According to Jung's theory of Psychological Types we are all different in fundamental ways.

One's
ability to process different information is limited by their particular type. These types are sixteen.

People can be either Extroverts or Introverts, depending on the direction of their activity; Thinking, Feeling,
Sensing, Intuitive, according to their own information pathways; Judging or Perceiving, depending on the
method in which they process received information.

Extroverts vs. Introverts

Extroverts are directed towards the objective world whereas Introverts are directed towards the subjective
world. The most common differences between Extroverts and Introverts are shown below:

Extroverts
are interested in what is happening around them
are open and often talkative
compare their own opinions with the opinions of
others
like action and initiative
easily make new friends or adapt to a new group
say what they think
are interested in new people
easily break unwanted relations
Introverts
are interested in their own thoughts and feelings
need to have own territory
often appear reserved, quiet and thoughtful
usually do not have many friends
have difficulties in making new contacts
like concentration and quiet
do not like unexpected visits and therefore do not
make them
work well alone

Sensing vs. Intuition

Sensing is an ability to deal with information on the basis of its physical qualities and its affection by other
information. Intuition is an ability to deal with the information on the basis of its hidden potential and its
possible existence. The most common differences between Sensing and Intuitive types are shown below:
Sensing types
see everyone and sense everything
live in the here and now
quickly adapt to any situation
like pleasures based on physical sensation
are practical and active
are realistic and self-confident
Intuitive types
are mostly in the past or in the future
worry about the future more than the present
are interested in everything new and unusual
do not like routine
are attracted more to the theory than the practice
often have doubts
Thinking vs. Feeling

Thinking is an ability to deal with information on the basis of its structure and its function. Feeling is an
ability to deal with information on the basis of its initial energetic condition and its interactions. The most
common differences between Thinking and Feeling type are shown below:

Thinking types
are interested in systems, structures, patterns
expose everything to logical analysis
are relatively cold and unemotional
evaluate things by intellect and right or wrong
have difficulties talking about feelings
do not like to clear up arguments or quarrels
Feeling types
are interested in people and their feelings
easily pass their own moods to others
pay great attention to love and passion
evaluate things by ethics and good or bad
can be touchy or use emotional manipulation
often give compliments to please people

Perceiving vs. Judging

perceiving types are motivated into activity by the changes in a situation. Judging types are motivated into
activity by their decisions resulting from the changes in a situation. The most common differences between
Perceiving and Judging types are shown below:

Perceiving types
act impulsively following the situation
can start many things at once without finishing them
properly
prefer to have freedom from obligations
are curious and like a fresh look at things
work productivity depends on their mood
often act without any preparation
Judging types
do not like to leave unanswered questions
plan work ahead and tend to finish it
do not like to change their decisions
have relatively stable workability
easily follow rules and discipline






Freud's Structural and Topographical Models of Personality

Sigmund Freud's Theory is quite complex and although his writings on psychosexual development set the
groundwork for how our personalities developed, it was only one of five parts to his overall theory of
personality. He also believed that different driving forces develop during these stages which play an
important role in how we interact with the world.
Structural Model (id, ego, superego)
According to Freud, we are born with ourlc. The id is an important part of our personality because as
newborns, it allows us to get our basic needs met. Freud believed that the id is based on our pleasure
principle. In other words, the id wants whatever feels good at the time, with no consideration for the
reality of the situation. When a child is hungry, the id wants food, and therefore the child cries. When the
child needs to be changed, the id cries. When the child is uncomfortable, in pain, too hot, too cold, or just
wants attention, the id speaks up until his or her needs are met.

The id doesn't care about reality, about the needs of anyone else, only its own satisfaction. If you think
about it, babies are not real considerate of their parents' wishes. They have no care for time, whether their
parents are sleeping, relaxing, eating dinner, or bathing. When the id wants something, nothing else is
important.
Within the next three years, as the child interacts more and more with the world, the second part of the
personality begins to develop. Freud called this part the*-C. The ego is based on the reality principle.
The ego understands that other people have needs and desires and that sometimes being impulsive or
selfish can hurt us in the long run. Its the ego's job to meet the needs of the id, while taking into
consideration the reality of the situation.
By the age of five, or the end of the phallic stage of development, theLOC-Cdevelops. The
Superego is the moral part of us and develops due to the moral and ethical restraints placed on us by our
caregivers. Many equate the superego with the conscience as it dictates our belief of right and wrong.
In a healthy person, according to Freud, the ego is the strongest so that it can satisfy the needs of the id, not
upset the superego, and still take into consideration the reality of every situation. Not an easy jobs by any
means, but if the id gets too strong, impulses and self gratification take over the person's life. If the
superego becomes too strong, the person would be driven by rigid morals, would be judgmental and
unbending in his or her interactions with the world. You'll learn how the ego maintains control as you
continue to read.

Topographical Model
Freud believed that the majority of what we experience in our lives, the underlying emotions, beliefs,
feelings, and impulses are not available to us at a conscious level. He believed that most of what drives us is
buried in ourOCsCC1sCO1. If you remember the Oedipus and Electra complex, they were both
pushed down into the unconscious, out of our awareness due to the extreme anxiety they caused. While
buried there, however, they continue to impact us dramatically according to Freud.
The role of the unconscious is only one part of the
model. Freud also believed that everything we are
aware of is stored in oursCC1sCO1. Our
conscious makes up a very small part of who we are. In
other words, at any given time, we are only aware of a
very small part of what makes up our personality; most
of what we are is buried and inaccessible.
The final part is the preconscious or subconscious. This
is the part of us that we can access if prompted, but is
not in our active conscious. Its right below the surface,
but still buried somewhat unless we search for it.
Information such as our telephone number, some
childhood memories, or the name of your best
childhood friend is stored in the preconscious.

