2. A THEORY is a set of
concepts and
properties that helps to
describe and explain
observation that one
has made.
3.
4. Sigmund Freud formulated
this theory from observations
and notes that he made about
the life histories of his
mentally disturbed patients.
5. He believed that all human beings
pass through a series of
psychosexual stages. Every stage
is dominated by the development
of sensitivity in particular
pleasure-giving spot which he
calls as the EROGENOUS ZONE
in the body.
6.
7. Id
Came from the Latin word for “it”.
According to Freud, you were born with a collection of
basic instincts or biological drives that are source of your
libidinal energy. The id is buried at the deepest level of your
conscious mind. It obeys the pleasure principle, which
demands the immediate gratification of needs.
8. Ego
From the Latin word for “I”.
as human is forced to delay gratification of some of
its instructional needs, it gradually becomes aware
that there is difference between its own desires and
those other people. And once he begins to
distinguish itself and the outer world, its ego or
conscious self comes into being. It follows the
reality principle, which is the practical demands
of daily living.
9. Superego
Part of your personality which “splits off
from your ego”, and which contains both
your own and society’s “rules of
conduct”. It has Two parts- the stern
“conscience”, which you acquired from
your parents, and the “self ideal”, which
you acquired mostly from other people
during puberty.
10. Freud believed that all human beings pass through
a series of psychosexual stages. Each stage is
dominated by the development of sensitivity in a
particular conflict from individual that must be
resolved before going to the next higher stage.
Individuals, who enjoy the pleasure of a given
stage, might not be willing to move on the later
stage. Fixation is the tendency to stay at a
particular stage.
11.
12. Reflects the infant’s need for
gratification from the mother.
An infant’s
eating, sucking, spitting and
chewing do not only satisfy
hunger, but also provide
pleasure.
EROGENOUS ZONE: Mouth
13.
14. Reflects to the toddler’s need for
gratification along the rectal area. Freud
believed that the primary focus of the libido
was on controlling bladder and bowel
movements. During this stage, children
must endure the demands of toilet training.
For the first time, outside agents interfere
with instructional impulses by insisting that
the child should inhabit the urge to delicate
until he or she has reached a designated to
do so.
EROGENOUS ZONE: Bowel and bladder
control
15.
16. Reflect the preschooler’s
gratification involving the
genitals. At this stage, children
also begin to discover the
differences between males and
females. The greatest source of
pleasure of the child comes from
the sexual organs.
EROGENOUS ZONE: Genitals
17. Oedipus Complex
Boys build up a warm and loving
relationship with their mothers.
Electra Complex
Girls experience intense
emotional attachment for their
father.
18.
19. Freud’s fourth stage of psychosexual
development. During this
time, sexual desires are repressed and
all the child’s available libido is
chanelled into socially acceptable
outlets such as school work or
vigorous play that consume most of
the child’s physical and psychic
energy.
EROGENOUS ZONE: Sexual feelings
are inactive.
20.
21. Is characterized by the maturation
of reproductive
system, masturbation, production
of sex hormones, and a reactivation
of genital zone as an area of sensual
pleasure. The individual is now
attracted to the opposite
sex, however the primary aim of the
sex instinct is reproduction.
EROGENOUS ZONE: Maturing sex
interests
22.
23. Erik Erikson formulated the
eight major stages of
development, each stage
posing a unique
development task and
simultaneously presenting
the individual with a crisis
that he must to struggle to.
24. According to Erikson, individuals
develop a healthy personality by
mastering life’s inner and outer
dangers. Development follows the
epigenetic principles, which holds
that “anything that grows has a
ground plan, and out of this ground
plan the parts arise, each having its
time of special ascendency, until all
parts have risen to form a
functioning whole.”
25.
26.
27. Whether the children come to
trust or mistrust themselves or
other people depends on their
early experiences. Infants who
needs are met and who are
cuddled, fondled and shown
geniunly affection evolve a
sense of a world as a safe and
dependable place.
28.
29. When parents are patient, cooperative
and encouraging, children acquire a
sense of independence and
competence. In contrast, when
children are not allowed such freedom
and over-protected, they develop an
excessive sense of shame and doubt.
Erikson believed that learning to
control one’s bodily functions lead to a
feeling of control and self
independence.
30.
31. During this stage, children are given
freedom in running, sliding, bike riding
and skating. These allow them to
develop initiative. Parents who curtail
this freedom are giving children a
sense themselves as nuisances and
inept intruders in an adult world.
Rather than actively and confidently
shaping their behaviors, such children
become passive recipients of whatever
the environment brings.
32.
33. A child becomes concerned with
how things work and how they
are made. Parents and teachers
who support, reward, and praise
children are encouraging
industry. Those who
rebuff, divide, or ignore
children’s effort are
strenghtening feelings of
34.
35. As children enter adolescence, they
confront a “physiological revolution”.
They try on new roles as they grope with
romantic involvement, vocational
choice, and adult statuses . The
adolescent starts to establish his identity.
If he fails to develop a “centered”
identity, he becomes trapped in either
role confusion or a “negative identity.”
The identities and roles of “delinquent”
and “hoodlum” are examples.
36.
37. It is the capacity to reach out and make
contact with other people to fuse one’s
own identity with that of others. Intimacy
find expression in deep friendships.
Central to intimacy is the ability to share
and with care about another person
without fear of losing oneself in the
process. Close
involvement, however, may also opt for
relationship of a shallow sort. This lives
are characterized by withdrawal and
isolation.
38.
39. According to
Erikson, generativity, means
reaching out beyond one’s own
immediate concerns to embrace
the welfare of society and of future
generations. It entails selflessness.
In contrast, stagnation is a
condition in which individuals are
pre-occupied with their material
possessions or physical well-being.
40.
41. As individuals approach the
end of life, they tend to take
stock of the years that have
gone before. Some feel a
sense of satisfaction with
their accomplishments.
Others experience despair.
