Children Literature
Psychoanalitic
 |
Introduction
The
founder of psychoanalitic theory was Sigmun Frued (1856-1939). Psychoanalysis
is the theory of human mental development and how the mind works. Using a
combined set of psychological theories and techniques patients can work on
behavior patterns stemming from childhood experiences. These behaviors are
traced back to unconscious thoughts and repressed emotions. By getting to the
root of these thoughts and emotions, patients are able to become conscious of
their unconscious thoughts and then begin resolving their issues.
Psychoanalyst
Sigmund Freud believed that behavior and personality derives from the constant
and unique interaction of conflicting psychological forces that operate at
three different levels of awareness: the preconscious, the conscious, and the
unconscious. According to Freud, the
mind can be divided into three different levels: The conscious mind includes
everything that we are aware of. This is the aspect of our mental processing
that we can think and talk about rationally. A part of this includes our
memory, which is not always part of consciousness but can be retrieved easily
at any time and brought into our awareness. Freud called this the preconscious.
The
preconscious mind is the part of the mind that represents ordinary
memory. While we are not consciously aware of this information at any given
time, we can retrieve it and pull it into consciousness when needed. The
unconscious mind is a reservoir of feelings, thoughts, urges, and
memories that outside of our conscious awareness. Most of the contents of the
unconscious are unacceptable or unpleasant, such as feelings of pain, anxiety,
or conflict. According to Freud, the unconscious continues to influence our
behavior and experience, even though we are unaware of these underlying
influences.
Approches
Phsycoanalistic
Sigmund Freud's psychoanalytic theory of personality argued that human
behavior was the result of the interaction of three component parts of the mind:
the id, ego, and superego.
The Id
The id is
the only component of personality that is present from birth. This aspect of
personality is entirely unconscious and includes of the instinctive and
primitive behaviors. According to Freud, the id is the source of all psychic
energy, making it the primary component of personality. The id is driven by
the pleasure principle, which
strives for immediate gratification of all desires, wants, and needs. If these
needs are not satisfied immediately, the result is a state anxiety or tension.
For example, an increase in hunger or thirst should produce an immediate
attempt to eat or drink. The id is very important early in life, because it
ensures that an infant's needs are met. If the infant is hungry or
uncomfortable, he or she will cry until the demands of the id are met.
However, immediately satisfying
these needs is not always realistic or even possible. If we were ruled entirely
by the pleasure principle, we might find ourselves grabbing things we want out
of other people's hands to satisfy our own cravings. This sort of behavior
would be both disruptive and socially unacceptable. According to Freud, the id
tries to resolve the tension created by the pleasure principle through the primary proccess , which
involves forming a mental image of the desired object as a way of satisfying
the need.
The Ego
The ego is the component of
personality that is responsible for dealing with reality. According to Freud,
the ego develops from the id and ensures that the impulses of the id can be
expressed in a manner acceptable in the real world. The ego functions in both
the conscious, preconscious, and unconscious mind.
The ego operates based on the reality
principle, which strives to satisfy the id's desires in realistic and socially
appropriate ways. The reality principle weighs the costs and benefits of an
action before deciding to act upon or abandon impulses. In many cases, the id's
impulses can be satisfied through a process of delayed gratification--the ego
will eventually allow the behavior, but only in the appropriate time and place.
The ego also discharges tension
created by unmet impulses through the secondary process, in which the ego
tries to find an object in the real world that matches the mental image created
by the id's primary process.
The
Super-ego
The last
component of personality to develop is the superego. The superego is the aspect
of personality that holds all of our internalized moral standards and ideals
that we acquire from both parents and society--our sense of right and wrong.
The superego provides guidelines for making judgments. According to Freud, the
superego begins to emerge at around age five. There are two parts of the
superego:
1.
The ego ideal includes the rules and standards for good behaviors.
These behaviors include those which are approved of by parental and other
authority figures. Obeying these rules leads to feelings of pride, value and
accomplishment.
2.
