Psychoanalytic theory by Sigmund frued

Freud (1961), who has been called the father of psychiatry, is credited as the first to identify
development by stages. He considered the first 5 years of a child’s life to be the most important,
because he believed that an individual’s basic character had been formed by the age of 5. Freud’s
personality theory can be conceptualized according to structure and dynamics of the personality,
topography of the mind, and stages of personality development

Sigmund Frued(6th may 1856-23rd septembee 1939) born in Vienna

was an Austrian neurologist who become known as the founding father of psychoanalysis

Sigmund frued developed the best known theory of personality focused upon internal growth or
psychodynamics the theory stresses the influence of unconscious fears ,desires and motivation on
thoughts and behaviour.Freud psychoanalysis became both atheory of personality and a method of
psychotherapy.psychoanalytic theory has three major parts:

 A theory of the structure of personal;ity ,in which the id,ego and super ego are the principal
parts
 A theory of personality dynamics ,in which conscious and unconscious motivation and ego
defense mechanism play a major role
 A theory of psycho sexual development ,in which different motives and body regions
influence the child at different stages of growth,with effects persisting in the form of adult
personality traits

STRUCTURE OF PERSONALITY

Freud thought of personality as being based upon a structure of three parts: the id, the ego and
the superego

ID-pleasure

EGO-reality

Superego-for perfection/ideal
 ID:-

 Latin word of ID is It.ID is the original source of personality which can be seen in
newborn.
 it endows the infant with instinctual drive that seek to satisfy needs and achieve
immediate gratification and biological drive such as hunger sex etc.
 ID is the present in the deepest level of unconscious and represents the inner world of
subjective experienceit
 is unconcerned with objective reality and is un afeected by the environment

EGO:-

 The latin word ego means I ,which means “self”

 The ego, also called the rational self or the “reality principle,” begins to develop
between the ages of 4 and 6 months.
 The ego experiences the reality of the external world, adapts to it, and responds to it. As
the ego develops and gains strength, it seeks to bring the influences of the external
world to bear upon the id, to substitute the reality principle for the pleasure principle
(Marmer, 2003).
 A primary function of the ego is one of mediator, that is, to maintain harmony among
the external world, the id, and the superego.

SUPEREGO:-

 If the id is identified as the pleasure principle, and the ego the reality principle, the superego
might be referred to as the “perfection principle.”
 The superego, develops between ages 3 and 6 years. Derived out of a system of rewards and
punishments,
 the superego is composed of two major components: the ego-ideal and the conscience.
 When a child is consistently rewarded for “good” behavior, self-esteem is enhanced, and the
behavior becomes part of the ego-ideal; that is, it is internalized as part of his or her value
 system. The conscience is formed when the child is punished consistently for “bad”
behavior.
 The child learns what is considered morally right or wrong from feedback received from
parental figures and from society or culture.
 . The superego is important in the socialization of the individual because it assists the ego in
the control of id impulses.
 When the superego becomes rigid and punitive, problems with low self-confidence and low
self esteem arise.

TOPOGRAPHY OF THE MIND:-

Freud classified all mental contents Freud classified all mental contents and
operations into three categories: the conscious, the preconscious, and the unconscious.

CONSCIOUS MIND:-

 The conscious includes all memories that remain within an individual’s awareness
 Examples include telephone numbers, birthdays of self and significant others, the dates
of special holidays, and what one had for lunch today.
 The conscious mind is thought to be under the control of the ego, the rational and
logical structure of the personality.

PRECONSCIOUS MIND:-

 The preconscious includes all memories that may have been forgotten or are not in
present awareness but with attention can be readily recalled into consciousness.
 Examples include telephone numbers or addresses once known but little used and
feelings associated with significant life events that may have occurred at some time in
the past.
 The preconscious enhances awareness by helping to suppress unpleasant or
nonessential memories from consciousness. It is thought to be partially under the
control of the superego, which helps to suppress unacceptable thoughts and behaviors.
 UNCONSCIOUS MIND:-
 The unconscious includes all memories that one is unable to bring to conscious
awareness. It is the largest of the three topographical levels. Unconscious material
consists of unpleasant or nonessential memories that have been repressed and can be
retrieved only through therapy, hypnosis, or with certain substances that alter
awareness and have the capacity to restructure repressed memories.
 Unconscious material may also emerge in dreams and in seemingly incomprehensible
behavior.

