Developmental Theories Part 1 PDF

DEVELOPMENTAL THEORIES PART I Prepared by Alshymaa Mohamed Abdel Tawab Lecturer of psychiatric and mental health nursing Faculty of Nursing-Cairo university 2024 Learning Objectives Identify the characteristics of theory Men...

DEVELOPMENTAL THEORIES PART I Prepared by Alshymaa Mohamed Abdel Tawab Lecturer of psychiatric and mental health nursing Faculty of Nursing-Cairo university 2024 Learning Objectives Identify the characteristics of theory Mention key concepts of Freud's psychoanalytic theory. Explain the models of the mind. Discuss Freud's psychosexual stages of development Analyze the impact of unresolved psychosexual conflicts on patient behavior. Demonstrate empathy and understanding when dealing with difficult patient behaviors  OUTLINES Definition of theory Characteristics of theory Key concepts of psychoanalytical theory - Models of mind - Structure of personality - Psychosexual stages of development The Oedipus and Electra complexes Dream analysis Transference and countertransference  WHAT IS A THEORY? General Definition A theory is a well-validated explanation of a phenomenon or a set of phenomena Based on empirical evidence, observations, and logical reasoning Provides a framework for understanding and predicting phenomena. CHARACTERISTICS OF A SCIENTIFIC THEORY Testable And Falsifiable Explains and Predicts Phenomena Supported By Evidence Subject To Revision Based On New Evidence  Psychoanalysis theory of Freud Freud’s The Structure Freud’s The Oedipus Transference of Personality: Psychosexual Defense and Dream Model of the Id, Ego, and Stages of Mechanisms Interpretation and Counter- Mind Electra Superego Development Complexes transference 1-FREUD’S MODELS OF THE MIND (LEVELS OF AWARENESS) Freud proposed that the human mind is structured into three levels of consciousness, which determine human thoughts, emotions, and behaviors. These are: CONSCIOUS PRECONSCIOUS UNCONSCIOUS The thoughts and Contains memories and The largest and most influential information that are not part of the mind. It contains desires, feelings that we are currently in our conscious impulses, memories, and feelings aware of at any given awareness but can be brought that are not easily accessible but moment. It is the "tip of into consciousness if needed. drive much of human behavior, the iceberg," the smallest These are thoughts just below particularly irrational behaviors. the surface, such as stored Freud believed that many repressed and most accessible part. knowledge or recent memories, especially of traumatic experiences. experiences, are stored here. 2-THE STRUCTURE OF PERSONALITY Freud conceptualized personality as being divided into three interacting components ID EGO SUPER EGO Present from birth, The ego develops to mediate This part of the personality between the desires of the id and represents the internalized moral - The id is the source of the superego. standards and ideals of society, instinctual desires and drives. It operates on the reality Often learned from parents and - It operates on the pleasure other authority figures. principle—it tries to satisfy the principle, seeking immediate id's desires in a socially The superego operates on the gratification for basic needs like acceptable and realistic way. morality principle, aiming to hunger, thirst, and sex. control the impulses of the id and The ego spans across the make the ego behave morally. -The id is completely conscious, preconscious, and The superego is often in conflict unconscious. unconscious levels. with the id  INTERACTION BETWEEN THE ID, EGO, AND SUPEREGO These three components are constantly interacting and sometimes conflicting with each other. For example, let’s say a person is walking past a shop and sees an expensive item they desire but cannot afford: The id might scream, "just take it! No one’s looking, and you’ll get what you want!" The ego considers the reality and responds, "stealing is illegal, and I could get caught. It’s better to save money and buy it later." The superego would take the high moral ground and say, "stealing is wrong. Even thinking about taking something without paying is unacceptable. Be patient and virtuous." In healthy individuals, the ego mediates between the demands of the id and the constraints of the superego, leading to balanced, socially acceptable behavior. However, if the id is too dominant, a person might behave impulsively and selfishly. If the superego is too dominant, they might become overly moralistic or guilt-ridden. 3-PSYCHOSEXUAL DEVELOPMENT Freud's psychosexual stages of development form a central part of his theory of personality, which suggests that childhood experiences shape adult personality and behavior. According to freud, children pass through a series of stages focused on different erogenous zones—areas of the body that are sources of pleasure. If a child’s needs are not properly met during any stage, they can become fixated, leading to unresolved conflicts that affect adult behavior.  ORAL STAGE (0-1 YEAR) Erogenous zone: mouth Primary focus: the infant's pleasure centers around the mouth, through actions like sucking, biting, and swallowing. Key experience: breastfeeding or bottle-feeding Developmental task: dependence and trust Potential conflicts: weaning (ending breastfeeding) Fixation: if the infant’s oral needs are not met properly—either through too little or too much gratification—they may become fixated in this stage. An oral fixation can manifest in adulthood as behaviors related to the mouth, such as overeating, smoking, biting nails, or excessive talking. Example of fixation: Oral-receptive personality (overindulged): A person who was overly gratified (i.E., Breastfed too long) may become dependent on oral activities like smoking or eating, seeking comfort through their mouth. Oral-aggressive personality (underindulged): a person who experienced frustration (e.G., Weaned too early) may develop aggressive traits like sarcasm or excessive gum-chewing. ANAL STAGE (1-3 YEARS) Erogenous zone: anus Primary focus: the child’s pleasure centers around controlling bladder and bowel movements. Key experience: toilet training Developmental task: achieving control and autonomy Potential conflicts: learning to control bowel movements and responding to societal pressure regarding cleanliness and order Fixation: if parents are too strict or too merciful with toilet training, fixation can occur. Two potential outcomes of fixation are: Anal-retentive personality: if parents are overly demanding during toilet training, the child may