...Freud’s Id, Ego, and Superego Personified in Jane Eyre Charlotte Bronte’s Jane Eyre follows the story of Jane, an orphan, as she develops from a young girl to a young woman of marriageable age. While there are many other characters in the novel, the most developed ones are Jane and the two men that propose marriage to her: Edward Rochester and St. John Rivers. Almost a century after Bronte published her novel, Freud theorized that the psyche developed into three different parts: the id, the ego, and the superego. Jane Eyre’s three main characters personify these parts of the human psyche: Rochester represents the id, St. John the superego, and Jane the ego. Edward Rochester, Jane’s employer and the master of Thornfield, exemplifies Freud’s id. The id, as interpreted by Saul McLeod, is the part of the psyche that is the most basic, unconscious, instinctual part; it begins at birth and demands immediate satisfaction, it is also contains the libido. It acts according to the “pleasure principle” and seeks only self-gratification and pain avoidance (McLeod). Mr. Rochester, wealthy and with few responsibilities, is left free to spend his time pursuing pleasure, traveling Europe, and having an affair with the French singer and dancer Celine Varens. He is not bothered by society’s morals when he tries to marry Jane, even though it would make him a bigamist because he is already married to the woman hidden in his attic. The marriage to Jane also flaunts society’s norm of class...
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...Hierarchy of Needs: According to Abraham Maslow, humans have certain needs that must be fulfilled for healthy living. These needs motivate us to act the way we do, and in particular, in ways that satisfy the needs that are not yet fulfilled. In addition, Maslow suggested that these needs are not all equally important, but exist in a hierarchy (shaped like a pyramid), with the most important, basic needs at the bottom. The Hierarchy of needs is often presented as a pyramid. Forming the base are the Physiological Needs that are essential for survival. This includes the need for oxygen, water, and food. It is only when these lower-level needs are met to some degree that one can move up to fulfill other needs. The second level is composed of Safety and Security needs, which includes finding stability and an environment where one is safe from harm. This might mean finding a stable job, having a house in a safe neighborhood, or having some money in the bank. The third level refers to Love and Belonging Needs. This might mean having a partner or spouse, friends, family, a church group, or other support network. The fourth level is composed of Esteem Needs, which may include the need for recognition, respect, dignity, confidence, and a sense of achievement. This might mean finishing a college degree, passing the bar exams, or getting ahead in one's career. The fifth and highest level of needs is the need for Self-Actualization - the continuous need to fulfill one's potential and be...
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...who they are and I will explain how and why in this paper. According to Sigmund Freud in our text, there are three essential components: the id, the ego, and the superego. The id stage is more of a selfish state where everything is about you and only you. For an example when you are an infant everything is about you and only you. According to Simply Psychology, “The id consists of all the inherited (i.e. biological) components of personality, including the sex (life) instinct – Eros (which contains the libido), and aggressive (death) instinct – Thanatos.” In an infant, their personality is nothing but Id and then when they become older is when the other two stages fall into place. You cry for a reason and most of the time it is either because you are hungry, dirty, sleepy or even just need to be comforted. So there for you cry because you want your caregiver to feed you, clean you, or even snuggle with you so you can fall asleep. The ego state comes around the age of two or three when as Freud states, “the job of the ego to satisfy the demands of the id and to have realistic plans for obtaining what the id wants. Also according to simply psychology, “Initially the ego is “that part of the id which has been modified by the direct influence of the external world” (Freud 1923).” The ego is rational as it Page Two Development Theories tries to rein in the instincts of the id.” The ego state comes in when like a child sees another child eating something that...
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...largely ignored throughout much of early history. The knowledge of child development is essential in allowing us to understand the cognitive, physical, and psychosocial growth that children go through from birth into early adulthood. There is much debate whether emotional responses are genetic, as we are born with them, or are they learned from our environment. This is known as the nature vs. nature debate. Children were often viewed simply as small versions of adults and little attention was paid to progress in reference to cognitive, physical, and psychosocial growth. Many childhood developmental theories have been proposed by theorists and researchers. Following are a few of those theories and the theorist behind the theory. Sigmund Freud (1856-1939) Childhood is a culturally defined period in human development that is between infancy and adulthood. Only in the past 400 years or so has the idea of childhood been a part of Western culture. Early childhood most often refers to the months and years between infancy and school age or middle childhood: 2 to 5 years. The preschool years are a time of significant and complex advances and reorganization in behavior. Learning, perception, reasoning, memory, and social relations undergo important changes and progressions in early childhood. Psychoanalytic development posits early childhood as the critical period in development during which personality orientations emerge that will continue into childhood. A person’s sense of self...
