INTRODUCTION
:-
Where psychology
emerged as an independent scientific discipline in Germany during the middle of
the 19th century. It defined its task as the analysis of
consciousness in the normal, adult human being. It conceived of consciousness
as being made up of structural elements that were closely correlated with
process in the sense organs.
Freud’s attack upon the
traditional and psychology of consciousness came from quite a different
direction. He linkened the mind to an iceberg in which the smaller park showing
above the surface of the water represents the region of consciousness while the
much larger mass below the water level represents the region of
unconsciousness. In this vast domain of the unconscious are to be found the
urges, the passions, the repressed ideas and feeling a great underworld of
vital, unseen forces that exercise an imperious control over the conscious
thoughts and deeds of individuals from this point of view a psychology that
limits itself to the analysis of consciousness is wholly inadequate for
understanding behavior.
SIGMUND
FREUD PERSONAL HISTORY
Sigmund Freud was born
in Moravia on May 6, 1856, and died in London on September 23, 1939. For nearly
eighty years, however, he resided in Vienna, and he left that city only when
the NAIS overran Austria. As a young man the decided that he wanted to be a
scientist with this goal in mind he entered the medical school of the
University of Vienna in 1873, graduating eight years later. Freud never
intended to practice medicine, but the scanty rewards of scientific work, the
limited opportunities for academic advancement for a Jew, and the needs of a
growing family forced him to enter private practice. In spite of this practice
he found time for research and writing and his accomplishments as a medical
investigator earned him a solid reputation.
Freud’s interest in
neurology caused him to specialize in the treatment of nervous disorders a
branch of medicine that had lagged behind in the forward March of the healing
arts during the 19th century. In order to improve his technical
skills Freud studied for a year with the famous French psychiatrist jean
charcot, who was using hypnosis in the treatment of hysteria. Although Freud tried hypnosis
with his patients, he was not impressed by its efficacy consequently, when he
heard about a new method that had been devised by a Viennese physician, Joseph
Brever, a method by which the patient was cured of symptoms by talking about
them, he tried it out the found it effective. Brever and Freud collaborated in
writing up some of their cases of hysteria that had been treated by the talking
out techniques (1895).
However, the two men
soon parted company over the importance of the sexual factor in hysteria. Freud
felt that sexual conflicts were the cause of hysteria while Brever held a more
conservative view (Ellenberger, 1970, for a discussion of historical
antecedents of Freud’s position). Thereafter Freud worked pretty much alone,
developing the ideas that were to form the foundation of psychoanalytic theory and
culminated in the publication of his of first great work, in a nature volume
biography. More recently, peter Garf (1988) has provided a comprehensive,
albert sympathetic biography of Freud.
Beginning with the
interpretation of dreams in 1900 and terminating in the posthumously published
outline of psychoanalysis in 1940. Freud’s psychological writings fill 24
volumes in the definitive, standard English Edition (1953 – 1974). For the
reader who is unfamiliar with Freud’s theory of personality. The following
books are recommended.
The interpretation of
dreams (1900). The psychopathology of everyday life (1901), general
introductory lectures on Psycho analysis (1917). New introductory lectures on
psychoanalysis (1933) and an outline of psychoanalysis (1940).
Stages
of Development :-
Freud’s developmental
model is based on the assumption of infantile sexuality. That is the stages
represent a normative sequence of different modes for gratifying sexual
instincts and it is physical maturation that is responsible for the sequence of
erogenous zones and corresponding stages. The stages are termed “Psychsexual”
because it is the sexual urges that drive the acquisition of psychological
characteristic. Freud often is misunderstood on this point. When he used the
term “sexuality” he was not referring exclusively to genital sexuality; rather,
the sexual forces that drive the development stages all reflect different types
of bodily pleasure. The sites of the bodily pleasure change as physical
maturation leads to a normative sequence of erogenous zones, each with a
different set of characteristic actions and objects.
