Freud’s Psychoanalytical Theory

INTRODUCTION:

 Psychoanalytic theory was developed by Sigmund Freud (1856-1939).

 Psychoanalytic theory revolutionized the understanding of mental life and human
behavior.
 Freud's theories helped in understanding early development of sexuality and mental
functioning in the infant and adult psychological illnesses.

FREUD'S THEORIES

Psychoanalytic theory includes:

1. Structural theory of the mind
2. Topographic model of the mind
3. Dynamics of the personality
4. Stages of personality
5. Theory of Narcissm

1. STRUCTURAL THEORY OF THE MIND

According to Freud (1927), there are three parts of personality,

1. ID: - Represents the unconscious mind or desire

It consists of our entire primitive, innate urge. These include various bodily needs,
sexual desire, and aggressive impulse. It wants immediate, total gratification and is not capable
of considering the potential costs of seeking this goal

The ID is the source of instinctual drives which we inherited and considered to be of two
opposing types
(a) Life instincts – which are constructive drives primary of a sexual nature, which constitute
the libido, the basic energy of life.
(b)Death instincts-which are destructive drives, that tend toward aggression, destruction and
eventually death.
Freud used the term sexual in a broad sense to refer to almost anything pleasurable, from eating
to painting. The id is completely selfish, concerned only with the immediate gratification of
instinctional needs without reference to reality or moral considerations. Hence it is said to
operate in terms of pleasure principle. While the id can generate mental images and wish-
fulfilling fantasies, referred to as the Primary process, it cannot undertake the realistic actions
needed to meet instinctional demands.
According to Freud, the Id is totally unconscious and operates in accordance with what he
termed the Pleasure principle. In Freudian psychology, the pleasure principle is the
psychoanalytic concept describing people seeking pleasure and avoiding suffering(pain) in order
to satisfy their biological and psychological needs

2. EGO: - Ego is the developed form of ID

Consequently, a second part of the personality as viewed by Freud, develops- the ego. The ego
mediates between the demands of the id and the realities of the external world. The basic purpose
of the ego is to meet if demands, but in such a way as to ensure the well being and survival of an
individual. This role requires the use of reason and other intellectual resources in dealing with
the external world as well as the exercise of control over id demands. The ego’s adaptive
measures are referred to as the secondary process, and the ego is said to operate in terms of the
reality principle.

Unfortunately, the world offer few opportunities for instant pleasure. Moreover attempting to
gratify many of our innate. Urge would soon get us into serious trouble. It is in response to these
facts that the second structure of personality, the EGO develops.
The ego’s task is to hold the Id in check until conditions appropriate for satisfaction of its
impulse exist. Therefore ego operates in accordance with the Reality principle.

3. SUPEREGO: - It is the last developed moral or ethical part of the person

Since the id-ego relationship is merely one of expediency. Freud postulated a third key
subsystem- the superego. The superego is the outgrowth of the toboos and moral values of
society. It is essentially what we refer to as the conscience, it is concerned with right and wrong.
As the superego develops , it becomes an additional inner control system that copes with the
uninhibited desires of id.

It too seeks to control satisfaction of id impulses, permitting their gratification only under certain
conditions. In contrast to the ego, though, the superego is concerned with morality. The superego
permits gratification of id impulses only when it is morally to do so- not simply when it is safe or
feasible, as required by the ego.
 The superego is acquired from our parents and through experience and represents our
internalization of the moral teaching and norms of our society. Unfortunately such teachings are
often quite inflexible and leave little room for gratification of our basic desires.

An example to explain their nature-

Suppose a girl is going on a lonely road. A boy going in the same direction has a wish to molest
or rape the girl, then immediately the boy has a second thought that this place is not appropriate,
if someone catches him he will get a good beating, will be sent in police’s custody and the road
ahead is more lonely and appropriate for rape; them he has a third thought that, she is a helpless
girl, someone’s sister is like my sister, and to think even of the word rape on our sister is very
bad so he further thinks that let her go. The first wish of boy is of Id, second is of ego and the
third is of superego.

2. TOPOGRAPHIC MODEL OF THE MIND

The model divides the mind into three regions:

The conscious system, the preconscious system, and the unconscious system, each of which has
its own unique characteristics.

