QUIRINO STATE UNIVERSITY DIFFUN CAMPUS Diffun, 3401 Quirino COLLEGE OF TEACHER EDUCATION Module 2 Competencies Discussion DEVELOPMENTAL THEORIES AND OTHER RELEVANT THEORIES LESSON 5. Freud’s Psychoanalytic Theory 1. Explain Freud’s views about child and adolescent development 2. Draw implications of Freud’s theory to education Introduction Freud’s views about human development are more than a century old. He can be considered the most well-known psychologist because of his very interesting theory about the unconscious also about sexual development. Although a lot of his views were criticized and some considered them debunked, Freud’s theory remains to be one of the most influential in psychology. Freud’s Stages of Psychosexual Development According to Freud, a person goes through the sequence of these five stages and along the way there are needs to be met. Whether these needs are met or not, determine whether the person will develop a healthy personality or not. The theory is quite interesting for many because Freud identified specific erogenous zone for each stage of development. These are specific “pleasure areas” that become focal points for particular stage. 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. 1. Oral (Birth – 18 mos): Oral gratification/sucking/biting Erogenous Zone: Mouth Adult issues: orally dependent (passivity; smoking)/ orally aggressive (cruel) Too much or too little satisfaction can lead to an Oral Fixation or Oral Personality which is shown in an increased focus on oral activities. This type of personality may be oral receptive, that is, have a stronger tendency to smoke, drink alcohol, overeat, or oral aggressive, that is, with tendency to bite his or her nails, or use curse words or even gossip. As a result, these persons may become too dependent on others, easily fooled, and lack leadership traits 2. Anal (18 mos – 3 yrs): Bowel pleasure/toilet training Erogenous Zone: Anus Adult issues: anal-retentive (e.g. cleanliness)/anal-expulsive (e.g. sloppiness) The child finds satisfaction in eliminating and retaining feces. Through society’s expectations particularly the parents, the child needs to work on toilet training. Let us remember that between one year and half to three years the child favorite word might be “No!”. Therefore a struggle might exist in the toilet training process when the child retains feces when asked to eliminate, or may choose to defecate when asked to hold feces for some reason. In terms of personality, fixation during this stage can result in being anal retentive, an obsession with cleanliness, perfection, and control; or anal expulsive where the person may become messy and disorganized. 3. Phallic (3 – 5 yrs): Genital awareness/love-hate relationship with same-sex Erogenous Zone: Genitals Adult issues: selfishness; poor opposite-sex relationships; manipulative During the preschool age, children become interested in what makes boys and girls different. Preschoolers will sometimes be seen fondling their genitals. Freud’s studies led him to believe that during this stage, boys develop unconscious sexual desire for their mother. Boys then see their father as rival for her mother’s affection. Boys may fear that their father will punish them for these feelings, thus, the castration anxiety. These feelings compromise what Freud called Oedipus Complex. In Greek Mythology, Oedipus unintentionally killed his father and married his mother Jocasta. VISION The leading center for academic and technological excellence and prime catalyst for a progressive and sustainable Quirino Province and Southern Cagayan Valley. MISSION Develop competent and morally upright professionals and generate appropriate knowledge and technologies to meet the needs of Quirino Province and Southern Cagayan Valley. “Molding Minds, Shaping Future” QUIRINO STATE UNIVERSITY DIFFUN CAMPUS Diffun, 3401 Quirino COLLEGE OF TEACHER EDUCATION Psychoanalysts also believed that girls may also have a similar experience, developing unconscious sexual attraction towards their father. This is what referred to as the Electra Complex. A fixation at this stage could result in sexual deviances (both overindulging and avoidance) and weak or confused sexual identity according to psychoanalysts. 4. Latency (6 yrs – puberty): Same-sex friends and few opposite-sex friends Erogenous Zone: Adult issues: Lack of close friends It’s during this stage that sexual urges remained repressed. The children’s focus is the acquisition of physical and academic of physical and academic skills. Boys usually relate more with boys and girls with girls during this stage. 