Freudian
Psychosexual Development
Sexual
infantilism :- In pursuing and satisfying his or her
libido (sexual drive), the child might experience failure (parental and society
disapproval) and thus might associate anxiety with the given erogenous zone. To
avoid anxiety, the child becomes fixated, preoccupied with the psychologic
themes related to the erogenous zone in question, which persist into adulthood,
and underline the personality and psychopathology of the man or woman, as
neurosis, hysteria, personality disorders, et cetera.
|
Stage
|
Age range
|
Eroenous zone
|
Consequences
of psychologic fixation
|
|
Oral
|
Birth – 1 year
|
Mouth
|
Orally aggressive : chewing gum and
the ends of pencils, etc
|
|
|
|
|
Oral passive : smoking, eating,
kissing, oral sexual practices
|
|
|
|
|
Oral stage fixation might result in a
passive, gullible, immature, manipulative personality,
|
|
Anal
|
1-3 years
|
Bowel and bladder elimination
|
Anal retentive : Obsessively
organized, or excessively neat
|
|
|
|
|
Anal explusive : reckless, careless,
defiant, disorganized, coprophiliac
|
|
|
|
|
Oedipus complex (in boys and girls);
according to Sigmund Freud
|
|
Phallic
|
3-6 years
|
Genitalia
|
Electra complex (in girls); according
to Carl Jung
|
|
Latency 6-
|
puberty
|
Dormant sexual feelings
|
Sexual unfulfillment if fixation
occurs in this stage
|
|
Genital
|
Puberty death
|
Sexual interests mature
|
Frigidity, impotence, unsatisfactory
relationship
|
1)
The Oral Stage ;- (Birth – 1 year)
The principal source of pleasure derived from the mouth is
that of eating. Eating involves tactual stimulation of the lips and oral cavity
and swallowing or, if the food is unpleasant, spitting out. Later, when the
teeth erupt, the mouth is used for biting end chewing. These two modes of oral
activity, incorporation of food and biting, and the prototypes for many later
character traits that develop. Pleasure derived from oral incorporation such as
the pleasure gained from acquiring knowledge or possession. A gullible person
for example is one who is fixated on the oral incorporations. A level of
personality such a person will swallow almost anything he or she is told.
Bitting or oral aggression may be displaced in the form of sarcasm and
argumentativeness.
Furthermore, since the
oral stages occurs at a time when the baby is almost completely dependent upon
its mother for sustenance, feelings of dependency arise during this period.
These feelings of dependency tend to persist through out life, in spite of
later ego developments, and are apt to come to the fore whenever the person
feels anxious and insecure. Freud believed that the most extreme symptom of
dependency is the desire to return to the womb.
Manipulate personality
2)
The Anal Stage :- (1-3 years)
Bowel and bladder elimination
Anal retentive : obsessively organized,
or excessively heat
Anal explusive :- reckless, careless
defiant disorganized,
Coprophiliac
After the food has been
digested, the residue accumulates in the lower end of the intestinal tract and
is reflexely discharged when the pressure upon the anal spinaters reaches a certain level. The expulsion of the fees
removes the source of discomfort and produces a feeling of relief when toilet
training is initiated, usually during the second year of life, the child has
its first decisive experience with the external regulation of an instinctual
impulse. It has to learn to postpone the pleasure that comes from relieving
anal tensions. Depending upon the particular method of toilet training used by
the mother and her feelings concerning defecation, the consequences of this
training may have far – reaching effects upon the formation of specific traits
and values. If the mother is very strict and repressive in her methods, the
child may hold back its fees and become constipated. If this mode of reaction
generalize to other ways of behaving the child with develop a retentive
character. It will become obstinate and stingy or under the duress of
repressive measures the child may vent its rage by expelling feces at the most
inappropriate ate times. This is the prototype for all kinds of expulsive
traits cruelty, wanton destructiveness, temper trantrums, and messy disorder
lines, to mention only a few on the other hand, if the mother is the praises
the child extravagantly when it does, the child will acquire the notion that
the whole activity of producting feces is extremely important. This idea may be
the basis for creativity and productivity. Innumerable other traits of character
are said to have their roots laid down in the anal stage.
d)
The phallic Stage :- (3 – 6 years)
During this stage of
personality development, sexual and aggressive feelings associated with the
functioning of the genital organs come into focus. The pleasures of
masturbation and the fantasy life of the child that accompanies autoerotic
activity set the stage for the appearance of the Oedipus complex Freud
considered the identification of the Oedipus complex to be one of his greatest
discoveries. The Oedipus complex is named for the king of tnebes who killed his
father and married his mother.
