2/7/25, 9:02 PM Freud's Stages of Human Development: 5 Psychosexual Stages
Freud’s Psychosexual Theory and
5 Stages of Human Development
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Psychosexual Theory
Sigmund Freud proposed that personality development in childhood takes place during five
psychosexual stages, which are the oral, anal, phallic, latency, and genital stages.
During each stage, sexual energy (libido) is expressed in different ways and through different
body parts.
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These are called psychosexual stages because each stage represents the fixation of
libido (roughly translated as sexual drives or instincts) on a different area of the body.
As a person grows physically certain areas of their body become important as sources
of potential frustration (erogenous zones), pleasure or both.
Freud (1905) believed that life was built around tension and pleasure. Freud also believed
that all tension was due to the build-up of libido (sexual energy) and that all pleasure came
from its discharge.
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In describing human personality development as psychosexual, Freud meant to convey that
what develops is the way in which sexual energy of the id accumulates and is discharged
as we mature biologically.
Note, Freud used the term “sexual” in a very general way to mean all pleasurable actions
and thoughts.
Freud stressed that the first five years of life are crucial to the formation of adult personality.
The id must be controlled to satisfy social demands; this sets up a conflict between
frustrated wishes and social norms.
The ego and superego develop in order to exercise this control and direct the need for
gratification into socially acceptable channels.
Gratification centers in different areas of the body at different stages of growth, making the
conflict at each stage psychosexual.
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The Role of Conflict
Each psychosexual stage is associated with a particular conflict that must be resolved
before the individual can successfully advance to the next stage.
The resolution of each of these conflicts requires the expenditure of sexual energy, and the
more energy that is expended at a particular stage, the more important characteristics of
that stage remain with the individual as he/she matures psychologically.
To explain this, Freud suggested the analogy of military troops on the march. As the troops
advance, they are met by opposition or conflict.
If they are highly successful in winning the battle (resolving the conflict), then most of the
troops (libido) will be able to move on to the next battle (stage).
But the greater the difficulty encountered at any particular point, the greater the need for
troops to remain behind to fight and, thus, the fewer that will be able to go on to the next
confrontation.
Fixation Psychology
Some people cannot leave one stage and proceed to the next. One reason for this may be
that the needs of the developing individual at any particular stage may not have been
adequately met, in which case there is frustration.
Or, possibly, the person’s needs may have been so well satisfied that he/she is reluctant to
leave the psychological benefits of a particular stage in which there is overindulgence.
For example, during the first two years of life, the infant who is neglected (insufficiently fed)
or who is over-protected (over-fed) might become an orally fixated person (Freud, 1905).
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Mental abnormality can occur if a stage is not completed successfully and the person becomes ‘fixated’
in a particular stage. This particular theory shows how childhood experiences determine adult
personality.
Both frustration and overindulgence (or any combination of the two) may lead to what
psychoanalysts call fixation at a particular psychosexual stage.
Fixation refers to the theoretical notion that a portion of the individual’s libido has been
permanently “invested” in a particular stage of his development.
You can remember the order of these stages by using the mnemonic : “old (oral) age
(anal) pensioners (phallic) love (latent) grapes (genital).
Oral Stage (Birth to 1 year)
The Oral Stage is the first stage of Sigmund Freud’s theory of psychosexual development,
occurring from birth until approximately 18 months.
During the oral stage, a baby’s libido, or innate pleasure-seeking energy, is focused on the
mouth.
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Example
The baby derives immense satisfaction from engaging in oral activities such as sucking,
biting, breastfeeding, and chewing various objects, satisfying their inherent desires.
During the oral stages, the baby gets much satisfaction from putting all sorts of things in its
mouth to satisfy the libido.
An example of this stage is an infant who gains pleasure from sucking on a pacifier or
bottle. This gives them satisfaction and helps them learn about their environment.
Oral Fixation
Freud theorized that experiences during the oral stage significantly influence personality
development.
