1. Psychological basis of personality development
Pd 1 (personality development and public relations)
Jona victoriano, m.a.

2. OBJECTIVES Define and explain human development
Define and explain the structures of our personality by looking through the lens of Sigmund Freud’s theory
Analyze the different theories of human development

3. WHAT IS HUMAN DEVELOPMENT?
“…it is the progressive and continuous change in the individual from conception up to death.” (Santos, 2010)
Human development encompasses changes as a function of maturation and learning.

4. MATURation
“….refers to the appearance of specie-specific behaviors like talking and walking.” (Santos, 2010)

5. STRUCTURES OF PERSONALITY

6. SIGMUND FREUD Born on May 6, 1856
was an Austrian neurologist and the founder of psychoanalysis, a clinical method for treating psychopathology throug h dialogue between a patient and a psychoanalyst.

7. Freud’s structure of personality
Id - is the primitive and instinctive component of personality. It consists of all the inherited (i.e. biological) components of personality present at birth, including the sex (life) instinct – Eros (which contains the libido), and the aggressive (death) instinct - Thanatos.
-it is also called the “pleasure principle”.
2. Ego – is that part of the id which has been modified by the direct influence
of the external world.
- It is the “decision making component” of personality.
- it is also called the “reality principle.”
- the human psyche (personality) has more than one aspect. Freud (1923) saw the psyche structured into three parts (i.e. tripartite), the id, ego and superego, all developing at different stages in our lives. These are systems, not parts of the brain, or in any way physical.
The id remains infantile in it's function throughout a persons life, and does not change with time or experience, as it is not in touch with the external world. The id is not affected by reality, logic or the everyday world, as it operates within the unconscious part of the mind.
The id operates on the pleasure principle (Freud, 1920) which is the idea that every wishful impulse should be satisfied immediately, regardless of the consequences. When the id achieves its demands we experience pleasure, when it is denied we experience ‘unpleasure’ or tension.
2. The ego develops in order to mediate between the unrealistic id and the external real world.
- Ideally the ego works by reason, whereas the id is chaotic and totally unreasonable.
- works out realistic ways of satisfying the id’s demands, often compromising or postponing satisfaction to avoid negative consequences of society. The
ego considers social realities and norms, etiquette and rules in deciding how to behave.

8. Freud’s structure of personality
3. Superego - The superego's function is to control the id's impulses, especially those which society forbids, such as sex and aggression. - It also has the function of persuading the ego to turn to moralistic goals rather than simply realistic ones and to strive for perfection.
3. The superego consists of two systems:
The conscience - The conscience can punish the ego through causing feelings of guilt. For example, if the ego gives in to the id's demands, the superego may make the person feel bad through guilt.
the Ideal self- The ideal self (or ego-ideal) is an imaginary picture of how you ought to be, and represents career aspirations, how to treat other people, and how to behave as a member of society.

9. Theories of human development
-Theories of development provide a framework for thinking about human growth, development, and learning. But why do we study development? What can we learn from psychological theories of development? If you have ever wondered about what motivates human thought and behavior, understanding these theories can provide useful insight into individuals and society.
-WHY ARE PSYCHOLOGICAL THEORIES IMPORTANT?
1. Theories provide a framework for understanding human behaviour, thought, and development. By having a broad base of understanding about the how's and why's of human behaviour, we can better understand ourselves and others.
2. Theories create a basis for future research. Researchers use theories to form hypotheses that can then be tested.
3. Theories are dynamic and always changing. As new discoveries are made, theories are modified and adapted to account for new information.

10. FREUD’S Psychosexual theory
The theory of psychosexual development describes how personality develops during childhood.
Freud believed that personality develops through a series of childhood stages in which the pleasure-seeking energies of the id become focused on certain erogenous areas. This psychosexual energy, or libido, was described as the driving force behind behavior.
If these psychosexual stages are completed successfully, the result is a healthy personality. If certain issues are not resolved at the appropriate stage, fixation can occur.
A fixation is a persistent focus on an earlier psychosexual stage. Until this conflict is resolved, the individual will remain "stuck" in this stage.
EX. a person who is fixated at the oral stage may be over-dependent on others and may seek oral stimulation through smoking, drinking, or eating.

