Leila Joie A.

Gaña
BSN-1

Psychosexual Stages of Development

“OLD (oral) ,AGE (anal), PENSIONERS (phallic), LOVE (latent), GRAPES(genital).”

Oral Stage (0-1 year)

In the first stage of personality development, the libido is centered in a baby's mouth. It gets much
satisfaction from putting all sorts of things in its mouth to satisfy the libido, and thus its id demands.Which at
this stage in life are oral, or mouth orientated, such as sucking, biting, and breastfeeding.
Freud said oral stimulation could lead to an oral fixation in later life.We see oral personalities all around us
such as smokers, nail-biters, finger-chewers, and thumb suckers. Oral personalities engage in such
oral behaviors, particularly when under stress.

Anal Stage (1-3 years)

The libido now becomes focused on the anus, and the child derives great pleasure from defecating.The
child is now fully aware that they are a person in their own right and that their wishes can bring them into
conflict with the demands of the outside world (i.e., their ego has developed).
Freud believed that this type of conflict tends to come to a head in potty training, in which adults
impose restrictions on when and where the child can defecate.The nature of this first conflict with
authority can determine the child's future relationship with all forms of authority.
Early or harsh potty training can lead to the child becoming an anal-retentive personality who hates mess, is
obsessively tidy, punctual and respectful of authority.They can be stubborn and tight-fisted with their cash and
possessions.This is all related to pleasure got from holding on to their faeces when toddlers, and their mum's
then insisting that they get rid of it by placing them on the potty until they perform!
Not as daft as it sounds.The anal expulsive, on the other hand, underwent a liberal toilet-training
regime during the anal stage.In adulthood, the anal expulsive is the person who wants to share things
with you. They like giving things away. In essence, they are 'sharing their shit'!' An anal-expulsive
personality is also messy, disorganized and rebellious.

Phallic Stage (3 to 5 or 6 years)

During this stage, preschoolers take pleasure in their genitals and, according to Freud, begin to struggle with
sexual desires toward the opposite sex parent (boys to mothers and girls to fathers). For boys, this is called
the Oedipus complex, involving a boy’s desire for his mother and his urge to replace his father who is
seen as a rival for the mother’s attention. At the same time, the boy is afraid his father will punish him for
his feelings, so he experiences castration anxiety. The Electra complex, later proposed by Freud’s protege
Carl Jung, involves a girl’s desire for her father’s attention and wish to take her mother’s place.

Latency Stage (5 or 6 to puberty)

During this stage, sexual instincts subside, and children begin to further develop the superego, or conscience.
Children begin to behave in morally acceptable ways and adopt the values of their parents and other
important adults.

Genital Stage (puberty to adult)

This is the last stage of Freud's psychosexual theory of personality development and begins in puberty.
It is a time of adolescent sexual experimentation, the successful resolution of which is settling down in a
loving one-to-one relationship with another person in our 20's. Sexual instinct is directed to heterosexual
pleasure, rather than self-pleasure like during the phallic stage.
For Freud, the proper outlet of the sexual instinct in adults was through heterosexual intercourse. Fixation and
conflict may prevent this with the consequence that sexual perversions may develop.
For example, fixation at the oral stage may result in a person gaining sexual pleasure primarily from kissing
and oral sex, rather than sexual intercourse.

Parts Of Personality
Freud believed that the human personality consisted of three interworking parts: the id, the ego, and the
superego. According to his theory, these parts become unified as a child works through the five stages of
psychosexual development. The id, the largest part of the mind, is related to desires and impulses and is the
main source of basic biological needs. The ego is related to reasoning and is the conscious, rational part of the
personality; it monitors behavior in order to satisfy basic desires without suffering negative consequences. The
superego, or conscience, develops through interactions with others (mainly parents) who want the child to
conform to the norms of society. The superego restricts the desires of the id by applying morals and values
from society. Freud believed that a struggle existed between these levels of consciousness, influencing
personality development and psychopathology.