For instance, he suggested that a child underfed or frustrated during feedings might
become a pessimistic, envious, and suspicious adult.
On the other hand, a child who is overfed or overly gratified could become optimistic,
gullible, and full of admiration.
Freud also linked oral behaviors to specific personality types in adulthood. For example, a
person fixated on the oral stage may engage in excessive eating, smoking, nail-biting, or
becoming overly talkative, symbolizing the continued fulfillment of oral needs.
We see oral personalities around us, such as smokers, nail-biters, over-eaters, and thumb-
suckers. Oral personalities engage in such oral behaviors, particularly when under stress.
Anal Stage (1 to 3 years)
The anal stage is the second stage of psychosexual development happens between the
ages of 18 months and three years.
During the anal stage, the libido becomes focused on the anus, and the child derives great
pleasure from defecating.
An example of this stage would be a child who takes pleasure in controlling and releasing
their bowels.
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Freud believed this type of conflict tends to come to a head in potty training, in which adults
impose restrictions on when and where the child can defecate.
The nature of this first conflict with authority can determine the child’s future relationship
with all forms of authority.
Anal Fixation
Unresolved conflicts or issues during this stage can lead to problems later on, such as
excessive cleanliness, stubbornness, or a need for control.
The way parents approach toilet training can lead to two outcomes:
1. Early or harsh potty training can lead to the child becoming an anal-retentive
personality who hates mess, is obsessively tidy, punctual, and respectful of
authority. They can be stubborn and tight-fisted with their cash and possessions. This
is all related to the pleasure of holding on to their feces when toddlers and their mum
insist they get rid of it by placing them on the potty until they perform!
2. The anal-expulsive personality underwent a liberal toilet-training regime during the
anal stage. In adulthood, the anal expulsive is the person who wants to share things
with you. They like giving things away. In essence, they are “sharing their s**t”!” An
anal-expulsive personality is also messy, disorganized, and rebellious.
Phallic Stage (3 to 6 years)
The phallic stage, which spans ages three to six, is the third phase of psychosexual
development, identified by Sigmund Freud.
This period is marked by the child’s libido (or desire) focusing on their genitals as the
primary source of pleasure.
In this stage, children become increasingly aware of their bodies, exhibiting a heightened
interest in their own genitals and those of the opposite sex.
Additionally, their understanding of anatomical sex differences begins to form, sparking a
complex mixture of emotions – erotic attraction, rivalry, jealousy, resentment, and fear –
collectively termed the Oedipus complex in boys and the Electra complex in girls.
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This period of conflict is resolved through identification, where children start adopting the
characteristics of their same-sex parent.
Phallic Stage Fixation
Freud theorized that unresolved conflicts during this stage could potentially lead to future
issues such as sexual dysfunction, problems with gender identity, or difficulties in forming
relationships.
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If fixation occurs during this stage, Freud suggested it may lead to various issues in
adulthood.
Freud suggested that fixations at this point could lead to adult personalities that are overly
vain, exhibitionistic, and sexually aggressive.
In men, phallic fixation might result in anxiety about sexual performance, the need for
reassurance and validation, or a tendency to be overly assertive or aggressive.
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In women, fixation at the phallic stage could lead to a desire to dominate men, a rivalry with
other women, or the need for male attention or approval.
Oedipus Complex
The most important aspect of the phallic stage is the Oedipus complex. This is one of
Freud’s most controversial ideas that many reject outright.
The name of the Oedipus complex derives from the Greek myth where Oedipus, a young
man, kills his father and marries his mother. Upon discovering this, he pokes his eyes out
and becomes blind. This Oedipal is the generic (i.e., general) term for both Oedipus and
Electra complexes.
In the young boy, the Oedipus complex or conflict arises because the boy develops sexual
(pleasurable) desires for his mother. He wants to possess his mother exclusively and get
rid of his father to enable him to do so.
