GENDER

DEVELOPMENT
GROUP 3
• BIOLOGICAL EXPLANATION
• SIGMUND’S FREUD PSYCHOSEXUAL
THEORY
• ​ALBERT BANDURA SOCIAL LEARNING
THEORY
>>>
 BIOLOGICAL
EXPLANATION
 4

• THEORIES OF SELF DEVELOPMENT

When we are born, we have a genetic makeup and

biological traits. However, who we are as human
beings develops through social interaction. Many
scholars, both in the fields of psychology and in
sociology, have described the process of self-
development as a precursor to understanding how that
"self" becomes socialized.
• PSYCHOLOGICAL PERSPECTIVES
5

ON SELF DEVELOPMENT

Psychological Sigmund Freud, a renowned psychoanalyst, proposed a

theory on self-development closely tied to early stages like breastfeeding
and toilet training. He emphasized the child's struggle between fulfilling
instinctual desires (the pleasure principle) and conforming to societal
norms (the reality principle). Unresolved conflicts during childhood could
lead to emotional and psychological issues in adulthood, such as
overeating from an oral fixation, obsessive neatness from an anal fixation,
or emotional immaturity from a phallic stage fixation.
SIGMUND’S FREUD
PSYCHOSEXUAL
THEORY
 7

In Sigmund Freud’s Psychosexual Theory, he

propose that the behavior and development of a
person are influenced In Sigmund Freud's
Psychosexual Theory, he proposed by the
interaction between the conscious and unconscious
aspects of that person's mind.
There are three components of the psychic
apparatus function on different levels of
consciousness, and they interact with each other to
generate behavior. The three components are:

1. Id 3. Superego
2. Ego
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Id
The Id is present at birth and represents everything that
we inherit from our parents. It comprises our needs that
require constant fulfillment and operates on the pleasure
principle, as well as the need for immediate gratification,
without regard for consequences or realities.
Ego 9

The Ego develops as a result of our attempts to

satisfy our needs through interactions with our
physical and social environment. In other words, it
arises from the Id. The Ego attempts to fulfill the Id's
desire by serving as a negotiator that strives for a
compromise between what the Id wants and what the
outside world can grant it. The Ego is also a decision-
maker that operates on the reality principle, evaluating
conditions of the real world which may or may not
satisfy the Id's demands and seeking acceptable
methods of fulfilling the Id's wishes.
Superego
10

The Superego arises from the Ego and develops internal representation of the
moral values of the environment The Superego judges what we should morally do or
not do. and guides us about the shoulds and should nots of our lives. It rewards us
with pride and positive feelings upon as an doing good, and punishes us with feelings
of guilt, shame or fear for not abiding by values that we have set for ourselves.
ACCORDING TO SIGMUND FREUD'S 11

PSYCHOSEXUAL THEORY CHILDREN DEVELOP

AS A CONSEQUENCE OF THE WAYS THROUGH
WHICH THE EGO NEGOTIATES A COMPROMISE
AMONG:

1. THE LD AND THE ID'S INSISTENCE ON

IMMEDIATE GRATIFICATION OF WISHES,
2. THE ENVIRONMENT WHICH IMPOSES LIMITS
ON THE CONDITIONS UNDER WHICH WISHES
CAN BE FULFILLED AND
3. THE SUPEREGO, WHICH PUTS PRESSURE ON
THE INDIVIDUAL TO ABIDE BY A SET OF MORAL
VALUES.
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Freud believed that the unconscious aspect of

our mind is a receptacle of ideas. We are not
aware of this aspect of our mind, but it influences
our behavior in equally powerful ways much as
our conscious mind does. As such, one of the
most significant contributions of Freud to the
understanding of human behavior is enlightening
us about the unparalleled role of the unconscious
in directing and motivating our behavior.
 13
Freud further stipulated that development is
completed through a series of psychosexual
THE FREUD stages that occur in a predetermined sequence.
PSYCHOSEXUAL The Freud psychosexual stages contain
STAGES OF activities that revolve around a certain
DEVELOPMENT erogenous zone of an individual. By
successfully moving from one Freud
psychosexual stage to the next, the individual
will develop a healthy personality. Failure to
resolve issues or getting stuck at any of the
Freud psychosexual stages will result in a
problematic personality.
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1. Oral Stage (0-1 year old)

A child derives pleasure from oral activities, such as

sucking and tasting. Successful fulfillment of the child's
feeding needs and proper weaning may result in the
establishment of trust. Too much or too little gratification
can bring about an oral fixation for the adult individual.
This is represented by a preoccupation with oral
activities such as drinking alcohol, smoking, over eating,
or nail biting.
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2. Anal Stage (2-3 years old)