The Id
+The id is the only component of personality that is present from birth.
+This aspect of personality is entirely unconscious and includes the instinctive and primitive behaviors.
+According to Freud, the id is the source of all psychic energy, making it the primary component of
personality.

The Ego
+The ego is the component of personality that is responsible for dealing with reality.
+According to Freud, the ego develops from the id and ensures that the impulses of the id can be expressed in
a manner acceptable in the real world.
+The ego functions in both the conscious, preconscious, and unconscious mind

The SuperEgo
+The superego is the aspect of personality that holds all of our internalized moral standards and ideals that we
acquire from both parents and society our sense of right and wrong.
+The superego provides guidelines for making judgments.
+According to Freud, the superego begins to emerge at around age five.

There are two parts of the superego:

+The ego ideal includes the rules and standards for good behaviors. These behaviors include those which are
approved of by parental and other authority figures. Obeying these rules leads to feelings of pride, value, and
accomplishment.
+The conscience includes information about things that are viewed as bad by parents and society. These
behaviors are often forbidden and lead to bad consequences, punishments, or feelings of guilt and remorse.

Erik Erikson- The Psychosocial Stages of Self Development

Stage 1: Infancy (birth to 18 months)

Basic Conflict:Trust vs. Mistrust
Important Events: Feeding
Outcome: During the first stage of psychosocial development, children develop a sense of trust when
caregivers provide reliability, care, and affection. A lack of this will lead to mistrust.

Stage 2: Early Childhood (2 to 3 years)

Basic Conflict: Autonomy vs. Shame and Doubt
Important Events: Toilet Training
Outcome: Children need to develop a sense of personal control over physical skills and a sense of
independence. Potty training plays an important role in helping children develop this sense of autonomy.
Children who struggle and who are shamed for their accidents may be left without a sense of personal control.
Success during this stage of psychosocial development leads to feelings of autonomy, failure results in
feelings of shame and doubt.

Stage 3: Preschool (3 to 5 years)

Basic Conflict: Initiative vs. Guilt
Important Events: Exploration
Outcome: Children need to begin asserting control and power over the environment. Success in this stage
leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a
sense of guilt.

Stage 4: School Age (6 to 11 years)

Basic Conflict: Industry vs. Inferiority
Important Events: School
Outcome: Children need to cope with new social and academic demands. Success leads to a sense of
competence, while failure results in feelings of inferiority.

Stage 5: Adolescence (12 to 18 years)

Basic Conflict: Identity vs. Role Confusion
Important Events: Social Relationships
Outcome: Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to
yourself, while failure leads to role confusion and a weak sense of self.

Stage 6: Young Adulthood (19 to 40 years)

Basic Conflict: Intimacy vs. Isolation
Important Events: Relationships
Outcome: Young adults need to form intimate, loving relationships with other people. Success leads to strong
relationships, while failure results in loneliness and isolation.

Stage 7: Middle Adulthood (40 to 65 years)

Basic Conflict: Generativity vs. Stagnation
Important Events: Work and Parenthood
Outcome: Adults need to create or nurture things that will outlast them, often by having children or creating a
positive change that benefits other people. Success leads to feelings of usefulness and accomplishment, while
failure results in shallow involvement in the world.

Stage 8: Maturity(65 to death)

Basic Conflict: Ego Integrity vs. Despair
Important Events: Reflection on life
Outcome: Erikson's theory differed from many others because it addressed development throughout the entire
lifespan, including old age. Older adults need to look back on life and feel a sense of fulfillment. Success at
this stage leads to feelings of wisdom, while failure results in regret, bitterness, and despair. At this stage,
people reflect back on the events of their lives and take stock. Those who look back on a life they feel was
well-lived will feel satisfied and ready to face the end of their lives with a sense of peace. Those who look back
and only feel regret will instead feel fearful that their lives will end without accomplishing the things they feel
they should have.