Exemplary Proficient Progressing Emerging Element (1): Responsiveness: Did the student respond to the main question of the week? 9 points (28%) Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings). 9 points Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and considered the Learning Resources and colleague postings. 7–8 points Posts are somewhat responsive to the requirements of the Discussion instructions. Posts are not substantive and rely more on anecdotal evidence (i.e., largely comprised of student opinion); and/or does not adequately demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings. 4–6 points Posts are unresponsive to the requirements of the Discussion instructions; miss the point of the question by providing responses that are not substantive and/or solely anecdotal (i.e., comprised of only student opinion); and do not demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings. 0–3 points Element (2): Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information? 9 points (28%) Posts demonstrate the student’s ability to apply, reflect, AND synthesize concepts and issues presented in the weekly Learning Objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self-understanding, and knowledge. 9 points Posts demonstrate the student’s ability to apply, reflect OR synthesize concepts and issues presented in the weekly Learning Objectives. The student has integrated many of the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience, share insights that demonstrate a change in awareness, self- understanding, and knowledge. 7–8 points Posts demonstrate minimal ability to apply, reflect, or synthesize concepts and issues presented in the weekly Learning Objectives. The student has not fully integrated the general principles, ideas, and skills presented. There are little to no salient reflections, examples, or insights/experiences provided. 4–6 points Posts demonstrate a lack of ability to apply, reflect, or synthesize c ...

1. Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the
main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g.,
respond to the question being asked; go beyond what is required
[i.e., incorporates additional readings outside of the assigned
Learning Resources, and/or shares relevant professional
experiences]; are substantive, reflective, and refers to Learning
Resources demonstrating that the student has considered the
information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the
Discussion instructions. Posts respond to the question being
asked in a substantive, reflective way and refer to Learning
Resources demonstrating that the student has read, viewed, and
considered the Learning Resources and colleague postings.
7–8 points
Posts are somewhat responsive to the requirements of the
Discussion instructions. Posts are not substantive and rely more
on anecdotal evidence (i.e., largely comprised of student
opinion); and/or does not adequately demonstrate that the
student has read, viewed, and considered Learning Resources
and colleague postings.
4–6 points
Posts are unresponsive to the requirements of the Discussion

2. instructions; miss the point of the question by providing
responses that are not substantive and/or solely anecdotal (i.e.,
comprised of only student opinion); and do not demonstrate that
the student has read, viewed, and considered Learning
Resources and colleague postings.
0–3 points
Element (2): Critical Thinking, Analysis, and Synthesis: Is the
student able to make meaning of the information?
9 points (28%)
Posts demonstrate the student’s ability to apply, reflect, AND
synthesize concepts and issues presented in the weekly Learning
Objectives. Student has integrated and mastered the general
principles, ideas, and skills presented. Reflections include clear
and direct correlation to authentic examples or are drawn from
professional experience; insights demonstrate significant
changes in awareness, self-understanding, and knowledge.
9 points
Posts demonstrate the student’s ability to apply, reflect OR
synthesize concepts and issues presented in the weekly Learning
Objectives. The student has integrated many of the general
principles, ideas, and skills presented. Reflections include clear
and direct correlation to authentic examples or are drawn from
professional experience, share insights that demonstrate a
change in awareness, self- understanding, and knowledge.
7–8 points
Posts demonstrate minimal ability to apply, reflect, or
synthesize concepts and issues presented in the weekly Learning
Objectives. The student has not fully integrated the general
principles, ideas, and skills presented. There are little to no
salient reflections, examples, or insights/experiences provided.
4–6 points
Posts demonstrate a lack of ability to apply, reflect, or

3. synthesize concepts and issues presented in the weekly Learning
Objectives. The student has not integrated the general
principles, ideas, and skills presented. There are no reflections,
examples, or insights/experiences provided.
0–3 points
Element (3): Professionalism of Writing: Does the student meet
graduate level writing expectations?
5 points (16%)
Posts meet graduate-level writing expectations (e.g., are clear,
concise, and use appropriate language; make few errors in
spelling, grammar, and syntax; provide information about
sources when paraphrasing or referring to it; use a
preponderance of original language and directly quote only
when necessary or appropriate). Postings are courteous and
respectful when offering suggestions, constructive feedback, or
opposing viewpoints.
5 points
Posts meet most graduate-level writing expectations (e.g., are
clear; make only a few errors in spelling, grammar, and syntax;
provide adequate information about a source when paraphrasing
or referring to it; use original language wherever possible and
directly quote only when necessary and/or appropriate).
Postings are courteous and respectful when offering
suggestions, constructive feedback, or opposing viewpoints.
4 points
Posts partially meet graduate-level writing expectation (e.g.,
use language that is unclear/inappropriate; make more than
occasional errors in spelling, grammar, and syntax; provide
inadequate information about a source when paraphrasing or
referring to it; under-use original language and over-use direct
quotes). Postings are at times less than courteous and respectful
when offering suggestions, feedback, or opposing viewpoints.

