FREUD and PSYCHANALYTIC THEORY OF PERSONALITY
The psychoanalytic theory was put forward by the Australian neurologist Sigmund Freud of the 20th century, who is widely known especially in the field of social sciences and is also known by popular culture. Theory states that much of what we think and do is driven by the unconscious as a process. Although it is not the focal method used in today’s counseling and therapy, it appears as the most comprehensive and effective personality theory of the theories that have been created so far, most importantly, addressing the social sciences and the intellectual environment (Smith, Nole-Hoeksema, Fredrickson, & Loftus, 2017). Freud was originally a neurologist and focused on healing people with known medical techniques. However, with the failure of these processes, he started to use the hypnosis technique. Afterwards, Freud, who could not get the result he expected from hypnosis, asked his patients to express everything that was on their mind, no matter how absurd, with the free association method. With this method, he came across consistent themes in his unconscious processes. He also saw similar themes in his recollection of dreams and early childhood memories (Smith et al., 2017).
Personality Models
When Freud’s works were examined, it was seen that he emphasized two different personality models, namely topographic and structural. In the models below, these two personality models are examined.
1. Topographical Personality Model
Freud compared the human mind to an iceberg. As can be seen in the figure below, the small part above the water represents consciousness and explains awareness in the moment, while pre-consciousness is the information that is not aware at the moment but can be reached to the moment when a little forced. The biggest part of the iceberg is the subconscious that is under the water. It is our memories that are effective in the emergence of subconscious desires and behaviors (Smith et al., 2017).
Freud had the understanding that all thoughts, feelings, and actions have a cause. In accordance with this understanding, he thinks that every event has a psychological reason and attributed these experiences to unattained satisfactions and unconscious desires. He even predicted that dreams, sarcasm, forgetfulness and slips of the tongue, prohibited actions or unfulfilled desires serve this cause (Smith et al., 2017).
2. Structural Personality Model
Considering that the topographic model of personality is inadequate and incomplete, Freud put forward the structural personality model. According to this model, as can be seen in figure 1, it is seen that there are three centers named id, ego and super ego. These three centers are always interacting with each other (Smith et al., 2017). The id is the most primitive part of the personality. It contains desires and lust. This system is the basic building block of the other two systems. It plays a role in maintaining vital activities such as eating and drinking in newborn babies. It feeds on sexuality and aggression and in the light of the pleasure principle.
continues to exist. It includes experiences based on getting what he wants immediately like a child (Smith et al., 2017).
The ego seems to teach the child the conditions of reality. The child, who learns that he cannot provide satisfaction immediately, rather than the pleasure principle, understands that he has to wait for eating, and that he has to hold the toilet until he goes to the toilet to meet his toilet needs. It waits for the right conditions to occur in order to realize the id’s request. The ego is a structure that controls the appropriateness of actions and is a balance mechanism between the id and the superego (Smith et al., 2017). Looking at the super ego, it is seen that it controls the correctness of actions.
It guides the person in the light of social values and acts as an intermediary in the conduct of conscientiously right behaviors. It can be said that it is a structure that parents or caregivers create in the child with the reward-punishment method. Next, when the child will do a behavior, he will understand whether that behavior is good or bad, and he will do that behavior or not. In this case, the role of parents in the formation of personality is undeniable. Excessive pressure from parents, guilt on the child
and can lead to aggression. Considering the opposite, it is predicted that the child will have a life with weak social ties (Smith et al., 2017). It is seen that these three centers are in conflict with each other throughout the life of the individual. The ego delays the was; the superego fights both the id and the ego. Because you were and ego’s wishes
often opposes moral teachings. In a whole personality, the ego succeeds in establishing control and closeness to reality. The entire id is at the bottom of the iceberg, while most of the ego and superego are at the bottom of the iceberg (Smith et al., 2017).
