L7: Developmental Theories I: Freud and Mahler

Question 1

Define progression, regression and fixation in terms applicable to Freud’s Psychosexual Model.

Answer 1

• Progression: normal movement from one stage to another - Regression: the move from a more mature state to an earlier / primitive state - Fixation: a point of stuckness caused by some failure or disruption in the development process (results in regression)

Question 1

What is the difference between maturation and development?

Answer 1

• Maturation refers to a biological process, whilst development refers to a biological and psychological process by which an organism gains increased independence from its environment

Question 2

In terms of Freud’s Structural Model, what do psychological and behavioral symptoms reflect?

Answer 2

• Compromised made by the Ego, harsh injunctions imposed by the Superego, unrecognized and unmet instinctual drives of the Id

Question 2

What are the stages of Mahler’s child development theory?

Answer 2

• 1.) Normal symbiosis stage: 1-5 months, begins with initial awareness that there is something other than self, beginning recognition of mother as need satisfying, infant’s sense of mother and me - 2.) Separation-individualization state: 5 – 24 months with 3 sub-phases - 2a.) Hatching (5-10 months): child perceives mother and explores her facial features, begin to focus on world beyond mother (physical differentiation = separation), comparison of mother to others (stranger anxiety), need to make repeated visual and tactile contact with mother to re-establish sense of safety. Fear here is loss of object (mother), which can lead to loss of self, since separation-individualization is not yet resolved. - 2b.) Practicing (10-16 months): self-initiated locomotion is primary focus of attention, curiosity and exploration, sense of omnipotence and invulnerability, also susceptibility to shame and humiliation, development of separation anxiety (if present). - 2c.) Rapprochement (16-24 months): increased sense of separateness and helplessness relative to mother, child moves away from and back to mother seeking reassurance, need for autonomy, but continued need for re-establishing contact/merger with mother, focus on psychological differentiation = individuation, time of ambivalence in child (wants to be close to mother and away and separate from mother), time of frustration for mother. Feature here is loss of object or loss of object’s love if differentiates AND fear of loss of self if merger with object is maintained - 3.) Object constancy stage (24-36 months): establishing whole object relations (rather than parts), capacity to see positive and negative qualities in self and other, view of other and self is more positive than negative, stable/secure sense of self. Results in capacity to tolerate love and hostile feelings toward the same person, value another for their own attributes (rather than just for gratification), objects not exchanged purely on basis whether they are satisfying or not, absent objects are not hated (instead longed for), maintenance of relationship with object regardless of whether one’s needs are satisfied all of the time. Differentiation is complete (sense of self and mother as separate, but in relationship), soothing and comforting functions of mother are internalized, greater tolerance of mothering substitutes.

Question 4

What are the stages of Freud’s Psychosexual Developmental Stages? Explain.

Answer 4

• Oral stage (birth to 1 year) Mouth is area of focus (means of exploring, sucking and feeding provide sources of pleasure), period of total dependence on mother (secure foundation provided for subsequent development), fixation here leads to: lack of ability to delay gratification, clinging/dependent behavior in relationships, sense of other not caring or not being warm or nuturing enough, lack of ability to self-soothe, lack a sense of psychic or physical safety, being demanding and fearful - Anal stage (1 to 3 years) Anal area and feces are focus of attention and source of pleasure, sphincter control develops and creates sense of master/control and autonomy: child learns s/he can produce or withhold, period of conflict with parents around issues of obedience and control, fixation here leads to: control/lack of control, assertion/submission, obedience/defiance, giving/withholding - Phallic-Oedipal stage (3-5 years) Penis or clitoris is area of focus (mastubatory exploration and pleasure, boys are proud of penises and are afraid of losing them, girls wonder why they don’t have one), oedipal / electra conflicts: child notices parental relationship is exclusive, dilemma results when child loves and hates the same parent: boys want to possess mother and eliminate father (oedipal), girl wants to possess father and eliminate mother (electra), fixation here leads to: triangulation (attention focused on third person), repetitive relationship with unavailable partners of opposite sex, seeing relationships in terms of conquests - Latency (school age): not formal stage Sexual interests are dormant, psychic energy and attention is directed to activities of play, school and friendships - Genital (early adolescence (10?) throughout adulthood) Genitals are focus of attention and pleasure, sexual stimulation and satisfaction is sought through relations with other, mature sexual interests develop with aim to form mature sexual relationships

Question 6

What are the aspects of the mind according to Freud’s Topographic Model?

Answer 6

• Conscious mind: mind that is fully aware and is governed by secondary process, that is rational, logical and cognitive - Pre-conscious mind: mind that is capable of becoming conscious when attention is focused in its direction - Unconscious mind: mind that is repressed and unaware and is governed by primary process, that is irrational, instinctual, closely linked to emotional states and has symbolic/metapohorical thought (ie. dreams)

Question 7

What are mental structures and what are the components to Freud’s Structural Model?

Answer 7

• Mental structures are constructs that have particular functions in the mental life of the individual and are not easily changed - Id: operates at unconscious level, functions according to pleasure principle seeking immediate gratification and is not concerned with reality or social etiquette, functions by primary process (like unconscious mind of topographic model), source of instinctual drive (sexual: drive toward and object perceived as desirable and aggressive: drive away from object perceived as dangerous) - Ego: operates at conscious and unconscious levels, developes out of Id, mediator of Id impulses, mediator of Superego injunctions, mediator of demands/limits imposed by reality, functions by secondary process/reality principle, main function is to find socially acceptable way to gratify the instinctual drives, if demands of Id are not sufficiently address the Id can disrupt Ego function, source of Ego defenses - Superego: referred to as conscience, composed of internalized morals-values-behavioral injunctions-prohibitions, internalization and indentification play major roles in its development, contains the ego ideal (what does an ideal person look like that we would like to look like), can be harsh and punitive (guilt)