Human Growth and development (Part 14): Psychosexual Stages of Development (p.108)

five stages of psychosexual development
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Terms in this set (27)
five stages of psychosexual development
oral stage

anal stage

phallic stage

latency stage

genital stage
fixation in psychosexual development (3)
an inability to progress normally from one stage of psychosexual development into another.

This happens when a child's needs in a particular stage of psychosexual development
is overgratified or overfrustrated.

When the child becomes an adult, this can result in the tendency to focus on the needs that were overgratified or overfrustrated.
oral stage of psychosexual development (3)
Birth to roughly 1 year

Sources of pleasure: Activated involve the mouth, such as sucking, biting, and chewing

Result of fixation: excessive smoking, overeating, or dependence on others
anal stage of psychosexual development (3)
Age 2, when the child is being toilet trained


Sources of Pleasure: Bowel Movements

Result of fixation: An overly controlling (anal-retentive) personality or an easily angered (anal-expulsive) personality
phallic stage of psychosexual development (4)
Age 3-5

Sources of Pleasure: Genitals

Result of fixation: Guilt or anxiety about sex

Stage were the Oedipus complex is developed
genital stage of psychosexual development (3)
Begins at puberty

Sources of Pleasure: the genitals; sexual urges return

No fixation at this stage
latency stage of psychosexual development (3)
Age 5 to puberty

Sources of Pleasure: Sexuality is latent, or dormant, during this period

No fixation at this stage
Oedipus complex
a male child's sexual desire for his mother and hostility toward his father, whom he considers to be a rival for his mother's love.

Freud thought that a male child who sees a naked girl for the first time believes that her penis has been cut off.
The child fears that his own father will do the same to him for desiring his mother—a fear called castration anxiety. Because of this fear, the child represses his longing for his mother and begins to identify with his father. The child's acceptance of his father's authority results in the emergence of the superego.
Individual Psychology (4)
Created by Alfred Adler,

Adler believed that the main motivations for human behavior are not sexual or aggressive urges (like Freud), but striving for perfection.

He pointed out that children naturally feel weak and inadequate in comparison to adults. This normal feeling of inferiority drives them to adapt, develop skills, and master challenges.


