Name : Umar Ali

Roll Number : 522

Class # : Bcs 5th Semester

Assignment # : 02

Submitted to : Sir Ihsan

Subject : “psychology”
 Personality:-
Personality a characteristic way of thinking, feeling, and
behaving. Personality embraces moods, attitudes, and opinions and
is most clearly expressed in interactions with other people. It
includes behavioral characteristics, both inherent and acquired,
that distinguish one person from another and that can be observed
in people’s relations to the environment and to the social group.
The term personality has been defined in many ways, but as a
psychological concept two main meanings have evolved. The first
pertains to the consistent differences that exist between people: in
this sense, the study of personality focuses on classifying and
explaining relatively stable human psychological characteristics.
The second meaning emphasizes those qualities that make all
people alike and that distinguish psychological man from other
species; it directs the personality theorist to search for those
regularities among all people that define the nature of man as well
as the factors that influence the course of lives. This duality may
help explain the two directions that personality studies have taken:
on the one hand, the study of ever more specific qualities in people,
and, on the other, the search for the organized totality of
psychological functions that emphasizes the interplay between
organic and psychological events within people and those social and
biological events that surround them. The dual definition of
personality is interwoven in most of the topics discussed below. It
should be emphasized, however, that no definition of personality
has found universal acceptance within the field.

The study of personality can be said to have its origins in the

fundamental idea that people are distinguished by their
characteristic individual patterns of behavior—the distinctive ways
in which they walk, talk, furnish their living quarters, or express
their urges. Whatever the behavior, personologists—as those who
systematically study personality are called—examine how people
differ in the ways they express themselves and attempt to determine
the causes of these differences. Although other fields
of psychology examine many of the same functions and processes,
such as attention, thinking, or motivation, the personologist places
emphasis on how these different processes fit together and
become integrated so as to give each person a distinctive identity, or
personality. The systematic psychological study of personality has
emerged from a number of different sources, including psychiatric
case studies that focused on lives in distress, from philosophy,
which explores the nature of man, and from physiology,
anthropology, and social psychology.
 Freude’s proposed three interacting(id,ego,superego):-
According to Freud's theory, certain aspects of your personality are more primal
and might pressure you to act upon your most basic urges. Other parts of your
personality work to counteract these urges and strive to make you conform to the
demands of reality. 

 The Id:-
 According to Freud, the id is the source of all psychic energy, making it
the primary component of personality.1
 The id is the only component of personality that is present from birth.
 This aspect of personality is entirely unconscious and includes instinctive
and primitive behaviors.

The id is driven by the pleasure principle, which strives for immediate

gratification of all desires, wants, and needs.1 If these needs are not satisfied
immediately, the result is a state anxiety or tension. For example, an increase in
hunger or thirst should produce an immediate attempt to eat or drink.

The id is very important early in life because it ensures that an infant's needs are
met. If the infant is hungry or uncomfortable, they will cry until the demands of
the id are satisfied. Young infants are ruled entirely by the id, there is no
reasoning with them when these needs demand satisfaction.

Imagine trying to convince a baby to wait until lunchtime to eat their meal. The
id requires immediate satisfaction, and because the other components of
personality are not yet present, the infant will cry until these needs are fulfilled.

However, immediately fulfilling these needs is not always realistic or even

possible. If we were ruled entirely by the pleasure principle, we might find
ourselves grabbing the things that we want out of other people's hands to satisfy
our own cravings.

This behavior would be both disruptive and socially unacceptable. According to

Freud, the id tries to resolve the tension created by the pleasure principle
through the use of primary process thinking, which involves forming a mental
image of the desired object as a way of satisfying the need.
Although people eventually learn to control the id, this part of personality
remains the same infantile, primal force throughout life. It is the development of
the ego and the superego that allows people to control the id's basic instincts and
act in ways that are both realistic and socially acceptable.
 The Ego:-
 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.2
 The ego functions in the conscious, preconscious, and unconscious mind.
 The ego is the component of personality that is responsible for dealing
with reality3

The ego operates based on the reality principle, which strives to satisfy the id's

desires in realistic and socially appropriate ways. The reality principle weighs
the costs and benefits of an action before deciding to act upon or abandon
impulses.

