Psychoanalytic Theory of Personality
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When thinking of famous psychologist the name Sigmund Freud often comes to mind. Perhaps it is his slight unorthodox why of thinking. Or maybe it is the way he transformed therapy with free association and dream analyses. Whatever it was Sigmund Freud is a name that will forever be written in psychology books and history books.
While Freud had many different theories such as his Psychosexual development theory( a theory that explains how humans develop based on their success in fulfilling five separate stages of sexual development), one theory will probably change the way psychologist look at the development of personality forever. This theory is his Psychoanalytic Theory of Personality. The theory emphasizes the idea that personality develops primarily in the unconscious mind. It also emphasizes the importance of early human interaction (such as parent and child bonding). Freud believed that early childhood experiences are embedded deep in the unconscious, and these experiences greatly affect the personality of an adolescent or fully emerged adult.
Freud divided the personality into three separate structures: the id, ego, and superego. These three structures develop as a child is developing a personality, and becoming more aware of the world around them. For a child/adolescent to experience a successful upbringing, Freud believed that each structure plays an imperative role. Also the timing in which each develops is very important for a child to successfully reach emerging adulthood.
The first structure to develop fully is the id. According to Freud, the id is buried deep in the unconscious, and it is fully capable at birth. The id is driven by instinct and satisfaction. It aims to achieve pleasure and avoid pain. The id does not care about anything but its own desires being accomplished. For example, a baby will cry and whimper until its needs to be fed or changed are met.
The second structure to be developed is the ego. The ego is still mostly in the unconscious mind. A child with a fully developed ego can make rational decisions. The ego works to suppress the demands of the id until the demands can be brought to the attention in a socially acceptable way. The ego uses the reality principle to weigh whether a demand/need/idea is appropriate to display or not (whether to act upon an impulse or not).
The third structure to be developed is the Superego. It is developed at the age of five (although it will continue to develop throughout adulthood). The superego is a complete counterpart to the id. For example, the id might say, “masturbating is satisfying and pleasurable, I should do it all the time.” While the ego says, “masturbating makes me feel dirty, and society looks down on it, therefore I should never do it.” The superego works as the moral conscious of the mind. It tells us what is right and wrong.
According to Freud the perfect scenario is when the ego can fully satisfy both the id and the superego. For the example of masturbating the ego might say, “By masturbating I can learn more about my body in a healthy way. I will only masturbate when I have a strong sexual desire to do so, and I will only do so in a very private location.” This way both the id and superego are satisfied.
Freud believed that most of the personality is embedded below the level of awareness. He believed that humans are constantly picking up on surroundings and placing the experiences in our consciousnesses. Freud believed that children are especially susceptible to their surroundings (everything from how people behave, how they are treated, colors that surround them effects their personality). He believed that the ego uses defense mechanisms to resolve conflict between the id and the superego. Freud also believes in the use of repression. This pushes the id’s unrealistic wishes far back into the unconscious. (Stangor, 2011) (Jackson, 2011)
Click Here for sources cited.
While Freud had many different theories such as his Psychosexual development theory( a theory that explains how humans develop based on their success in fulfilling five separate stages of sexual development), one theory will probably change the way psychologist look at the development of personality forever. This theory is his Psychoanalytic Theory of Personality. The theory emphasizes the idea that personality develops primarily in the unconscious mind. It also emphasizes the importance of early human interaction (such as parent and child bonding). Freud believed that early childhood experiences are embedded deep in the unconscious, and these experiences greatly affect the personality of an adolescent or fully emerged adult.
Freud divided the personality into three separate structures: the id, ego, and superego. These three structures develop as a child is developing a personality, and becoming more aware of the world around them. For a child/adolescent to experience a successful upbringing, Freud believed that each structure plays an imperative role. Also the timing in which each develops is very important for a child to successfully reach emerging adulthood.
The first structure to develop fully is the id. According to Freud, the id is buried deep in the unconscious, and it is fully capable at birth. The id is driven by instinct and satisfaction. It aims to achieve pleasure and avoid pain. The id does not care about anything but its own desires being accomplished. For example, a baby will cry and whimper until its needs to be fed or changed are met.
The second structure to be developed is the ego. The ego is still mostly in the unconscious mind. A child with a fully developed ego can make rational decisions. The ego works to suppress the demands of the id until the demands can be brought to the attention in a socially acceptable way. The ego uses the reality principle to weigh whether a demand/need/idea is appropriate to display or not (whether to act upon an impulse or not).
The third structure to be developed is the Superego. It is developed at the age of five (although it will continue to develop throughout adulthood). The superego is a complete counterpart to the id. For example, the id might say, “masturbating is satisfying and pleasurable, I should do it all the time.” While the ego says, “masturbating makes me feel dirty, and society looks down on it, therefore I should never do it.” The superego works as the moral conscious of the mind. It tells us what is right and wrong.
