Understanding Freud’s Psychosexual Theory: The Five Stages

In the intricate complexity of human development psychology, few theories have sparked as much intrigue and controversy as Sigmund Freud’s psychosexual stages of development. This exploration delves into the heart of Freud’s vision. In Freud’s theory, we find an explanation to how early childhood experiences sow the seeds of personality. Freud postulated that the psyche’s journey through the oral, anal, phallic, latency, and genital stages is akin to a traveler navigating the tumultuous waters of the unconscious. Each stage representing a pivotal encounter with pleasure, conflict, and resolution. As we unravel the threads of Freud’s theory, we invite the reader to ponder the profound implications of these stages on the tapestry of adult behavior and relationships, challenging the boundaries of traditional psychological thought.

Introduction to Sigmund Freud’s Psychosexual Development Theory

Libidinal Energy

Sigmund Freud’s psychosexual theory is a cornerstone of his psychoanalytic perspective and posits that personality development occurs through a series of stages during childhood. Each stage is characterized by the erogenous zone that is the focus of a child’s libidinal energy.

In Sigmund Freud’s psychoanalytic theory, libidinal energy plays a central role as the driving force behind behavior and personality development. Freud conceptualized libido as the energy created by survival and sexual instincts, which is part of the id—the unconscious part of the psyche that operates based on the pleasure principle.

Freud wrote: “The Libido of our sexual instincts would coincide with the Eros of poets and philosophers, which holds together all things living” (Freud, 1920).

At first glance, Freud’s suggestion of sexual energy and children repels us. Yet, the sexual drive in adulthood is a powerful force. A force strong enough to destroy many life’s. At the heart of this drive is survival of the species. The comparison between Freud’s concept of libidinal energy and the drive for survival of the genes in evolutionary psychology presents a fascinating intersection of psychoanalytic theory and evolutionary science.

Correlates to Libidinal Energy in Evolutionary Psychology

Freud’s libidinal energy, as described in psychoanalytic theory, is the force of all psychic activity, driven by the id and oriented towards pleasure and survival instincts. It is not limited to sexual desire but encompasses all forms of psychic energy. This included the drive for life and the avoidance of displeasure. Freud posited that this energy is the driving force behind behavior. An individual expresses this energy differently across various stages of psychosexual development.

In contrast, evolutionary psychology focuses on the natural selection of behaviors that enhance an organism’s reproductive success. It suggests that certain psychological traits and behaviors have been passed down through generations because they increased the likelihood of survival and reproduction of our ancestors. This includes the concept of kin selection, where behaviors are influenced by the genetic relatedness to others, leading individuals to favor and make sacrifices for immediate kin over distant relatives or strangers.

While Freud’s libidinal energy is more about the individual’s internal psychic struggles and the pursuit of pleasure, evolutionary psychology’s drive for survival of the genes is about the propagation of one’s genetic material through adaptive behaviors. Freud’s theory is introspective and subjective, focusing on the unconscious mind’s influence on behavior. Evolutionary psychology, however, takes a more objective and scientific approach, examining how inherited traits and behaviors have been shaped by evolutionary pressures to ensure the survival of the species.

Both perspectives acknowledge the role of innate drives in shaping behavior, but they differ in their focus and explanatory frameworks. Freud’s libidinal energy is more concerned with the individual’s psychological development and the resolution of internal conflicts, while evolutionary psychology emphasizes the adaptive value of behaviors in the context of survival and reproduction over evolutionary time. The two theories offer complementary insights into the complex tapestry of human motivation and behavior.

The Role of the Id, Ego, and Superego

Here’s a breakdown of how libidinal energy functions within Freud’s model of the psyche:

• Id: The id is a reservoir of unconscious, primal energy that seeks pleasure and demands immediate satisfaction of desires. Libidinal energy within the id is what motivates our most basic urges and impulses.
• Ego: The ego is responsible for harnessing the id’s libidinal energy and ensuring that these urges are expressed in socially acceptable ways. It operates according to the reality principle, mediating between the desires of the id and the constraints of the external world.
• Superego: The superego contains the moral standards and ideals internalized from parents and society. It works to suppress the unacceptable urges of the id and strives to make the ego act upon idealistic standards rather than just realistic principles.