In many cases, the id's impulses can be satisfied through a process of delayed
gratification—the ego will eventually allow the behavior, but only in the
appropriate time and place.1

Freud compared the id to a horse and the ego to the horse's rider. The horse
provides the power and motion, while the rider provides direction and guidance.
Without its rider, the horse may simply wander wherever it wished and do
whatever it pleased. The rider gives the horse directions and commands to get it
to go where the rider wants it to go.

The ego also discharges tension created by unmet impulses through secondary

process thinking, in which the ego tries to find an object in the real world that
matches the mental image created by the id's primary process.4

Imagine that you are stuck in a long meeting at work. You find yourself
growing increasingly hungry as the meeting drags on. While the id might
compel you to jump up from your seat and rush to the break room for a snack,
the ego guides you to sit quietly and wait for the meeting to end.

Instead of acting upon the primal urges of the id, you spend the rest of the
meeting imagining yourself eating a cheeseburger. Once the meeting is finally
over, you can seek out the object you were imagining and satisfy the demands
of the id in a realistic and appropriate manner.
 The Superego:-
The last component of personality to develop is the superego.

 According to Freud, the superego begins to emerge at around age five.

 The superego holds the internalized moral standards and ideals that we
acquire from our parents and society (our sense of right and wrong).1
 The superego provides guidelines for making judgments.

The superego has two parts:

1. 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.5
2. The ego ideal includes the rules and standards for behaviors that the ego
aspires to.5

The superego tries to perfect and civilize our behavior. It works to suppress all
unacceptable urges of the id and struggles to make the ego act upon idealistic
standards rather that upon realistic principles. The superego is present in the
conscious, preconscious, and unconscious.

o The Interaction of the Id, Ego, and Superego

When talking about the id, the ego, and the superego, it is important to
remember that these are not three separate entities with clearly defined
boundaries. These aspects are dynamic and always interacting to influence an
individual's overall personality and behavior.

With many competing forces, it is easy to see how conflict might arise between
the id, ego, and superego. Freud used the term ego strength to refer to the ego's
ability to function despite these dueling forces.6

A person who has good ego strength can effectively manage these pressures,
while a person with too much or too little ego strength can be unyielding or
disruptive.
 Freud's Psychosexual Stages of
Development:-

Freud proposed that psychological development in childhood takes place

during five psychosexual stages: oral, anal, phallic, latency, and genital.
These are called psychosexual stages because each stage represents the
fixation of libido (roughly translated as sexual drives or instincts) on a
different area of the body. As a person grows physically certain areas of
their body become important as sources of potential frustration (erogenous
zones), pleasure or both.
Freud (1905) believed that life was built round tension and pleasure. Freud
also believed that all tension was due to the build-up of libido (sexual
energy) and that all pleasure came from its discharge.
In describing human personality development as psychosexual Freud
meant to convey that what develops is the way in which sexual energy of
the id accumulates and is discharged as we mature biologically. (NB Freud
used the term 'sexual' in a very general way to mean all pleasurable
actions and thoughts).
Freud stressed that the first five years of life are crucial to the formation of
adult personality. The id must be controlled in order to satisfy social
demands; this sets up a conflict between frustrated wishes and social
norms.
The ego and superego develop in order to exercise this control and direct
the need for gratification into socially acceptable channels. Gratification
centers in different areas of the body at different stages of growth, making
the conflict at each stage psychosexual.
The Role of Conflict:-
Each of the psychosexual stages is associated with a particular conflict that
must be resolved before the individual can successfully advance to the next
stage.
The resolution of each of these conflicts requires the expenditure of sexual
energy and the more energy that is expended at a particular stage, the
more the important characteristics of that stage remain with the individual
as he/she matures psychologically.
To explain this Freud suggested the analogy of military troops on the
march.  As the troops advance, they are met by opposition or conflict.  If
they are highly successful in winning the battle (resolving the conflict), then
most of the troops (libido) will be able to move on to the next battle (stage).
But the greater the difficulty encountered at any particular point, the greater
the need for troops to remain behind to fight and thus the fewer that will be
able to go on to the next confrontation.