According to Freud the perfect scenario is when the ego can fully satisfy both the id and the superego. For the example of masturbating the ego might say, “By masturbating I can learn more about my body in a healthy way. I will only masturbate when I have a strong sexual desire to do so, and I will only do so in a very private location.” This way both the id and superego are satisfied.
Freud believed that most of the personality is embedded below the level of awareness. He believed that humans are constantly picking up on surroundings and placing the experiences in our consciousnesses. Freud believed that children are especially susceptible to their surroundings (everything from how people behave, how they are treated, colors that surround them effects their personality). He believed that the ego uses defense mechanisms to resolve conflict between the id and the superego. Freud also believes in the use of repression. This pushes the id’s unrealistic wishes far back into the unconscious. (Stangor, 2011) (Jackson, 2011)
Click Here for sources cited.
Theory Applied in the Classroom
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As a middle school teacher it is important to understand the ever-developing personalities of the students because a teacher can play a role in how those personalities change and alter throughout that year or semester.
Remembering that a student is very susceptible to their surroundings, a good teacher will try to create an environment in which the student can comfortably work in. She can do this by putting up inspirational posters, or setting the desks up in a way that demands structure and allows comfort. Having a pile of pillows on the floor that the students can use while reading chapters in their textbooks, or playing music in the background during work periods are good ways of creating a good and healthy work and learning environment for students. (5.1)
While students in middle school should have developed superego, it is important for a teacher to remember that the unconscious id is very much at work trying to fulfill its own desires. In the classroom, for example, a student might desperately desire to well on a test. While the superego might be strongly against cheating, the id will push cheating, and as a result the ego may comply with the id because it feels it has no other choice. When this occurs in a classroom it is imperative that a student receives a just punishment. This is why a teacher must have a clear and fair discipline plan in place in the classroom. It is important that the students are aware of the consequence to a bad behavior in the classroom. For example a student who cheats might automatically receive a zero on a test about the 15th Amendment. The student knew it was wrong to cheat but did it anyway; therefore, they must suffer the consequences. On the other hand if a student needs a good grade in the class: The id may still push cheating, and the superego will push not cheating; the ego may then rationalize working harder and studying for the test. This will result in a better grade on the test. A good teacher should also recognize good work, maybe by putting a sticker on the test. By rewarding good behaviors and punishing bad behaviors a teacher can shape how a student rationalizes “how to get a good grade” in the future. (2.7)
As a teacher is it important to allow the students to exercise their minds (id, ego, and superego). For example, in a Government class a teacher my start a debate about Roe V. Wade. The teacher may divide the class into two sections, and then require one side to defend the outcome and the other to go against the rule of the court. This exercise may require the students to demonstrate self-restraint (id may want to push). It may also require some students to defend the counter-side to their personal beliefs. This develops a new way of thinking and also develops a challenge in their minds (having to defend something they are against or advocate against something they are for (challenging the superego)). After the debate a teacher may ask the students to collaborate on a new solution or verdict for the case. (2.6)
Remembering that a student is very susceptible to their surroundings, a good teacher will try to create an environment in which the student can comfortably work in. She can do this by putting up inspirational posters, or setting the desks up in a way that demands structure and allows comfort. Having a pile of pillows on the floor that the students can use while reading chapters in their textbooks, or playing music in the background during work periods are good ways of creating a good and healthy work and learning environment for students. (5.1)
While students in middle school should have developed superego, it is important for a teacher to remember that the unconscious id is very much at work trying to fulfill its own desires. In the classroom, for example, a student might desperately desire to well on a test. While the superego might be strongly against cheating, the id will push cheating, and as a result the ego may comply with the id because it feels it has no other choice. When this occurs in a classroom it is imperative that a student receives a just punishment. This is why a teacher must have a clear and fair discipline plan in place in the classroom. It is important that the students are aware of the consequence to a bad behavior in the classroom. For example a student who cheats might automatically receive a zero on a test about the 15th Amendment. The student knew it was wrong to cheat but did it anyway; therefore, they must suffer the consequences. On the other hand if a student needs a good grade in the class: The id may still push cheating, and the superego will push not cheating; the ego may then rationalize working harder and studying for the test. This will result in a better grade on the test. A good teacher should also recognize good work, maybe by putting a sticker on the test. By rewarding good behaviors and punishing bad behaviors a teacher can shape how a student rationalizes “how to get a good grade” in the future. (2.7)
As a teacher is it important to allow the students to exercise their minds (id, ego, and superego). For example, in a Government class a teacher my start a debate about Roe V. Wade. The teacher may divide the class into two sections, and then require one side to defend the outcome and the other to go against the rule of the court. This exercise may require the students to demonstrate self-restraint (id may want to push). It may also require some students to defend the counter-side to their personal beliefs. This develops a new way of thinking and also develops a challenge in their minds (having to defend something they are against or advocate against something they are for (challenging the superego)). After the debate a teacher may ask the students to collaborate on a new solution or verdict for the case. (2.6)