become overly neat, punctual, and orderly. As adults, they might exhibit behaviors like perfectionism, stinginess, and a need for control. Anal-expulsive personality: if toilet training is too lenient, the child might develop a rebellious, disorganized, and messy personality in adulthood. Examples of fixation: An anal-retentive adult may be excessively tidy and detail-oriented, constantly organizing their environment and becoming anxious about disorder. An anal-expulsive person might have a carefree attitude toward cleanliness, may be prone to messiness, and could be rebellious against authority. PHALLIC STAGE (3-6 YEARS) Erogenous zone: genitals Primary focus: children become aware of their own bodies, specifically the genitals, and begin to recognize gender differences. Key experience: exploration of genitalia, including the development of the oedipus complex (boys) and the electra complex (girls) Developmental task: identification with the same-sex parent and resolution of feelings of rivalry Potential conflicts: the child experiences unconscious sexual desires for the opposite-sex parent and rivalry with the same-sex parent. Fixation: if a child does not resolve these conflicts, it can lead to phallic fixation, which manifests as narcissism, recklessness, or difficulties in relationships and with authority. Examples of fixation: A phallic fixation might manifest as excessive vanity or sexual promiscuity in adulthood, or conversely, a person may have a fear of intimacy or difficulty forming close relationships. Unresolved oedipal/electra complex issues may contribute to strained relationships with authority figures or parental figures later in life. LATENCY STAGE (6 YEARS-PUBERTY) Erogenous zone: dormant sexual feelings Primary focus: during this stage, sexual urges are suppressed, and children focus on developing skills, building friendships, and exploring hobbies. Key experience: peer interactions, learning, and socialization Developmental task: developing social and communication skills, learning about the world, and further building the ego and superego Potential conflicts: Freud believed that this stage is relatively conflict-free as children are not focused on sexual development but instead on learning and building relationships with peers. Fixation: fixation does not typically occur during this stage, but unresolved conflicts from earlier stages may resurface during adolescence and adulthood. Example: a child who forms strong same-sex friendships and focuses on schoolwork is successfully navigating this stage. However, if earlier stages were problematic, issues might arise in adolescence, such as difficulty forming meaningful relationships. GENITAL STAGE (PUBERTY ONWARD) Erogenous zone: genitals (but now in a mature, adult way) Primary focus: the onset of puberty reawakens sexual desires, but now they are directed toward others (typically peers, not family members), and the individual seeks to form mature, sexual relationships. Key experience: establishing romantic and intimate relationships Developmental task: balancing sexual desires with societal expectations, achieving maturity, independence, and contributing to society Potential conflicts: the individual must navigate romantic relationships, intimacy, and procreation while balancing earlier learned values, societal rules, and norms. Fixation: if an individual has successfully navigated the earlier stages, they will enter this stage without major conflicts and will develop healthy relationships. However, unresolved conflicts from earlier stages (such as oral, anal, or phallic fixations) can resurface and affect adult sexuality and relationships. Examples of fixation: A person who successfully resolved the conflicts of earlier stages would form healthy romantic and sexual relationships, contribute to society, and feel fulfilled. If earlier stages were not resolved, the individual may struggle with intimacy, relationship issues, or deviant sexual behaviors. 5- THE OEDIPUS AND ELECTRA COMPLEXES WHAT IS THE OEDIPUS COMPLEX? According to Freud, during the phallic stage, a young boy experiences unconscious sexual attraction toward his mother and views his father as a rival for her attention and affection. At this stage, the boy wants to possess his mother and feels jealousy, competition, and hostility toward his father, who is seen as an obstacle to fulfilling this desire. WHAT IS THE ELECTRA COMPLEX? In the electra complex, a young girl experiences unconscious sexual attraction toward her father and perceives her mother as a rival for his attention. 6-DREAM INTERPRETATION Freud was one of the first to suggest that dreams have psychological significance, proposing that they are a way to access the unconscious. According to Freud, dreams have two components: Manifest content: the actual storyline of the dream. Latent content: the hidden, symbolic meaning, often tied to unconscious desires or repressed memories.  7-Transference and countertransference the important concepts in psychoanalysis and psychotherapy, often discussed in therapeutic relationships TRANSFERENCE: COUNTERTRANSFERENCE: Refers to a process where a patient consciously Refers to the therapist's emotional reactions to and unconsciously redirects or transfers the patient, which can be both conscious and feelings, desires, or expectations they had for unconscious. significant people in their past (such as parents, siblings, or others) onto their therapist. These reactions may stem from the therapist’s own unresolved feelings and experiences, For example, a patient may begin to relate to the triggered by the patient’s transference or therapist as if they were a parental figure, behavior. expecting praise, approval, or disapproval similar to their experience with a parent. If not recognized and managed properly, countertransference can affect the therapeutic This can manifest as intense emotional process by influencing the therapist’s reactions, whether positive (e.G., Admiration, love) or negative (e.G., Anger, frustration). objectivity  IMPLICATION IN NURSING Incorporating psychoanalytic principles into nursing practice offers valuable insights into patient behavior, emotional responses, and mental health. Understanding unconscious processes, defense mechanisms, and transference allows nurses to provide more holistic care, particularly in mental health settings. While it may not be directly applicable in all clinical situations, psychoanalysis enriches nursing practice by emphasizing the importance of emotional, psychological, and interpersonal dynamics in patient care.