Personality Dynamics
a. Conservation of Energy and Libido
Freud studied the work of the German physicist Hermann von Helmholtz and drew his attention to the “law of conservation of energy”. According to this law, energy is always present in the universe and is in cycles. With his studies, Freud pointed out the existence of a psychic energy called “libido”, which is the focus of sexual pleasure in humans. As the law of conservation of energy stipulates, this energy in man is disguised due to forbidden actions.
emerges in his life. For example, libido is preserved in an individual who tries to realize the principle of aggression as a boxer. Likewise, dreams can be considered as one of the most basic principles of this disguise (Smith et al., 2017).
b. Defense Mechanisms
The individual who avoids performing the forbidden behavior often encounters anxiety. Individuals who want to reduce their anxiety level avoid the punishments of the super ego and society and focus on disguise. Examining these anxiety reduction methods, Sigmund Freud and his daughter Anna Freud developed defense mechanisms (Smith et al., 2017).
Some of these defense mechanisms are as follows (Smith et al., 2017).
Suppression: Removing memories and impulses that cause fear and pain from awareness
is the postponement.
Rationalization: Logic and social rules to behavior
to dress in the light.
Creating a counter-reaction: By clearly expressing an opposing thought, there is
hides the motive.
Projection: Expressing our dislikes as if they were others.
is to hit.
Mentalization: By attributing abstract extraordinary situations to the stressful situation,
trying to get out of the situation.
Denial: Not accepting the painful truth.
Displacement: We can change a behavior that we cannot predict its existence in another way.
is to reveal.
THE THEORY OF PSYCOSEXUAL DEVELOPMENT
Freud believed that the 0-5 age range affects the whole life of the individual. He focused on the regions of sexual pleasure and how these regions differ in each phase of development, called psychosexual development theory. He divided psychosexual development into five periods (Smith et al., 2017). Freud pointed out that a problem to be experienced in these periods will emerge in the future and that these problems play an active role in personality (Smith et al., 2017).
Oral Period
Freud called the beginning and first year of life the oral period. During this period, the infant’s focus of pleasure is the mouth. They enjoy eating and sucking behavior, and they take everything they get into their mouths (Smith et al., 2017).
Anal Period
Freud called the second year of life the anal period. During this period, there were beliefs that children enjoyed defecating and holding it in their hands. These pleasures pose a problem for parents before toilet training. The imposition during toilet training is the child’s first experience of imposed control (Smith et al., 2017).
Phallic Period
In this period, which covers the ages of 3-6, children enjoy playing with their genital organs. They learn the differences between men and women and direct their sexuality to the opposite-sex parent (Smith et al., 2017).
Freud thinks that the boy is sexually attracted to his mother and sees his father as a rival. Inspired by mythology, he called this process oedipal conflict. He is worried that his sexual motives against his mother will be noticed and punished by his father. Freud called this castration anxiety. The child’s interest and fears go away after a while. However, he exalts and internalizes his father’s attitudes and values. Similar
and it is possible to see a more complex process in girls (Smith et al., 2017).
Latent Period
In this period, which covers the ages of 7-12, the child leads a non-sexual life and is more interested in his own body. At the same time, it learns the methods of survival and coping with the environment (Smith et al., 2017).
Genital Period
This period includes the adolescence and youth period. It is the period when adulthood and sexuality mature (Smith et al., 2017).
Evaluation
With his contribution to psychology and the methods he developed, Freud took his place as one of the most important people in history. Until the last century, the concepts of consciousness and spirit, which contain many question marks in terms of humanity, were first expressed by Freud and his theories through scientific studies beyond dogma and church ideas. Freud, who carried out his studies with many theorists, in the last days of his profession.
He made an effort to develop his theories. And he left behind many scientists and theorists. Famous theorists such as Adler and Jung, especially his daughter Anna Freud, were also influenced by Freud’s theories and based their studies on psychoanalytic theory. Even today, this intellectual personality, known by many circles, has undoubtedly observed the problems in the human mind and the problems in this journey. He has inspired and cured many through his methods. Even though some people criticize Freud badly and heavily, considering the period he lived in and his contribution to psychology and humanity, it will become clear how unnecessary these criticisms are.