Irrationally, the boy thinks that if his father were to find out about all this, his father would
take away what he loves the most. During the phallic stage, what the boy loves most is his
penis. Hence the boy develops castration anxiety.
According to Freud, the fear of retaliation from the father (castration anxiety) eventually
leads the boy to repress these incestuous desires and identify with the father, adopting his
characteristics and values.
The little boy then begins to resolve this problem by imitating, copying, and joining in
masculine dad-type behaviors. This is called identification and is how the three-to-five-
year-old boy resolves his Oedipus complex.
Identification means internally adopting another person’s values, attitudes, and behaviors.
The consequence is that the boy takes on the male gender role, and adopts an ego ideal
and values that become the superego.
Freud (1909) offered the Little Hans case study as evidence of the Oedipus complex.
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Electra Complex
The Electra Complex, a component of Freud’s psychoanalytic theory, posits that during the
phallic stage of psychosexual development (roughly between ages 3-6), a girl
unconsciously cultivates a sexual attraction towards her father, viewing her mother as a
competitor.
In essence, the girl covets her father, yet recognizes that she lacks a penis, leading to the
phenomenon Freud labeled as ‘penis envy‘ and a subsequent wish to be male.
This girl then ostensibly resolves her dilemma by repressing her desire for her father and
replacing her yearning for a penis with a longing for a baby.
During this process, the girl purportedly blames her mother for her ‘castrated state,’
generating significant tension.
In order to alleviate this tension, she then represses her feelings and begins to identify with
her mother, thereby adopting a traditional female gender role.
However, it’s important to note that these theories have been widely contested and aren’t
broadly accepted in contemporary psychology.
Latency Stage (6 years to puberty)
The latency stage is the fourth stage of psychosexual development, spanning six years to
puberty. The libido is dormant during this stage, and no further psychosexual development
occurs (latent means hidden).
In this stage, Freud believed sexual impulses are repressed, leading to a period of relative
calm.
During this stage, children’s sexual impulses become suppressed (the libido is dormant),
and no further psychosexual development occurs (latent means hidden).
Example
The focus shifts to other pursuits such as education, social relationships, and other skills
necessary for successful adult life.
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Children focus on developing social and intellectual skills, including school, friendships, and
hobbies, instead of on sexual or romantic interests.
Freud thought most sexual impulses are repressed during the latent stage, and sexual
energy can be sublimated towards school work, hobbies, and friendships.
Much of the child’s energy is channeled into developing new skills and acquiring new
knowledge, and play becomes largely confined to other children of the same gender.
An example of this stage would be a child who engages in hobbies and interests rather than
sexual activities.
Latency Stage Fixation
According to Freud, unresolved conflicts or issues during this stage can lead to problems
later on, such as difficulty expressing emotions or forming healthy relationships.
For instance, if a child fails to make strong social connections or falls behind academically
during this stage, they may struggle with feelings of inadequacy, insecurity, and social
isolation in adulthood.
If a child fails to make strong social connections – perhaps they struggle to make friends or
fit in with their peers – this could impact their social skills and potentially lead to feelings of
isolation or inadequacy.
Similarly, if a child falls behind academically during this stage – perhaps struggling with
reading, writing, or math skills – they might feel less competent than their peers, leading to
insecurity or inadequacy.
This stage ends with the onset of puberty, when sexual urges resurface, and the individual
enters the final stage of Freud’s psychosexual development, the Genital Stage.
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Genital Stage (Puberty to adult)
The Genital Stage is the fifth and final phase of Freud’s psychosexual development theory,
beginning at puberty and lasting into adulthood.
During this stage, the libido re-emerges after its latent period and is directed towards peers
of the other sex, marking the onset of mature adult sexuality.
During this stage, individuals start to become sexually mature and begin to explore their
sexual feelings and desires more maturely and responsibly.
This period marks the onset of romantic and sexual emotions, leading to the formation of
intimate relationships.
