Psychoanalysis, Culture and Society, Essay Example

Introduction

One of the universal attempts of a human mind is to understand how it functions and what factors condition the diversity of human behavior. Various theories explain different aspects of human actions. In order to analyze the issue of youth violence in schools with urban youth, Freud’s psychoanalytical theory of psychosexual development is applied. Thus, the aim of this paper is to define the main features of this theory and then to demonstrate how it explains the studied issue, with the suggestion of potential solutions.

Logic

The main reason why this theory was chosen because it suggest that the cause of deviations and violent behavior is within individual psychological problems caused by traumatic experience in childhood or certain disorders at different stages of one’s psychosexual development (Greene, 2011). The main concept of Freud’s theory is that a human mind consists of three parts. Id corresponds for primitive instincts of sub consciousness; ego is one’s rationality and calculated thinking, and super-ego corresponds for morality and judgment of one’s actions based on socially-constructed norms of behavior (Hindle and Smith, 1999).  All three parts are in constant conflict with one another. Consequently, the deviation of one’s socially-accepted behavior would be the result of suppression of one’s super-ego with ego and id (Henderson, 2012).

Historical

Freud argued that the development of adult personality went through five stages, eat each a different pleasure center was dominant and the conflict between instinctive/biological drives and expectations from the social environment occurred (Greene, 2011). The five stages included: oral stage (birth – 1, 5 years), anal stage (1, 5-3 years), phallic stage (3-5 years), latency stage (5-12 years) and genital stage (12 years – adulthood). While traumatic experiences and dominance of biological drives over the social expectations cause consequent fixations and disorders, for the target issues, the last two stages are of particular importance since disorders at this stages are directly related to building up functionality of social interactions (Henderson, 2012).

Connection

The connection of the theory to the studied issue is that the main reason for youth deviation from socially-accepted behavior, including violence and forming gangs is the person traumatic experience of each individual on latency and genital stages of one’s development (Greene, 2011). In this regard, the inability of an individual to develop a functional relationship of these two stages resulted in suppression of super-ego by ego or id. The expression of violence can be dictated by one’s desire to substitute one’s vulnerability and the lack of pleasure from socializing by assertion of one’s physical dominance over other more physically vulnerable individuals (Hindle and Smith, 1999).

Today’s Relationship

The personal traumas at these two stages can occur through the inability to relate to one’s parents or to switch the social environment from parent-oriented to a wider social framework. In this regard, in the first case deviant behavior of youth can be conditioned by the lack of parental involvement in one’s life and consequent inability of an individual to develop a strong super-ego to balance the other two parts (Henderson, 2012). In the second case, the childhood cruelty and inability to accept difference or individuality of other often results in alienation of different individuals. Under such conditions alienated individuals are likely to suppress their social rejections by opposing themselves to the socially-accepted norms of behavior and the use of violence as a defense mechanism against further traumatic experiences of being rejected (Greene, 2011). Furthermore, the sense of rejection and the desire of belonging make alienated youth a favorable category for being recruited by urban gangs and criminal organizations, because no matter how brutal these groups can be, they give these alienated individuals the sense of belonging and acceptance.

Solution

The primary solution suggested by this theory is that schools, social workers and parents should work towards the renewal of a connection between these alienated and traumatized individuals and demonstrates that they can be acted and belong to the normal social environment and not to the deviant life of urban gangs (Hindle and Smith, 1999). Thus, the theory suggests treating each case individually aimed at restoring one’s connection with society and strengthening one’s super-ego to balance the other two parts.

The Functionalist Theory

According to the functionalist theory “social problems arise when social institutions do not fulfill the functions (undesirable consequences of an activity or social process that inhibit a society’s ability to adapt or adjust) occur” (Final Review, 2013). A child’s family is considered their social institution. In many cases, parents are not as visible and active as they should be in their children’s lives.  In many urban families, the mothers work several jobs and see their children very little; likewise, fathers are just absent due to prison or drug usage.  Consequently, children have a difficult time adjusting to school and its rules. As a result, they join gangs and begin a life of crime and violence.  To them, the gang represents a family. It is somewhere they fit in and belong. It gives them the chance to obtain materialistic things that their families cannot afford.  In many cases, being a part of a gang provides protection that children may not feel at home (Carlie, 2002).

Logic

This theory is chosen because it conveys that a child’s upbringing has a great impact on the life he/she will lead as a teen and adult. Although there are some rare cases where a child is able to become a productive member of society in spite of their childhood and environment, more often than not, the child is unable to function when living in a dire environment. For example, “crime is dysfunctional in that it is associated with physical violence, loss of property, and fear” (Greene, 2011).  Durkheim believed that a society without crime was impossible because people will always go against social norms. Likewise, crime and violence has a positive function in society and is therefore normal. It functions as a baseline for society to distinguish between right and wrong. This theory also helps to explain while youths are prone to violence and behavioral patterns that are labeled as deviant.

Historical

Herbert Spencer, Emile Durkheim, Talcott Parsons, and Robert Merton are widely responsible for the ground work of the functionalist perspective. In this theory, it is believe that society is interconnected and works together to maintain harmony and balance. Consequently, each social institution contributes to the function of society.  Because the family is the first social institution, it provides the first knowledge of culture, education, politics, religion, and family orientation (Shaefer, 1965). All of these aspects build the foundation for the child’s moral conscious. Priority must be placed in creating a strong family unit. The child must feel secure and safe at home. This security will ensure that the child will display that same behavior within his/her community.  Although government cannot enact laws that ensure strong family structures, they must ensure that communities are safe for children. Safe communities will provide a place for children to have a sense of belonging and worthiness (Hindle, 1999).

