Freud

And Personality Development Part Two

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Freud believed that personality development occurs as we progressively learn to control our drives as a child. As we pass through five psychosexual stages as children our id becomes focused on different erogenous areas or parts of the body that are responsive to sexual stimulation. (Gould,& Howson 2021)

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Freud's five stages of personality are centered on erogenous zones and have three key components  (Gould,& Howson 2021):

1. Physical
2. Psychological
3. Type of fixation

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Freud's five stages of personality development(Gould,& Howson 2021):

• Oral Stage - Birth to 18 months

1.  In this stage we seek pleasure through oral activities like nursing, sucking, eating, biting, and chewing. Freud thought that a child would develop an oral fixation if they received too little or too much oral pleasure. Smoking, drinking, and nail biting are common oral fixations in adults. Freud believed that children who received too much or too little pleasure could develop either an oral-passive character which is a character that is largely passive and dependent upon others, or an oral-aggressive character, who is overly independent and aggressive toward others.

• Anal Stage - 18 months - 3 years

1. 
   During this stage, we seek pleasure through the evacuation or retention of body waste. Toilet training greatly influences this stage, as we try to reconcile our pleasure with our parent's desire that we learn to control our bodily functions. Children may refuse to use the toilet or refuse to evacuate waste altogether. Unbalanced pleasure in this stage and we can develop an anal fixation and become either an anal expulsive character - messy, disorganized, and disobedient or an anal retentive character who is controlling, obsessed with cleanliness and orderliness.

• Phallic Stage - 3-5 years

1. During this stage, children develop a desire for the parent of the opposite sex. Oedipus complex in boys and Electra complex in girls. Freud believed that boys would be envious of their fathers and fantasize about a sexual relationship with their mothers during this stage. Freud also believed that as boys realize that their mothers do not have penises, they will come to fear that their fathers will punish their desires by castrating them and this fear is called castration anxiety, and it causes boys to repress their desires for their mothers.
2. Freud also stated that girls' desires for their fathers will cause them to fantasize about having a penis and develop penis envy and according to Freud girls never realize their Electra complexes, but they live out their desires for their fathers vicariously by identifying with their mothers.
3. Freud believed that children who do not get through this phase successfully develop phallic fixations and a phallic character. One phallic character tends to have low self-regard and the other type tends to be excessively vain.

• Latency Stage - 5 years - puberty
• Freud believed that during this stage a child's sexual development comes to a halt while they repress sexual desires and tend to associate with children of the same sex
• Genital Stage - adolescence -  adulthood
• During this stage, children mature their expression of sexuality and form adult relationships with the opposite sex, according to Freud. Freud believed that the ego was fully developed at this stage and that they were capable of accepting adult responsibilities and forming a family. Freud also believed that if that person was fixated on an earlier stage
  they may develop psychological problems.

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References

 Gould, M., & Howson, A. (2021). Freud and Personality Development. Salem Press Encyclopedia.

Freud

Freud and Personality Part One

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Freud's work had a profound impact on modern understanding of the mind, sexuality, and morality, but it was also controversial. His approach has been criticized for its assumptions about gender and its emphasis on the role of mothers in personality development. Despite these criticisms, Freud's work remains highly influential in clinical psychotherapy and psychoanalytic theory.

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Freud's concept of the mind (Gould,& Howson 2021):

• ID
• The primitive, instinctual part of the mind that seeks immediate gratification of needs and desires. It is present at birth and is the source of our libido and aggressive drives.
• 
  Ego
• The rational part of the mind mediates between the demands of the id and the constraints of reality and the superego It is responsible for planning, decision-making, and problem-solving.
• Superego
• The moralistic part of the mind internalizes society's values and standards of behavior. It acts as a conscience and strives for perfection.

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Development of the Ego and Superego  (Gould,& Howson 2021):

• Infancy
• The id is dominant during infancy, as the infant focuses on meeting its basic needs for food, water, and shelter
• Early childhood -ages one to three
• The ego begins to develop as we interact with others, typically the mother. We learn that we can not always have what we need to be met immediately and must delay gratification
• 
  Middle childhood- ages three to five
• Our superego develops as we internalize society's values and standards of behavior. We learn what is right and wrong and feel guilty when we behave in a way that violates the superego's standards.