Sexual instinct is directed to heterosexual pleasure, rather than self-pleasure, like during
the phallic stage.
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Example
An example of this stage would be a teenager who begins to experience sexual attraction
and begins to explore their sexuality.
As they mature physically, they develop deeper romantic interests and sexual attractions
toward others.
These feelings may lead to their first romantic relationship, or perhaps a crush on a peer.
The teenager might also learn about sexual education and understand the importance of
consent and safe sex.
They might experience emotional ups and downs as they navigate these new feelings and
relationships. This stage isn’t just about sexual attraction, but also about forming
meaningful emotional bonds with others.
Through their experiences, they better understand their own sexual identity and learn how
to form mutually satisfying relationships.
It is a time of adolescent sexual experimentation, the successful resolution of which is
settling down in a loving one-to-one relationship with another person in our 20s.
Genital Stage Fixation
For Freud, the proper outlet of the sexual instinct in adults was through heterosexual
intercourse. Fixation and conflict may prevent this with the consequence that sexual
perversions may develop.
For example, fixation at the oral stage may result in a person gaining sexual pleasure
primarily from kissing and oral sex, rather than sexual intercourse.
According to Freud, if individuals have unresolved conflicts or issues during this stage, it
can lead to problems such as sexual dysfunction, difficulties forming healthy relationships,
or other emotional problems.
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Critical Evaluation
Credibility
While Freud’s idea of stage-based child development is recognized, his emphasis on their
sexual nature remains debated. His theories stemmed from psychoanalyzing patients and a
single-child case study (Little Hans).
With its precision, modern biology sometimes aligns with Freud; for instance, infants’
predominant right hemisphere activity correlates with his notions of the id and the
unconscious (Divino & Moore, 2010).
Does evidence support Freudian psychology? Freud’s theory is good at explaining but not
predicting behavior (which is one of the goals of science).
For this reason, Freud’s theory is unfalsifiable – it can neither be proven true nor refuted.
For example, the libido is difficult to test and measure objectively. Overall, Freud’s theory is
highly unscientific.
Freud may also have shown research bias in his interpretations – he may have only paid
attention to information that supported his theories and ignored information and other
explanations that did not fit them.
However, Fisher & Greenberg (1996) argue that Freud’s theory should be evaluated in
terms of specific hypotheses rather than a whole. They concluded that evidence supports
Freud’s concepts of oral and anal personalities.
Criticisms
Critics argue that Freud’s methods weren’t scientific enough, as he relied heavily on
subjective interpretations from psychoanalyzing patients, including himself.
While John Bowlby agreed with Freud’s emphasis on parent-child attachment, he believed
attachment theory, observable even in animals, offered a clearer developmental
perspective than the Oedipus Complex. Bowlby posited that children can experience lasting
psychological impacts from maternal deprivation.
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Based on Freud’s records, Jeffrey Masson controversially claimed that Freud’s patients
experienced child sexual abuse, which Freud allegedly replaced with the less shocking
Oedipus Complex theory. If true, this significantly undermines Freud’s credibility.
Freud scarcely addressed fetal development, but his follower, Otto Rank (1924), posited
that “birth trauma” profoundly shapes lifelong personality. However, modern studies, such
as DiPietro et al. (1996), contradict this, demonstrating similar alertness, sensory
capacities, and learning abilities in fetuses and newborns.
Freud believed psychological development culminated with the Genital Stage in
adolescence, asserting that fundamental characteristics remained unchanged in adulthood.
Contrarily, Erik Erikson suggested development continued throughout life. Erikson
concurred with Freud on the concept of stages defined by crises. For instance, adolescents
grapple with identity versus role confusion, and young adults face a tension between
intimacy and isolation.
