Week 5 presentation personality and social development final
1. Week 5
EDS 220
Personality and Social
Development
Dr. Evrim Baran
2. Assignment for this week
• Locate a topic in your field
• How would you teach that topic to a child at
certain age (specify) using ZPD and
scaffolding.
• Bring an example to the class
5. Sigmund Freud (1856-1939)
• Influenced by Kant, Plato, Nietzsche
– Psychoanalysis: Freud’s theory of therapy analysis
– Conscious &unconscious mind
– Psychotherapy: Overarching term for talking
therapies
– Childhood conflicts important
• Personality forms by 6 years old
6. Who is Sigmund Freud?
http://www.youtube.com/watch?feature=player_embedded&v=wiBy9MmK4jY
7.
8. Influences on art & cinema
Surrealism
The Persistence of Memory by Salvador Dali
9. • Conscious mind: Mental events
that we are presently aware of
• Unconscious mind: The feelings,
impulses, and wishes that is beyond
awareness (dreams and sleeps of the tongue)
10. The Id, Ego, Superego
• Personality grows out of conflict
• Impulses of survival, aggression, and pleasure
seeking vs. social rules and restraints
• Resolution of this conflict shapes
personality
12. ID EGO SUPEREGO
•Sense of right and wrong
•Rationality •Both in conscious and
•Ensure that Ids wants are unconscious
•Instinctive and primitive •Learned rights and
acceptable in the “real
•Entirely unconscious wrongs that control you
world”
•Pleasure principle •Moral aspects of
•Mostly located in the
•Center of wants an personality
conscious part
primal desires •Represents internalized
•Moderator between ID
•Demands immediate ideals and provides
and SuperEGO
satisfaction standards for judgment
•Logical aspect of
•Born with it •What we should do
personality
•Located in subconscious •Right and wrong
•Conscious part of the
•Unconsciously tries to •The conscious (prevents
personality with
satisfy basic sexual and us from doing morally bad
“executive
aggressive drives things)
powers”
•Pleasure Principle •Ego ideal (motivates us to
•Reality Principle
do what is morally right)
13.
14. What would happen if the ID is the strongest?
What would happen if the Super Ego is the strongest?
What does the ego use to protect itself from anxiety?
Selfish
Ego Judgmental
Antisocial
Moral
Self-absorbed
Guilty
Rigid
15. How important it is to you to stay
on your diet vs. the piece of cake?
Super Ego
"You know you don't
really want to. It would
reverse all the good work ID
you've done so far and
you'd feel sooooo guilty if
you ate it."
"go ahead, it's
just one piece!
Enjoy it!"
16. Let’s play a game
• Form groups of three
• Each person take the role of Ego, Superego, and ID
• Develop a skit showing a conversation between an
individual’s id, ego, and superego. Create a
conversation that depicts the motivating factors of
the ID and Superego. Every person must have a
role.
– You notice as you are parking your car at school that
someone you dislike has forgotten to turn his/her
headlights off. What do you do?
– A friend offers to pay you 100TL for a paper you wrote
in English two years ago. He/she would turn it in, only
changing his/her name. What do you do?
– Your parents are gone for the weekend. Should you
have a party without asking them, knowing they’d say
no?
17. Defense
Mechanism
• Psychoanalytic theory holds that each adult
inherits problems or conflicts from his/her
childhood, along with particular ways of coping
them.
• Ego may rely on defense mechanisms,
which are unconscious strategies to cope with
frightening impulses of id or attacks of
superego conflicts or demands from the
environment.
18. Defense Refusing to accept anxiety
causing information.
Mechanism Pushing back an unpleasant or
unacceptable memory, idea, or
impulse into the unconscious,
• Denial where it is no longer actively
threatening
• Repression Attributing unwanted impulses
and feelings to someone else.
• Projection Returning to a previous stage of
development
• Regression
Expression of unwanted feelings
• Displacement or thought directed from a more
powerful person to a weaker,
• Rationalization less threatening one
Distorting reality, by justifying
• Sublimation what happened.
Diverting unacceptable,
unwanted impulses into socially
acceptable thoughts, behaviors
and feelings.
19. Denial Repression Regression
16 year old Nehir was People held in Elanur was homesick
smoking, but her concentration and anxious when she
parents didn’t believe camps may not be left home for college.
the teacher when told able to remember She began to sleep
them about the what happened with her favorite
problem while there. teddy bear again.
Projection Displacement Rationalization
After her new baby Ezgi told her
Ali is angry at his wife
brother came from parents she got CC
for not listening,
the hospital the in psychology
when in fact it is him
parents discovered because all AAs
who does not listen.
that Ada and BBs went to
dismembered her the students who
favorite doll. cheated on exam.
