Freuds Id, Ego, and Superego Explained

One of Sigmund Freud’s most well-known ideas was his theory of personality, which proposed that the human psyche is composed of three separate but interacting parts: the id, the  ego, and the superego. The three parts develop at different times and play different roles in personality, but work together to form a whole and contribute to an individuals’ behavior.  While the id, ego, and superego are often referred to as structures, they are purely psychological and don’t exist physically in the brain. Key Takeaways: Id, Ego, and Superego Sigmund Freud originated the concepts of the id, the ego, and the superego, three separate but interacting parts of the human personality that work together to contribute to an individuals behavior.While Freud’s ideas have often been critiqued and labeled unscientific, his work continues to be highly influential in the field of psychology. Origins Freud’s work wasn’t based on empirical research, but on his observations and case studies of his patients and others, so his ideas are often viewed with skepticism. Nonetheless, Freud was an enormously prolific thinker and his theories are still considered important. In fact, his concepts and theories are the foundation of psychoanalysis, an approach to psychology thats still studied today. Freud’s personality theory was influenced by earlier ideas about the mind working at conscious and unconscious levels. Freud believed that early childhood experiences are filtered through the id, ego, and superego, and it is the way an individual handles these experiences, both consciously and unconsciously, that shapes personality in adulthood. Id The earliest part of the personality to emerge is the id. The id is present at birth and runs on pure instinct, desire, and need. It is entirely unconscious and encompasses the most primitive part of the personality, including basic biological drives and reflexes. The id is motivated by the pleasure principle, which wants to gratify all impulses immediately. If the ids needs aren’t met, it creates tension. However, because all desires can’t be fulfilled right away, those needs may be satisfied, at least temporarily, through primary process thinking in which the individual fantasizes about what they desire.  Ã‚  Ã‚   Newborns’ behavior is driven by the id—they are concerned only with meeting their needs. And the id never grows up. Throughout life, it remains infantile because, as an unconscious entity, it never considers reality. As a result, it remains illogical and selfish. The ego and the superego develop to keep the id in check. Ego The second part of the personality, the ego, arises from the id. Its job is to acknowledge and deal with reality, ensuring that the id’s impulses are reigned in and expressed in ways that are socially acceptable. The ego operates from the reality principle, which works to satisfy the id’s desires in the most reasonable and realistic ways. The ego may do this by delaying gratification, compromising, or anything else that will avoid the negative consequences of going against society’s norms and rules. Such rational thinking is referred to as secondary process thinking. It’s geared towards problem-solving and reality-testing, enabling the person to maintain self-control. However, just like the id, the ego is interested in seeking pleasure, it just wants to do so in a realistic way. It’s not interested in right and wrong, but in how to maximize pleasure and minimize pain without getting into trouble. The ego operates at conscious, preconscious, and unconscious levels. The ego’s consideration of reality is conscious. However, it may also keep forbidden desires hidden by unconsciously repressing them. Much of the ego’s functioning is also preconscious, meaning it happens below awareness but takes little effort to bring those thoughts into consciousness. Freud initially used the term ego to reference one’s sense of self. Often, when the term is used in everyday conversation—such as when someone is said to have a â€Å"big ego†Ã¢â‚¬â€its still used in this sense. Yet, the term ego in Freud’s theory of personality is no longer referring to the self-concept but to functions like judgment, regulation, and control. Superego The superego is the final part of the personality, emerging between the ages of 3 and 5, the phallic stage in Freud’s stages of psychosexual development. The superego is the moral compass of the personality, upholding a sense of right and wrong. These values are initially learned from one’s parents. However, the superego continues to grow over time, enabling children to adopt moral standards from other people they admire, like teachers. The superego consists of two components: the conscious and the ego ideal. The conscious is the part of the superego that forbids unacceptable behaviors and punishes with feelings of guilt when a person does something they shouldn’t. The ego ideal, or ideal self, includes the rules and standards of good behavior one should adhere to. If one is successful in doing so, it leads to feelings of pride. However, if the standards of the ego ideal are too high, the person will feel like a failure and experience guilt. The superego not only controls the id and its impulses towards societal taboos, like sex and aggression, it also attempts to get the ego to go beyond realistic standards and aspire to moralistic ones. The superego works at both conscious and unconscious levels. People are often aware of their ideas of right and wrong but sometimes these ideals impact us unconsciously. The Mediating Ego The id, ego, and superego interact constantly. Ultimately, though, it’s the ego that serves as the mediator between the id, the superego, and reality. The ego must determine how to meet the needs of the id, while upholding social reality and the moral standards of the superego. A healthy personality is the result of a balance between the id, ego, and superego. A lack of balance leads to difficulties. If a person’s id dominates their personality, they may act on their impulses without considering the rules of society. This can cause them to spin out of control and even lead to legal troubles. If the superego dominates, the person can become rigidly moralistic, negatively judging anyone who doesn’t meet their standards. Finally if the ego becomes dominant, it can lead to an individual who is so tied to the rules and norms of society that they become inflexible, unable to deal with change, and incapable of coming to a personal concept of right and wrong. Critique Many critiques have been leveled at Freud’s theory of personality. For example, the idea that the id is the dominant component of personality is considered problematic, especially Freud’s emphasis on unconscious drives and reflexes, like the sexual drive. This perspective minimizes and oversimplifies the intricacies of human nature. In addition, Freud believed that the superego emerges in childhood because children fear harm and punishment. However, research has shown that children whose greatest fear is punishment only appear to develop morals—their real motivation is to avoid getting caught and prevent harm. A sense of morality actually develops when a child experiences love and wants to keep it. To do so, they engage in behavior that exemplifies their parents’ morals and, therefore, will gain their approval. Despite these criticisms, Freud’s ideas about the id, the ego, and the superego have been, and continue to be, highly influential in the field of psychology. Sources Cherry, Kendra. â€Å"What is Psychoanalysis?† Verywell Mind, 7 June 2018, https://www.verywellmind.com/what-is-psychoanalysis-2795246Cherry, Kendra. â€Å"What Are the Id, Ego, and Superego?† Verywell Mind, 6 Nov. 2018, https://www.verywellmind.com/the-id-ego-and-superego-2795951Crain, William. Theories of Development: Concepts and Applications. 5th ed., Pearson Prentice Hall. 2005.Ego, superego, and id. New World Encyclopedia, 20 Sept. 2017, http://www.newworldencyclopedia.org/p/index.php?titleEgo,_superego,_and_idoldid1006853McLeod, Saul. â€Å"Id, Ego and Superego.† Simply Psychology, 5 Feb. 2016, https://www.simplypsychology.org/psyche.htmlThe Freudian Theory of Personality.† Journal Psyche, http://journalpsyche.org/the-freudian-theory-of-personality/#more-191