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Freud believed that the way libido is expressed depends on the stage of psychosexual development a person is in. If a person becomes fixated at one stage due to excessive or insufficient gratification, it could lead to certain personality traits or behaviors associated with that stage later in life.

Freud’s Psychosexual Stages

Freud’s stages of development provide a structure for understanding the development of the human personality. Human development entails managing biological impulses. T. Franklin Murphy wrote: “The key functions of a mature ego is regulating impulses that may harm futures and destroy close relationships. The mature ego helps individuals process and integrate the complexities of life, leading to and experience of richness and appreciation of self and others” (Murphy, 2023).

P. Michiel Westenberg and Jack Block wrote that the theory of “ego development is one of the most comprehensive constructs in the field of developmental psychology, incorporating moral, cognitive, and interpersonal style with conscious preoccupations” (Westenberg & Block, 1993). In this vein, Freud presents a theory to explain the developing ego in managing the flow of life energy in a socially appropriate way. He wrote the completed process of “sexual development lies in what is known as the normal sexual life of the adult, in which the pursuit of pleasure comes under the sway of the reproductive function” (Freud, 1949).

How Does Libidinal Energy Develop the Personality

According to psychoanalytic theory, Freud’s Schema of ego development through psychosexual stages is based on “the notion of organically generated instinctual energy and its progressive flow in and about the expanding psychological constitution of the human organisms” (Garcia, 1995). At different stages of life, this life energy accumulates in different regions of the body.

Freud’s theory subscribes to what we now refer to in psychology as drive reduction. Basically, the accumulation of life energy demands a resolution. In other words, it motivates action to resolve the urge. The accumulation of life energy creates a conflictual constellation demanding resolution. “The conflict and its outcome have both physical and psychological implications. When the tasks associated with the conflict have been adequately resolved, libido is released” (Garcia, 1995).

See Freud’s Drive Theory and Drive Reduction Theory for more on this topic

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These processes of resolving conflict create the foundation for the child’s development. They learn to form and maintain relationships through these developmental stages of learning to manage libidinal energy. John Garcia, Assistant Professor of Educational Administration and psychological services at Southwest Texas State University, explains that the infant must interpersonally “contend with libidinal tensions (manifested as some felt need) and the accompanying anxiety. Somehow, to escape destruction, the tension must be relieved. Lacking the power, resources, and know-how to this independently, the struggling individual reaches out to someone nearby for assistance. Thus, for better or for worse, critical personal concerns are necessarily made interpersonal” (Garcia, 1995).

The processes of development, managing and resolving libidinal energy conflict, occur over a series of five stages.

The Five Stages of Psychosexual Development

Oral Stage (Birth to 18 months)

Freud’s oral stage is the first of his five psychosexual stages of development. According to Sigmund Freud, this stage occurs from birth to around 18 months of age and focuses on the infant’s interactions with the world through their mouth. During this stage, infants derive pleasure from oral activities such as sucking, biting, and tasting.

Freud believed that how a child experiences gratification during the oral stage can have long-lasting effects on their personality development. If a child experiences either too much or too little gratification during this stage, they may develop fixation or conflicts that could influence their behavior in later stages of life.

Overall, Freud’s oral stage highlights the importance of early childhood experiences in shaping an individual’s psychological development and personality traits.

Anal Stage (18 months to 3 Years)

Freud’s anal stage is the second of his five psychosexual stages of development. This stage occurs during the ages of 18 months to 3 years and centers around the child’s focus on bowel and bladder control. According to Freud, during this stage, children experience pleasure from learning to control their bodily functions and particularly enjoy activities related to elimination.

Freud believed that conflicts or issues arising during the anal stage could have a lasting impact on an individual’s personality development. For example, if a child experiences harsh toilet training methods or too much pressure to control their bowel movements, they may develop traits such as rigidity, orderliness, or even rebelliousness in response.

Understanding Freud’s anal stage can provide insights into how early childhood experiences can shape an individual’s psychological tendencies and behaviors later in life. It emphasizes the importance of considering early developmental stages when exploring personality traits and patterns in adulthood.