Dynamics of the Personality:-

 Freud believed that psychic energy is the force or impetus required for mental
functioning.
 Originating in the id, it instinctually fulfills basic physiological needs. Freud called
this psychic energy (or the drive to fulfill basic physiological needs such as
hunger, thirst, and sex) the libido.
 As the child matures, psychic energy is diverted from the id to form the ego and
then from the ego to form the superego.
 Psychic energy is distributed within these three components,
 If an excessive amount of psychic energy is stored in one of these personality
components, behavior will reflect that part of the personality
 Freud used the terms cathexisand anticathexisto describe the forces within the
id, ego, and superego that are used to invest psychic energy in external sources
to satisfy needs.
 Cathexis is the process by which the id invests energy into an object in an
attempt to achieve gratification. An example is the individual who instinctively
turns to alcohol to relieve stress.
 Anticathexis is the use of psychic energy by the ego and the superego to control
id impulses. In the example cited, the ego would attempt to control the use of
alcohol with rational thinking, such as, “I already have ulcers from drinking too
much. I will call my AA counselor for support. I will not drink.”
 The superego would exert control with thinking such as “I shouldn’t drink. If I
drink, my family will be hurt and angry. I should think of how it affects them. I’m
such a weak person.”
 Freud believed that an imbalance between cathexis and anticathexis resulted in
internal conflicts, producing tension and anxiety within the individual.
 Freud’s daughter Anna devised a comprehensive list of defense mechanisms
believed to be used by the ego as a protective device against anxiety in
mediating between the excessive demands of the id and the excessive
restrictions
 EXAMPLE

STAGES OF PERSONALITY DEVELOPMENT:-

Oral Stage:

Birth to 18 Months

During the oral stage, behavior is directed by the id, and the goal is immediate gratification of needs.
The focus of energy is the mouth, with behaviors that include sucking, chewing, and biting.

The infant feels a sense of attachment and is unable to differentiate the self from the person who is
providing the mothering. This includes feelings such as anxiety.

Because of this lack of differentiation, a pervasive feeling of anxiety on the part of the mother may
be passed on to her infant, leaving the child vulnerable to similar feelings of insecurity.

With the beginning of development of the ego at age 4 to 6 months, the infant starts to view the self
as separate from the mothering figure.

A sense of security and the ability to trust others is derived from the gratification of fulfilling basic
needs during this stage.

Anal Stage:

18 Months to 3 Years

The major tasks in the anal stage are gaining independence and control, with particular focus on the
excretory function.

Freud believed that the manner in which the parents and other primary caregivers approach the task
of toilet training may have far-reaching effects on the child in terms of values and personality
characteristics.

When toilet training is strict and rigid, the child may choose to retain the feces, becoming
constipated.

An alternate reaction to strict toilet training is for the child to expel feces in an unacceptable
manner or at inappropriate times. Far-reaching effects of this behavior pattern include malevolence,
cruelty to others, destructiveness, disorganization, and untidiness.
Toilet training that is more permissive and accepting attaches the feeling of importance and
desirability to feces production. The child becomes extroverted, productive, and altruistic.

Phallic Stage:

3 to 6 Years

In the phallic stage, the focus of energy shifts to the genital area.

Discovery of differences between genders results in a heightened interest in the sexuality of self and
others.

This interest may be manifested in sexual selfexploratory or group-exploratory play.

Freud proposed that the development of the Oedipus complex (males) or Electra complex (females)
occurred during this stage of development.

He described this as the child’s unconscious desire to eliminate the parent of the same sex and to
possess the parent of the opposite sex for him- or herself.

Guilt feelings result with the emergence of the superego during these years. Resolution of this
internal conflict occurs when the child develops a strong identification with the parent of the same
sex and that parent’s attitudes, beliefs, and value systems are subsumed by the child.

Latency Stage:

6 to 12 Years

During the elementary school years, the focus changes from egocentrism to more interest in group
activities, learning, and socialization with peers.

Sexuality is not absent during this period but remains obscure and imperceptible to others.

The preference is for same-sex relationships, even rejecting members of the opposite sex.

Genital Stage:

13 to 20 Years

In the genital stage, the maturing of the genital organs results in a reawakening of the libidinal
drive.

The focus is on relationships with members of the opposite sex and preparations for selecting a
mate.

The development of sexual maturity evolves from self-gratification to behaviors deemed acceptable
by societal norms.

Interpersonal relationships are based on genuine pleasure derived from the interaction rather than
from the more self-serving implications of childhood associations.
Relevance of Psychoanalytic Theory to Nursing Practice :-

Knowledge of the structure of the personality can assist nurses who work in the mental health
setting. The ability to recognize behaviors associated with the id, the ego, and the superego
assists in the assessment of developmental level. Understanding the use of ego defense
mechanisms is important in making determinations about maladaptive behaviors, in planning
care for clients to assist in creating change (if desired) or in helping clients accept themselves as
unique individuals