Psychosexual stages vs. psychosocial stages Essay

In psychology when the word rebelment is mention to cardinal theorists, stand out. These theorists are Sigmund Freud and Erik Erikson. Freud creation the father of psychology changed the technique of canvas the development of persons. Erikson was influenced by Freud but he felt that be underestimated different significant dimension that shape our development. They both agreed that temper develop is to the highest degreely an unconscious process and when it does happen, it is over time and has universal percentage points.They trust that personality is developing by a sequence of predestined stratums. In each stage, there is crisis that needs to be conquered in coif to circulate to the next stage in life. However, Freud believed the libido, persons biology and staple fiber needs are major(ip) factors in our development of personality (Simon & vitamin A Gagnon). Although Freuds theory influenced Erikson, instead he believed environment and culture were major factors t hat influenced our personality (W eithererstein, Robert & axerophthol Goldberger, 2000).Freud called this development process psycho finishual theory and Erikson called it psycho kind theory. two shake off similarity within their theories as the age group are divided the same. Even so, they differ in way. Freud believed that the first three stages were the most important. He in addition understood personalities were developed by conflicts resolved and the demands from reality. Erikson believed all stage were equally important and cultural experiences helped develop personally (Wallerstein, Robert & adenine Goldberger, 2000). They both had a different development process and outcomes. In lodge to grasp the theories, I bequeath examine each theorist and personality stages individually.In the first stage, that Freud called this psychosexual stage the oral stage and Erikson called this psychosocial stage the trust vs. hunch stage. Both Freud and Erikson acknowledge the trust and aimency tikes concur to their contracts. In the oral stage, the squirt makes the connection between the mothers presences with satisfying of their hunger. In the trust vs. mistrust, the claw develops trust when they can depend on the mother to fulfill their needs therefrom developing a trustworthy relationship. However, these theories express different outcome when need are convenient or not.For Freud, the crisis here is weaning the squirt from the mother. As time progresses the infant begin to differentiation itself from their mother. The nipper comes to acknowledge there is no longstanding an umbilical connection and they a separate person from their mother (Simon & axerophthol Gagnon). As a result, later in life they grow to be optimistic and passivity. On the other hand, if the infants who do not make the bankers bill turn out to be pessimistic, immature and gullibility and obsessed with the mouth. many of these obsessions let in biting nails, thumb sucking, and eat ing and drink obsessively and communicative aggressive.As for Eriksons theory, trust and mistrust is the swelled head crisis. If the infant intermit that no one is bequeathing to fulfill his need then mistrust will develop. Conversely, if the electric razors needs are satisfied done good fostering, the child will develop trust. The child will also develop the skill of hope and learn cosmic order in respect to society (Cloninger, 2004). In the second stage, Freud called this psychosexual stage the anal retentive stage and Erikson called this psychosocial stage the autonomy vs. shame stage.Both Freud and Erikson acknowledge child wish to bewilder personal control and the splendor of toilet provision. In the anal stage, the child wants to master holding on and letting go. Therefore, the child learn the control his own bowel movements by toilet training. In autonomy vs. shame stage, toilet training is used to master their bole functions (Wallerstein, Robert & antiophthalmi c factor Goldberger, 2000). This will instill a feel of control and liberty in the child. However, both theories disagreed on the outcome of successful or flunk to toilet training. For Freud, the crisis is toilet training.If the child is successful at toilet training then they will be creative and productive in their great(p) life (Simon & group A Gagnon). Nevertheless, if the child fails they will either become anal explosive or retentive. Anal explosive is when the child is rebelling during toilet training. This riot will cause the child to be messy, cruel, destructive and hostile as an magnanimous. Anal-retentive is when the child withholds during toilet training.This will cause the child to be controlling, closefisted and stubborn. For Erikson, although toilet training is important the crisis in this stage is control and independence. If the child does not feel supported, they will develop shame and doubt. It is important that the child feel supported by parents in order to develop autonomy, the swelled head skill will, law, and order in respect to society (Cloninger, 2004).In the trine stage, Freud called this psychosexual stage the phallic stage and Erikson called this psychosocial stage the Initiative vs. vice stage. Both Freud and Erikson recognize that at these stages the child finding identicalness with his or her parent, and sex difference. In phallic stage, the child begins to identify him or she with their parents thus acknowledges sexual difference. According to Freud, this process occurs through the Oedipus and Electra conflict. The Oedipus conflict is when the son wants to move out his father because he wants to be with his mother. The reason the wants to murder the father is for fear. He fears his father will discover the desire for his mother, and will be punish with castration (Cloning, 2004).The Electra conflict is when a girl changes her erotic relationship from the mother to the father. This relationship change is possible by t he girls individual retirement account toward her mother (Cloninger, 2004). The reason for her wrath is that she feels her mother was not dominant exuberant to protect her from castration. This change of object is facilitated by the girls anger toward her mother for not being abilityful enough to protect her from castration. The child identifies with the same-sex parent in order to vicariously posses parent of the opposite sex (Simon & angstrom unit Gagnon).The child believe the more they are like the same-sex parent they will be subject to replace the other parent. Thus the superego will develop and the end of the crisis. If the child cannot resolve this struggle they will sport trouble forming the superego, sexual role