Phallic Stage (3 to 6 Years)

Freud’s phallic stage is the third of his five psychosexual stages of development. This stage occurs around the ages of 3 to 6 years old and is characterized by a focus on the genitals as a source of pleasure. According to Freud, during this stage, children become aware of anatomical differences between boys and girls and develop feelings for their opposite-sex parent (the Oedipus complex for boys and Electra complex for girls).

The phallic stage is a crucial period in Freudian theory as it sets the foundation for gender identity formation and socialization. It also involves conflict resolution related to sexual desires toward the parent of the opposite sex and identification with the same-sex parent.

Freud believed that unresolved conflicts or issues during the phallic stage could lead to psychological problems later in life, such as relationship difficulties or gender identity issues. Understanding this stage can provide insights into how early childhood experiences shape an individual’s understanding of sexuality, relationships, and self-identity.

Latent Stage (6 to Puberty)

The latent stage is the fourth of Freud’s psychosexual stages of development. This stage occurs during the ages of around 6 years old to puberty. Unlike the preceding stages, which are marked by intense focus on specific erogenous zones, the latent stage is characterized by a period of relative calm and stability in terms of sexual impulses.

During the latent stage, children’s sexual energies are sublimated or repressed as they focus more on developing social skills, cognitive abilities, and relationships outside their family. Freud believed that this phase allows children to consolidate their sense of identity, values, and beliefs without being preoccupied with sexual desires.

The latency period is considered a time for intellectual growth and skill development rather than sexual exploration. It serves as a bridge between early childhood experiences and adolescent psychosexual development when sexual urges become prominent again during puberty.

Understanding the latent stage provides insights into how individuals navigate periods of relative stability in their psychosexual development before transitioning into adolescence. It underscores the importance of exploring not only overt behaviors but also underlying psychological processes during different stages of human growth and development.

Genital Stage (Puberty Onward)

The genital stage is the fifth and final psychosexual stage in Freud’s theory of development. This stage typically begins at puberty and continues through adulthood. According to Freud, during the genital stage, individuals experience a renewed focus on sexual desires and relationships. However, in this stage they do so with a matured perspective.

Anna Freud wrote that the physiological process “which marks the attainment of physical sexual maturity is accompanied by a stimulation of the instinctual processes, which is carried over into the psychic sphere in the form of an influx of libido.” She continued, expanding on this writing that the relation “established between the forces of the ego and the id is destroyed, the painfully achieved psychic balance is upset, with the result that the inner conflicts between the two institutions blaze up afresh” (Freud, 1937).

In the genital stage, there is an emphasis on forming healthy intimate relationships based on mutual respect and love rather than solely seeking physical gratification. Individuals seek to establish romantic partnerships that fulfill emotional needs while also expressing their sexuality in socially acceptable ways.

Freud believed that successfully navigating the challenges of the earlier stages of development would lead to healthy adult functioning during the genital stage. Individuals who have resolved conflicts from previous stages are better equipped to form meaningful connections with others. Moreover, they could experience intimacy without being hindered by unresolved issues or fixations.

Overall, the genital stage represents a culmination of psychosexual development. In this final stage, individuals strive for mature sexual relationships characterized by emotional depth, trust, and mutual satisfaction. Understanding this final stage provides insights into how individuals navigate complex interpersonal dynamics as they progress through different life stages.

Stage Fixation

Freud believed that successfully resolving the conflicts at each stage was crucial for the development of a healthy adult personality. If these conflicts are not resolved, the individual may become fixated and exhibit traits or behaviors associated with that stage throughout their life.

In Freud’s psychosexual theory, the concept of fixation refers to a persistent focus of the id’s pleasure-seeking energies at an early stage of psychosexual development. This occurs when an issue or conflict in a psychosexual stage remains unresolved. Consequently, the unresolved conflict prevents the individual from moving onto the next stage of development.

Freud wrote that anywhere along the long path of development “can become a point of fixation, every juncture in this involved combination can be an occasion for a dissociation of the sexual instinct” (Freud, 1949, p. 160).

Here’s how fixation can manifest across the different stages.