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...CHAPTER I THE PROBLEM AND ITS SCOPE This chapter presents the background of the study; the theoretical and conceptual frameworks; statements of the problem; the hypothesis; significance of the study; the scope and limitations of the study; and the conceptual definition of terms. BACKGROUND OF THE STUDY College is a unique socialization experience. It’s the time when an individual is able to figure out who he or she is, as well as the type of friends he or she wants in his or her life. While intramurals, clubs, athletics, and dorm-life are common ways of socializing, joining Greek-life –Fraternity or Sorority– is also popular among college students. Fraternities and sororities provide many benefits to students such as leadership opportunities, participation in college activities, friendships and extended connections with other chapters around the nation. Although popular, induction into Greek organizations has become a problem because of the practice of hazing. As in many instances where new members are indoctrinated into an established organization there exists an imbalance of power. Various definitions exist to describe behaviors such as hazing and bullying but most emphasize “the continuity of harassment over time and the imbalance of power between the bullies and the victims.” (Adams, 1992; Leyman, 1990) This imbalance of power has the potential to create opportunities for abuse. Frequently this abuse manifests itself in the form of hazing. Hazing is defined as “…any...
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...large selection of human behaviors that have been studied since the beginning of psychology in order to understand the full potential of humans and the way that they think, learn, and behave. Sigmund Freud has been predominantly influential in the study of human development and is the father of psychodynamics and the first to study human development and the inner working of the mind and since then child development has become a crucial aspect in virtually every field of psychology due to several influencing factors on childhood growth and experience (DeVitis, 2011). The stage theories are significant tools in understanding the psychology of human development. Each theorist offers logically uncomplicated justifications of human behavior. However, unanswered questions still arise as to how accurate a theory based on characterizing human behavior in general can be when applied to one particular individual. This paper will discuss and compare the evolutionary/Sociobiological, learning, and psychoanalytical theories and their similarities and differences in the overall development of the child (Savania, & all). Sigmund Freud who is often the most well-known person in the field of Psychology introduced the psychoanalytical theory. Freud believed that our subconscious and ego controlled much of our behavior. The learning theory, that was introduced, by Ivan Pavlov, B.F. Skinner, and John B. Watson, is that theory focuses on the fact that we learn by observing and behavior...
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...large selection of human behaviors that have been studied since the beginning of psychology in order to understand the full potential of humans and the way that they think, learn, and behave. Sigmund Freud has been predominantly influential in the study of human development and is the father of psychodynamics and the first to study human development and the inner working of the mind and since then child development has become a crucial aspect in virtually every field of psychology due to several influencing factors on childhood growth and experience (DeVitis, 2011). The stage theories are significant tools in understanding the psychology of human development. Each theorist offers logically uncomplicated justifications of human behavior. However, unanswered questions still arise as to how accurate a theory based on characterizing human behavior in general can be when applied to one particular individual. This paper will discuss and compare the evolutionary/Sociobiological, learning, and psychoanalytical theories and their similarities and differences in the overall development of the child (Savania, & all). Sigmund Freud who is often the most well-known person in the field of Psychology introduced the psychoanalytical theory. Freud believed that our subconscious and ego controlled much of our behavior. The learning theory, that was introduced, by Ivan Pavlov, B.F. Skinner, and John B. Watson, is that theory focuses on the fact that we learn by observing and behavior...