The U.S. Soccer or Football - 1437 Words

INTRO In the U.S soccer or football hasnt caught on quite just yet. Even though the American people have had recent success like in the 2002 World Cup and the 2009 Confederations Cup. Though extremely popular in European countries, soccer took a long time to gain momentum in the United States because Americans put more money and attention into other sports like baseball, football, and basketball. Soccer eventually became popular in the 1970s, but then lost popularity again when the National League went bankrupt. U.S soccer started when the English settlers came to populate America. The game was originally played across an entire town with two nets at either end. Players tackled each other to get the ball to one end of the town and in a†¦show more content†¦When the French created the Fà ©dà ©ration Internationale de Football Association (FIFA) in 1904 the United States did not have a soccer team participating. It was not until 1913 that the U.S. applied for FIFA membership, but there were two main American leagues that wanted to join. FIFA said there couldn’t be two different leagues and so the United States Football Association (USFA) was established on April 5, 1913, giving the U.S. a international representation in the soccer world. The US finally made it to the semi-finals of the World Cup in 1930, which increased the sport’s popularity temporarily. They finished third out of 13 teams. But all of the Europeans teams were at a absents from the World cup.â€Å"the European countries withdrew after an impassioned plea from the Latin Americans, who in 1930 would be celebrating a hundred years of independence. Uruguay were to build a new stadium in Montevideo and would pay all traveling expenses for the competing nations. However, face by a three-week boat trip each way, the Europeans were reluctant to participate, and two months before the competition not one European entry had been received. 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Lucky Charms free essay sample