5. Genital (adolescence): intimate relationships & sexual attraction Erogenous Zone: Genitals Adult issues: Poor sexual relationships; guilt about sexuality; inadequacy The fifth stage of psychosexual development begins at the start of puberty when sexual urges are once again awakened. In their earlier stages, adolescents focus their sexual urges towards the opposite sex peers, with the pleasure centered on the genitals. FREUD’S PERSONALITY COMPONENTS According to Freud, our personality develops from the interactions among what he proposed as the three fundamental structures of the human mind: the id, ego, and superego. Conflicts among these three structures, and our efforts to find balance among what each of them “desires,” determines how we behave and approach the world. What balance we strike in any given situation determines how we will resolve the conflict between two overarching behavioral tendencies: our biological aggressive and pleasure-seeking drives vs. our socialized internal control over those drives. Three structures of personality which form the basic parts of human personality and motivate our behavior: 1. ID- unconscious inborn biological wants and desires – needs immediate gratification (e.g. sex & aggression) 2. EGO- realistic part of our personality that tries to balance the ID and SUPEREGO in making socially and morally acceptable decisions – understands cause & effect – starts to develop at 2 to 3 years of age 3. SUPEREGO- our moral guide between right and wrong – starts to develop at 6 to 7 years of age Freud said that a well-adjusted person is one who has strong ego, who can help satisfy the needs of the id without going against the superego while maintaining the person’s sense of what is logical, practical and real. Of course, it is not easy for the ego to do all that and strike a balance. If the id exerts too much power over the ego, the person becomes impulsive and pleasure-seeking behavior takes over one’s life. On the other hand, one may find the superego so strong that the ego is overpowered. The person becomes so harsh and judgmental to himself and other’s actions. The person’s best effort to be good may still fall short of the superego’s expectations. The ability of a learner to be well-adjusted is largely influenced by how the learner was brought up. His experiences about his parents met his needs, the extent to which he was allowed to do the things he wanted to do, and also how he was taught about right and wrong, all figures to the type of personality and consequent adjustment that a person will make. Freud believed that the personality of an individual is formed early during the childhood years. VISION The leading center for academic and technological excellence and prime catalyst for a progressive and sustainable Quirino Province and Southern Cagayan Valley. MISSION Develop competent and morally upright professionals and generate appropriate knowledge and technologies to meet the needs of Quirino Province and Southern Cagayan Valley. “Molding Minds, Shaping Future” QUIRINO STATE UNIVERSITY DIFFUN CAMPUS Diffun, 3401 Quirino COLLEGE OF TEACHER EDUCATION Enrichment Activities TOPOGRAPHICAL MODEL OF CONSCIOUSNESS The Unconscious. Freud said that most what we go through in our lives, emotions, beliefs, feelings, and impulses deep within are not available to us at a conscious level. He believed that most of what influence us is our unconscious. The Oedipus and Electra Complex mentioned earlier were both buried down into the unconscious, out of our awareness due to the extreme anxiety they caused. While these complexes are in our unconscious, they still influence our thinking, feeling and doing in perhaps dramatic ways. The Conscious. Freud also said that all that we are aware of is stored in our conscious mind. Our conscious mind only comprises a very small part of who we are so that, in our everyday life, we are only aware of a very small part of what makes up our personality; most of what we are is hidden and out of reach. Subconscious. The last part is the preconscious or subconscious. This is the part of us that we can reach if prompted, but it is not in our active conscious. Its right below the surface, but still ”hidden” somewhat unless we search for it. Information such as our telephone number, some childhood memories, or the name of your best childhood friend is stored in the preconscious. Because the unconscious is so huge, and because we are only aware of the very small conscious at any given time, Freud used this analogy of the iceberg to illustrate it. A big part of the iceberg in hidden beneath the water’s surface. The water may represent all that we are not aware of, have not experienced, and that has not been made part of our personalities, referred to as the nonconscious. Make a reflection. Relate your development from Psychoanalytic Theory of Sigmund Freud. Rubrics 5- complete, factual, and reflective discussion, English construct is outstanding 4 – complete, factual, and reflective discussion, English construct is average 3 – complete and reflective discussion, English construct is average 2 – reflective discussion but fair English construct 1 – answer is slightly reflective and English construct is poor Note: If you wish to submit e-file (pdf format) of your output, you may send it to czarinafrances.celestino@qsu.edu.ph using this file name format: LAST NAME-FIRST NAME-SUBJECT- COURSE-YEAR-SECTION-LESSON# Example: DELA CRUZ-JUAN-EDUC11-BSED1B-LESSON1 References Corpuz, Brenda B. et. al., The Child and Adolescent Learners and Learning Principles (2018) Lorimar Publishing, Inc. Cubao, Quezon City, Metro Manila Rungduin, Teresita T. et. al., Child and Adolescent Learners and Learning Principles (2019) Adriana Publishing, Cubao, Quezon City https://www.sagepub.com/sites/default/files/upm-assets/66092_book_item_66092.pdf VISION The leading center for academic and technological excellence and prime catalyst for a progressive and sustainable Quirino Province and Southern Cagayan Valley. MISSION Develop competent and morally upright professionals and generate appropriate knowledge and technologies to meet the needs of Quirino Province and Southern Cagayan Valley. “Molding Minds, Shaping Future”
