Mariela C.

Revilla
1-B1

PSYCHOSEXUAL THEORY (Sigmund Freud)
STAGE AGE RANGE EROGENOUS
ZONE(S)
CONSEQUENCES OF FIXATION

Oral 0 18 months Mouth Orally Aggressive:
Involves chewing gum or ends of pen.

Orally Passive:
Involves smoking/eating/kissing/fellatio/cunnilingus
Anal 18 36 months Bowel and Bladder
Elimination
Anal-retentive:
Obsession with organization or excessive neatness

Anal-expulsive:
Reckless, careless, defiant, disorganized, Coprophiliac
Phallic 3 6 years Genitals Oedipus Complex (in boys according to Freud)

Electra Complex (in girls according to Jung not Freud)
Latency 6 years Puberty Dormant Sexual
Feeling
(People do not tend to fixate at this stage, but if they do, they
tend to be extremely sexually unfulfilled.)
Genital Puberty and
beyond
Sexual interest
mature
Frigidity, impotence, unsatisfactory relationships

Oral phase
The oral stage in psychology is the term used by Sigmund Freud to describe the child's
development during the first eighteen months of life, in which an infant's pleasure centers are in the
mouth. This is the first of Freud's psychosexual stages.
This is the infant's first relationship with its mother; it is a nutritive one. The length of this stage
depends on the society. In some societies it is common for a child to be nursed by its mother for several
years, whereas in others the stage is much shorter. Suckling and eating, however, compose the earliest
memories for infants in every society. This stage holds special importance because some, especially
those in tribal societies commonly found in the Southwest Pacific and Africa, consider the stomach to be
the seat of emotions.

Anal phase
The next stage of psychosexual development is centered around the rectum, but can also
include bladder functions. This phase usually occurs from eighteen months to thirty-six months of age.
In this stage children learn to control the expulsion of feces causing their libidinal energy to become
focused in this area. The added awareness of this erogenous zone arises in children from concentrating
on controlling their defecation. They come to see it as just another way to experience pleasure, and
begin to take pride in either defecating in a fashion that may be considered socially unacceptable, or, in
the case of very strict parents, they may begin to resist the urge to defecate to the extent where it
becomes pathological. Two types of characters can develop out of this: the expulsive and the retentive.
The expulsive character would have been prone to malicious excretion either just before they were
placed on the toilet or just after they were removed from the toilet. The retentive character takes
pleasure in holding in the feces in spite of his or her parents' training. The child comes to view the feces
as a possession which he does not want to relinquish. Freud postulated that such children develop into
adults who are usually neat, organized, careful, meticulous, and obstinate.

Phallic phase
At thirty-six months to about seventy-two months of age the libidinal energy shifts from the anal region
to the genital region. At this point, according to Freud's model, the Oedipus or Electra complex can
develop. The Oedipus complex is central to the psychodynamic fixations in this time period for men; the
Electra complex for women.
Around this time in males, according to Freud, the young boy falls in love with his mother and
wishes that his father was not in the way of his love. At this point he notices that women have no penis
and fears that the punishment of his father for being in love with his wife is castration. This fear is
enhanced if he is castigated for masturbation at this stage. Once the fear of retaliation has subsided the
boy will learn to earn his mother's love by becoming as much like his father as possible. Thus, the
superego is born. He will adopt his father's beliefs and ideals as his own and move on to the latency
stage.
Freud's theory regarding the psychosexual dynamic present in female children in this point of
their psychosexual development is termed, though not by Freud himself, the Electra complex. According
to Freud, young girls, after they come to the realization that they have no penis, begin to blame the
mother for having taken it, and look to the father as a substitute for the loss that they perceive. This is
termed "penis envy." Freud's theory of feminine sexuality, particularly penis envy, has been sharply
criticized in both gender and feminist theory.

Latency phase
The latency period begins sometime around the age of six and ends when puberty starts to
begin. Freud believed that in this phase the Oedipus complex was dissolved and set free, resulting in a
relatively conflict-free period of development. In this phase, the child begins to make connections to
siblings, other children, and adults. This phase is typified by a solidifying of the habits that the child
developed in the earlier stages.