4. 2–3 points
Posts do not meet graduate-level writing expectations (e.g., use
unclear/inappropriate language; make many errors in spelling,
grammar, and syntax; do not provide information about a source
when paraphrasing or referring to it; directly quote from
original source materials or consistently paraphrase rather than
use original language; or are discourteous and disrespectful
when offering suggestions, feedback, or opposing viewpoints).
0–1 points
Element (4):
Responses to Peers: Did the student respond to peer posts and
contribute professionally?
9 points (28%)
Responds to two or more peers in a manner that significantly
contributes to the Discussion.
9 points
Responds to one or more peers in a manner that significantly
contributes to the Discussion.
7–8 points
Responds to one or more peers in a manner that minimally
contributes to the Discussion.
4–6 points
Does not respond to any peer posts.
0–3 points
32 points
100%
25–28 points
78–88%
14–21 points
44–66%
0–10 points

5. 0–31%
© 2015 Laureate Education, Inc.
Page 2 of 3
The Psychodynamic Perspective
Name
Institution
The Psychodynamic Perspective
In psychology, the psychodynamic perspective places an
emphasis on the unconscious psychological development and
important contends that a child experiences in shaping their
adult personality (Baltes, 1987). This perspective mainly
originates from the work of Sigmund Freud, but it has evolved
considerably. Some concepts remain controversial while others
have help up to empirical criticism. However, psychodynamic
perspective still influences many areas of contemporary
psychology. Freud’s work has been influential and controversial
as well. His theory; psychosexual stages of development talks

6. about the series of psychosexual stages a child goes through
leading to the development of adult personality (Hudson–Barr et
al., 2004).
Feud provides five stages of development; oral, anal, phallic,
latency, and genital stage (Baltes, 1987). During these stages,
the pleasure-seeking energies focus on the erogenous areas. The
erogenous areas are parts of the body sensitive to stimulation.
The erogenous areas serve as a source of pleasure in each stage.
There are conflicts in each stage of growth that can either build
growth or slow development depending on how they are
resolved. Failure to resolve conflict at a certain stage result in
fixation until when resolved.
The first stage is the oral stage from birth to 1 year with the
mouth as the erogenous area. The mouth is the primary sources
of stimulation for an infant (Kendra, 2019). Activities like
sucking and tasting gives an infant pleasure. A child depends
entirely on a caretaker thus; oral stimulation helps them develop
trust and comfort. The weaning process is a main conflict in this
stage as the child depends less on the caretaker. If a child s
fixated at this stage, they may develop problems like drinking
and nail-biting.
The second stage is the anal stage is from 1 to 3 year with the
bowel and bladder as the erogenous zones. The ability to control
bowel and bladder movement is the primary focus. Toilet
training is the main conflict at this stage (Kendra, 2019). An
inappropriate parental response at this stage could result in a
messy personality. Third stage is the phallic stage between 3
and 6 years. The genitals are the erogenous area. A child is able
to differentiate between male and female. Feud provides that
boys develop the Oedipus complex while girls develop the
Electra complex at this stage (Kendra, 2019). However, he
argues that women remain fixated to this stage, but Horney a
psychologist disputed this argument claiming that men develop
womb envy as well.
The fourth stage is called latent between 6 years and puberty.
The inactive sexual feelings are the erogenous area. Superego

7. continues to develop and a child develops values, social skills,
and relationship with adults and peers. The sexual energy is
repressed or dormant at this stage. Fixation results in inability
to have long-lasting relationships and immaturity. The genital
stage is the last psychosexual stage. It is from puberty to death
with maturing sexual desires as the erogenous area (Kendra,
2019). Individual develop a strong sexual desire to their
opposite sex. Maintaining a balance in all aspects of life is the
main goal at this stage. Ego and superego are fully developed
here.
There are criticisms of Feud’s psychosexual stages like the
theory places more focus on male development compared to
female. Testing the theory scientifically is hard as concepts like
libido cannot be measured or tested (Lerner et al., 2013). Also,
the future predictions of the theory are too vague. The theory
does not use empirical research.
In summary, Feud’s theory has made an important contribution
to our understanding of human development. It emphasizes on
the importance of the early development which play a vital role
in the process of development.
Running head: THE PSYCHODYNAMIC PERSPECTIVE
1
THE PSYCHODYNAMIC PERSPECTIVE
3
References
Baltes, P. B. (1987). Theoretical propositions of life-span
developmental psychology: On the dynamics between growth
and decline. Developmental psychology, 23(5), 611.
Holditch-Davis, D., Scher, M., Schwartz, T., & Hudson–Barr,
D. (2004). Sleeping and waking state development in preterm
infants. Early human development, 80(1), 43-64.
Kendra, C. (2019, Jun 24). “Freud's Psychosexual Stages of
Development.” Verywell Mind. Retrieved from:
https://www.verywellmind.com/freuds-stages-of-psychosexual-
development-2795962

8. Lerner, R. M., Agans, J. P., Arbeit, M. R., Chase, P. A., Weiner,
M. B., Schmid, K. L., & Warren, A. E. A. (2013). “Resilience
and positive youth development: A relational developmental
systems model.” In Handbook of resilience in children (pp. 293-
308). Springer, Boston, MA.