conflict; sense of
inadequacy or guilt
School age (6-
12 yr)
Industry
versus
inferiority
Developing
social,
physical, and
learning
skills
Competence;
ability to learn
and work
Sense of inferiority;
difficulty learning and
working
Adolescence (12-
20 yr)
Identity
versus role
confusion
Developing
sense of
identity
Sense of
personal identity
Confusion about who
one is; identity
submerged in
relationships or group
memberships
Early
adulthood (20-35
yr)
Intimacy
versus
isolation
Establishing
intimate
bonds of love
and
friendship
Ability to love
deeply and
commit oneself
Emotional isolation,
egocentricity
Middle
adulthood (35-
65 yr)
Generativity versus
stagnation
Fulfilling life
goals that
involve
family, career,
and
society
Ability to give
and care for
others
Self-absorption;
inability to grow as a
person
Later
adulthood (65 yr
to death)
Integrity
versus despair
Looking back
over one’s
life and
accepting its
meaning
Sense of integrity
and fulfillment
Dissatisfaction with life