Different Perspectives in Psychology Coexist Rather Than Conflict. Evaluate This Proposition Drawing on at Least Two Chapters from Book 2

Freud’s theory of personality examined the interplay between the primitive, instinctual urges—the ‘id’; the practical and rational ‘ego’; and the morally attuned ‘superego’; ‘object relations’ refer to the "object" of an instinct”, which is “the agent through which the instinctual aim is achieved”—most often a person and, according to Freud, most often the mother (Ainsworth 1969, p. 1). The psychosexual development theory that Freud launched reduces our behaviour to mechanistic responses to an instinctive need for pleasure fueled by the ‘libido’ and barriers or distortions to the gratification of the libido at various delineated stages of development were responsible for later problems in life (Kail & Zolner 2012, p. 5). Erik Erikson later added depth to the approach by including more humanistic elements to Freud’s stages and including more periods of development (p.

Children learn to process information in terms of an evolving gender schema. According to (Hetherington & Parke, 2016, Chapter 15) “Gender schema theory suggests that children develop naive mental schemas that help them organize their experiences in such a way that they will know what to attend to and how to interpret new information. According to this theory, we should expect individual differences in how gender-schematic children will be”. This gender-based schematic processing is at the heart of the present account of sex

“Sex Differences” is an essay written by a professor of linguistics named Ronald Macaulay. In the essay, he pointed out that there were no gender differences regarding to language development. He talked about various stereotypes about how men and women speak. He also explains in depth about how social environment made an impact on the talking between men and women. He also concluded that those linguists who still believe in that theory only continue to do so even if what they found in their research is not statistically significant. In many ways, Macaulay’s essay is persuasive. Through this essay, one would agree with him that there is no different form of language in which women and men speak.

In this assignment I will be explaining the principal psychological perspectives, and then I will be assessing different psychological approaches.

Identify one of today's perspectives in psychology (Ch. 1, Module 2) that most closely aligns with your own views and discuss what relates to your own beliefs and thinking in this approach.

Years later McConnell-Ginet (1989, as cited in McConnell-Ginet, 2011) began to study about language and gender in which it focused on speeches of men and women. Later in 2002, in investigating the characterisation of men and women in language, a study has been conducted that covered the sexism in language (Weatherall, 2002). Thus, the foundation of this research is based on the study of language and gender and its effect on

Gender is an individual’s cognitive reference to themselves as male or female, whereas sex is their sexual anatomy, made up from their genes (Anderson, 2015). Children develop gender schemas through observations of others, looking at different characteristics and roles each gender takes on, while also learning through their own culture (Rathus, 2006). Bem did not believe in clear gender roles, she stated that, “an individual could display characteristics of both males and females, making them androgynous” (Anderson, 2015). Within her theory, individuals can be gender schematic or gender aschematic. Gender schematic individuals see the world through a lens that is strictly black and white. They have a set view on how a males and females should act and they do not deviate from their perceptions, instead they align with their “categorized schemas” (Anderson, 2015). If an individual is classified as being gender aschematic, then an environment is not strictly defining roles or characteristics of males and females, then children will have a broader schema because they are not being influenced to develop ideas of which traits belong to which gender (Rathus,

“The social construction of gender comes out of the general school of thought entitled social constructionism. Social constructionism proposes that everything people "know" or see as "reality" is partially, if not entirely, socially situated. To say that something is socially constructed does not mitigate the power of the concept. These basic theories of social constructionism can be applied to any issue of study pertaining to human life, including gender. This is

Hoffman, et al study argued against Bems ideology that sex-typed individuals process information into gender-linked terms and non sex-typed persons do not. They believed that individuals do not have to be “sex-typed in order to use gender as a primary organising principle” (p.4). An example would be a feminist, who is unlikely to be regarded as feminine, due to the power struggle against inequality for women. Bem (1985) further (as cited in Hoffman, et al 2001) reconsidered her theory that “human behaviours should no longer be linked with gender” (p.4).

After this recognition of this dissimilarity, the female believes that she is at a great disadvantage and she resultantly wishes to acquire a penis. The theory also explains that small girls feel sensitive over the lack of a sex organ equal to the boy’s, and holds herself to be inferior on that account. Freud’s describes that “three lines of development diverge from penis envy, one leads to sexual inhibition or to neurosis, the second to a modification in the sense of masculinity complex, and the third to normal femininity” (NLA Ch.5). The usage of this explanation as a way to characterize feminine psychology has spurred many negative criticisms of Freud’s work on female psychology, and most people have now realized that this his theories were very inaccurate.

Interpersonal Theories of Gender are described as factors that influence the development of masculinity and femininity. Our text states, “Psychodynamics theory emphasizes

In her paper on the biological differences in cognition between men and women, Doreen Kimura suggests that the social differences between genders arose out of biological necessity (Kimura 46). Even so, it is difficult to argue that social factors do play a large part in gender in society today. A closer look at both biological and social perspectives will reveal more about the processes that determine gender roles.

From a Freudian perspective human development is based on psychosexual theory. From a psychosexual perspective maturation of the sex drives underlies stages of personality development (Shaffer et al., 2010). Ultimately, Freud believed that sex was the most important instinct and any mental disturbance revolved around sexual conflicts that were suppressed from childhood. Furthermore, Freud believed that parents permitting too much or too little gratification of sexual needs led

Freud’s psychosexual analysis of gender development emphasizes on impact of sexuality in human behavior. He believed that an infant was born with immense sexual desires and aggressive instinct. At each stage the sexual energies shift focus on different erogenous zones. Also, according to him the child undergoes a constant struggle between acting based on libidinal instincts and conforming to societal norms and culture. In this struggle a child's libidinal energy is suppressed and directed onto culturally accepted activities.

Although some people believe that the sex role theory or the socialization model of gender as a process, in which we absorb instructions prescribed by the social institutions to act in the acceptable way to our biological sex, is a trivial issue, it is in fact crucial in terms of today’s concern over the gender formation. This significance is accurately noticed by Raewyn Connell, a renown sociologist who proclaimed her views in the essay “Gender in Personal Life” published in Gender: in World Perspective. In her work, the author reveals the flaws of the socialization model, states that psychoanalysis provides a moderately better clarification for the contradictory character of human development and offers a solution that people should actively learn through the dynamic character of gender formation. According to Connell, therefore, the definition of how we acquire gender should not be represented by the socialization model of gender but rather through the emotional contradiction as a part of psychoanalysis and, more importantly, thorough the active and dynamic character of gender formation.