Freud's Theory of Personality Development

Freud was the founder of psychological dynamic theory. Freud believed that the difference between normal behavior and abnormal behavior reflected the difference of degree rather than the difference of kinds. Mentally healthy people are those who try to minimize internal psychological conflicts by formulating effective strategies. Freud divided personality structure into id, ego and superego from the vertical level of subconscious, pre-consciousness and consciousness. The id is usually considered as a part of the personality structure that pursues biological instinctive desires; Ego refers to the positive control, observation and learning functions of personality; Superego refers to the moral ideal, social precepts and norms acquired by a person in the process of growth.

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Id is the basic structure of personality, which is completely subconscious and is a biological instinct determined by heredity. It follows the "happy principle" and requires meeting basic physiological needs. If the demand is not met, anxiety will appear, and the demand for pleasure and satisfaction will become stronger. Under the impetus of Oedipus, all difficulties, pains and setbacks will be satisfied, or they can only be reduced by illusion.

(2) Self

The ego is differentiated from the id, and it is the realized id. Ego is the regulator of Oedipus' relationship with the outside world. We should not only meet the needs of Oedipus, but also stop acts that violate social norms, moral standards and laws. Therefore, the ego no longer follows the "happiness principle" to pursue unconditional and immediate satisfaction, but accepts the reality according to logic, and strives to satisfy itself under the guidance of the "reality principle" without conflicting with the requirements of reality. Ego is a rational part of personality structure, and its task is to feel, understand and adapt to reality externally and to manage the release of instinctive impulses and desires internally.

(3) superego

Superego is a part developed from self, the highest level and ideal part of personality, and the moralized self. From the order of formation, it is the last part of personality structure. It follows the "principle of perfection", which makes people act according to values and ideals and pursue perfection endlessly, so it is also unrealistic.

Freud believes that only a strong self can have a healthy personality, and the real self should be under pressure from Oedipus, reality and superego at the same time. If these three aspects can maintain a dynamic balance, people can maintain mental health.

Second, the enlightenment of Freud's personality development theory to the theory of mental health education

Freud's research on human psychology and behavioral motivation opened up a brand-new field. For the first time, it was put forward that psychological abnormalities are not all caused by the damage of the physiological and anatomical structure of the brain, but the internal psychological contradictions and conflicts can also cause psychological abnormalities, which makes psychologists shift from studying the physiological process itself to studying the motivation and content of abnormal behavior. Therefore, Freud's personality development theory has positive enlightenment for us to summarize the theory of mental health education, especially the theory of children's mental health education.

(A) optimize the initial environment of personality construction

Personality is the externalization of people's internal physiological and psychological characteristics, and it is the basic feature of people's quality, ability and personality when dealing with and coping with various external contradictions. Sound personality is the concentrated expression of mental health, and personality education in childhood is of great significance to the formation and perfection of future personality.

Family is the initial environment for children to grow up, and children's initial personality characteristics have a lot to do with their initial education. Some data show that children's mental symptoms such as enuresis, anorexia and other neurological disorders; Emotional disorders, such as mood swings, fear, and fear of life; Bad habits such as biting nails and pulling out hair; Behavioral problems such as aggression and destructiveness are directly related to the family's initial parenting environment to varying degrees.

1, create a healthy and harmonious family atmosphere

For a family, it is very necessary to build a real and emotional interpersonal relationship in the first few years after the family is established. Children living in such a family will feel happy and safe, will accept others and themselves, and may vent their hidden tension and anxiety through normal channels. In early childhood, if children are emotionally alienated from their parents for various reasons, the result will be that children will fundamentally deny themselves and feel anxious, lonely and inferior.

To this end, in the process of children's growth, parents should not only raise their children, but also care for them with their own emotions.

Freud believes that a person who accepts full love must be a self-fulfilling person with sound personality, love, independence and responsibility in the future. Therefore, parents should respect their children's nature, show concern rather than forced obedience, and give them full freedom to grow up in freedom.