The conscious:

The conscious system in the topographic model is characterized as the part of the mind in which
the body or mind are brought into awareness. Consciousness is viewed as a subjective
phenomenon whose content can be communicated only by means of language or behavior. Freud
assumed that consciousness employs a form of neutralized psychic energy that he referred to as
attention cathexis

The preconscious:

The preconscious system comprises those mental events, processes, and contents that are capable
of being brought into conscious awareness by the act of focusing attention. Although most
people are not consciously aware of the appearance of their first grade teachers, they can
ordinarily bring that image to mind by the deliberate focusing of attention on the memory.

The unconscious:

The unconscious system is a dynamic one. In other words, the mental contents and processes of
the unconscious are kept out of conscious awareness through the force of censorship or
repression. The repressive force, sometime referred to as countercathexis, manifests itself as the
resistance to remembering.

3. DYNAMICS OF THE PERSONALITY

Freud called this psychic energy (or the drive to fulfill basic physiological needs such as hunger,
thirst, and sex ) the libido.
 Libido assumes that biological “needs” (drives) fuel behavior. The aim of behavior is to
gratify the drive. Drives are either sexual or aggressive in nature. The libido theory
explains that the sexual instinct plays an etiological role in the neuroses and that sexual
stimulation exerts a predominant force (which is called libido) on mental activity
throughout life. The discharge of libido is experienced as pleasure

Freud believed that psychic energy is the force or impetus required for mental functioning,
origining in the id, it instinctually fulfills basis physiological needs.

As the child matures, psychic energy is diverted from the id to form ego and then from the ego
to form the superego. Psychic energy is distributed and within these three componen ts, with the
ego retaining the largest share to maintain a balance between the impulsive behaviors of the
superego and id. If an excessive amt of psychic energy is stored in one of these personality
components, behavior will reflect that part of the personality.

Freud used the terms Cathexis and Anticathexis to describe the forces within the id, ego, and
superego that are used to invest psychic energy in external sources to satisfy needs.

Cathexis

It is the process by which the id invests energy into an object in an attempt to achieve
gratification. An example is the individual who instinctively turns to alcohol to relieve stress.

Anticathexis

It is the use of psychic energy by the ego and superego to control id impulses. In eg.the ego
attempt to control the use of alcohol with rational thinking such as, I already have ulcers from
drinking too much. The superego would exert control with, I shouldn’t drink. If I drink, my
family will be hurt and angry. Freud believes that an imbalance between cathexis and
anticathexis resulted in internal conflicts producing tension and anxiety in individual.

4.STAGES OF PERSONALITY DEVELOPMENT

Now we come to what is perhaps the most controversial aspect of Freud’s theory of personality.
To understand Freud’s ideas concerning psychosexual development we must first grasp his
concept of libido and fixation.

According to Freud, the libido is the instinctual life force that energizes the id, release of libido
is closely related to pleasure, but the focus of such pleasure- and the expression of libido-
changes as we move through discrete stages of development. As we move through these stages,
and obtain different kinds of pleasure in them, we leave behind small amounts of our libido.

But if an excessive amount of energy is tied to a particular stage, fixation is said to result. This
can stem from either too little or too much gratification during this stage, and in either case the
result is harmful. Since the individual has left too much “psychic energy” behind, less is
available for full adult development. The outcome may be an adult personality reflecting the
stage or stages at which fixation has occurred. To put it another way, if too much energy is drain
away by fixation at earlier stages of development, the amount remaining may be insufficient to
power movement to full adult development. Then, an individual may develop an immature
personality and so be subject to several important forms of psychological disorder.

Now back to the actual stages themselves. According to Freud, as we grow and develop,
different parts of the body serve as the focus of the constant quest for pleasure.

Oral stage

It lasts until we are about eighteen months old, we seek pleasure primarily through the mouth
if too much or too little gratification occurs during this stage, an individual may fixated at it. Too
little gratification results in a personality that is overly dependent on others; too much, especially
after the child has developed some teeth, results in a personality that is excessively hostile,
especially through verbal sarcasm and similar “ biting” forms of behavior.