Genital phase
The genital stage starts at puberty, allowing the child to develop opposite sex relationships with
the libidinal energy again focused on the genital area. According to Freud, if any of the stages are
fixated on, there is not enough libidinal energy for this stage to develop untroubled. To have a fully
functional adulthood, the previous stages need to be fully resolved and there needs to be a balance
between love and work.

COGNITIVE DEVELOPMENT (Jean Piaget)
Sensorimotor (0-2 years) Development proceeds from reflex activity to representation and
sensorimotor solutions to problems
Pre-operational (2-7 years) Problems solved through representation; language development; (2-4 years);
thoughts and language both egocentric; cannot solve conservation problems.
Concrete Operation (7-11 years) Reversibility attained; can solve conservation problems; Logical operation
developed and applied to concrete problems; cannot solve complex verbal
problems.
Formal Operation (11 years-
adulthood)
Logically solves all types of problems; thinks scientifically; solves complex
problems; cognitive structures mature.
Sensorimotor stage (infancy): In this period, which has six sub-stages, intelligence is demonstrated
through motor activity without the use of symbols. Knowledge of the world is limited, but developing,
because it is based on physical interactions and experiences. Children acquire object permanence at
about seven months of age (memory). Physical development (mobility) allows the child to begin
developing new intellectual abilities. Some symbolic (language) abilities are developed at the end of this
stage.
Pre-operational stage (toddlerhood and early childhood): In this period, which has two sub
stages, intelligence is demonstrated through the use of symbols, language use matures, and memory
and imagination are developed, but thinking is done in a non-logical, non-reversible manner. Egocentric
thinking predominates.
Concrete operational stage (elementary and early adolescence): In this stage, characterized by
seven types of conservation (number, length, liquid, mass, weight, area, and volume), intelligence is
demonstrated through logical and systematic manipulation of symbols related to concrete objects.
Operational thinking develops (mental actions that are reversible). Egocentric thought diminishes.
Formal operational stage (adolescence and adulthood): In this stage, intelligence is demonstrated
through the logical use of symbols related to abstract concepts. Early in the period there is a return to
egocentric thought. Only 35 percent of high school graduates in industrialized countries obtain formal
operations; many people do not think formally during adulthood.
MORAL DEVELOPMENT (Lawrence Kohlberg)
Level of Moral
development
Stage of Reasoning Approximate Age
Preconventional
dos and donts
Stage 1: (Punishment and Obedience Orientation).
Right is obedience to power and avoidance of
punishment.
(I must follow the rules otherwise I will be punished).
Stage 2: Instrumental Relativist Orientation.
Right is taking responsibility and leaving others to be
responsible for themselves.
(I must follow the rules for the reward and favor it
gives).
<11
Conventional Stage 3: Good-Boy-Nice Girl Orientation.
Right is being considerate: uphold the values of other
adolescents and adults rules of society.
(I must follow the rules so I will be accepted)
Stage 4: Society-Maintaining Orientation.
Right is being good, with the values and norms of
family and society at large.
(I must follow rules so there is order in the society).
adolescence and adulthood
Postconventional Stage 5: Social Contract Reorientation.
Right is finding inner universal rights balance between
self-rights and societal rules - a social contract.
(I must follow rules as there are reasonable laws for
it).
Stage 6: Universal Ethical Principle orientation.
Right is based on a higher order of applying principles
to all human-kind; being non-judgmental and
respecting all human life.
(I must follow rules because my conscience tells me).
after 20

PRECONVENTIONAL LEVEL. The child at the first and most basic level, the preconventional level, is
concerned with avoiding punishment and getting needs met. This level has two stages and applies to
children up to 10 years of age.

