Topic 2. Sigmund Freud Theory

Sigmund Freud’s Classical
Psychoanalytic Approach
Presented by:
Dr. Louziela Masana-Barliso
Lyceum of the Philippines-Cavite
PERSONAL HISTORY
• Sigismund Schlomo Freud was born in

Moravia on May 6,1856 and died in
London on September 23, 1939, however,
he resided in Vienna,and he left that city
only when Nazis overran Austria.
• He had a strict father, but had a young,
protective and loving mother. He was very
attached to his mom.
PERSONAL HISTORY
• He wanted to be a scientist and also

interested in neurology, caused him to
specialize in the treatment of nervous
disorders.
• He was the first to develop comprehensive
theory of the mind, mental illness and
treatment.
PERSONAL HISTORY
• Freud studied for a year with the famous

French psychiatrist, Jean Charcot, who
was using hypnosis in the treatment of
hysteria.
• Later on, he tried the method devised by
Viennese physician, Joseph Breuer, a
method by which the patient was cured of
symptoms by talking to them.
PERSONAL HISTORY
• He married Martha Bernays to whom he

had six children, one of whom Anna, who
followed her father's calling.
• He had a cancer of the jaw which caused
him of increasing severe pain and
declared to be inoperable.
• Three days after his death his body was
cremated. After Martha died in 1951, her
ashes was placed in the urn.
STRUCTURE OF PERSONALITY
• ID
– original system of the personality
– consists of everything psychological that is
inherited and is present at birth, including
instincts
– reservoir of psychic energy and furnishes all
the power for the operation of the other two
systems
– true psychic reality (because it represents the
inner world of subjective experience and has
no knowledge of objective reality
• ID
– pleasure principle (tension reduction by which
the id operates)
– Two Processes
• Reflex Actions-inborn and automatic
reactions like sneezing and blinking
• Primary Process-involves somewhat more
complicated psychological reaction
• EGO
– reality principle (aim: to prevent the discharge
of tension until an object that is appropriate for
the satisfaction of the need has been
discovered)
– operate by means of secondary process
(realistic thinking)
– executive of the personality because it
controls the gateways to action, selects the
features of the environment to which it will
respond, and decides what instincts will be
satisfied and in what manner.
• SUPEREGO
– third and last system of personality
– the internal representative of the traditional
values and ideals of society as interpreted to
the child by its parents and enforced by
means of a system of rewards and
punishments imposed upon the child
– moral arm of personality (represents the ideal
rather than the real and strives for perfection
rather than pleasure)
• SUPEREGO
– Its main concern is to decide whether
something is right or wrong so that it can act
in accordance with the moral standards
authorized by the agents of society.
– internalized moral arbiter of conduct develops
in response to the rewards and punishments
meted out by the parents
– Two Subsytems of Superego
• Conscience
• Ego-ideal
• SUPEREGO
– Main Functions
• To inhibit the impulses of the id, particularly
those of a sexual or aggressive nature,
since these are impulses whose expression
is most highly condemned by society
• To persuade the ego to substitute moralistic
goals for realistic ones
• To strive for perfection
DYNAMICS OF PERSONALITY
INSTINCTS
– inborn psychological representation of an
inner somatic source of excitation
• Wish (psychological representation)
• Need (bodily excitation)
– exercises selective control over conduct by
increasing one's sensitivity for particular kinds
of stimulation
– quantum of psychic energy
INSTINCTS
– Four Characteristics Features
• A Source
–bodily condition or a need
• An Aim
–removal of the bodily excitation
• An Object
–all behavior that take place in securing
the necessary thing or condition
• An Impetus
–force or strength, which is determined
by the intensity of the underlying need
INSTINCTS
• Life Instincts (EROS)-serve the purpose
of individual survival and racial
propagation
– hunger, thirst, sex
– Libido - form of energy by which the life
instincts perform their work
• Death Instincts (THANATOS)-destructive
instincts; perform their work much less
conspicuously than the life instincts
ANXIETY
• customary reaction to external threats of
pain and destruction with which it is not
prepared to cope
• Three types
– Reality -fear or real dangers in the
external world
– Neurotic -fear that the instincts will get
out of control and cause the person to do
something for which he or she will be
punished
– Moral -fear of conscience
DEVELOPMENT OF PERSONALITY
• Personality develops in response to four

major sources of tension
– Physiological growth processes
– Frustrations
– Conflicts
– Threats
DEFENSE MECHANISMS
• Repression – pushing it out of

consciousness. “I forgot.”
• Denial – denying the existence of the
threat or of the resulting anxiety
• Reaction Formation – turning an
unacceptable desire or behavior into an
acceptable desire or behavior. Express the
impulse opposite of the true impulse
DEFENSE MECHANISMS
• Projection – transferring of unacceptable