In oral stage there are two sub conditions-

1. Oral sucking:- this is from birth to 8 months period. The child satisfy his sexual instinct
by sucking from mouth, lips and tongue. The child in this condition is totally in id’s
effect and driven by pleasure principle.
It is observed that the child of this age group enjoying sucking. Because of this he keeps
on sucking mother’s breast even after satisfying his hunger. A child of this age, if it is not
breast fed then he satisfies himself by sucking his thumb or finger. A child if it is touched
at any part of body he enjoys it. Mother starts the weaning at 7-8 months age. If the
weaning is abruptly stopped creates disturbance in his personality development. Because
his sexual instincts are not satisfied of milk, which is given by other methods. Freud says
that such experiences may further result into many problems. By the end of this stage the
ego starts developing and the teething also starts.
2. Oral biting:- this stage is from 6 to 18 months. It also consists of the earlier
characteristics and other specialties of personality also develop. Child enjoy in biting,
sucking and feels pleasure in this age. He loves his mother, because his needs are fulfilled
by her, but also hates her when she skips from breastfeeding to bottle feeding and from
liquid foods to semi liquid and solid foods. Sometimes he shows his resentment by biting
the breasts. The child is taught new habits at this stage. According to Freud, this is the
second major traumatic experience. Ego starts separating from it.

Anal stage

The next stage occurs in response to efforts by parents to toilet train their children. During the
anal stage, the process of elimination becomes the primary focus of pleasure. Fixation at this
stage, stemming from traumatic toilet- training experiences, may result in individuals who are
excessively orderly, and stubborn or alternatively, excessively generous and undisciplined.

In anal stage, two sub stages in this stage:-

1. Anal expulsive stage:- This stage is from 8 months to 3 years. Freud is of the view that
child satisfy his sexual instinct by releasing urine and feaces. He expresses his anger by
urinating or defecation at the wrong place. Ego is quite developed in this stage. Child
understands that he is from a particular sex. In other words the body thinks that he will
become a father and the girl thinks that she will become mother.
2. Anal retentive stage:- This stage is from 1 to 4 years. The child enjoyed in controlling in
urine or feaces. He understands the social value of toilet control. But many times when he
fails to control his toilet before others he is insulted. A child of this age realizes that he is
not the center of attention for his parents but they themselves are attached by each other.
This is also traumatic experience for the child. If these experiences are sublimated, the
child future becomes a sculpture, artists etc. If these is reaction formation of these
experiences the child starts hating urine feaces and he becomes miser etc.
Phallic stage

At about age four, the genitals become the primary source of pleasure, and children enter the
phallic stage. They see this difference in their brother sister or something also in their parents
during intercourse. Although they cannot have experience but they feel it, especially when they
are sent out of the room by their parents on temptation like sweet or toys, then they can imagine
that the parents are having interesting programme inside the room. They are curious to know that
how their sex organs. A child of 5 years know that he come out of his mother’s womb, but does
not know that how he went in and come out Children learn to masturbate at this stage. The
activity of releasing urine is also enjoyable for the child in some situations. Many times school
going children urinate together and compete for longer distance urination. At this stage the child
is prone to develop many types of complexes – Oedipus complex, electra complex, castration
complex, penis envy etc.

 Oedipus complex:- In Freud’s theory, a crisis of psychosexual development in which

children must give up their sexual attraction to their opposite sex parent
 Castration complex: - Fear of punishment for such desire then enters the picture. The
fear of punishment as referred as castration complex. In boys, castration complex
becomes castration anxiety, and in girls it becomes loss of love.
 Electra complex: - It is the female counterpart of the Oedipus complex. It is based on the
view that each girl experiences penis envy and wants to possess her father and replace her
mother

Latency stage

This stage is from 5 to 12 years. The child’s sexual instincts are usually at sleep during this time,
the main reason for it is social fear. This inwardly interests grow. He enjoys playing and talking
with his friends. He does not like the love shown by his parents. But the masturbation learnt at
phallic stage persists. The love for mother changes in respect and regard.

After resolution of the Oedipus conflict, children enter the latency stage, in which they remain
until the onset of puberty. During the latency period, Freud contended, sexual urges are largely
repressed. After puberty is again the person becomes capable of adult love in its fullest meaning.
Please remember: progression to the genital stage is possible only if serious fixation has not
occurred at the earlier stages of development.

