The Tenets of Freud’s Psychosexual Stages of Development, Case Study Example

Piaget’s theory of development argues that children’s intellectual capabilities are defined in different stages of their lives. However, recent research proves that children of four to five years understand their mental processes and those around them. Piaget’s theory defines their cognitive abilities as egocentric, but they can take perspectives of ideas presented by others. Children of around three years also understand people can have distinct ideas. Piaget was convinced that children go through some dark ages of cognitive abilities before gradually becoming aware of rationality and reason. Psychologists reveal that infants and young children are sensitive to the beliefs and perspectives of other people, and prior understanding cannot be entirely dependent on experience.

Freud’s psychosexual theory explains how the id, ego, and superego conflict over time as children grow. Behavior was believed to be driven by psychosexual energy (libido). The oral stage was characterized by children between birth to one year, with the primary source of stimulation being the mouth. Oral stimulation develops a sense of comfort and trust in children, as it is the only interaction means. The anal stage includes children between one to three years, and the bowel and bladder are the primary libido source. Children at this stage learn to control their bowel movements through potty training, which gives them a feeling of satisfaction and independence. Freud also argues that children go through the phallic stage between three to six years, and genitals are the primary source of libido. It is at this stage that children begin to learn female and male differences. Boys can have the Oedipus complex, and girls the Electra complex at this stage. The latent stage describes a period where sexual feelings are inactive between the ages of six to puberty. Children are more focused on social interactions and intellectual pursuit, which helps develop self-control, communication, and social skills. The final stage describes maturing sexual interests as a source of stimulation, from puberty to death, the genital phase. Individuals discover their sexual interests and mind more about other people. It develops balancing life areas.

Most prevalent among teenagers are behavioral changes. Freud’s theory final stage argues that teenagers go through a period of developing others’ interests and how to relate to them. Rule-breaking and risky behaviors are typical in adolescents. However, extreme situations are not specific. Due to the emotional changes that teenagers undergo, creating a life balance is crucial. Most teenagers are not angry and unhappy, but they experience bouts of mood swings at times. Some problems that adolescents commonly face are not in childhood or adulthood, include risky behaviors or rule-breaking and conflicts with parents. They feel the need to be more independent thinkers, not under parental rules. Mood swings and depression are also other problems more prevalent in teenagers.

Mary Ainsworth’s attachment theory’s major flaw is its lack of validity. It argues that the development of a child is dependent on the quality of attachment to its caregiver. Critics argued that two children could be raised in the same environment and behave differently later because peers influence children. As a child grows into adulthood, who they become is more dependent on social and environmental factors than attachment to a caregiver. The study is also said to lack measurement of general attachments as it emphasizes the primary caregiver. The theory is flawed as it is biased on middle-class American families. Other data sets could have presented different results.

Positive aging is conceptualized by having a positive attitude about life and making the most of the benefits of being old. Successful aging theory by Rowe and Khan argues that aging is successful if one is free of disease and disability, interacts with others in meaningful ways, and has high physical and cognitive abilities. The activity theory also supports positive aging, suggesting that when older individuals stay active and keep up social interactions, they are happiest. It helps them replace lost life roles and resist the social challenges they face. Disengagement theory, in contrast, believes it is natural for older people to disengage from personal relationships and society. It supports positive aging as it could help reduce the severity of bereavement in old age.

The chapter has insightful ideas on the various stages and theories of life development. Jean Piaget’s theory of cognitive abilities was insightful on children’s intellectual abilities as they age. Freud’s psychosexual theory helped me understand how conflicts among the id, ego, and superego differ over time as children grow. Children’s personality development is motivated by psychosexual behavior. Teenagers go through psychological changes as they figure out who they are. Activity and disengagement theories explain the importance of positive aging. The chapter helped me understand how development occurs. The theories guided and supported me in interpreting why we change over time and its influence on development.