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...1. Main Idea behind Erikson’s Personality Theory Erikson wasn't trained by Sigmund Freud, nor did he hold a Doctorate a highly respected university. In fact, he was not formally educated like the vast majority of his psychodynamic colleagues. Although his parents pushed for medical school, Erikson saw himself as an artist and spent his youth wandering through Europe living the artist's life. In 1927, he took a job working with children of Freud's patients and friends. The school approached development psychoanalytically and Erikson was soon to master this theory and begin developing his own theories relating to personality development. His two major contributions to psychodynamic thought include a reappraisal of the ego and an extended view of developmental stages. The New Ego Erik Erikson believed that the ego Freud described was far more than just a mediator between the superego and the id. He saw the ego as a positive driving force in human development and personality. As such, he believed the ego's main job was to establish and maintain a sense of identity. A person with a strong sense of identity is one who knows where he is in life, has accepted this positions and has workable goals for change and growth. He has a sense of uniqueness while also having a sense of belonging and wholeness. Those who have weaker egos, encounter trying times, or who have poorly developed egos get trapped in what is termed an identity crisis. According to Erikson, an identity...
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...infant is entirely dependent upon caretakers (who are responsible for feeding the child), the infant also develops a sense of trust and comfort through this oral stimulation. * 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. The anal stage: Age Range: 1 to 3 years Erogenous Zone: Bowel and Bladder Control * During the anal stage, Freud believed that the primary focus of the libido was on controlling bladder and bowel movements. The major conflict at this stage is toilet training--the child has to learn to control his or her bodily needs. Developing this control leads to a sense of accomplishment and independence. * According to Freud, success at this stage is dependent upon the way in which parents approach toilet training. Parents who utilize praise and rewards for using the toilet at the appropriate time encourage positive outcomes and help children feel capable and productive. Freud believed that positive experiences during this stage served as the basis for people to become competent, productive and creative adults. * 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...
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...REVIEW OF RELATED LITERATURE (FOREIGN) I. Introjection in GESTALT THERAPY In Gestalt therapy the concept of "introjection" is not identical with the psychoanalytical concept. Central to Fritz and Laura Perls' modifications was the concept of "dental or oral aggression", when the infant develops teeth and is able to chew. They set "introjection" against "assimilation". In Ego, Hunger and Aggression Fritz and Laura Perls suggested that when the infant develops teeth, he or she has the capacity to chew, to break apart food, and assimilate it, in contrast to swallowing before; and by analogy to experience, to taste, accept, reject or assimilate. Laura Perls explains: "I think Freud said that development takes place through introjection, but if it remains inrojection and goes no further, then it becomes a block; it becomes identification. Introjection is to a great extent unawares.” Thus Fritz and Laura Perls made "assimilation", as opposed to "introjection", a focal theme in Gestalt therapy and in their work, and the prime means by which growth occurs in therapy. In contrast to the psychoanalytic stance, in which the "patient" introjects the (presumably more healthy) interpretations of the analyst, in Gestalt therapy the client must "taste" with awareness his or her experience, and either accept or reject it, but not introject or "swallow whole". Hence, the emphasis is on avoiding interpretation, and instead encouraging discovery. This is the key point in the divergance...
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...Operant conditioning * The BA – we learn through the consequences of our actions * This is based on the principle of association. Classical conditioning * We learn through reinforcement and punishment * Pavlov showed through his research with dogs that if two stimuli are presented at the same time * Example food and sound of bell and this happens repeatedly then they become associated with each other * Reinforcement can be positive or negative. Positive reinforcement is where we receive a reward for our behaviour * Negative reinforcement is where we manage to avoid something unpleasant happening * Through this process, we can learn new responses to environmental stimuli as the behaviourist approach says all behaviour is learned The SLT would consider how children could learn aggression both directly and indirectly. * For example a child may be given attention for throwing a temper tantrum, and this is positively reinforcing for them as it act as a reward (learn aggression directly). SLT mainly would focus on how children would learn aggression from seeing others (indirect learning). * For example a child may observe their older sibling having a tantrum and receiving sweets from their mum to pacify them. Due to vicarious reinforcement, the younger child will think that if they behave like this too, they will also receive sweets. This is known as observational learning/modelling. Studies carried out...