Afrocentric

Violence amongst African American youth in urban areas has become somewhat of an epidemic. While some blame this violence on lack of gun control or illicit substances, the Afrocentric community believes there are other, deeper-rooted reasons that the black American youth has turned to violence. These causes directly relate to the Afrocentric focus on heritage and community. In lacking these key values, Afrocentric believe urban youth are more likely to be prone to aggression. By examining the Afrocentric perspective on violence amongst urban youth, a dynamic and interesting perspective is added to the conversation.

Today’s Society

In the conversation on violence, mainly in the African-American youth community, Afrocentric cite the lack of ties to traditional values for the problem of violence in these communities. In his article blatantly title “Why do African-American Youth Kill Each Other? The Lack of Cultural Alignment,” Professor Bryon Price voices the Afrocentric notion that a lack of dedication to traditional African values and practices are what often drive black youth to violence. Price says, “The Afrocentric socialization process mitigates the impact cultural oppression has on youth and builds what they term as African self-consciousness” (Price). That is to say that they disconnect from cultural and historical ties “create[s] a ripe environment for homicide.” Price argues that the lack of culture is not the only issue in this instance; it is also what replaces emphasis on heritage. He states, “Since the culture of black youth has been co-opted, they are easily seduced by the temporal values glamorized in hip-hop, Hollywood, and the media” (Price). By saying this, he insinuates that if culture and heritage are not actively celebrated, that part of the human psyche is left open to degradation by lesser values. Price argues that the key to tearing down the destructive ideals promoted by “rap-culture,” is to encourage black American children from an early age to celebrate their heritage by taking part in rituals and rites of passage. A common Afrocentric ideal is that a lack of identification with one’s culture leads to a loss of identity and therefore a strong sense of alienation and lack of belonging.

Culture Beliefs

While a stress on African culture and heritage is essential to the Afrocentric belief system, sentiments of centricity and control are arguably more important in promoting healthy mindsets for urban youth. In his article “Afrocentricity,” Dr. Molefi Kete Asante explores the importance of black youth viewing themselves not as marginalized victims, but as independent persons with the agency to succeed. Furthermore, he states that African-Americans must “act out of…collective interest” and “understand… that [they] are central to [their] own history.” That is to say, that in order for the black community to prosper, a sense of togetherness must be achieved (Asante). Afrocentric also focus on advancement and “Positive human transformation” (Schiele 114). This emphasis on rehabilitation and the bettering of oneself encourages black youth to seek advancement in their communities, which gives them a concrete purpose. By recognizing the importance of their shared culture, Afrocentric believe African-Americans can create a strong community that keeps youth from the feeling of alienation that can often lead to violence.

Values

By praising the Afrocentric values that can lead to a more unified, less violent community, Afrocentric also recognize the negative aspects of urban life that expose youth to violence at an early age. Community violence is defined as, “experiencing, seeing, or hearing about violence in one’s home, school, or neighborhood which can lead to adjustment difficulties in youth” (“African-American Youth and Exposure to Community Violence: Supporting Change from the Inside” 55). This early exposure to the normalization of violence can lead to an association with aggressive behavior for many youths. Afrocentric believe that by adapting to violence and seeing it praised in media, the youth may grow to see community being entered around violence, instead of a focus on heritage and community.

Solutions

Afrocentric perspective focuses on culture and unity as a means of combating violence. By acknowledging the societal problems that influence African-American youth and encourage violence, Afrocentric identify what needs to be replaced in order to diminish the presence of violence in the urban youth community. By focusing on African culture, Afrocentric believe that black Americans can replace the ideals of modern society that revolve around aggression and dominance with feelings of pride and belonging, which are more conducive to raising successful and nonviolent youth.

Theoretical Framework

Functionalist theory has been criticized for placing too little emphasis on the individual choices one makes. The existentialist theory conveys that life is difficult and that one must face those challenges. This theory focuses on helping individuals face anxiety by finding philosophical meaning in life. The individual must learn to act and think in a responsible way. Existentialist believes that the anxiety that people face are due to anxiety that stems from loneliness, isolation, and their own impending death (Final Review, 2013). In order to reduce these forms of anxiety, one must live creatively, be authentic in actions, and love regardless of uncertainty and suffering. Each person will experience suffering and loss at some point in his/her life. These are just reminders that human life has limitations. According to this theory, each person’s life is shaped by choices, culture, and even luck.  One major concept of existentialist theory is normal anxiety. There are three basic characteristics. First, each individual must confront situations. Second, the person must not repress anxiety. Coming to terms with issues like death is very important. Finally, anxiety can be a source of creativity. Individuals must use anxiety as a force to confront issues.  This is a great concept for youth to understand that much of their success depends upon them, not the environment that they come from.  Another important concept is philosophical meaning. Understanding that there is more to life than what meets the eye is very important. When youths believe they have a purpose in life, they are more likely to make better choices.

References

Carlie, M. K. (2002). Part 8: Why Gangs Form. Retrieved December 1, 2012, fromInto the Abyss: Why Gangs Form website: http://people.missouristate.edu/MichaelCarlie/what_i_learned_about/gangs/whyform/why_gangs_form.htm Final Review of Social Theories and Social Problems: Vol. 420. Social Problems in a                Diverse Society (Student ed.) (D. Kendall, Comp.). (2013). Upper Saddle River, NJ: Pearson.

Greene, R. (2011). Human Behaviour Theory and Social Work Practice. New Brunswick, NJ: Transaction Publishers.

Henderson, D. (2012). Psychoanalysis, Culture and Society. New Castle: Cambridge Scholars Publishing.

Hindle, D. and Smith M. (1999). Personality Development: A Psychoanalytic Perspective. New York, NY: Routledge.

Schaefer, E. S. (1965). Children’s Report of Parental Behavior: An inventory. Child Development, 36, 413-424.