Genitalia
Oedipus complex (in boys and girls)
according to Sigmund Freud
Electra complex (in girls ) according to
Carl Jung
Latency
6- puberty dormant sexual feelings
sexual unfulfillment if fixation occurs in this stage.
Briefly defined, the
Oedipus complex consists of a sexual cathexis for the parent of the opposite
sex and a hostile cathexis for the parent of the same sex. The boy wants to
possess his mother and remove his father; the girl wants to possess her father
and displace her mother. These feelings express themselves in the child’s
fantasies during masturbation and in the alternation of loving and rebellious
actions toward the parents. The behavior of the 3-5 year old child is marked to
a large extent by the operation of the Oedipus complex, and although it is
modified and suffers repression after the age of five it remains a vital force
in the personality throughout life. Attitudes towards the opposite sex and
toward people in authority, for instances, are largely conditioned by the
Oedipus complex.
The boy’s incestuous
craving for the mother and his growing resentment toward the father bring him
to conflict with his parents, especially the father. He imagines that his
dominant rival is going to harm him, and his fears may actually be confirmed by
treats from a resentful and punitive father. His fears may actually be
confirmed by threats from a resentful and punitive father. His fears concerving
what the father may do to him center around harm to his genital organs because
they are the source of his lustful feelings. He is afraid that his jealous
father will remove the offending organs. Fear of constration or, as Freud
called it constration anxiety induces a repression of the sexual desire for the
mother and hostility toward the father. It also helps to bring abut an
identification of the boy with his father. By identifying with the father, the
boy also gains some vicarious satisfaction for his sexual impulses toward the
mother. At the same time, his dangerous erotic feeling for differences between
the sexes.
Freud assumed that
every person is inherently bisexual, each sex is attracted to members of the
same sex as well as to members of the opposite sex. This is the constitutional
basis for homosexuality, although in most people the homosexual impulses remain
latent. This condition of bisexuality complicates the Oedipus complex by
inducing sexual cathexes for the same sex parent, consequently, the boy’s
feelings for his father and the girl’s feelings for her mother are said to be
ambivalent rather than univalent in character. The assumption of bisexuality
has been supported by investigations on the endocrine glands that show that
both male and female sex hormones are present in each sex.
The emergence and
development of the Oedipus and castration
complexes are the chief events of the phallic periods and leave a host of deposits in the
personality.
4)
The Genital Stage :-
The Lathexes of the
pregentital periods are narcissistic in character. This means that the
individual obtains gratification from the stimulation and manipulation of his
or her own body, and other people are cathected only because they help to
provide additional forms of body
pleasure to the child. During adolescence, some of this self love or
narcissism, becomes channeled into genuine object choices. The adolescent
begins to love others for altruistic motives and not simply for selfish or
narcissistic reasons. Sexual attraction, socialization group activities,
vocational planning, and preparations for marrying and raising a family begin
to manifest themselves.
By the end of
adolescence, these socialized, altruistic cathexes have become fairly well
stabilized in the form of habitual displacements sublimations and
identifications. The person becomes transformed from a pleasure seeking,
narcissistic infant into a reality oriented, socialized adult. However, it
should not be thought that the pregenital impulses are displaced by genital
ones. Rather the cathexes of the oral anal, anal and phallic stages become
fused and synthesized with the genital impulse. The principal biological
function of the genital stage is that of reproduction the psychological aspects
help to achieve this end by providing a certain measure of stability and
security.
Conclusion
:-
In spite of the fact
that Freud differentiated four stages of personality growth, he did not assume
that there were any sharp breaks or abrupt transitions in passive out of one
stage into another. The final organization of personality represents
contribution from all four stages.
References
1.
Theories of personality 4th
edition
Calvin
S. Hall
Gardner
linozey
John
B. Campbell
2.
www.
Wikipedia.org/wiki/psychosexual.development
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