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...Psychoanalysis Psychoanalysis is a highly specialized treatment based on the observation that people are often unaware of the many internal factors that determine their emotions and behavior. Because it addresses core problems as well as symptoms, psychoanalysis is a comprehensive treatment for many psychological and emotional difficulties in appropriate individuals. It enables people to become aware of inner forces that affect life and helps master those inner forces that are out of conscious control. Psychoanalysis opened up a new view on mental illness, suggesting that talking about problems with a professional could help relieve symptoms of psychological distress. Psychoanalysis was developed by psychologist Sigmund Freud (1856-1939) pioneered the psychoanalytic perspective. Sigmund Freud was the founder of psychoanalysis and the psychodynamic approach to psychology. This school of thought emphasized the influence of the unconscious mind on behavior. Freud believed that the human mind was composed of three elements the id, the ego, and the superego. Many of Freud's observations and theories were based on clinical cases and case studies, making his findings difficult to generalize to a larger population. Regardless, Freud's theories changed how we think about the human mind and behavior and left a lasting mark on psychology and culture. Freud's theories overemphasized the unconscious mind, sex, aggression and childhood experiences. Many of the concepts proposed by psychoanalytic...
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...Running Head: A DIFFERENCE IN CHILD DEVELOPMENT PSY 104: Child and Adolescent Development September 14, 2012 A Difference in Child Development Throughout the years, there have been many great theorists to contribute to the world of psychology. Three of the most well-known of these theorists are Jean Piaget, Erik Erikson, and Sigmund Freud. All three of these men have contributed to the world of psychology in ways that have proved to change history and how we study science and even more so the development of children. From the dynamics of the development of the child and adolescent mind to the underlying causes for most adult sexual disorders, the work that these men did throughout their lifetimes proved to produce amazing results for not only managing to turn their names into household names of their time but also going down in history for bringing to one’s attention that which no one had ever dared to touch before. Although the theories contributed by these men are each significant and all are in relation to childhood and adolescent development, they also each possess certain distinct qualities that allow them to stand out beside their creator. According to Jean Piaget, his observations allowed him to gather that children reason and understand differently depending upon age in a manner of progression through a series of cognitive stages and although the rate in which they progress may differ, eventually...
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...Discuss two or more definitions of abnormality (12 marks) One definition of abnormality is “deviation from social norms” and under this definition a person’s thinking or behaviour is classified as abnormal if it violates the unwritten rules about what is expected or acceptable behaviour in a particular social group. Behaviour may be incomprehensible to others or make others feel threatened or uncomfortable. For example, someone would be classified as being abnormal if they laughed at a funeral, as this is socially unacceptable. A weakness of this definition is that it lacks cultural relativity as social behaviour varies when different cultures are compared. For e.g. it’s common in south Europe to stand much closer to strangers than in the UK. As well as this voice pitch and volume, touching, directions of gaze and acceptable subjects for discussion have all been found to vary between cultures. This means what is considered deviant or abnormal varies considerably across cultures, thus weakening this definition. Another limitation of deviation from social norms is that it lacks time validity. This is because social norms change over time; behaviour that was once seen as abnormal may be acceptable and vice versa. For example, drink driving was once considered acceptable but is now seen as socially unacceptable whereas homosexuality has changed the other way. Until 1980 homosexuality was considered a psychological disorder but is considered acceptable today. This is a weakness...
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...Discuss two or more definitions of abnormality (12 marks) One definition of abnormality is “deviation from social norms” and under this definition a person’s thinking or behaviour is classified as abnormal if it violates the unwritten rules about what is expected or acceptable behaviour in a particular social group. Behaviour may be incomprehensible to others or make others feel threatened or uncomfortable. For example, someone would be classified as being abnormal if they laughed at a funeral, as this is socially unacceptable. A weakness of this definition is that it lacks cultural relativity as social behaviour varies when different cultures are compared. For e.g. it’s common in south Europe to stand much closer to strangers than in the UK. As well as this voice pitch and volume, touching, directions of gaze and acceptable subjects for discussion have all been found to vary between cultures. This means what is considered deviant or abnormal varies considerably across cultures, thus weakening this definition. Another limitation of deviation from social norms is that it lacks time validity. This is because social norms change over time; behaviour that was once seen as abnormal may be acceptable and vice versa. For example, drink driving was once considered acceptable but is now seen as socially unacceptable whereas homosexuality has changed the other way. Until 1980 homosexuality was considered a psychological disorder but is considered acceptable today. This is a weakness because...
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