Oral Fixation

An oral fixation is believed to develop during the oral stage of a child’s development, which occurs from birth to about 18 months. The theory characterizes this stage by the infant finding pleasure through oral activities such as sucking and eating.

A person may develop an oral fixation due to various experiences during this stage:

• Early or Late Weaning: If caregivers wean a child too early or too late, the child may not adjust properly to new methods of feeding. Consequently, this may lead to an oral fixation.
• Neglect: A child whose caregivers neglect and underfed may lack sufficient oral stimulation. This neglect can contribute to an oral fixation later in life.
• Overprotection and Overfeeding: Conversely, a child whose caregivers overprotected and overfed may experience excessive oral stimulation. Accordingly, this may also lead to an oral fixation.

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These experiences can result in unresolved needs. They typically manifest as behaviors associated with oral fixation in adulthood, such as nail-biting, smoking, overeating, and excessive drinking.

Anal Fixation

An anal fixation may develop during the anal stage of development, which occurs approximately between the ages of 18 months and three years. This stage is characterized by the child’s experience with toilet training and the pleasure associated with bowel and bladder control.

Experiences that can lead to an anal fixation include:

• Overly Strict Toilet Training: If parents are too strict or punitive during toilet training, a child may become overly obsessed with orderliness and tidiness, leading to an anal-retentive personality.
• Overly Lenient Toilet Training: Conversely, if parents are too lenient and the child’s toilet training is messy or inconsistent, the child may develop an anal-expulsive personality. Psychoanalytic theory characterizes the anal-expulsive personality by messiness and lack of self-discipline.
• Early or Harsh Punishment: Children who are punished for not using the toilet properly or who are started on toilet training too early may feel a loss of control. Consequently, this loss of control may lead to an anal-retentive personality in adulthood.
• Praise and Rewards: If a child is praised and rewarded for using the toilet properly, they are more likely to pass through this stage successfully. However, excessive focus on this praise can also contribute to fixation if the child becomes overly dependent on external validation.

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These experiences during the anal stage can have a lasting impact on personality traits and behaviors. The theory posits that these issues are related to control, orderliness, and cleanliness in adulthood. 

Phallic Fixation

Experiences that may lead to a phallic fixation in adult behavior typically occur around ages three to six. Freud characterized this stage by the child’s increased interest in their own genitals and the differences between males and females.

Here are some experiences that could contribute to a phallic fixation:

• Oedipus Complex: For boys, experiencing the Oedipus complex, which involves a desire for the mother and rivalry with the father, can lead to fixation if not resolved properly.
• Electra Complex: For girls, the analogous Electra complex, which includes penis envy and competition with the mother for the father’s attention, can result in fixation.
• Identification with Same-Sex Parent: Failure to identify with the same-sex parent, which is a key developmental task during this stage, might lead to a phallic fixation.
• Overemphasis on Gender Roles: Excessive pressure or focus on traditional gender roles during this stage can also contribute to fixation. The theory posits that this may interfere with the natural resolution of the stage’s conflicts.
• Parental Attitudes: Parents who are either overly punitive or overly indulgent regarding their child’s exploration of their body and questions about gender differences can contribute to fixation.

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Adults with a phallic fixation may exhibit behaviors such as vanity, exhibitionism, and a need for dominance or attention. They might also have difficulties with authority and competition.

Criticism to Freud’s Psychosexual Stages of Development

Sigmund Freud’s psychosexual theory, while groundbreaking, has faced several criticisms over the years. Here are some of the key points of critique:

• Gender Bias: Critics often call attention to the inherent gender bias within Freud’s theories. Freud’s theory focuses almost entirely on male development with little mention of female psychosexual development.
• Scientific Validity: The theory is difficult to test scientifically. Concepts such as the libido are impossible to measure. Therefore, research cannot empirically test them. The research that has been conducted tends to discredit Freud’s theory.
• Cultural and Historical Context: Critics argue that Freud’s ideas were a product of his time and culture. Accordingly, we may not universally apply them in modern society.
• Methodology: History suggests that Freud worked mostly with troubled adults in developing this theory. Notably, his lack of work with children may have skewed his observations and conclusions.
• Overemphasis on Sexuality: Some critics believe that Freud overemphasized the role of sexuality in psychological development and the formation of neuroses.
• Determinism: Freud’s theory suggests that early childhood experiences determine adult personality. Many find this objectionable because it undermines the role of free will and the ability to change in adulthood.
• Neglect of Social and Environmental Factors: Critics point out that Freud’s theory does not sufficiently account for the social and environmental influences on personality development.
• Subjectivity: The scientific community consider Freud’s theories as highly subjective. Freud based his theories on his interpretations of patients’ thoughts and behaviors.

