Sigmund Freud: Psychosexual Development
Sigmund Freud’s theories, although controversial and not heavily popular among mental health professionals, have laid out an excellent foundation for future theories of development, personality, psychoanalysis, and dreams. Of these theories is Freud’s idea of child development. Sigmund built the concept that the way in which parents deal with their child’s sexual and aggressive desires will determine how their personalities will pan out when they reach adulthood. Based on this theory, children will either become well-established adults or adults with unmet desires. Freud broke up his idea into stages, which he designated as Oral, Anal, Phallic, Latency, and Genital. Within each of these stages is a focus upon a sexual activity, as well as the pleasure received from an area of the body (Oswalt, Sigmund Freud and Child Development).
Oral Stage
Freud describes the “Oral” stage of development as an occurrence from birth until the child turns two. This stage is known as a time frame in which the child finds gratification through biting and sticking things in their mouth. Such pleasure can be found through the nursing of their mother’s breast milk. Weaning a child off these habits can be difficult, but will help the child understand that they don’t always have full control of the world around them. However, issues can arise during the stage, which can stretch into adulthood. Challenges within the Oral stage can lead to excessive smoking or chewing (oral fixations). Further, they may develop a personality that is both gullible and manipulative (GoodTherapy.org, 2015).
Anal Stage
The “Anal” stage of development is described to occur between the ages of eighteen months until the age of three. According to Freud, this particular stage is primarily focused during the time of toilet training and bowel control. Interestingly, there is conflict within the child’s mind during this stage. The id (demands gratification) is at war with the ego (needs cultural demands to be met for domination and control). Problems that occur during this stage can cause flaws in personality as the child reaches the adult age, such as a controlling, reckless, and organized personality. Also, the individual could become anally retentive, as well as expulsive (GoodTherapy.org, 2015)(Oswalt, Sigmund Freud and Child Development).
Phallic Stage
The “Phallic” stage is present during the ages of three and six and primary focuses on genital stimulation. This is the phase in which the child recognizes their identity depending on whether or not they have a penis. At this point, either the penis will become the focus point for boys or a lack of a penis may result in “penis envy” in girls. It is a strong possibility that the child will also begin to turn their love and affection towards the parent of the opposite sex while resenting the other, known as the “Oedipal Conflict” or “Oedipal Complex” (GoodTherapy.org, 2015)(Oswalt, Sigmund Freud and Child Development).
Latency Period
During the age of six up until puberty, Freud identified that there is no sexual conflict. However, he did point out that children begin to reflect on previous experiences and conflicts during the other stages. This is the point in which many individuals become “stuck” and may grow up to be sexual ungratified and immature adults (GoodTherapy.org, 2015).
Genital Period
The “Genital” stage occurs during the ages in which puberty is present and the child begins to identify with their sexality, as well as grow as an adult and independent from their parents. At this point, the individual has been able to balance the superego and the ego and has conformed to ethical and social norms (GoodTherapy.org, 2015).
Responsibility and Influencers of Development
It is clear that Sigmund Freud’s theory of Psychosexual Development points out that sexual desires, parents, and the individual are all contributors towards healthy or unhealthy advancement. Experiences and how they are both consciously and unconsciously processed during Freud’s stages are what helps to shape personality. Parenting style and how parents best help the child go through the stages of development plays a major part, as well. And lastly, sexual desires are the initial drive towards advancement and whether or not theses desires are fulfilled will determine the child’s future (Journal Psyche, The Freudian Theory of Personality).
Culture plays a major role in human development, as it defines what is normal, abnormal, and expected. The differences between the modern American culture developmental milestones in comparison to those of the Mayans greatly define the personality differences between the populations. For example, the United States is an age-segregated society and because of this, most children do not get the opportunity to observe adult-like activities, while in Mayan society, children learn through observation and guidance (McNulty, 2003).
Each and every community in the world contributes toward the growth and development of its residents. Socioeconomic status of the community, programs, services, housing opportunities, and businesses work together to determine the welfare of each and every resident. If any one of the services is lacking, so does the quality of life of the residents. Socioeconomics can determine whether a child grows up rich or poor, while the quality of healthcare determines whether or not there is access to medications and doctors for those with chronic illnesses. Every little thing plays a big part on how a child views the world and how they will develop physically and mentally (City of El Paso, Community and Human Development).
Strengths and Limitations
Freud’s theory laid an excellent foundation for other theorists, such as Piaget, who also created his own idea of development. It is an excellent example on how childhood experiences can affect personality while taking both nature and nurture into account. However, there are a couple of limitations to his theory. First, Freud’s theory cannot be measured by science, therefore, it cannot be proven as correct or wrong. And second, the theory suggests that behavior and development is predetermined and that free will doesn’t exist (Charlotte, 2013).
References
Charlotte. (2013, February 4). Strengths and Weaknesses of Psychodynamic Approach. Retrieved July 15, 2018, from https://getrevising.co.uk/grids/strengths_and_weaknesses_of_psychodynamic_approach
Community and Human Development. (n.d.). Retrieved July 15, 2018, from https://www.elpasotexas.gov/community-and-human-development
Freudian Psychosexual Development. (2015, August 18). Retrieved July 15, 2018, from https://www.goodtherapy.org/blog/psychpedia/psychosexual-development
McNulty, J. (2003, March 24). New book shows how culture shapes human development. Retrieved July 15, 2018, from http://www1.ucsc.edu/currents/02-03/03-24/human_development.html
Oswalt, A., MSW. (n.d.). SIGMUND FREUD AND CHILD DEVELOPMENT. Retrieved July 15, 2018, from https://www.gulfbend.org/poc/view_doc.php?type=doc&id=7926&cn=2
The Freudian Theory of Personality. (n.d.). Retrieved July 15, 2018, from http://journalpsyche.org/the-freudian-theory-of-personality/#more-191
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