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SIGMUND FREUD

Lecture Three

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In December of 1908, the Viennese physician Sigmund Freud (1856-1939) received an intriguing invitation from the American psychologist G. Stanley Hall (1844-1924), inviting him to visit Clark University in Worcester, Massachusetts, and deliver a series of lectures describing his novel views about abnormal psychology. The invitation was intriguing partly because it came from one of the senior and most influential figures in American psychology. ( Freud, 1925)

 

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• 
  In Freud's third lecture, he corrects his previous statement that the first idea a patient produces is always the repressed thought. He explains that the patient's resistance to revealing the repressed thought often leads to the production of surrogate ideas, which are related to the repressed thought in some way but are not identical to it.
• Freud compares the surrogate idea to witticism, which is an indirect expression of a thought that would be considered unacceptable or dangerous to express directly. He also compares the surrogate idea to an ore, which must be refined in order to reveal its valuable content.

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• In this lecture, Freud emphasizes the importance of dreams in psychoanalysis. He argues that dreams are the royal road to the unconscious and that anyone who wants to understand the psychoses must first understand dreams.
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  In this lecture, Freud notes that dreams are often dismissed as meaningless or unimportant. However, he argues that this is a mistake. Dreams are actually quite meaningful, but their meaning is often disguised. The disguise is the result of the work of the censor, a part of the mind that prevents our repressed thoughts and feelings from reaching consciousness

• Freud then goes on to explain how to interpret dreams. The key to dream interpretation is to free associate from each element of the dream. Free association is a technique in which the dreamer is free to associate with each element of the dream. Free association is a technique in which the dreamer says whatever comes to mind, without judgement or censorship. By free-associating from each element of the dream, the dreamer can uncover the latent dream thoughts. By free-associating from each element of the dream, the dreamer can uncover latent dream thoughts, which are the unconscious thoughts and feelings that underlie the dream.

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Freud also discusses the process of dream work, which is the process by which the latent dream thoughts are disguised into the manifest dream. Two main mechanisms of dream work are:

1. Condensation
1. Combining multiple thoughts and feelings into a single dream element.
2. Displacement          

    Shifting the emphasis away from the most important aspects of the dream and onto less important facts.

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Freud states that dream work is similar to the process of symptom formation. In both cases, the unconscious is trying to disguise its contents from the conscious mind. However, by understanding dream work, we can gain access to the unconscious and learn more about our repressed thoughts and feelings.

• Freud discusses some of the other important insights that psychoanalysis has gained from the study of dreams:
• Early childhood experiences
• Help shape our adult personalities. Our childhood selves continue to exist within us, even though we may have repressed many of our childhood desires and impulses.
• Symbolism in dreams.
• The unconscious often uses symbols to represent sexual and other repressed material. This symbolism can be both individual and universal, and Freud suggests that it may be the same symbolism that is used in myths and legends.
• Anxiety dreams.
• Complex and require interpretation.
• can be a way for the ego to relieve itself of repressed wishes that have become too strong.
• They contradict the idea that dreams are wish fulfillment.
• Everyday mental phenomena.
• Slips of the tongue and bungling of acts
• The above are not simply accidents, but they have meaning and can be used to uncover repressed thoughts and feelings.

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The psychoanalytic technique is a powerful tool for uncovering repressed thoughts and feelings. It is based on the following principles:

• Free association
• The patient is encouraged to say whatever comes to mind, without judgment or censorship
• Dream Interpretation
• Symbolic expressions of unconscious desires and conflicts
• Analysis of slips of the tongue and other everyday mental phenomena
• Can also be used to uncover repressed material
• Transference
• The patient's relationship with the therapist can be used to explore the patient's unconscious conflicts.

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• Freud also states in this lecture that psychoanalysis is not only a therapeutic tool but also a valuable research tool in which we can learn more about the normal and abnormal mind.

Freud cautions that many people are resistant to the idea of the unconscious mind and that this resistance is strongest in people who are struggling to repress unconscious thoughts and feelings.

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Freud, S. (1925). The origin and development of psychoanalysis. An Outline of Psychoanalysis., 21–70. https://doi.org/10.1037/11350-001