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These criticisms reflect the ongoing debate in psychology about the relevance and accuracy of Freud’s psychosexual theory.

Associated Concepts

• Erik Erikson’s Psychosocial Stages: Building on Freud’s work, Erikson developed the psychosocial stages of development. Erikson’s model consist of eight stages. Unlike Freud, Erikson’s theory focuses on social and environmental factors, as well as biological, and extends throughout the lifespan.
• Defense Mechanisms: Freud’s daughter, Anna Freud, expanded on his work by detailing the defense mechanisms individuals use to cope with anxiety and stress. She posits that unresolved conflicts from psychosexual stages become the impetus for the development of the defenses.
• Piaget’s Stages of Cognitive Development: This theory describes how children develop intellectually as they interact with the world around them. Piaget identified four stages of cognitive development
• Object Relations Theory: This theory suggests that the relationships and interactions we have with others, particularly during early childhood, shape our adult relationships. The psychosexual stages influence these relationships.
• Attachment Theory: John Bowlby’s attachment theory, while not directly derived from Freud’s stages, shares the idea that early childhood experiences significantly impact personality development and behavior in adulthood.
• Kohlberg’s Stages of Moral Development: This theory posits that moral development consists of three levels: pre-conventional, conventional, and post-conventional.
• Mahler’s Stages of Separation-Individuation: Mahler’s theory focuses on infant development, however, she recognizes that these are just the beginning. Humans continue with this complex struggle between self and others throughout their lives.
• Humanistic Psychology: While not directly associated, humanistic psychologists like Carl Rogers and Abraham Maslow reacted against Freud’s emphasis on the unconscious, instead focusing on the conscious mind and the potential for personal growth.

A Few Words by Psychology Fanatic

As we reach the conclusion of our exploratory journey through Freud’s psychosexual stages of development, the theory reminds us of the intricate tapestry of human growth. Moreover, it calls our attention to the profound influence of early experiences on our adult lives. Freud’s theory offers a window into the subconscious drivers that shape our behaviors, relationships, and ultimately, our identities.

From the oral to the genital stages, each phase presents its unique challenges and potential fixations, reflecting the ongoing negotiation between our innate desires and societal expectations. While modern psychology has evolved beyond some of Freud’s original ideas, the legacy of his work continues to provoke thought and inspire further research into the complexities of human development.

In embracing the nuances of Freud’s theory, we acknowledge the diversity of human experience. Accordingly, we can compassionately approach the myriad of paths that lead to individuality. Let us carry forward the spirit of inquiry that Freud championed, using it as a catalyst for deeper self-understanding. While we may not agree with his theory in whole, we can let it motivate empathy towards each of our complex psychological journeys.

Last Update: August 24, 2025

References:

Freud, Anna (1937). The Ego and Mechanisms of Defense. ​Routledge; 1st edition.
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Freud, Sigmund (1920/1990). Beyond the Pleasure Principle. W. W. Norton & Company; The Standard edition.
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Freud, Sigmund (1949). Three essays on the theory of sexuality. Imago Publ. Co.
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Garcia, John L. (1995). Freud’s Psychosexual Stage Conception: A Developmental Metaphor for Counselors. Journal of Counseling & Development, 73(5). DOI: 10.1002/j.1556-6676.1995.tb01785.x
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Murphy, T. Franklin (2023). The Significance of Ego Development in Psychology. Psychology Fanatic. Published: 08-23-2023; Accessed: 6-19-2024.
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Westenberg, P. Michiel; Block, Jack (1993). Ego Development and Individual Differences in Personality. Journal of Personality and Social Psychology, 65(4), 792-800. DOI: 10.1037/0022-3514.65.4.792
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