The aim of therapy is to develop a more adaptive lifestyle by overcoming feelings of inferiority and self-centeredness and to contribute more toward the welfare of others.
compensation in individual psychology
An attempt by children to adapt, develop skills, and master challenges in an attempt to shed normal feelings of inferiority.
Inferiority in individual psychologyWhen instead of compensation in an attempt by children to adapt, develop skills, and master challenges in an attempt to shed feelings of inferiority, they overcompensate, which means that, rather than try to master challenges, they try to cover up their sense of inferiority by focusing on outward signs of superiority such as status, wealth, and power.Self Psychology (3)This approach defines the self as the central organizing and motivating force in personality. As a result of receiving empathic responses from early caretakers (self-objects), a child's needs are met and the child develops a strong sense of selfhood while "Empathic failures" by caretakers result in a lack of self-cohesion. The objective of this is to help a client develop a greater sense of self-cohesion. Through therapeutic regression, a client reexperiences frustrated self-object needs.Three self-object needs in self psychologyMirroring: behavior validates the child's sense of a perfect self ​ Idealization: child borrows strength from others and identifies with someone more capable ​Twinship/Twinning: child needs an alter ego for a sense of belongingDescribe the Mirroring self-object needs in self psychologybehavior validates the child's sense of a perfect self ​Describe the Idealization self-object needs in self psychologychild borrows strength from others and identifies with someone more capableDescribe the Twinship/Twinning self-object needs in self psychology​ child needs an alter ego for a sense of belongingEgo psychology (8)focuses on the rational, conscious processes of the ego. is based on an assessment of a client as presented in the present (here and now). Treatment focuses on the ego functioning of a client, because healthy behavior is under the control of the ego. It addresses: -​Behavior in varying situations ​-Reality testing: perception of a situation -Coping abilities: ego strengths ​ -Capacity for relating to others The goal is to maintain and enhance the ego's control and management of stress and its effects.Object relations theory (3)a focus of Margaret Mahler's work is centered on relationships with others. According to this theory, lifelong relationship skills are strongly rooted in early attachments with parents, especially mothers. Objects refer to people, parts of people, or physical items that symbolically represent either a person or part of a person. Object relations, then, are relationships to those people or items.Name and describe the 7 phases and subphases in Object relations theory1. Normal Autism (0-1 months old)- For the first few weeks of life, the infant is detached and self-absorbed. Spends most of their time sleeping. 2. Normal Symbiotic (1-5 months)- The child is now aware of their mother, but there is no sense of individuality. The infant and mother are now one, and there is a barrier between them and the rest of the world. 3. Separation/Individualism- Is broken up into 3 subphases. - 4. Differentiation/Hatching (5-9 months): The infant ceases to be ignorant of differentiation between themselves and mother. Increased alertness and interest for the outside world using the mother as a point of orientation. - 5. Practicing (9-15 months): Brought about by the infant's ability to crawl and then walk freely; the infant begins to explore actively and becomes more distant from the mother. - 6. Rapprochement (15-24 months): The infant once again becomes close to the mother. They realize that their physical mobility demonstrates psychic separateness from the mother. They my become tentative, wanting the mother to be in sight so that, through eye contact and action, they can explore the world. 7. Object Constancy (24-38 months)- The child understands that the mother has a separate identity and is a truly separate individual.Normal Autism phase (4)The 1st phase in the Object relations theory 0-1 months old For the first few weeks of life, the infant is detached and self-absorbed. The infant spends most of their time sleeping. Mahler later abandoned this phase based on new findings from her infant researchNormal Symbiotic phaseThe 2nd phase in the Object relations theory 1-5 months The child is now aware of their mother, but there is no sense of individuality. The infant and mother are now one, and there is a barrier between them and the rest of the world.Separation/individualization phase (4)The 3rd phase in the Object relations theory, which is divided into 3 subphases Differentiation/Hatching (5-9 months)- The infant ceases to be ignorant of differentiation between themselves and mother. Increased alertness and interest for the outside world using the mother as a point of orientation. Practicing (9-15 months)- Brought about by the infant's ability to crawl and then walk freely; the infant begins to explore actively and becomes more distant from the mother. Rapprochement (15-24 months)- The infant once again becomes close to the mother. They my become tentative, wanting the mother to be in sight so that, through eye contact and action, they can explore the world.Differentiation/Hatching subphase (3)1st of 3 subphases of the Separation/individualization phase in Object relations theory 5-9 months The infant ceases to be ignorant of differentiation between themselves and mother. Increased alertness and interest for the outside world using the mother as a point of orientation.Practicing subphase (3)2nd of 3 subphases of the Separation/individualization phase in Object relations theory 9-15 months Brought about by the infant's ability to crawl and then walk freely; the infant begins to explore actively and becomes more distant from the mother.Rapprochement subphase (3)3rd and final subphases of the Separation/individualization phase in Object relations theory 15-24 months The infant once again becomes close to the mother. The child realizes that their physical mobility demonstrates psychic separateness from their mother. They my become tentative, wanting the mother to be in sight so that, through eye contact and action, they can explore the world.Object Constancy phase (5)The 4th and final phase in the Object relations theory 24-38 months The child understands that the mother has a separate identity and is a truly separate individual. Provides the child with an image that helps supply them with an unconscious level of guiding support and comfort. Deficiencies in positive internalization could possibly lead to a sense of insecurity and low self-esteem issues in adulthood.What are the 5 stages of grief developed by Elisabeth Kubler-Ross?1. Denial and isolation: Shock is replaced with the feeling of "this can't be happening to me." 2. Anger: The emotional confusion that results from this loss may lead to anger and finding someone or something to blame—"why me?" 3. Bargaining: The next stage may result in trying to negotiate with one's self (or a higher power) to attempt to change what has occurred. 4. Depression: A period of sadness and loneliness will then occur, in which a person reflects on his or her grief and loss. 5. Acceptance: After time feeling depressed about the loss, a person will eventually be at peace with what happened.