traits in oneself onto others.
• Regression – retreating to a less
complicated/less frustrating period of life.
“I just want life to be simple.”
• Rationalization – giving a perfectly
reasonable excuse for performing an
unacceptable act; or reinterpreting some
behavior to make it more acceptable
DEFENSE MECHANISMS
• Displacement – shifting the id impulse
from the threatening/unacceptable object
or target onto a less threatening target.
• Sublimation – (is a form of displacement)
alter the unacceptable impulses by
changing them into socially acceptable
behaviors.
• Identification -a person takes over the
features of another person and makes
them as corporate part of his/her own
personality
• ORAL STAGE (birth to 1 year old)
• ANAL STAGE (1 to 3 years old)
• PHALLIC STAGE (3 to 5 years old)
• LATENCY STAGE (5 years to puberty)
• GENITAL STAGE (puberty onwards)
• E a c h s t a g e e x c e p t l a t e n c y,
centers on a particular
erogenous zone, an area of the
body that, when stimulated,
produces sexual tension that
need to be relieved
• ORAL STAGE (birth to 1 year)
• During infancy, pleasure flows from
the satisfaction of the oral drives
• Sucking, chewing, eating and biting
give sexual gratification by relieving
uncomfortable sexual excitations
• The oral activities cause pleasant sensual
feelings in the lips, tongue and mouth
• In addition to experiencing pleasure, the
infant meets pain from frustration and
anxiety
• Sexual tensions are pleasant if they are
satisfied but painful if they are not
• Freud claims that the way that infants
develop during the oral stage forms the
foundation for their personality as an adult
• The infant who found pleasure in taking in
food becomes an adult who voraciously
“takes in”, or acquires knowledge or power
• As maturation moves infants to the
anal stage, the concerns move from
the oral area to the anal area
• The new needs of this stage set in
motion new conflicts between children
and the world
• Children face a new set of needs and
demands that require their immediate
attention
• The physiological need to defecate
creates tension, which is relieved by
defecation. Thus, children face toilet
training.
• If toilet training is particularly harsh or
premature or overemphasized by the parents,
defecation can become a source of great
anxiety for children
• This anxiety can generalize to other situations
in which an external authority makes demands
or children must control their own impulses
• Explosive, uncontrollable elimination is a
prototype for temper tantrums or vigorous,
demanding physical exercise.
• In reaction against overly strict toilet
training, the child may become messy,
dirty and irresponsible.
• Or, at the other extreme, the child
may become a compulsively neat,
frugal, and overly controlled adult
• Freud’s term anal character
describes people who are orderly,
pedantic, and obstinate
• The stage is so named because the
possession of the phallus in boys and
its absence in girls is a major concern
of children, according to Freud
• In this stage, pleasures and problems
center on the genital area
• The problem of the stage arises when
the sexual urge is directed toward the
parent of the opposite sex, the
situation well-known as Oedipus
complex
• Freud emphasized the development of
boys more than girls in this stage because
he believed that the conflict is more
intense for boys
• A young boy has sexual desires for his
mother and does not want to share her
with his father
• In comparison with boys, girls face a
similar but much less intense conflict
during this stage. The father, of
course, is the object of the girl’s
sexual longings.
• Freud argues that part of this longing
involves penis envy as the girl realizes that
the father has a prized object that she
does not have
• As in the case of boys, society does not
allow the full expression of the sexual
desire for the parent
• In psychoanalytic sessions, Freud
found powerful and lasting influences
from the phallic stage. The common
problem was the inability to overcome
one’s attachment to one’s parents
and establish independence
• This is the period of relative calmness,
when sexual desires are repressed
and no new area of bodily excitement
emerges
• Children turn their thoughts to sexual
activities and play primarily with
children of the same sex
• This is a time for acquiring cognitive
skills and assimilating cultural values
as children expand their world to
include teachers, neighbors, peers,
club leaders and coaches
• The sexual impulse, which were
repressed during the latency stage,
reappear in full force as a result of the
physiological changes of puberty
• Sexual impulses are directed toward
a peer of the opposite sex
• The goal is mature, adult sexuality,
with the biological aim of reproduction.
• Love becomes more altruistic, with
less concern for self-pleasure than in
earlier stages.
FREE ASSOCIATION
• Free Association – daydreaming; say

whatever comes to mind.
• Encountering resistance = you are on the
right track.
• Must experience emotion along with free
association for it to be therapeutic (to get
symptom relief).
DREAM INTERPRETATION AND
ANALYSIS
• Repressed material can only gain
expression in disguised form.
• Two types of dream content:
– Manifest content – actual events in the dream
– Latent content – symbolic meaning of the
events
• Universal symbols – often sexual in nature
• Therapist interprets the dream.

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Sigmund Freud’s Classical

• Sigismund Schlomo Freud was born in

• He wanted to be a scientist and also

• Freud studied for a year with the famous

• He married Martha Bernays to whom he

• Personality develops in response to four

• Repression – pushing it out of

• Projection – transferring of unacceptable

• Free Association – daydreaming; say

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