The Freudian Theory of Personality

Sigmund Freud is considered to be the father of psychiatry. Among his many

accomplishments is, arguably, the most far-reaching personality schema in psychology: the
Freudian theory of personality. It has been the focus of many additions, modifications,
and various interpretations given to its core points. Despite many reincarnations, Freud’s
theory is criticized by many (e.g. for its perceived sexism) and it remains the focus of hot
discussions on its relevance today.

Etymology

Freud was a one of a kind thinker. There can be little question that he was influenced by earlier
thinking regarding the human mind, especially the idea of there being activity within the mind at
a conscious and unconscious level yet his approach to these topics was largely conceptual. His
theoretical thoughts were as original as they were unique. It is a testament to Freud’s mind to
know that whether you agree, disagree, or are ambivalent about his theory, it remains as a
theoretical cornerstone in his field of expertise.

Definition

Human Personality: The adult personality emerges as a composite of early childhood

experiences, based on how these experiences are consciously and unconsciously processed
within human developmental stages, and how these experiences shape the personality.

Not every person completes the necessary tasks of every developmental stage. When they don’t,
the results can be a mental condition requiring psychoanalysis to achieve proper functioning.

Stages of Development

Believing that most human suffering is determined during childhood development, Freud
placed emphasis on the five stages of psychosexual development. As a child passes through these
stages unresolved conflicts between physical drives and social expectation may arise.
These stages are:

 Oral (0 – 1.5 years of age): Fixation on all things oral. If not satisfactorily met there is the
likelihood of developing negative oral habits or behaviors.
 Anal (1.5 to 3 years of age): As indicated this stage is primarily related to developing healthy
toilet training habits.
 Phallic (3 – 5 year of age): The development of healthy substitutes for the sexual attraction boys
and girls have toward a parent of the opposite gender.
 Latency (5 – 12 years of age): The development of healthy dormant sexual feelings for the
opposite sex.
 Genital (12 – adulthood): All tasks from the previous four stages are integrated into the mind
allowing for the onset of healthy sexual feelings and behaviors.

It is during these stages of development that the experiences are filtered through the three levels
of the human mind. It is from these structures and the inherent conflicts that arise in the mind
that personality is shaped. According to Freud while there is an interdependence among these
three levels, each level also serves a purpose in personality development. Within this theory the
ability of a person to resolve internal conflicts at specific stages of their development determines
future coping and functioning ability as a fully-mature adult.

Super ego

Each stage is processed through Freud’s concept of the human mind as a three tier system
consisting of the superego, the ego, and the id. The super ego functions at a conscious level. It
serves as a type of screening center for what is going on. It is at this level that society and
parental guidance is weighed against personal pleasure and gain as directed by ones id.
Obviously, this puts in motion situations ripe for conflict.

Ego

Much like a judge in a trial, once experiences are processed through the superego and the id they
fall into the ego to mediate a satisfactory outcome. Originally, Freud used the word ego to mean
a sense of self, but later revised it to mean a set of psychic functions such as judgment, tolerance,
reality testing, control, planning, defense, synthesis of information, intellectual functioning, and
memory.

Id

The egocentric center of the human universe, Freud believed that within this one level, the id is
constantly fighting to have our way in everything we undertake.

Critique

So where does this leave us? In the words of Jim Morrison in a song he wrote for the Doors “I
want the world and I want it NOW!” seems to be on the tip of many persons lips. It could have
been entitled Ode to the Id.

There are many mental illnesses that place the id in the forefront decision making. In particular,
there are those whose lives are lived on a totally narcissistic level. Then there are those with anti-
social personalities, psychotic like illnesses, and more. In the world of Freud, it is the neurotic
person that is most affected by the principles of his theory.

As a result Freud laid out his plan for treatment: psychoanalysis. The treatment has been in use
for many years with many adaptations given to it. On the plus side, psychoanalysis do present a
client with the structure and time to resolve neurotic issues. On the negative side there is always
expressed concern over the cost. Being that it does take time for psychoanalysis to be effective
there is an associated cost that can be prohibitive.

http://journalpsyche.org/the-freudian-theory-of-personality/
Erikson’s Stages of Development
Summary: An eight stage theory of identity and psychosocial development
Erik Erikson (1902 -1994), a German-born American psychoanalyst.
Key Terms: Erikson’s stages, psychosocial, development

Erikson’s Stages of Development

Erik Erikson, a German psychoanalyst heavily influenced by Sigmund Freud, explored three
aspects of identity: the ego identity (self), personal identity (the personal idiosyncrasies that
distinguish a person from another, social/cultural identity (the collection of social roles a person
might play)[1].

Erikson’s psychosocial theory of development considers the impact of external factors, parents
and society on personality development from childhood to adulthood. According to Erikson’s
theory, every person must pass through a series of eight interrelated stages over the entire life
cycle[2].

1. Infant (Hope) – Basic Trust vs. Mistrust

2. Toddler (Will) – Autonomy vs. Shame
3. Preschooler (Purpose) – Initiative vs. Guilt
4. School-Age Child (Competence) – Industry vs. Inferiority
5. Adolescent (Fidelity) – Identity vs. Identity Diffusion
6. Young Adult (Love) – Intimacy vs. Isolation
7. Middle-aged Adult (Care) – Generativity vs. Self-absorption
8. Older Adult (Wisdom) – Integrity vs. Despair

These eight stages, spanning from birth to death, are split in general age ranges.