individuality and sexual confused (Simon & Gagnon). In the initiatives vs. guilt, the child acknowledges sex difference and parent identification through these social roles. According to Erikson, the child decided the person they want, affirm their power and control through playing and social relate (Widick, Parker & Knefelkamp, 2006).The child must feel encourage to play and rent social contact in order to keep up initiative. The child will also agree a sense of purpose and learn ideal prototypes in society. However, if the child is not support they will believe they are bad and have guilt (Widick, Parker & Knefelkamp, 2006). In the quaternityth stage, Freud called this psychosexual stage the latent period stage and Erikson called this psychosocial stage the labor vs. inferiority stage. Both Freud and Erikson acknowledge the importance of development thought school. In the latency stage, the child develops into a more socially and academically driven person.This helps the child become constructive. In indus effort vs. inferiority, the child serves on tasks until they are complete. The child hopes to receive intuition for constructing something for society. During this stage, Freud explains that the childs sexual dr ive is inactive thus there is no crisis. This is because there is a repression of sexual impulse (Simon & Gagnon). alternatively the child use this repressed energy in to their social and academic lives. Yet, Erikson believes the crisis here is how to become a product individual in society. During this stage, the children want to learn new skill like reading, writing, counting and drawing (Widick, Parker & Knefelkamp, 2006).Those children who are not encourage or praise for their accomplishment from their parents or teachers will develop problems with competence and self-esteem and inferiority. However, the children who are encouraged or praise for their accomplishment develop confidence, pride, competence and technological order in society (Cloninger, 2004). In this 5th stage, things are a little different. This fifth stage concluded Freuds psychosexual stage while Erikson had four left.These stages are personal identity vs. identity diffusion, intimacy vs. isolation, gener ativity vs. stagnation and uprightness vs. despair. I will compare and contrast these four stages with Freuds psychosexual stage the genital stage. Both Freud and Erikson acknowledge the importance of building the self through previous experience through the genital stage and identity vs. identity diffusion. In the genital stage, there is no crisis but after being able to overcome each psychosexual stage now the individual can began to live a balanced life. However, sexual desires are no long dormant instead they are strong sexual intimacy in the opposite sex.Adolescences are in search of sexual or romantic relationships with other adolescences (Simon & Gagnon). Some of the characteristics that are developed include vanity, appearance and attention. For Erikson, the crisis here is finding self and personal identity. In order for an adolescence to establish a sense of self, they must go out and try new things. If the child is not encouraged, they can develop negative identity or identity foreclosure and identity confusion (Widick, Parker & Knefelkamp, 2006).Nevertheless, if the child is encouraged to explore different roles, activities and behaviors the adolescence will be able to develop their identity, the ego skill of fidelity and learn ideological worldview in society and is able to move to the next stage (Cloninger, 2004). Erikson called this intimacy vs. isolation. Both Freud and Erikson acknowledge the importance of desire a relationship with the opposite sex through their theories. In the genital stage, there is no crisis but latency has been conquered and the focus is playking pleasure through sexual contact (Simon & Gagnon).In Eriksons intimacy vs. isolation, the crisis is finding love not sexual pleasure. Since the youthful adults have a sense of identity, they can take hold ofk an intimate relationship without fears of losing their identity (Widick, Parker & Knefelkamp, 2006). If a person does not find intimacy with someone, the yo ung adult will become isolated. However, if they do find intimacy they will develop the ego skill of love and learn pattern of cooperation and tilt in society and advance (Cloninger, 2004).Erikson called this generativity vs. stagnation. Both Freud and Erikson recognize the significance of inflictking welfare of life and society through their offices. In the genital stage, as the individual mature in to adulthood, they are no longer yet interested in their selves but others. In Erikson, generativity vs. stagnation, the adult want to contribution to society and that will ultimately outlive them. This contribution is range from children, social or political change or art (Wallerstein, Robert & Goldberger, 2000). If the adult is unable to cultivate a contribution then they will have sense stagnation, failure, disconnected or involved in their life.On the other hand, if they are able to contribute they will feel a sense of generativity, develop the ego skill of care and learn cur rents of education and usance in society thus move to the final stage (Cloninger, 2004). Erikson called this integrity vs. despair. Both Freud and Erikson identify this stage when the personality is complete formed. In the genital stage, the personality is well balanced in all aspects of the person (Simon & Gagnon). In Erikson, integrity vs. despair, the individual reflect on their life. When reflecting occurs if there are regrets or dissatisfied with life, they will have despair (Wallerstein, Robert & Goldberger, 2000).However, if there is a sense of fulfillment then they will have integrity, wisdom as an ego skill and in society (Cloninger, 2004). straight that I have examined each theorist and their stage individually, it is clearly to see where there theories are similar and different. When compare the theories we are able to see why personality development is unconscious, slow and universal. In contrast, we can see how they differ in the process of development by recogn izing the outcome.1. Reference2. Cloninger, S. (2004). Theories of personality. (pp. 45-48). NUpper Saffle RIver, impertinently Jersey Pearson Prentice Hall. 3. Simon, W., & Gagnon, J. (n.d.). Psychosexual development. Society, 35(2), 60-67. 4. Wallerstein. , Robert, S., & Goldberger, L. (2000). Ideas and identities The life work of erik erikson.Psychoanalytic Psychology, 17(2), 437-442. 5. Widick, C., Parker, C., & Knefelkamp, L. (2006). Erik erikson and psychosocial development. New Direcrtion for Student, 1978(4), 1-17.