Freud vs. Erikson
Sigmund Freud Erik Erikson
Focused on psychosexual stages Focused on psychosocial stages
Proposed five stages (emphasizes Proposed eight stages (throughout the
childhood) lifespand)
Stages focused on physical needs and Stages focused on psychological needs and
urges social interaction
Id, ego, and superego are the three levels Identity, intimacy, and generativity are the
of personality three levels of personality
Identity, intimacy, and generativity are the Identity, intimacy, and generativity are the
three levels of personality three levels of personality
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Sigmund Freud Erik Erikson
Each stage must be resolved for a healthy Each stage must be mastered for a healthy
personality personality
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Applications
The main application of Freud’s theories is the therapy called psychoanalysis.
Psychoanalysis, rooted in Freud’s theories, delves into the unconscious to understand
developmental causes. Clients learn about their unresolved conflicts and fixations by
exploring dreams and memories.
With this awareness, previously subconscious urges can be recognized and managed.
Typically, clients have weekly hour-long sessions.
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Contrary to stereotypes of clients on couches, both usually sit facing each other. Building
trust can take months, making psychoanalysis a long and potentially costly process.
While individual sessions can be expensive, group therapy offers a more affordable
alternative, where clients collaboratively address and understand their unconscious issues.
FAQs
What is psychosexual theory in simple words?
Psychosexual theory is a theory developed by Sigmund Freud that explains how a child’s
early experiences can shape their personality and behavior in adulthood.
According to this theory, children progress through a series of stages during which their
focus of pleasure and satisfaction shifts from different body parts, known as erogenous
zones.
Freud proposed that unresolved conflicts and traumas during these early stages can lead to
psychological problems in adulthood. The stages include the oral stage, anal stage, phallic
stage, latency stage, and genital stage.
Overall, psychosexual theory suggests that a child’s early experiences can significantly
impact their adult personality and behavior and that understanding these experiences can
help us understand and treat psychological problems in adulthood.
However, it is important to note that this theory is controversial and has been subject to
criticism and revision over the years.
Is Freud’s psychosexual theory still relevant today?
Freud’s psychosexual theory remains an important and influential theory in psychology, but it
is not without its limitations and criticisms. While some aspects of the theory may no longer
be considered relevant or valid, its legacy and impact on psychology cannot be denied.
Psychosexual theory has provided important insights into how early experiences can shape
personality and behavior. It has influenced many aspects of modern psychology, including
psychodynamic therapy, attachment theory, and developmental psychology.
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Psychosexual theory has been criticized for its limited empirical support, its lack of scientific
rigor, and its focus on sexual and aggressive drives to the exclusion of other factors.
Critics have also pointed out that psychosexual theory is based on outdated and sexist views
of gender and sexuality. It has been used to pathologize and stigmatize individuals with non-
normative sexual or gender identities.
References
DiPietro, J. A., Hodgson, D. M., Costigan, K. A., & Johnson, T. R. (1996). Fetal
antecedents of infant temperament. Child Development, 67(5), 2568-2583.
Divino, Cynthia L., and Mary Sue Moore. “Integrating neurobiological findings into
psychodynamic psychotherapy training and practice.” Psychoanalytic Dialogues 20.3
(2010): 337-355.
Downey, J. I., & Friedman, R. C. (1995). Biology and the oedipus
complex. Psychoanal. Q, 64, 234-264.
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Fisher, S. & Greenberg, R. P. (1996). Freud scientifically reappraised: Testing the
theories and therapy. New York: Wiley.
Kohlberg, L., & Ullian, D. Z. (1974). Stages in the development of psychosexual
concepts and attitudes.
Kupfersmid, J. (2019). Freud’s clinical theories then and now. Psychodynamic
psychiatry, 47(1), 81-97.
Freud, S. (1905). Three essays on the theory of sexuality. Standard Edition 7: 123-
246.
Masson, J. M. (2012). The assault on truth. Untreed Reads.
Masson, J. M. (2013). Final analysis: The making and unmaking of a psychoanalyst.
Untreed Reads.
Rank, O. (1924). The Trauma of Birth in Its Importance for Psychoanalytic
Therapy. Psychoanalytic Review.
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