1. Infancy: Birth-18 Months Old

Basic Trust vs. Mistrust – Hope

During the first or second year of life, the major emphasis is on the mother and father’s nurturing
ability and care for a child, especially in terms of visual contact and touch. The child will
develop optimism, trust, confidence, and security if properly cared for and handled. If a child
does not experience trust, he or she may develop insecurity, worthlessness, and general mistrust
to the world.

2. Toddler / Early Childhood Years: 18 Months to 3 Years

Autonomy vs. Shame – Will

The second stage occurs between 18 months and 3 years. At this point, the child has an
opportunity to build self-esteem and autonomy as he or she learns new skills and right from
wrong. The well-cared for child is sure of himself, carrying himself or herself with pride rather
than shame. During this time of the “terrible twos”, defiance, temper tantrums, and
stubbornness can also appear. Children tend to be vulnerable during this stage, sometimes
feeling shame and and low self-esteem during an inability to learn certain skills.

3. Preschooler: 3 to 5 Years
Initiative vs. Guilt – Purpose

During this period we experience a desire to copy the adults around us and take initiative in
creating play situations. We make up stories with Barbie’s and Ken’s, toy phones and miniature
cars, playing out roles in a trial universe, experimenting with the blueprint for what we believe it
means to be an adult. We also begin to use that wonderful word for exploring the world
—”WHY?”

While Erikson was influenced by Freud, he downplays biological sexuality in favor of the
psychosocial features of conflict between child and parents. Nevertheless, he said that at this
stage we usually become involved in the classic “Oedipal struggle” and resolve this struggle
through “social role identification.” If we’re frustrated over natural desires and goals, we may
easily experience guilt.

The most significant relationship is with the basic family.

4. School Age Child: 6 to 12 Years

Industry vs. Inferiority – Competence

During this stage, often called the Latency, we are capable of learning, creating and
accomplishing numerous new skills and knowledge, thus developing a sense of industry. This is
also a very social stage of development and if we experience unresolved feelings of inadequacy
and inferiority among our peers, we can have serious problems in terms of competence and self-
esteem.

As the world expands a bit, our most significant relationship is with the school and
neighborhood. Parents are no longer the complete authorities they once were, although they are
still important.

5. Adolescent: 12 to 18 Years
Identity vs. Role Confusion – Fidelity

Up until this fifth stage, development depends on what is done to a person. At this point,
development now depends primarily upon what a person does. An adolescent must struggle to
discover and find his or her own identity, while negotiating and struggling with social
interactions and “fitting in”, and developing a sense of morality and right from wrong.

Some attempt to delay entrance to adulthood and withdraw from responsibilities (moratorium).
Those unsuccessful with this stage tend to experience role confusion and upheaval. Adolescents
begin to develop a strong affiliation and devotion to ideals, causes, and friends.

6. Young adult: 18 to 35Intimacy and Solidarity vs. Isolation – Love

At the young adult stage, people tend to seek companions hip and love. Some also begin to
“settle down” and start families, although seems to have been pushed back farther in recent
years.
Young adults seek deep intimacy and satisfying relationships, but if unsuccessful, isolation may
occur. Significant relationships at this stage are with marital partners and friends.

7. Middle-aged Adult: 35 to 55 or 65
Generativity vs. Self absorption or Stagnation – Care

Career and work are the most important things at this stage, along with family. Middle
adulthood is also the time when people can take on greater responsibilities and control.

For this stage, working to establish stability and Erikson’s idea of generativity – attempting to
produce something that makes a difference to society. Inactivity and meaninglessness are
common fears during this stage.

Major life shifts can occur during this stage. For example, children leave the household, careers
can change, and so on. Some may struggle with finding purpose. Significant relationships are
those within the family, workplace, local church and other communities.

8. Late Adult: 55 or 65 to Death

Integrity vs. Despair – Wisdom

Erikson believed that much of life is preparing for the middle adulthood stage and the last stage
involves much reflection. As older adults, some can look back with a feeling of integrity — that
is, contentment and fulfillment, having led a meaningful life and valuable contribution to
society. Others may have a sense of despair during this stage, reflecting upon their experiences
and failures. They may fear death as they struggle to find a purpose to their lives, wondering
“What was the point of life? Was it worth it?”

For more information, see:

 Erik Erikson’s book: The Life Cycle Completed (Extended Version) . A well-written
book that explains the Eriksonian stages and identity crisis directly from the firsthand
source.
 Schwartz and others’ book: Handbook of Identity Theory and Research [2 Volume Set] . This
impressive handbook brings “unity and clarity to a diverse and fragmented literature.”
presenting perspectives from many different theoretical schools and empirical approaches:
psychology (e.g., narrative, social identity theory, neo-Eriksonian) and from other disciplines
(e.g., sociology, political science, ethnic studies).

References

1. Erikson, E. H. (1994). Identity: Youth and crisis (No. 7). WW Norton & Company.
2. Erikson, E. H. (1993). Childhood and society. WW Norton & Company.

http://www.learning-theories.com/eriksons-stages-of-development.html