Freud's psychoanalytic theory emphasizes the role of the unconscious mind and early childhood experiences in personality development, focusing on five psychosexual stages that shape behavior through unresolved conflicts and drive motivations. His concepts of the id, ego, and superego illustrate the structure of personality and interactions that influence behavior, while his theory highlights the importance of understanding emotional and social growth in educational settings. Educators can apply Freud's insights to identify underlying issues in students' behavior and foster a supportive learning environment.

1. FREUD’S
PSYCHOANALYTIC
THEORY

2. ❑Explain Freud’s views
about child and
adolescent development.
❑Draw implications of
Freud’s theory to
education.

3. SIGMUND FREUD
1856-1939
He is a popular psychologist
whose theory of human
development.
Freud’s theory remains to be one
of the influential in psychology.

4. SIGMUND FREUD
1856-1939
This theory sparked the ideas in
the brilliant minds of other
theorist and thus become the
starting point of many other
theories.

5. SIGMUND FREUD
1856-1939
According to Freud, a person goes
through the sequence of these five
stages along way here are needs to be
met. Whether these needs are met or
not, determines whether the person
will develop a healthy personality or
not.

6. SIGMUND FREUD
1856-1939
The theory is quite interesting for
many because Freud identified
erogenous zones for each stage of
development. These are specific
“Pleasure Areas” that become focal
points for the particular stage.

7. SIGMUND FREUD
1856-1939
If needs are not met along the area, a
fixation occurs. As an adult, the
person will now manifest behaviors
related to this erogenous zone.

8. SIGMUND FREUD
ORAL
ANAL
PHALLIC
LATENT
GENITAL

9. STRUCTURE
OF
PERSONALITY

11. ID
The ID is ruled by “PLEASURE”
principles. (I want, I want, I want)
Present at birth
Cares only to satisfy needs and to
achieve immediate gratification
ID driven behaviors are
IMPULSIVE and maybe
IRRATIONAL

12. EGO
The EGO is ruled by “REALITY”
principle. (You can’t always get
what you want)
Develop between 4-6 months.
Primary function of ego is one of
mediator, that is, to maintain
harmony among the external
world, the ID and the superego

13. SUPEREGO
Works on “Perfection” principle.
The superego incorporates the values and moral of
society which are learned from one’s parents and others.
It develops around the age of 3-6 years
It provides guidelines for making judgement
It composed of two major components: the
ego-ideal and the conscience

14. COMPONENTS
OF SUPEREGO
EGO IDEAL
- When the child is
consistently rewarded for
“Good” behavior, the self-
esteem is enhanced, and the
behavior becomes part of the
“Ego Ideal”
CONSCIENCE
The conscience is formed
when the child is punished
consistently for “Bad”
behavior. It generates the
feeling of guilt within the
individual.

17. LEVEL OF
AWARENESS
CONSCIOUS
PRE CONSCIOUS
UNCONSCIOU
S

18. CONSCIOUS
The conscious includes all
memories that remain with in
individual’s awareness.
Events and experiences that are
easily remembered or retrieved are
considered to be conscious
awareness.

19. EXAMPLES
Telephone
Numbers
Birthdays and
special holidays
Feeling happiness
and sadness

20. PRE
CONSCIOUS
The preconscious includes all memories that
may have been forgotten or are not in
present awareness but with attention can be
readily recalled into consciousness.

21. EXAMPLES
Telephone
Numbers
or address
once
known but
little used
Significant
life events
that may
have
occurred at
sometime
in the past
Trying to
remember
the last
name of
high school
seatmate

22. UNCONSCIOUS
The unconscious include all memories that one is
unable to bring to conscious awareness.
It consists of unpleasant and non essential memories
such as pain, anxiety and conflict.
According to Freud, the unconscious continues to
influence our behavior and experience, even though
we are unaware of these underlying influences

24. ORAL STAGE Birth to 18 months
CHARACTERISTICS
✓ Focus of libido is on mouth, tongue,
and lips.
✓ Pleasure centers on MOUTH-
sucking, biting, Chewing

25. ORAL STAGE
Examples of Unsuccessful Task Completion
Smoking Nail
Biting
Drinking
Difficulty in
trusting
others
Eating
too much

26. ANAL STAGE 18 months to 3 years old
CHARACTERISTICS
✓ Pleasure focuses on bowel and
bladder.
✓ Elimination and toilet training are the
central focus.

27. ANAL STAGE
Examples of Unsuccessful Task Completion
Perfectionism or Messiness Obsessive Compulsive Disorder

28. PHALLIC STAGE 3 years old to 6 years
CHARACTERISTICS
✓ Awareness of GENITAL AREA as a source of
pleasure
✓ Child learn sexual identify.
✓ The development of Oedipus complex
(MALE) and Electra complex (Female) occurs
during this stage.
✓ Child gets attached with opposite sex parent.