Genital stage

This stage is from 12 to 20 years. The boys and girls see their genitals as sex organs now. Phallic
stage again is aroused. The boys and girls of this age start telling false stories, day dream,
masturbate and involve in homosexuality. They play dirty games, kiss etc. It is observed that
when girls and boys are alone, they feel depressed and defeated and to satisfy they masturbate.
The girls leave their parody and childhood and become shy. Masturbation is left out by the end
of this stage.
AGE STAGE MAJOR DEVELOPMENTAL TASKS

BIRTH – 18 MONTHS
ORAL RELIEF FROM ANXIETY THROUGH ORAL
GRATIFICATION OF NEEDS

18 MONTHS – 3YRS ANAL

LEARNING INDEPENDENCE AND CONTROL, WITH
FOCUS ON THE EXCRETORY FUNCTION

3 -6 YEARS PHALLIC IDENTIFICATION WITH THE PARENTS OF SAME

SEX; DEVELOPMENT OF SEXUAL
FOCUS ON GENITAL ORGAN

6 -12 YEARS LATENCY SEXUALITY REPRESSED FOCUS ON RELATIONSHIP

WITH SAME SEX PEERS

13 - 20 YEARS GENITAL LIBIDO REAWAKENED AS GENITAL ORGANS

FOCUS ON RELATIONSHIP WITH OPPO

5. Theory of Narcissism
Narcissism refers to excessive love or admiration of oneself or self-love. The term also refers to
the erotic pleasure derived from contemplation or admiration of one's own body or self,
especially as a fixation on or a regression to an infantile stage of development. Freud explained
his theory of narcissism in his seminal paper "On Narcissism: An Introduction" (Freud, 1914 ).

Freud explains primary and secondary narcissisms, which emerge in normal human
development.

 Primary narcissism refers to a the state in which the desire and energy that drives one’s
instinct to survive.
 Secondary narcissism occurs when the libido withdraws from objects outside the self,
above all the mother, producing a relationship to social reality that includes the potential
for megalomania.

Problems in the transition from one to the other can lead to pathological narcissistic disorders in
adulthood.

VIEW OF BEHAVIOUR DEVIATION

Psychoanalyst trace disrupted behavior in the adult to earlier development stages. Each stage of
development has a task that must be accomplished. If too much emphasis is placed on any stage
or if unusual difficulty logical energy (libido) becomes fixated in an attempt to deal with anxiety.

Psychoanalysts believe that neurotic symptoms arise when so much energy goes into controlling
anxiety that it interferes with the individual’s ability to function. They believe that everyone is
neurotic to some extent. Everyone carries the burden of childhood conflicts and is influenced in
adulthood by childhood experiences.

According to psychoanalytic theory, symptoms are symbols of the original conflicts. For
instance, compulsive hand washing may represent the person’s attempt to cleanse the self
of impulse that a patient labeled unclean during the anal stage of development. However the
meaning of behavior is hidden from the conscious awareness of the person who usually is upset
about these uncontrolled thoughts, actions and feeling.

RELEVANCE TO NURSING PRACTICE

Knowledge of the personality can assist nurses who work in the mental health setting. Being
able to recognize behavior associated with the id, the ego, the superego will assist in the
developmental level. Understanding the use of ego defense mechanisms is important in making
determination about maladaptive behaviors; in planning care for client to assist in creating
change, or helping clients accept themselves as unique individuals.

CONCLUSION

Sigmund Freud estabilished his Psychoanalytical theory through the concepts of Structural
theory of mind, Topographic model of the mind, Dynamics of the personality, Stages of
personality development and Theory of Narcissm. According to him the entire mental life is
directed from the unconscious forces. The conscious level is the small part of unconscious mind.
Most of the human activities are motivated from the unconscious mind. He describes formation
of personality through 5 stages of psychosexual development. He believes that characteristics
developed during these early years bore heavily on one’s adaption pattern and personality trait in
adulthood. Knowledge of the structure of personality can assist nurses to work in the mental
health setting. Understanding this theory helps us to accept clients as unique individuals.

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