1. Punishment-Obedience stage. Children obey rules because they are told to do so by an authority
figure (parent or teacher), and they fear punishment if they do not follow rules. Children at this stage
are not able to see someone else's side.
2. Individual, Instrumentation, and Exchange stage. Here, the behavior is governed by moral
reciprocity. The child will follow rules if there is a known benefit to him or her. Children at this stage
also mete out justice in an eye-for-an-eye manner or according to Golden Rule logic. In other words, if
one child hits another, the injured child will hit back. This is considered equitable justice. Children in this
stage are very concerned with what is
fair.
Children will also make deals with each other and even adults. They will agree to behave in a certain
way for a payoff. "I'll do this, if you will do that." Sometimes, the payoff is in the knowledge that
behaving correctly is in the child's own best interest. They receive approval from authority figures or
admiration from peers, avoids blame, or behaves in accordance with their concept of self. They are just
beginning to understand that others have their own needs and drives.


CONVENTIONAL LEVEL. This level broadens the scope of human wants and needs. Children in this
level are concerned about being accepted by others and living up to their expectations. This stage
begins around age 10 but lasts well into adulthood, and is the stage most adults remain at throughout
their lives.
3. Interpersonal Conformity is often called the "good boy/good girl" stage. Here, children do
the right thing because it is good for the family, peer group, team, school, or church. They understand
the concepts of trust, loyalty, and gratitude. They abide by the Golden Rule as it applies to people
around them every day. Morality is acting in accordance to what the social group says is right and
moral.
4. Law and Order or Social System and Conscience stage. Children and adults at this stage abide
by the rules of the society in which they live. These laws and rules become the backbone for all right
and wrong actions. Children and adults feel compelled to do their duty and show respect for authority.
This is still moral behavior based on authority, but reflects a shift from the social group to society at
large.

POST-CONVENTIONAL LEVEL. Some teenagers and adults move beyond conventional morality and
enter morality based on reason, examining the relative values and opinions of the groups with which
they interact. Few adults reach this stage.

5. Social Contract and Individual Rights stage. Individuals in this stage understand that codes of
conduct are relative to their social group. This varies from culture to culture and subgroup to subgroup.
With that in mind, the individual enters into a contract with fellow human beings to treat them fairly and
kindly and to respect authority when it is equally moral and deserved. They also agree to obey laws and
social rules of conduct that promote respect for individuals and value the few universal moral values
that they recognize. Moral behavior and moral decisions are based on the greatest good for the greatest
number.
6. Principled Conscience or the Universal/Ethical Principles stage. Here, individuals examine the
validity of society's laws and govern themselves by what they consider to be universal moral principles,
usually involving equal rights and respect. They obey laws and social rules that fall in line with these
universal principles, but not others they deem as aberrant. Adults here are motivated by individual
conscience that transcends cultural, religious, or social convention rules. Kohlberg recognized this last
stage but found so few people who lived by this concept of moral behavior that he could not study it in
detail.





PSYCHOSOCIAL DEVELOPMENT (Erick Erickson)
Stage Basic Conflict Important Events Outcome
Infancy (birth to
18 months)
Trust vs. Mistrust Feeding Children develop a sense of trust when
caregivers provide reliabilty, care, and
affection. A lack of this will lead to mistrust.
Early Childhood (2
to 3 years)
Autonomy vs. Shame
and Doubt
Toilet Training Children need to develop a sense of personal
control over physical skills and a sense of
independence. Success leads to feelings of
autonomy, failure results in feelings of
shame and doubt.
Preschool (3 to 5
years)
Initiative vs. Guilt Exploration 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.
School Age (6 to
11 years)
Industry vs. Inferiority School Children need to cope with new social and
academic demands. Success leads to a sense
of competence, while failure results in
feelings of inferiority.
Adolescence (12 to
18 years)
Identity vs. Role
Confusion
Social Relationships Teens needs 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.
Young Adulthood
(19 to 40 years)
Intimacy vs. Isolation Relationships Young adults need to form intimate, loving
relationships with other people. Success
leads to strong relationships, while failure
results in loneliness and isolation.
Middle Adulthood
(40 to 65 years)
Generativity vs.
Stagnation
Work and Parenthood 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.
Maturity(65 to
death)
Ego Integrity vs. Despair Reflection on Life 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.

