1.

The id is the part of the self with which we are born. It consists of the biologically-driven self and includes our instincts and drives.
It is the part of us that wants immediate gratification. Later in life, it comes to house our deepest, often unacceptable desires, such as
sex and aggression. It operates under the pleasure principle , which means that the criteria for determining whether something is
good or bad is whether it feels good or bad. An infant is all id.

Id contains our primitive impulses (thirst, anger, hunger)

• According to Freud we were born with this through birth.

• Based on pleasure principle – wants whatever feels good in the moment, doesn’t consider consequences .

• Sometimes represented by the devil on the shoulder.

2.The superego is the part of the self that develops as we learn the rules, standards, and values of society. This part of the self takes
into account the moral guidelines that are a part of our culture. It is a rule-governed part of the self that operates under a sense of guilt
(guilt is a social emotion-it is a feeling that others think less of you or believe you to be wrong). If a person violates the superego, he
or she feels guilty.

The superego is useful but can be too strong; in this case, a person might feel overly anxious and guilty about circumstances over
which they had no control. Such a person may experience high levels of stress and inhibition that keeps them from living well. The id
is inborn, but the ego and superego develop during the course of our early interactions with others. These interactions occur against a
backdrop of learning to resolve early biological and social challenges and play a key role in our personality development.

Superego represents the moral, conscience part of us.

It operates the Principle of Morality

• Dictates our belief of right and wrong

• Sometimes represented by an angel sitting on a shoulder, reminding the ego to base actions on how it’ll influence society.

• The Super ego has a model of an ego ideal, which it uses as a prototype against which to compare the ego (and towards which it
encourages the ego to move).

3.The ego is the part of the self that develops as we learn that there are limits on what is acceptable to do and that often we must wait
to have our needs satisfied. This part of the self is realistic and reasonable. It knows how to make compromises. It operates under
the reality principle or the recognition that sometimes need gratification must be postponed for practical reasons. It acts as a mediator
between the id and the superego and is viewed as the healthiest part of the self.

If the ego is strong, the individual is realistic and accepting of reality and remains more logical, objective, and reasonable. Building
ego strength is a major goal of psychoanalysis (Freudian psychotherapy). So for Freud, having a big ego is a good thing because it
does not refer to being arrogant, it refers to being able to accept reality.

Ego maintains a balance between our impulses (id) and our conscience (superego)

• Based on the reality principle

• Recognizes needs and consequences

• Egos’ job to take care of the id, while considering reality.

• This part of personality represents our person (with devil on one shoulder and angel on the other),

• Ego controls higher mental processes such as reasoning and problem-solving.

Sigmund Freud: Structural Model of Personality

Freud describe the personality structures as having three components the id,ego and super ego.

For each person the first to emerge is the id followed by the ego and last to develop is the super ego

The id freud says that a children is born with id, the ids plays a vital role in one personality because as a baby it works so that a babys
essential needs are met. The id operates on a pleasure principle it focuses on immediate gratification or satisfaction of its need so
whatever goods feel now is what it will pursue with no consideration for the reality, logicality or practicality of the situation.

For example a baby is hungry its id wants food or milk so the baby will cry when the child needs to be changed the id cries when the
child is uncomfortable in pain too hot too cold or just wants attention the ids speaks up until his/her needs are met.Nothing else matter
for the id except the satisfaction of its own need it is not oriented towards considering reality nor the needs of others.Just see how
babies cry any time day and night absolutely no regard over their mommy tired or daddys sleeping when the id want something it
wants it now and it wants it fast.

The ego as baby turns into a toddler and then into preschooler he or she relates more with environment the ego slowly begins to
emerge the ego operates using the reality principle it is aware that others also have have needs to be met it is practical because it know
that being impulsive or selfish can result to negative consequences later so it reasons considers the best response to situations as such
it is a deciding agent of the personality although it functions to help the it meet its needs it always take into account the reality of the
situation.

The superego near the end of the preschool years or the end of phallic stage the superego develops the superego embodies a persons
moral aspect this develops from what the parents, teachers and other persons who exerts influence in part to be good in moral the
superego is likened to a conscience because it exerts influence on what one considers right and wrong.
Freud said that a well adjusted person is one who has strong ego who can help satisfy the need of the id without going the against the
superego while maintaining the persons sense of what is logical ,practical and real of course it is not easy for the ego to all that and
strike a balance.

If the id too much power over the ego the person becom too impulsive and pleasure seeking behavior takes over ones life.

On the opposite direction one may find superego so strong that the ego is over powered the person becomes so harsh and judgement to
himself and others action the persons best effort to be good may still fall short of the supreme egos expectations

The ability of a learner to be well adjusted is largely influenced by how the learner was brought up his experiences about how his
parents met his needs the extend to which he allowed the things he wanted to do and also how he was taught about right and wrongs
all figures to the type of the personality and consequent adjustment that a person will make freud believed that the personality of an
individual is formed early during the childhood years.

The Stages of Development and Developmental Task

PRE-NATAL

 from conception to birth

 it involves tremendous growth
 is the growth of a single-celled zygote formed by the combination of a sperm and an egg into a baby.

INFANCY

 from birth to 18-24 months

 a time of extreme dependence on adults
 psychological activities:
 language
 symbolic thought
 sensorimotor coordination
 social learning

EARLY CHILDHOOD

 end of infancy to 5-6 years

 preschool years
 young children learn to become :
 more self-sufficient,
 care for themselves,
 develop school readiness skills,
 and spend many hours in play with peers

MIDDLE AND LATE CHILDHOOD

 6-11 years of age

 the elementary years
 fundamental skills are mastered:
 writing
 reading
 arithmetic
 formally exposed to the larger world and its culture
 achievement becomes a central theme

ADOLESCENCE

 10-12 years old ending up to 18-22 years of age

 Begins with rapid physical change:
  dramatic gains in height and weight
 body contour
 enlargement of breast
 development of pubic and facial hair
 deepening of voice
 independence and identity are prominent
 thought is more logical, abstract, and idealistic
 more time is spent outside of the family

EARLY ADULTDHOOD

 from late teens lasting through the 30s

 is a time of establishing personal and economic independence,
 career development,
 selecting a mate,
 learning to live with someone in an intimate way,
 starting a family and rearing with children

MIDDLE ADULTHOOD

 40 to 60 years of age
 is a time of expanding personal and social involvement and responsibility;
 of assisting the next generation in becoming competent and mature individuals;
 and of reaching and maintaining satisfaction in a career

LATE ADULTHOOD

 60 years of age and above

 is a time for adjustment to:
 decreasing strength and health,
 life review,
 retirement,
 and adjustment to new social role

DEATH

 is the permanent end of the life of a biological organism

 death has commonly been considered a sad or unpleasant occasion, due to the termination of bonds with or affection for the
being that has died