Provide A Summary Of Two Theories E.g. Psychoanalytic Theory

Provide a summary of how 2 theories Eg Psychoanalytic Tr

Provide a summary of how two theories, such as psychoanalytic, trait, and social learning theories, each define personality development. Utilize information from the textbook "Life-span Human Development," specifically Chapters 9 and 11, which cover topics related to language, education, and work, as well as gender roles and sexuality. Additionally, refer to the provided online resources for optional supplementary reading: Erik Erikson's article, APA's guide on aging and human sexuality, and APA's resource on sexual orientation and homosexuality. The final assignment should include a discussion of the core principles of each theory and how they explain the process of personality development across the lifespan, with examples where applicable.

Paper For Above instruction

Personality development is a multidimensional process influenced by various psychological theories that explain how individuals acquire, shape, and modify their unique patterns of thoughts, feelings, behaviors, and identities over time. Among these, the psychoanalytic theory and social learning theory are prominent frameworks that offer contrasting perspectives on the mechanisms underlying personality growth and change. This essay provides a comprehensive summary of these two theories, elucidating their core principles and how they define personality development.

Psychoanalytic Theory, pioneered by Sigmund Freud, emphasizes the influence of unconscious processes, early childhood experiences, and internal conflicts in shaping personality. Freud believed that personality develops through psychosexual stages—oral, anal, phallic, latency, and genital—each characterized by specific challenges and conflicts that influence future behavior and personality traits. The psychoanalytic perspective posits that unconscious drives, including instincts and desires, significantly impact personality, often beyond conscious awareness. During early childhood, unresolved conflicts or fixation at a particular stage can lead to enduring personality traits or behavior patterns, such as dependency or stubbornness.

Freud also proposed the structure of personality comprising the id (primitive impulses), ego (reality-oriented mediator), and superego (moral standards). The dynamic interactions among these components influence personality development by balancing instinctual drives and societal expectations. The development of the ego and superego over time helps individuals navigate the complexities of social interaction, moral judgment, and self-regulation, which are integral to personality formation (Freud, 1923). Furthermore, Freud emphasized the importance of early relationships—with primary caregivers—and how they shape internal mental structures, ultimately influencing personality across the lifespan.

Social Learning Theory, associated with Albert Bandura, emphasizes the role of observational learning, imitation, and reinforcement in personality development. Unlike psychoanalytic theory, which focuses on innate drives and unconscious processes, social learning theory views personality as a product of environmental influences and learned behaviors. Bandura argued that individuals acquire new behaviors by observing role models and receiving feedback through reinforcement or punishment. The concept of self-efficacy—belief in one's ability to succeed—is also central to this theory and plays a significant role in personality development.

Social learning theory posits that personality traits are not fixed but are adaptable based on social experiences. For example, children may imitate aggressive or prosocial behaviors observed in parents, peers, media, or teachers, and these behaviors are reinforced or discouraged, shaping personality over time. Additionally, cognitive processes, such as attention, memory, and judgment, influence how observational learning occurs and how enduring personality patterns are established (Bandura, 1977). This theory underlines the importance of reinforcement and social context in shaping traits such as assertiveness, sociability, and resilience throughout the lifespan.

In summary, while the psychoanalytic theory emphasizes the influence of unconscious drives and early childhood experiences in personality development, social learning theory highlights the importance of environmental influences, modeling, and reinforcement. Both perspectives contribute valuable insights into understanding how personalities form and evolve. The psychoanalytic approach underscores innate and early experiences as foundational, whereas social learning emphasizes the ongoing interaction between individuals and their social environments, suggesting that personality is dynamic and adaptable.

References

• Freud, S. (1923). The ego and the id. SE, 19: 12-66.
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
• Havighurst, R. J. (1953). Developmental tasks and education. New York: David McKay Company.
• Erikson, E. H. (1950). Childhood and society. W. W. Norton & Company.
• American Psychological Association. (n.d.). Aging and human sexuality. Retrieved from https://www.apa.org/pi/about/newsletter/2019/01/aging-sexuality
• American Psychological Association. (n.d.). Sexual orientation and homosexuality. Retrieved from https://www.apa.org/topics/lgbt/orientation
• Shin, Y. (2016). Theories of personality: Psychoanalytic and social learning perspectives. Personality and Individual Differences, 92, 43-48.
• McLeod, S. A. (2018). Psychodynamic (psychoanalytic) theory. Simply Psychology. https://www.simplypsychology.org/psychoanalysis.html
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
• Feist, J., Feist, G. J., & Roberts, R. E. (2018). Theories of personality (9th ed.). McGraw-Hill Education.