11. LIBIDO
Is the energy, regarded as a quantitative magnitude... of those instincts which have to do with all that may be comprised under the word 'love'. It is the instinct energy or force, contained in what Freud called the id, the strictly unconscious structure of the psyche.

12. During the oral stage, the infant's primary source of interaction occurs through the mouth, so the rooting and sucking reflex is especially important. The mouth is vital for eating, and the infant derives pleasure from oral stimulation through gratifying activities such as tasting and sucking.
- The primary conflict at this stage is the weaning process--the child must become less dependent upon caretakers. If fixation occurs at this stage, Freud believed the individual would have issues with dependency or aggression. Oral fixation can result in problems with drinking, eating, smoking or nail biting.
2. During the anal stage, Freud believed that the primary focus of the libido was on controlling bladder and bowel movements.
- However, not all parents provide the support and encouragement that children need during this stage. Some parents' instead punish, ridicule or shame a child for accidents. According to Freud, inappropriate parental responses can result in negative outcomes.
If parents take an approach that is too lenient, Freud suggested that an anal-expulsive personality could develop in which the individual has a messy, wasteful or destructive personality. If parents are too strict or begin toilet training too early, Freud believed that an anal-retentive personality develops in which the individual is stringent, orderly, rigid and obsessive.
3. During the phallic stage, the primary focus of the libido is on the genitals. At this age, children also begin to discover the differences between males and females.
OEDIPUS COMPLEX- It refers to a male child's unconscious desire for the opposite-sex parent. They see their fathers as their rivals to the mother’s attention.
ELECTRA COMPLEX - It refers to a female child's unconscious desire for the opposite-sex parent. They see their mothers as their rivals to the father’s attention.
4. During the latent stage, the libido interests are suppressed. The development of the ego and superego contribute to this period of calm. The stage begins around the time that children enter into school and become more concerned with peer relationships, hobbies and other interests.
- The latent period is a time of exploration in which the sexual energy is still present, but it is directed into other areas such as intellectual pursuits and social interactions. This stage is important in the development of social and communication skills and self-confidence.
5. During the genital stage, the individual develops a strong sexual interest in the opposite sex.
- Where in earlier stages the focus was solely on individual needs, interest in the welfare of others grows during this stage.

13. Erikson’s psychosocial theory
Unlike Freud's theory of psychosexual stages, Erikson's theory describes the impact of social experience across the whole lifespan.
IMPORTANT ELEMENTS IN ERIKSON’S THEORY:
Ego Identity- is the conscious sense of self that we develop through social interaction. According to Erikson, our ego identity is constantly changing due to new experiences and information we acquire in our daily interactions with others.
2. Ego strength- If the stage is handled well, the person will feel a sense of mastery. If the stage is managed poorly, the person will emerge with a sense of inadequacy.

14. BANDURA’S SOCIAL LEARNING THEORY
born on December 4, 1925
A David Starr Jordan Professor Emeritus of Social Science in Psychology at Stanford University.
In 1974, he was elected to be the Eighty- Second President of the American Psychological Association (APA).
A 2002 survey ranked Bandura as the fourth most-frequently cited psychologist of all time, behind B. F. Skinner, Sigmund Freud, and Jean Piaget, and as the most cited living one.

15. BANDURA’S SOCIAL LEARNING THEORY
This theory posits that people learn from one another, via observation, imitation, and modeling.

16. PIAGET’S THEORY OF COGNITIVE DEVELOPMENT
According to psychologist Jean Piaget, children progress through a series of four key stages of cognitive development marked by shifts in how they understand the world.
Kids acquire knowledge and make sense of their world through using their senses.
Kids are able to sue language and use their logic through pretend play.
Kids are now able to use logical thinking although they are still not able to go through abstract and hypothetical concepts.
Kids have fully learned how to utilize logical thinking, create hypothesis, and test.
BUT! It is important to note according to Piaget, that this 4 stages can be applied to all kinds of children. It does not mean that the child continually gathers knowledge as they go through different stages because thes may interchange depending on the intelligence quotient of the child.