Chapter 3 – Major Theories For Understanding Human Development (Continued) Psychosexual Theory (Freud)

Front 1

The id:

Back 1

the source of instincts and impulses, most archair domain of the personality

Front 2

Pleasure principle:

Back 2

Pleasure principle: the id expresses its demands in accordance with the pleasure principle – people are inherently motivated to seek pleasure and avoid pain.

Front 3

Primary process thought

Back 3

Primary process thought: the logic of the id, analogous to logic of dreams – lackof concern for the constraints of reality, everything is yes and there is no time.

Front 4

The ego:

Back 4

the person’s self (including physical self), self-concept, self-esteem, and mental representations of self in relation to others. The ego manages the needs of the id, and balances the strictures set forth by the superego.

Front 5

Reality principle:

Back 5

the ego operates according to this principle, waiting to gratify the needs of the id until a socially acceptable route of expression emerges.

Front 6

secondary process thought

Back 6

Primary process thought is subordinated for a more reality-oriented process, called secondary process thought.

Front 7

The superego:

Back 7

includes both a punishing a rewarding function, and encompasses the conscience, which includes ideas about behavior thought to be improper, and subsequently carries out punish function.

Front 8

Identification:

Back 8

the process through which the superego is developed, as children strive to imitate their parent’s characteristics and internalize their values.

Front 9

Internalized parental voice:

Back 9

the superego emerges when the infant becomes differentiated from the caregiver, and becomes aware that his behaviors act in distancing the bond between parent and child.

The superego is often just as illogical in its relentless search and management of improper behavior.

Front 10

Psychosexual Stages

Back 10

The oral stage: (the first year of life) the mouth is the epicenter for sexual and aggressive gratification, and the means through which the infant explores their world, expresses tension, and experiences pleasure. As infants learn to delay gratification, the ego becomes more clearly differentiated and aware of the distinction between self and other.
Trust vs. Mistrust

The anal stage: (second year of life) the anus is the most sexualized part, and with the development of the sphincter muscles, the child learns to expel or withhold feces at will. Toilet habits demonstrate the child’s ability to subordinate its own impulses in the face of cultural demands that necessitate impulse control.
Autonomy vs. Shame

The phallic stage: (age 3-6) period of heightened genital sensitivty in the absense of the hormonal changes that accompany puberty. Children direct sexualized activity toward both sexes and engage in self stimulation.

Front 11

Oedipus complex

Back 11

: is a group of largely unconscious (dynamically repressed) ideas and feelings which concentrate on the desire to possess the parent of the opposite sex and eliminate the parent of the same sex

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Electra complex

Back 12

a girl, like a boy, is originally attached to the mother figure. However, during the phallic stage, when she discovers that she lacks a penis, she becomes libidinally attached to the father figure, and imagines that she will become pregnant by him, all the while becoming more hostile toward her mother. Freud attributes the character of this developmental stage in girls to the idea of penis envy, where a girl is envious of the male penis.

Front 13

Latency:

Back 13

around age 7, after the resolution of the Oedipus/Electra complex, no significant conflicts or impulses arise until puberty.

Front 14

Genital Stage:

Back 14

occurs with the onset of puberty, the individual finds ways of satisfying sexual impulses.

Front 15

Fixation:

Back 15

continued use of pleasure-seeking or anxiety-reducing behaviors in the face of an early stage that was not properly reconciled.