LESSON-3-THEORIES-OF-DEVELOPMENT_FRUEDD (1).pdf

Theories

1. PSYCHOANALYTIC
THEORY

2. OExplain Freud’s views
about child and
adolescent development.

ODraw implications of
Freud’s theory to
education.

3. ' SIGMUND FREUD

1856-1939

He is a popular psychologist
whose theory of human
development.

Freud’s theory remains to be one
of the influential in psychology.

4. ' SIGMUND FREUD

1856-1939

This theory sparked the ideas in
the brilliant minds of other
theorist and thus become the
starting point of many other
theories.

5. ' SIGMUND FREUD

1856-1939

According to Freud, a person goes
through the sequence of these five
stages along way here are needs to be
met. Whether these needs are met or
not, determines whether the person
will develop a healthy personality or
not.

6. ' SIGMUND FREUD

1856-1939

The theory is quite interesting for
many because Freud identified
erogenous zones for each stage of
development. These are specific
“Pleasure Areas” that become focal
points for the particular stage.

7. ' SIGMUND FREUD

1856-1939

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.

8. SIGMUND FREUD

ORAL
ANAL
PHALLIC

N

9. STRUCTURE
OF
PERSONALITY

10. verywell

11. ID

The ID is ruled by “PLEASURE”
principles. (I want, I want, I want)
Present at birth
Cares only to satisfy needs and to
„ achieve immediate gratification

\ ID driven behaviors are

12. EGO

The EGO is ruled by “REALITY”
principle. (You can’t always get
what you want)

Develop between 4-6 months.

Primary function of ego is one of

Se

ELO
NS A
NS

13. SUPEREGO

Works on “Perfection” principle.

The superego incorporates the values and moral of
society which are learned from one’s parents and others.

It develops around the age of 3-6 years =

- It provides guidelines for making judgement ¡$
N .
AN

14. COMPONENTS
OF SUPEREGO

15. “Mom and Dad said no
friends over while they are “Never disobey

away.
ney your parents,”

|
| Super Ego |

16. | © |

SUPEREGO

17. = x
E CONSCIOUS J a a

Y unconscı OU J Unconscious
S

18. CONSCIOUS

The conscious includes all
memories that remain with in
individual’s awareness.

Events and experiences that are
easily remembered or retrieved are
considered to be conscious

awareness.

19. | Telephone Birthdays and Feeling happiness
Numbers special holidays and sadness

20. PRE
CONSCIOUS

The preconscious includes all memories that
may have been forgotten or are not in
present awareness but with attention can be

readily recalled into consciousness.

21. EXAMPLES

Telephone Significant
Numbers life events
or address that may
once have
known but occurred at

\ little used sometime
in the past

Trying to
remember
the last
name of
high school
seatmate

22. UNCONSCIOUS NIS
The unconscious include all memories that one is =
unable to bring to conscious awareness.
It consists of unpleasant and non essential memories
such as pain, anxiety and conflict.
N According to Freud, the unconscious continues to

\\ influence our behavior and experience, even though
ye are unaware of these underlying influences

23. FREUD'S STAGES OF PSYCHOSEXUAL DEVELOPMENT

a ne

24. ORAL STAGE Birth to 18 months
CHARACTERISTICS

Y” Focus of libido is on mouth, tongue,
S and lips.

y Y Pleasure centers on MOUTH-
= sucking, biting, Chewing

25. ORAL STAGE

Examples of Unsuccessful Task Completion

Difficultyin Eating

sas trustin
Biting nator too much

Smoking Nail Drinking

26. ANAL STAGE 8 months to 3 years old
CHARACTERISTICS .

Y” Pleasure focuses on bowel and
< bladder.

\ Y Elimination and toilet training are the
= central focus.

NT

27. ANAL STAGE

Examples of Unsuccessful Task Completion

5

Perfectionism or Messiness Obsessive Compulsive Disorder

28. CHARACTERISTICS

Y” Awareness of GENITAL AREA as a source of
pleasure

v Child learn sexual identify.

Y” The development of Oedipus complex

(MALE) and Electra complex (Female) occurs

„ during this stage.

N Child gets attached with opposite sex parent.

29. PHALLIC STAGE

Examples of Unsuccessful Task Completion

Sexual dysfunction
(transsexuality, Difficulties in Accepting
homosexuality Authority

30. LATENCY STAGE 6 years to 12 years

CHARACTERISTICS

Y” Quite stage in sexual development.
Y” Child learns to socialize.