20. Psychosexual Development
• Personality develops throughout childhood
• Each stage of development is defined by
erogenous zone (sexual interest in a particular
part of the body):
– Oral
– Anal
– Phallic
– Latency
– Genital
21. Freud's stages of psychosexual development
Adolescence
through
Birth to 1 year 1-3 years 3-6 years 7-11 years
adulthood
Oral Anal Phallic Latency Genital
The oral cavity Anus is the The glans and the Not a stage but Reemergence
(mouth, tongue, pleasure center in genital organ are break, when sexual of sexual
lips and gums) is the baby’s body the pleasure needs are quiet ad interests and
the pleasure center. and toilet training is centers. Pleasure is children put psychic establishments
Its function is to the most important derived from the energy into of mature
obtain an activity. genital stimulation conventional sexual relations.
appropriate and unconscious activities like school Lasts though
amount of sucking, sexual desire for work and sports. adulthood. The
eating, biting, and the parent of the goal od the
talking. opposite sex. health live is to
Resolution of “love and work
conflict caused by well”.
the desire is the
goal.
22. Success Criteria
• What age do we pass through each stage?
• Where on the body is libido focused?
• How is pleasure gained in each stage?
• Which personality structure is present or
develops?
• What may cause a fixation in each stage?
23. Oral Stage (Birth to 1 year)
• Mouth is the infant’s erogenous
zone.
• Child achieves gratification (sense
of comfort) through oral activities
(eg. Sucking, eating, biting)
• Child eventually must become less
dependent on caretakers as it
grows.
• An infant who is neglected (under-
fed) or overprotected (over-fed) may
become orally fixated with the
onset of adulthood.
• Fixation may result in aggression ues
with dependency and (eg. May lead
to issues with eating, drinking,
smoking, and habits like thumb
sucking, nail-biting)
24. Anal Stage (1 to 3 years old)
• The erogenous zone shifts from
the oral cavity to anal region
with the realization that going to
the bathroom is is a pleasurable
event.
• Child learns to respond to some
demands of society (self-control).
– Too much control or too little
control lead to anal fixation. (eg.
Disorganized vs. obsessively
organized)
25. Phallic Stage (3 to 6 years old)
• Erogenous zone shifts from
anal to genitals
• Developed theory from the
male perspective: “phallic->
penis”
• Child learns difference
between male, females and
become aware of sexuality.
• Males have potential to
develop Oedipus Complex,
while females can develop
Electra Complex.
26. Phallic Stage (3 to 6 years old)
• Family dynamics,
identification with parents,
moral development, sexual
development
• Oedipus Complex: Males
are sexually intrigued by
their mothers and jealous
of their father’s intrusion.
• Boys
– Wants to be like dad
– Fantasizes eliminating
father
– Identifies with father
– Formation of gender roles King Oedipus explains the riddle of the
Sphinx- Jean Auguste Dominique Ingres
27. Phallic Stage (3 to 6 years old)
Electra
• Electra complex: Girls begin to complex:
be attracted to their fathers, Electra at the
and fall into “penis envy” Tomb of
period (in contrast to Agamemnon,
castration anxiety) by Frederic
Leighton
• Failure to resolve either of the
complexes may lead to
fixation in this stage.
• Phallic character: e.g.
Reclessness, narcissism
• Unresolved complexes can
lead difficulty in dealing with
authority figures and a
tendency to have trouble in
loving relationships. 'Hamlet’: Possibility that he suffers
from an 'Oedipus Complex'.
28. Latency Stage (7 to 11 years old)
• Child continues to develop own sexual
urges (quietly)
• Not necessarily a stage of development
but more of a transitioning period
between the phallic and genital stages.
• Children at this stage repress their sexual
desires to focus on areas like academics
and athletics.
• This stage is important to a person’s
exploration of academic pursuits and
subjects that are not sexually oriented;
however this perspective soon changes
radically.
29. Genital Stage (Adolescence through
Adulthood)
• Erogenous zone shifts to
the genitals.
• Less exposure in other
stages will result in
higher levels of sexual
expression in the genital
stage.
30. Freud’s Psychoanalytic Theory
• A theory of psychosexual development
– Maturation of the sex instinct
• Thinks humans are driven by unconscious motives
• Instinct
– Inborn biological force that motivates responses
• Repression
– Motivated forgetting
• Thoughts that produce anxiety are forced out of conscious
awareness
33. Critique on Freud’s Psychoanalytic
Theory?
• Focusing too much on the biological and
sexual development, neglecting socio-cultural
influences
• Looked at males and females differently
• Feminist-based critiques (male centeredness,
male dominance)
34. Despite some shortcomings of Freud’s
development theory, a range of his
observations influenced further
theories in the area of child
development:
• Child’s development of self-
awareness
• Ego development through separation
from caregivers (attachment theory)
35. Assignment for Next Week
• Conflict between id and superego can lead to
emotional distress (anxiety or guilt). Bring an
example to 7 defense mechanisms used to
avoid these emotions related to child/adult
behavior in classroom/educational contexts