Frustration, Overindulgence, and Fixation-

Some people do not seem to be able to leave one stage and proceed on to the next. 
One reason for this may be that the needs of the developing individual at any particular
stage may not have been adequately met in which case there is frustration. 
Or possibly the person's needs may have been so well satisfied that he/she is reluctant
to leave the psychological benefits of a particular stage in which there is
overindulgence.
Both frustration and overindulgence (or any combination of the two) may lead to what
psychoanalysts call fixation at a particular psychosexual stage.
Fixation refers to the theoretical notion that a portion of the individual's libido has been
permanently 'invested' in a particular stage of his development.
“Psychosexual Stages of Development”
You can remember the order of these stages by using the mnemonic: “old (oral)
age (anal) pensioners (phallic) love (latent) grapes (genital).

 Oral Stage (Birth to 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 to 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 s**t'!'  An anal-expulsive
personality is also messy, disorganized and rebellious.
 Phallic Stage (3 to 6 years):-
Sensitivity now becomes concentrated in the genitals and masturbation (in both sexes)
becomes a new source of pleasure.
The child becomes aware of anatomical sex differences, which sets in motion the
conflict between erotic attraction, resentment, rivalry, jealousy and fear which Freud
called the Oedipus complex (in boys) and the Electra complex (in girls). 
This is resolved through the process of identification, which involves the child adopting
the characteristics of the same sex parent.
The most important aspect of the phallic stage is the Oedipus complex.  This is one of
Freud's most controversial ideas and one that many people reject outright.
The name of the Oedipus complex derives from the Greek myth where Oedipus, a
young man, kills his father and marries his mother. Upon discovering this, he pokes his
eyes out and becomes blind.  This Oedipal is the generic (i.e., general) term for both
Oedipus and Electra complexes.
In the young boy, the Oedipus complex or more correctly, conflict, arises because the
boy develops sexual (pleasurable) desires for his mother.  He wants to possess his
mother exclusively and get rid of his father to enable him to do so.
Irrationally, the boy thinks that if his father were to find out about all this, his father
would take away what he loves the most.  During the phallic stage what the boy loves
most is his penis.  Hence the boy develops castration anxiety.
The little boy then sets out to resolve this problem by imitating, copying and joining in
masculine dad-type behaviors.  This is called identification, and is how the three-to-
five year old boy resolves his Oedipus complex.
Identification means internally adopting the values, attitudes, and behaviors of another
person.  The consequence of this is that the boy takes on the male gender role, and
adopts an ego ideal and values that become the superego.
For girls, the Oedipus or Electra complex is less than satisfactory.  Briefly, the girl
desires the father, but realizes that she does not have a penis.  This leads to the
development of penis envy and the wish to be a boy.
The girl resolves this by repressing her desire for her father and substituting the wish for
a penis with the wish for a baby.  The girl blames her mother for her 'castrated state,'
and this creates great tension.
The girl then represses her feelings (to remove the tension) and identifies with the
mother to take on the female gender role.
 Latency Stage (6 years to puberty):-
No further psychosexual development takes place during this stage (latent means
hidden).  The libido is dormant.
Freud thought that most sexual impulses are repressed during the latent stage, and
sexual energy can be sublimated (re: defense mechanisms) towards school work,
hobbies, and friendships. 
Much of the child's energy is channeled into developing new skills and acquiring new
knowledge, and play becomes largely confined to other children of the same gender.

 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.
Critical Evaluation-
Is Freudian psychology supported by evidence? Freud's theory is good at explaining but
not at predicting behavior (which is one of the goals of science).
For this reason, Freud's theory is unfalsifiable - it can neither be proved true or refuted.
For example, the libido is difficult to test and measure objectively. Overall, Freud's
theory is highly unscientific.
Freud may also have shown research bias in his interpretations - he may have only paid
attention to information which supported his theories, and ignored information and other
explanations that did not fit them.
However, Fisher & Greenberg (1996) argue that Freud’s theory should be evaluated in
terms of specific hypotheses rather than as a whole. They concluded that there is
evidence to support Freud’s concepts of oral and anal personalities