31. LATENCY STAGE
Examples of Unsuccessful Task Completion
af

N

~

Inability to conceptualize Lack of motivation in school or
job

32. GENITAL STAGE 12 years to adulthood —

CHARACTERISTICS

Y” The Genital are again the focus of stimulation.
Y” Sexual maturity and satisfactory relationships
with opposite sex is the central focus.

33. GENITAL STAGE

Examples of Unsuccessful Task Completion

we

Unsatisfactory
relationship

Premature
Impotence ejaculation

34. IN SUMMARY

Freud's theory emphasizes the role of
the unconscious and the importance of
early life experiences in personality
development.

35. IN SUMMARY

36. PSYCHOANALYTIC
THEORY

37. Freud’s Psychoanalytic Theory focuses on the —
influence of the unconscious mind on human
behavior, the development of personality through
psychosexual stages, and the role of internal conflicts.
Freud proposed that our behavior and personality are
shaped by unconscious drives, early childhood
experiences, and the interactions between the three key
Aructures of personality: the Id (instinctual desires),

38. Levels of Consciousness:
Conscious: Thoughts and perceptions we are
aware of.

Preconscious: Information that is not currently

in consciousness but can be recalled (memories,
stored knowledge).

Unconscious: Repressed thoughts, desires, and

‘memories that influence behavior.

39. Personality Structure

Id: Operates on the pleasure principle, seeking instant ~
gratification for basic drives (hunger, sex, aggression).
Ego: Works on the reality principle, balancing the
desires of the id with the realities of the external world.
< Superego: Represents moral standards and ideals; aims
\ or perfection and punishes the ego for failing to meet

40. Psychosexual Stages of Development \\
Oral Stage (0-1 year): Pleasure centers on the mouth (sucking,
biting). Fixation can result in dependency or aggression.
Anal Stage (1-3 years): Pleasure focuses on controlling bladder and“
bowel movements. Fixation can lead to obsession with cleanliness or
disorderliness.
Phallic Stage (3-6 years): Focus on the genitalia. The
Oedipus/Electra complex emerges (desire for the opposite-sex
parent).
atency Stage (6-puberty): Sexual impulses are repressed, and
nergy is directed to developing social skills and friendships.
nital Stage (puberty-adulthood): Sexual reawakening; the
dual seeks mature relationships.

41. Defense Mechanisms OS
Repression: Pushing unacceptable thoughts into the —
unconscious.
Denial: Refusing to accept reality or facts.
Projection: Attributing one's own undesirable thoughts
or feelings onto others.
Displacement: Redirecting emotions to a safer outlet
.g., anger toward a colleague rather than a boss).
\ ublimation: Channeling unacceptable impulses into
5 tally acceptable actions.

09

42. Role of Unconscious Conflicts

Freud emphasized that unresolved conflicts,
especially from early childhood, are a driving
„ force behind neuroses and psychological distress.

43. Implication and
_Uses in Education

44. childhood experiences in shaping personality and
behavior. Educators can use this to recognize the
significance of the early learning environment,
ensuring it fosters emotional and social development.

Recognizing that unresolved childhood conflicts

can affect students’ behavior allows educators to
‚offer support, especially for children going
through difficult family or personal situations.

45. Emotional and Social
Growth:

Teachers can be sensitive to the emotional needs of students
by understanding their underlying unconscious motives. For
example, disruptive behavior may stem from anxiety, fear, or
unresolved conflicts, rather than simply being disobedience.

Ni reud's concept of defense mechanisms can help educators
\ identify when students are avoiding certain tasks or subjects
e to underlying insecurities or fear of failure.
N

46. Managing Classroom
behavior

Understanding that students' behavior is not always logical =
or deliberate helps teachers deal with disruptive actions

more empathetically. Freud's insights into the unconscious

can explain why some students act out in certain ways,

guiding teachers to address the root causes rather than the

urface behavior.

47. Teacher-Student
Relationships

Freud's idea of transference (where students may transfer
emotions from important figures in their lives onto their
teachers) can help educators understand why some students
may react to them in certain ways. A student may view a
teacher as a parent figure and behave accordingly, which
can impact the learning relationship.

48. Teacher-Student
Relationships

Freud's idea of transference (where students may transfer
emotions from important figures in their lives onto their
teachers) can help educators understand why some students
may react to them in certain ways. A student may view a
teacher as a parent figure and behave accordingly, which
can impact the learning relationship.