Infancy (Birth -18 months)
Psychosocial Crisis: Trust vs. Mistrust
Developing trust is the first task of the ego, and it is never complete. The child will let its mother out of
sight without anxiety and rage because she has become an inner certainty as well as an outer
predictability. The balance of trust with mistrust depends largely on the quality of the maternal
relationship.
Main question asked: Is my environment trustworthy or not?
Central Task: Receiving care
Positive Outcome: Trust in people and the environment
Ego Quality: Hope
Definition: Enduring belief that one can attain ones deep and essential wishes
Developmental Task: Social attachment; Maturation of sensory, perceptual, and motor
functions; Primitive causality.
Significant Relations: Maternal parent
Present throughout an individuals entire life. Therefore if the concept is not addressed, taught and
handled properly during infancy (when it is first introduced), an individual may be negatively affected
and never fully immerse themselves in the world. For example, a person may hide themselves from the
outside world and be unable to form healthy and long-lasting relationships with others, or even
themselves. If an individual does not learn to trust themselves, others and the world they may lose the
virtue of hope, which is directly linked to this concept. If a person loses their belief in hope they will
struggle with overcoming hard times and failures in their lives, and may never fully recover from them.
This would prevent them from learning and maturing into a fully-developed person if the concept of
trust versus mistrust was improperly learned, understood and used in all aspects of their lives.


Younger Years (1 1/2 - 3 Years)
Psychosocial Crisis: Autonomy vs. Shame & doubt
If denied independence, the child will turn against his/her urges to manipulate and discriminate. Shame
develops with the child's self-consciousness. Doubt has to do with having a front and back -- a "behind"
subject to its own rules. Left over doubt may become paranoia. The sense of autonomy fostered in the
child and modified as life progresses serves the preservation in economic and political life of a sense of
justice.
Main question asked: Do I need help from others or not?

Early Childhood (3-6 Years)
Psychosocial Crisis: Initiative vs. Guilt
Initiative adds to autonomy the quality of undertaking, planning, and attacking a task for the sake of
being active and on the move. The child is learning to master the world around them, learning basic
skills and principles of physics; things fall to the ground, not up; round things roll, how to zip and tie,
count and speak with ease. At this stage the child wants to begin and complete their own actions for a
purpose. Guilt is a new emotion and is confusing to the child; she may feel guilty over things which are
not logically guilt producing, and she will feel guilt when her initiative does not produce the desired
results.
Main question asked: How moral am I?

Middle Childhood (7-12 Years)
Psychosocial Crisis: Industry vs. Inferiority
To bring a productive situation to completion is an aim which gradually supersedes the whims and
wishes of play. The fundamentals of technology are developed. To lose the hope of such "industrious"
association may pull the child back to the more isolated, less conscious familial rivalry of the oedipal
time.
Main question asked: Am I good at what I do?

Adolescence (12-18 Years)
Psychosocial Crisis: Identity vs. Role Confusion
The adolescent is newly concerned with how they appear to others. Ego identity is the accrued
confidence that the inner sameness and continuity prepared in the past are matched by the sameness
and continuity of one's meaning for others, as evidenced in the promise of a career. The inability to
settle on a school or occupational identity is disturbing.
Main question asked: "Who am I, and what is my goal in life?"

Early Adulthood (19-34 years)
Psychosocial Crisis: Intimacy vs. Isolation
Body and ego must be masters of organ modes and of the other nuclear conflicts in order to face the
fear of ego loss in situations which call for self-abandon. The avoidance of these experiences leads to
openness and self-absorption.


Middle Adulthood (35-60 Years)
Psychosocial Crisis: Generativity vs. Stagnation
Generativity is the concern of establishing and guiding the next generation. Simply having or wanting
children doesn't achieve generativity. Socially-valued work and disciplines are also expressions of
generativity.
Main question asked: Will I ever accomplish anything useful?...

Later Adulthood (60 years - Death)
Psychosocial Crisis: Ego integrity vs. despair
Ego integrity is the ego's accumulated assurance of its capacity for order and meaning. Despair is
signified by a fear of one's own death, as well as the loss of self-sufficiency, and of loved partners and
friends.