The main source of gratification at this stage is the

ability to control bladder movement and the
elimination or retention of feces. A positive and
appropriate experience revolving around potty training
can encourage competence, creativity and productivity
in individuals. Contrarily, anal fixations can translate
into obsession with perfection, extreme cleanliness,
and control or the opposite which is messiness and
disorganization in adulthood.
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3. Phallic Stage (3-6 years old)

At this Freud psychosexual stage, the focus of

pleasure is the genitals. Boys start to perceive their
father as rivals for their mother's affections, while girls
feel similarly towards their mother. Fear of punishment
can lead to repression of feelings felt toward the
opposite sex parent. Fixation at this stage may bring
about sexual deviancy or weak sexual identity.
 17

4. Latency Period (6 years to puberty)

At this stage, sexual urges are usually

repressed and the individual spends most of
his/her time interacting with same sex peers,
engaging in hobbies and acquiring skills.
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5. Genital Stage (Puberty onward)

The focus at this Freud psychosexual stage is

on the sexual urges that are reawakened and are
directed toward opposite sex peers, with genitals
as the primary source of pleasure. Individuals
who completed the earlier stages successfully
become well-adjusted, caring and secure
individuals.
ALBERT BANDURA
AND SOCIAL
LEARNING THEORY
 20

BANDURA IS THE MOST WIDELY

RECOGNIZED INDIVIDUAL IN THE FIELD OF
SOCIAL LEARNING THEORY, DESPITE THE
FACTS THAT DOLLARD AND MILLER
ESTABLISHED THE FIELD AND ROTTER
WAS BEGINNING TO EXAMINE COGNITIVE
SOCIAL LEARNING A FEW YEARS BEFORE
BANDURA. NONETHELESS, BANDURA'S
RESEARCH HAS HAD THE MOST
SIGNIFICANT IMPACT, AND THE EFFECTS
OF MODELING ON AGGRESSIVE BEHAVIOR
CONTINUE TO BE STUDIED.
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1. Attention: The degree to which we notice the

THE SOCIAL behavior. A behavior must grab our attention before it
LEARNING can be imitated. Considering the number of behaviors
THEORY HAS we observe and do not imitate daily indicates
FOUR attention is crucial in whether a behavior influences
MEDIATIONAL imitation.
PROCESSES THAT
HELP DETERMINE 2. Retention: How well we remember the behavior. We
WHETHER A NEW cannot perform the behavior if we do not remember the
BEHAVIOR IS
behavior. So, while a behavior may be noticed, unless a
ACQUIRED:
memory is formed, the observer will not perform the
behavior. And, because social learning is not immediate,
retention is vital to behavior modeling.
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3. Reproduction: The ability to perform the behavior.

This is the ability to reproduce a behavior we observe. It
influences our decision about whether to try performing
the behavior. Even when we wish to imitate an observed
behavior, we are limited by our physical abilities.

4. Motivation: The will to emulate the behavior. This

mediational process is referred to as vicarious
reinforcement. It involves learning through observing the
consequences of actions for other people, rather than
through direct experience.
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In addition to the behavior, rewards and

punishment that follow will be studied by the
observer. If the observer perceives the rewards to
be greater than the costs In addition to the
behavior, rewards and punishment (punishment)
then they will most likely imitate the behavior. If,
however, the vicarious reinforcement is not
valued enough by the observer, they will not
model the behavior.
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Social learning theory is grounded by several

key assumptions:
ASSUMPTIONS
OF SOCIAL 1.people learn though observation. Learners can
LEARNING acquire new behavior and knowledge by merely
THEORY observing a model.
2. Reinforcement and punishment have indirect
effect on behavior and learning. People form
expectations about the potential consequences of
future responses based on how current responses
are reinforced or punished.
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3. Reinforcement and punishment have indirect effect on

behavior and learning. People form expectation about the
potential consequences of future responses based on how
current responses are reinforced or punished.

4. Learning does not necessarily lead to change. Just

because a person learns something does not mean they
will have a change in behavior
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Social Learning Theory Examples

Social learning theory examples in everyday life

are common, with one of the most evident being the
behaviors of children, as they imitate family
members, friends, famous figures and even
television characters. If a child perceives there is a
meaningful reward for such behavior, they will
perform it at some point.
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Social media presents plenty of social learning examples

with people imitating others whether acting a movie
scene, copying dance moves from a music video, and not
the least, the many social media challenges people attempt
This frenzied behavior is typically spurred by the desire to
be socially accepted or liked.

New employees in the workplace may imitate the

behavior of their peers in an effort to conform to the work
culture. Or, they may model co-workers' behavior to help
earn a good standing with a superior.
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Students may emulate fellow students, celebrities and

mentors as a means to fit in or garner attention.
While positive behaviors are imitated, problematic
behaviors are modeled as well.
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