I believe in karma. And luck. And those pass it forward situations that look so perfect on commercials. I look for four leaf clovers. I plan for worst case scenarios. When I find a penny on the street, I turn it heads-up so the next person can find their lucky penny. I eat lucky charms for breakfast. I get upset when my horoscope tells me I will not find my true love. I’ve always considered myself an unlucky person. No matter what I do to counter my luck everything that could go wrong always does. Perhaps the almighty Zeus zapped me with his lightning bolt at birth, dooming me to unluckiness. Or maybe I ate a cursed apple, that a clever witch had switched just before recess in my younger years. It was the fall of my junior year, I was in clay class. Our assignment was to make a box. We will write a custom essay sample on Lucky Charms or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Plain and simple. I designed my box to be a utopian city. All four sides of my box had a precise number of skyscrapers, which I embellished with numerous windows and doors. I toiled over rolling, cutting, and preparing the clay. It was extremely fragile, and every small crack sent me into a panic. During the last week of class, I was working on the lid of my box. The finishing piece to my city was a bridge that connected the two ends of the box together and attached to the lid. Carefully I smoothed out the edges of my bridge, and lowered the lid onto the top of the box. Just as I placed the lid, the bridge and most of the skyscrapers shattered. Leaving the beautiful utopian city to ruins, and making the hours that I had spent molding the fragile clay futile. The curse of my bad luck had struck again. The evil cloud of doom had followed me down to the basement of my school, at the very end of the hallway, to the exact location of my most precious artwork. I could feel my stomach turn as I assessed the damage of my city. I scrambled through my brain, thinking of how I could save it; what I could do to fill in the cracks. But when I looked at my box, I saw a new meaning to my artwork. While it may have not been the utopian city I was trying to build, it was the shattered ruins of a once perfect society; broken by a force much larger than itself. I glazed and painted the city just as it had fallen, with the bridge knocked over and the tops of the buildings crumbled. My box was sent to the statewide art show, and while it did not win, I was one of the finalist. From my fallen city I realized that I’m not unlucky after all; I simply take risks. I have big ideas that can never be easily executed. Im constantly challenging myself and pushing the limits of my ability. I welcome failure because in no way does it stop me from reaching my goals, it forces me to look at the problem from a different angle, and find a new perspective. In a sea of endless possibilities I search for the most difficult and creative approaches. Not only to test my capability but to prove my determination to go above and beyond the obstacles that hinder me. From my broken artwork I learned that I make my own luck, and no cloud of doom follows my tracks. But I’ll keep eating my lucky charms, just in case.

World Literature Syllabus

The syllabus for world literature should be composed so that the studying of certain works of literature provide students with the understanding of literary, cultural and historic context of the period when they were written. Moreover, the earning of these works should develop students’ critical and analytical thinking.Advertising We will write a custom essay sample on World Literature Syllabus specifically for you for only $16.05 $11/page Learn More The study of every work of literature should start with the introduction in the à ©poque when the work was written and its peculiarities. Students should be aware of the greatest writers who worked during this period and, if necessary, with manifests that give general idea about the aims and beliefs that the writers followed. The next step is to get acquainted with the biography of the author and what historical and cultural events influenced on the formation of his/her literary style. The final ste p is to focus on the textual study of a particular work of literature. The syllabus that includes such works as Ambrose Bierce â€Å"Chickamauga†, Tadeusz Borowski â€Å"Ladies and Gentlemen to the Gas Chamber†, Henrik Ibsen â€Å"Hedda Gabler†, and Anton Chekhov â€Å"The Lady with the Dog.† Should be aimed at providing students with understanding of different styles of writing of the 19th century literature. Each of the writers is originated from different countries and each work is written in definite historical and cultural context. Thus, students will have a profound understanding of the literature of the 19th century period from different perspectives. Ambrose Bierce â€Å"Chickamauga.† This work is devoted to the horrors of war and its psychological effect on the human soul. The work is important in context of developing pupils’ understanding of good and evil. It provides real information about personal drama that was not rare during was. It is important in psychological, cultural, historical and philosophical context. Tadeusz Borowski’s â€Å"Ladies and Gentlemen to the Gas Chamber† is another work of literature recognized as a masterpiece of world literature. It is one of the best works devoted to war. The story is passed on the author’s personal experience of living in the concentration camp. It presents real pictures of violence that took place at that time. The work is the exploration of people’s values. Advertising Looking for essay on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is also very important in the historical context, as it is a record of true events. Students will be able to learn more about World War II, and the events that occurred in different countries. The author presents his own vision of the war and, in their turn, students will be able to formulate their personal opinion as well. Anton Che khov’s â€Å"The Lady with the Dog.† Is one of his most famous works. It shows the relations between two people. However, it has a deep social context and perfectly shows the Russian society with its norms and beliefs. The work is a profound analysis of the human soul and contradictions of a person and society. Henrik Ibsen â€Å"Hedda Gabler†. It is a famous and most controversial play by a Norwegian writer. The author used the best dramatic techniques in order to explore the characters of man and woman. The major focus of Ibsen’s works was on the exploration of the woman in the society. This work is another example of such analysis. From the critical point of view, this work is about one’s unwillingness to resist the social norms applied to our gender. The work is valuable in the context of learning social norms of the 19th century period, as well as it is very important for understanding of the authors main themes and techniques of writing. This essay on World Literature Syllabus was written and submitted by user Zaiden T. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.