2. Improve the personality quality of educating people.

Freud believed that to solve the problems faced by personality education, educators must first receive systematic psychoanalytic training. Parents should learn to adjust themselves, eliminate psychological tension and improve their personality quality to cope with various changes in the environment. There is no fixed pattern for parents' own personality shaping and psychological adjustment, but they should learn to be tolerant and easy-going to others, not too picky, not easy to fluctuate, be good at facing reality without being eager for success and ambitious, be good at getting rid of adversity or setbacks, and be humorous. It is conducive to adjusting people's mentality to the best state, thus having a positive impact on the formation of children's personality.

(B) the establishment of a healthy psychological defense mechanism

Freud believed that the defense mechanism is a psychological measure and defense means to cope with the drive of the id, the pressure of the superego and the requirements of external reality, so as to alleviate and alleviate psychological tension and achieve inner balance. Psychological defense mechanism is an irrational way to reduce and relieve anxiety. They are subconscious, individuals often use them unconsciously, and they often tamper with or distort reality. For example, in the psychological defense mechanism, repression is the most basic defense mechanism, which keeps people's thoughts, desires, troubles or painful experiences out of the field of consciousness.

Freud believed that individuals suppressed painful experiences or impulsive memories that were not recognized by society, but they did not disappear. They just moved from the realm of consciousness to the realm of subconscious, temporarily lurking under the control of consciousness, and if given the opportunity, they would still escape and influence people's behavior. Moreover, if there are too many painful experiences and repressed impulses in the subconscious mind, which exceeds the ability of consciousness management, then the individual's personality integrity will be destroyed.

It can be seen that although the psychological defense mechanism has a certain positive effect, that is, it can temporarily alleviate the inner pain and anxiety, it will also have some negative effects. This is because most psychological defense mechanisms and psychological defense behaviors are passive adaptation methods, such as avoiding contradictions, covering up contradictions, deceiving others and so on. If the potential psychological conflicts are not solved, they will gradually accumulate, which will make people fall into a more depressed or conflicting situation and affect their adaptation to the surrounding environment. Therefore, it is necessary to help children establish a mature psychological defense mechanism.

(C) Advocating children's games and attaching importance to emotional counseling

Emotion includes the integration of human beings at multiple levels of physiology and psychology, and it is widely related to other psychological processes. Research shows that emotion is the main intermediary link that affects individual mental health and leads to psychological abnormality. Good mood reflects the coordination of the functional activities of the central nervous system, which can make people's body and mind in a positive state of health and contribute to individual behavioral adaptation and mental health. On the contrary, negative emotions will unbalance children's psychological experience and cause physiological dysfunction. To this end, we should protect and encourage positive emotions and channel and eliminate negative emotions.

Freud believed that games also had subconscious elements. Games are real things under the veil of fantasy. Games can compensate children's unfulfilled wishes in real life, and connect imaginary things with real things to get happiness from them. Games can reproduce those unbearable experiences, vent and express emotions, relieve psychological tension, enable children to overcome difficulties, reduce worries and develop self-strength, so as to cope with the real environment.

In the practice of kindergarten education in China, we have realized that the characteristics of children's games are freedom, voluntariness, fun and imagination. Because the game adapts to children's needs and the level of physical and mental development, children can feel satisfied and happy. There are no external restrictions, no strict procedures and methods, so that children can relax physically and mentally, take active actions, fully express themselves and realize their personal wishes. A sound personality is formed in group communication, especially in spontaneous game activities. Through the understanding and implementation of the rules of the game, as well as the conflicts and cooperation in the game process, children are encouraged to experience the fairness and reciprocity of the rules, learn to understand problems from the standpoint of others, and learn to deal with problems in a way acceptable to others. To this end, it is necessary to make it clear that games are children's rights, and strive to create a good game environment, so that children can choose their own games and decide how to play games, materials, roles and so on. And get their own satisfaction and healthy development in the game.

Freud traced his roots to the source. Although it is wrong for him to attribute the internal cause of human behavior to the internal drive of instinct, his opposition to mechanical exogenous theory and determinism is still of positive significance. The psychoanalysis he advocated opened up a new road for psychotherapy and provided a theoretical basis for the summary of mental health education methods.