29. PHALLIC STAGE
Examples of Unsuccessful Task Completion
Sexual dysfunction
(transsexuality,
homosexuality
Difficulties in Accepting
Authority

30. LATENCY STAGE 6 years to 12 years
CHARACTERISTICS
✓ Quite stage in sexual development.
✓ Child learns to socialize.

31. LATENCY STAGE
Examples of Unsuccessful Task Completion
Inability to conceptualize Lack of motivation in school or
job

32. GENITAL STAGE 12 years to adulthood
CHARACTERISTICS
✓ The Genital are again the focus of stimulation.
✓ Sexual maturity and satisfactory relationships
with opposite sex is the central focus.

33. GENITAL STAGE
Examples of Unsuccessful Task Completion
Unsatisfactory
relationship Impotence
Premature
ejaculation

34. IN SUMMARY
Freud's theory emphasizes the role of
the unconscious and the importance of
early life experiences in personality
development.

35. IN SUMMARY
Train your MIND
to see the good
in every situation

36. FREUD’S
PSYCHOANALYTIC
THEORY

37. Freud’s Psychoanalytic Theory focuses on the
influence of the unconscious mind on human
behavior, the development of personality through
psychosexual stages, and the role of internal conflicts.
Freud proposed that our behavior and personality are
shaped by unconscious drives, early childhood
experiences, and the interactions between the three key
structures of personality: the Id (instinctual desires),
the Ego (reality and reason), and the Superego (moral
conscience).

38. Levels of Consciousness:
Conscious: Thoughts and perceptions we are
aware of.
Preconscious: Information that is not currently
in consciousness but can be recalled (memories,
stored knowledge).
Unconscious: Repressed thoughts, desires, and
memories that influence behavior.

39. Personality Structure
Id: Operates on the pleasure principle, seeking instant
gratification for basic drives (hunger, sex, aggression).
Ego: Works on the reality principle, balancing the
desires of the id with the realities of the external world.
Superego: Represents moral standards and ideals; aims
for perfection and punishes the ego for failing to meet
moral standards.

40. Psychosexual Stages of Development
Oral Stage (0-1 year): Pleasure centers on the mouth (sucking,
biting). Fixation can result in dependency or aggression.
Anal Stage (1-3 years): Pleasure focuses on controlling bladder and
bowel movements. Fixation can lead to obsession with cleanliness or
disorderliness.
Phallic Stage (3-6 years): Focus on the genitalia. The
Oedipus/Electra complex emerges (desire for the opposite-sex
parent).
Latency Stage (6-puberty): Sexual impulses are repressed, and
energy is directed to developing social skills and friendships.
Genital Stage (puberty-adulthood): Sexual reawakening; the
individual seeks mature relationships.

41. Defense Mechanisms
Repression: Pushing unacceptable thoughts into the
unconscious.
Denial: Refusing to accept reality or facts.
Projection: Attributing one's own undesirable thoughts
or feelings onto others.
Displacement: Redirecting emotions to a safer outlet
(e.g., anger toward a colleague rather than a boss).
Sublimation: Channeling unacceptable impulses into
socially acceptable actions.

42. Role of Unconscious Conflicts
Freud emphasized that unresolved conflicts,
especially from early childhood, are a driving
force behind neuroses and psychological distress.

43. Implication and
Uses in Education

44. Freud's theory highlights the importance of early
childhood experiences in shaping personality and
behavior. Educators can use this to recognize the
significance of the early learning environment,
ensuring it fosters emotional and social development.
Recognizing that unresolved childhood conflicts
can affect students’behavior allows educators to
offer support, especially for children going
through difficult family or personal situations.

45. Emotional and Social
Growth:
Teachers can be sensitive to the emotional needs of students
by understanding their underlying unconscious motives. For
example, disruptive behavior may stem from anxiety, fear, or
unresolved conflicts, rather than simply being disobedience.
Freud's concept of defense mechanisms can help educators
identify when students are avoiding certain tasks or subjects
due to underlying insecurities or fear of failure.

46. Managing Classroom
behavior
Understanding that students' behavior is not always logical
or deliberate helps teachers deal with disruptive actions
more empathetically. Freud's insights into the unconscious
can explain why some students act out in certain ways,
guiding teachers to address the root causes rather than the
surface behavior.

47. Teacher-Student
Relationships
Freud's idea of transference (where students may transfer
emotions from important figures in their lives onto their
teachers) can help educators understand why some students
may react to them in certain ways. A student may view a
teacher as a parent figure and behave accordingly, which
can impact the learning relationship.

48. Teacher-Student
Relationships
Freud's idea of transference (where students may transfer
emotions from important figures in their lives onto their
teachers) can help educators understand why some students
may react to them in certain ways. A student may view a
teacher as a parent figure and behave accordingly, which
can impact the learning relationship.