theory of personality
(A) Freud's theory of personality development
Freud's psychoanalytic system is huge and all-encompassing. His personality theory emphasizes that people are driven by subconscious instinct, and the life experience of childhood determines the future fate. This theory based on the concept of subconscious instinctive drive is also called psychological motivation theory.
Freud believed that personality is a dynamic system composed of three psychological structures: id, ego and superego. Most human behaviors are the result of the joint activities of ID, ego and superego.
Id is the only innate personality structure, which is composed of biological instinct and desire. I act according to the principle of happiness, regardless of any physical or social restrictions, and demand immediate satisfaction. When a baby sees what he wants, whether it is someone else's or possibly harmful, he will be desperate to get it. The impulse of the id is subconscious and we can't perceive it.
In the first two years of interaction between newborns and the outside world, the second part of personality structure-self gradually developed. Self follows the principle of reality. In other words, the task of the ego is to satisfy the ego's impulse under the condition of measuring reality. Because the personal impulses are usually not allowed by society, the personal job is to keep these impulses in the subconscious. The ego is different from the id and can operate freely in the perceived consciousness, pre-consciousness and subconscious.
The third part of the personality structure, the superego, begins to form when the child is about 5 years old. Superego represents social needs, especially the values and standards from parents. Part of the superego is called conscience, which is a personal moral standard. When an individual's behavior violates this standard, he will be blamed by his conscience and feel guilty. Another part of the superego is called self-ideal, which is the behavior that an individual is praised or rewarded by his parents when he is young. Self-ideal is the source of personal goals and ambitions. When you reach this standard, you will be proud of it. The three parts of personality structure are often in a state of competition. The ego of a healthy person will prevent the id and superego from over-manipulating their personality.
The purpose of ego is to find ways to meet the needs of id and superego at the same time. However, this is usually quite difficult. Man's subconscious is the battlefield of three parts of personality. Self should not only keep in touch with reality, but also coordinate the requirements of the other two parts of personality.
(B) Eriksson's theory of stages of social development
1. personality development stage
Eriksson regards personality development as a gradual process and extends it to the whole process of human life. He believes that personality development goes through eight stages in the same order, and at each stage, individuals are faced with various development crises and tasks.
(1) basic trust and basic distrust (0- 1.5 years old)
The development task at this stage is to develop a basic attitude towards the surrounding world, especially the social environment, and cultivate a sense of trust. The first basic conflict that children face is trust and distrust. This attitude of trust or distrust will extend from parents to others in the later stage of development. Therefore, the social relationship based on trust established by an individual with his parents from infancy will be the personality basis for him to establish good interpersonal relationships with others in the future.
(2) Self-consciousness and shame and doubt (2-3 years old)
The development task at this stage is to cultivate autonomy. Erickson believes that children at this stage have two wishes: they want the support of their parents, and they also want their parents to let them make their own decisions. At this stage, children initially try to handle things independently. If parents allow their children to do what they can and encourage them to explore independently, children will gradually understand their abilities and develop their independent personality. On the other hand, parents' overindulgence, protection or criticism may make children doubt their ability to control themselves and the environment and make them feel ashamed. People who develop smoothly at this stage can show purposeful behavior according to social requirements; The psychological characteristics of people with developmental disabilities are lack of self-confidence and timidity in action.
(3) Initiative and guilt (4-5 years old)
The development task at this stage is to cultivate initiative. Due to the development of physical activity ability and language, children may expand their activities outside the family. However, limited ability will often make children's active activities banned by adults, make children feel guilty, and may reduce their enthusiasm for activities. Therefore, the crisis at this stage is that children should not only develop their own initiative, but also avoid activities that may be banned. The psychological characteristics of people who develop smoothly at this stage are active curiosity, directional action and sense of responsibility; The psychological characteristics of people with developmental disabilities are fear withdrawal and lack of self-worth.
(4) Diligence and inferiority (6- 1 1 year)
The development task at this stage is to cultivate a sense of diligence. During this period, most children have entered the school, accepted the social task entrusted to him by society for the first time, and expect him to complete it. If children gain more successful experience in study and other group activities, it will help them to develop a diligent and enterprising character, and setbacks and failures among them will lead to inferiority. If family factors have the greatest influence on children in the first three stages, then school factors have the greatest influence on children at this stage. The hard-working and enterprising character formed at this stage will continue into adulthood, making them happy to work and adapt to society well. If the inferiority complex is formed, it is often an important reason for future academic decadence.
(5) Self-identity is related to role confusion (12 ~ 18 years old)
The development task at this stage is to cultivate self-identity. Self-identity refers to the self-consistent image formed by individuals organizing their own motives, abilities, beliefs and activities. In adolescence, "who am I" has become an important issue. They can integrate their various images into a meaningful whole and have a sense of "internal identity and continuity" about their past, present and future. At the same time, they began to understand the similarities and differences between themselves and others, and the connection between the present and the future in society. The psychological characteristics of people who develop smoothly at this stage are: having a clear self-concept and the direction of self-pursuit; The psychological characteristics of people with developmental disabilities are that life has no purpose and direction, and sometimes they feel lost.
(6) Intimacy and loneliness (early adulthood)
The development task at this stage is to establish new interpersonal relationships and overcome the conflict between intimacy and loneliness. This period is a period of courtship and early family life. During this period, individuals often pay great attention to self-reflection, impression management and their own future and development. Develop smoothly, and have a sense of intimacy with others; People with developmental disabilities are alienated from society and feel lonely.
(7) Reproductive consciousness and stagnation (middle adulthood)
The development task at this stage is to show their basic abilities such as productivity and creativity, and use these abilities to raise the next generation and care for society. The psychological characteristics of people who develop smoothly are loving their families, caring about society, and having a sense of responsibility and obligation; The psychological characteristics of people with developmental disabilities are that they don't care about others and society and lack the meaning of life.
(8) Self-integration and despair (later adulthood)
The development of individuals at this stage is greatly influenced by the development of previous stages. People look back on their lives and solve the ultimate identity crisis. People who develop smoothly will enjoy their old age as they please; The psychological characteristics of people with developmental disabilities are self-blame, disappointment and depression.
2. The position of Eriksson's personality development theory in education.
(1) Proper education is conducive to the healthy development of children's personality.
Eriksson's theory tells us that only proper education can contribute to the healthy growth of children. Appropriate education must conform to children's psychological characteristics and meet their psychological needs. The educational environment designed for children in families and schools must meet these requirements in order to be conducive to children's growth.
(2) Help students to establish a sense of diligence and overcome their sense of inferiority.
Eriksson believes that well-directed teachers play an important role in the formation of students' sense of diligence, and emphasizes that teachers' evaluation of students' behavior and classroom organization have an important influence on children's self-concept. Therefore, teachers must have a positive view of students and make more positive comments on their behaviors.
(3) Resolving the crisis of self-identity and role confusion
Adolescence is a turbulent era, and all aspects are in a period of drastic changes. Teenagers want to be treated as adults and they are willing to respond by showing that they have grown up. Based on this, we should respect the development of their independence and stop treating middle school students as children. Give clear instructions to let them independently complete the tasks within their terms of reference; Pay attention to the communication and influence between peers; Encourage young people to educate themselves.