Because the unconscious is so large, and because we are only aware of the very small conscious at any given
time, this theory has been likened to an iceberg, where the vast majority is buried beneath the water's
surface. The water, by the way, would represent everything that we are not aware of, have not
experienced, and that has not been integrated into our personalities, referred to as the no conscious.

What is Psychosexual Development?
According to Sigmund Freud, personality is mostly established by the age of five. Early experiences play a
large role in personality development and continue to influence behavior later in life.
Freud's theory of psychosexual development is one of the best known, but also one of the most
controversial. Freud believed that personality develops through a series of childhood stages during which
the pleasure-seeking energies of the id become focused on certain erogenous areas. This psychosexual
energy, or libido, was described as the driving force behind behavior.
If these psychosexual stages are completed successfully, the result is a healthy personality. If certain issues
are not resolved at the appropriate stage, fixation can occur. A fixation is a persistent focus on an earlier
psychosexual stage. Until this conflict is resolved, the individual will remain "stuck" in this stage. For
example, a person who is fixated at the oral stage may be over-dependent on others and may seek oral
stimulation through smoking, drinking, or eating.
Oral
Age Range: Birth to 1 Year
Erogenous Zone: Mouth
During the oral stage, the infant's primary source of interaction occurs through the mouth, so the rooting
and sucking reflex is especially important. The mouth is vital for eating, and the infant derives pleasure from
oral stimulation through gratifying activities such as tasting and sucking. Because the infant is entirely
dependent upon caretakers (who are responsible for feeding the child), the infant also develops a sense of
trust and comfort through this oral stimulation.
The primary conflict at this stage is the weaning process--the child must become less dependent upon
caretakers. If fixation occurs at this stage, Freud believed the individual would have issues with dependency
or aggression. Oral fixation can result in problems with drinking, eating, smoking or nail biting.

The Anal Stage
Age Range: 1 to 3 years
Erogenous Zone: Bowel and Bladder Control
During the anal stage, Freud believed that the primary focus of the libido was on controlling bladder and
bowel movements. The major conflict at this stage is toilet training--the child has to learn to control his or
her bodily needs. Developing this control leads to a sense of accomplishment and independence.
According to Freud, success at this stage is dependent upon the way in which parents approach toilet
training. Parents who utilize praise and rewards for using the toilet at the appropriate time encourage
positive outcomes and help children feel capable and productive. Freud believed that positive experiences
during this stage served as the basis for people to become competent, productive and creative adults.
However, not all parents provide the support and encouragement that children need during this stage.
Some parents' instead punish, ridicule or shame a child for accidents. According to Freud, inappropriate
parental responses can result in negative outcomes. If parents take an approach that is too lenient, Freud
suggested that an anal-expulsive personality could develop in which the individual has a messy, wasteful or
destructive personality. If parents are too strict or begin toilet training too early, Freud believed that
an anal-retentive personality develops in which the individual is stringent, orderly, rigid and obsessive.

The Phallic Stage
Age Range: 3 to 6 Years
Erogenous Zone: Genitals
During the phallic stage, the primary focus of the libido is on the genitals. At this age, children also begin to
discover the differences between males and females.
Freud also believed that boys begin to view their fathers as a rival for the mothers affections. The describes
these feelings of wanting to possess the mother and the desire to replace the father. However, the child
also fears that he will be punished by the father for these feelings, a fear Freud termed castration anxiety.
The term Electra complex has been used to describe a similar set of feelings experienced by young girls.
Freud, however, believed that girls instead experience penis envy.
Eventually, the child begins to identify with the same-sex parent as a means of vicariously possessing the
other parent. For girls, however, Freud believed that penis envy was never fully resolved and that all
women remain somewhat fixated on this stage. Psychologists such as Karen Horney disputed this theory,
calling it both inaccurate and demeaning to women. Instead, Horney proposed that men experience feelings
of inferiority because they cannot give birth to children.

The Latent Period
Age Range: 6 to Puberty
Erogenous Zone: Sexual Feelings Are Inactive
During the latent period, the libido interests are suppressed. The development of the ego and
superego contribute to this period of calm. The stage begins around the time that children enter into school
and become more concerned with peer relationships, hobbies and other interests.
The latent period is a time of exploration in which the sexual energy is still present, but it is directed into
other areas such as intellectual pursuits and social interactions. This stage is important in the development
of social and communication skills and self-confidence.
The Genital Stage
Age Range: Puberty to Death
Erogenous Zone: Maturing Sexual Interests
During the final stage of psychosexual development, the individual develops a strong sexual interest in the
opposite sex. This stage begins during puberty but last throughout the rest of a person's life.
Where in earlier stages the focus was solely on individual needs, interest in the welfare of others grows
during this stage. If the other stages have been completed successfully, the individual should now be well-
balanced, warm and caring. The goal of this stage is to establish a balance between the various life areas.
Evaluating Freuds Psychosexual Stage Theory
The theory is focused almost entirely on male development with little mention of female psychosexual
development. His theories are difficult to test scientifically. Concepts such as the libido are impossible to
measure, and therefore cannot be tested. The research that has been conducted tends to discredit Freud's
theory.


Future predictions are too vague. How can we know that a current behavior was caused specifically by a
childhood experience? The length of time between the cause and the effect is too long to assume that there
is a relationship between the two variables.


Freud's theory is based upon case studies and not empirical research. Also, Freud based his theory on the
recollections of his adult patients, not on actual observation and study of children.







Project in T.L.E







Submitted to: Ms. Lovely Clear Polinar

Submitted by: Karen Pahunang