The conscience includes
information about things that are viewed as bad by parents and society. These
behaviors are often forbidden and lead to bad consequences, punishments or
feelings of guilt and remorse.
The superego
acts to perfect and civilize our behavior. It works to suppress all
unacceptable urges of the id and struggles to make the ego act upon idealistic
standards rather that upon realistic principles. The superego is present in the
conscious, preconscious and unconscious.
Freud developed the theory of
psychoanalytic personality development which implicated certain structures of
the human mind and conflicts among these structures in the development of human
personality.
1. Oral
Stage (birth to 1.5 years of age) : The oral stage's major pleasure
center is the oral cavity. A baby's first experience with much of the physical
world is through the mouth. The goal of this stage was to develop the proper
amount of sucking, eating, biting, and talking, which aid in early development
steps such as breast feeding and speaking. Children who did not master this
stage would develop an oral fixation that might lead to drinking, smoking, and
nail-biting or other mouth-based aggressive behaviors.
2. Anal
Stage (1.5-3 years of age) : The anal stage's major pleasure
center is the anal cavity. One of the first impulses that a baby must learn to
control is his/her excretion system. The goal of this stage is mastery of this
system, which usually culminates in proper toilet training. Children who do not
adequately master this stage or were harshly punished during the toilet
training process developed an anal fixation. This might lead to anal retentive
or anal expulsive personalities in which one is overly tidy, and the other
overly messy.
3. Phallic Stage (3-5 years of age) : The
phallic stage's major pleasure center is the main genital organ in either boys
or girls. The child is thought to develop his/her first sexual desires which
are directed at the closest known adult: the opposite sex parent. Boys develop
the Oedipal complex with affection for their mothers while
girls developed the Elektra complex with affection for their
fathers. The goal of this stage is to master this internal conflict and move
toward more appropriate sexual desires. Children who struggle here develop
phallic fixations which affect their relationships with their parents
adversely.
4. Latency Stage (5-12 years of age) : The
latency stage's major pleasure centers are dormant sexual feelings for the
opposite sex. Here, the child consolidates character habits developed in the
previous three stages. Successful mastery in each of these stages is necessary
for a mature, adult personality to develop before puberty. If the child does
not learn to derive pleasure from external sources such as schooling or
friendships, he/she may develop neuroses or fixations on socially unacceptable activities.
5. Genital
Stage (12 years - adulthood) : The genital stage's main pleasure
center is the surge of sexual hormones in the body during puberty. Adolescents
must establish successful relationships with peers in order to master this
stage. Young adults who do not transition from solitary, infantile sexuality to
consensual, mature sexuality develop fixations on sex and tend to have
unsuccessful relationships.
If we want to read a literary work
in psychoanalysis, then we need to investigate the unconscious need to
investigate the characters in the work, watched acts, behavior, or a word that
refers to something that actually conceal. We will follow his or her question,
he said, the surrounding background, and general psychological condition. We
will be dealing for example with a passion and control, sexuality, identity,
boundaries, separation, and loss (Ryan 1999). Even if they want to analyze from
the point of writing, we can examine his past experiences, people or events
that affect it
Analysis the
story
1.
Background
The litelary works for children as a sign that the
children have a particular needs in their development. One of the litelatures
works is Topsy & Tim. The book which tell about the lost rabbit that their
grandfather found in from of their house.
There are two things that writer
convey in Topsy & Tim book, these are about the honest that should people
do. Topsy and tim book is also show the good relationship between the nei
ghbour, peers and the family. Children in their development needs something
that can be clue where they have to go through and how they will be the good
people in future.
2.
Synopsis
The story starts when Topsy & Tim open the
window in the wenesday morning. They see the rabbit is nibbling the flower in
front of their house. Then someone who has grey hair, knock the door” When they heard the voice, both of them
courious then run downstair and open the door. Someone who they alyas see
almost every day who has knock their door. He is Mr, Fred who live next door.
He is standing and holding the rabbit, he is gonna give the rabit to the little
children. Tipsy & Tim come to meet the old man, who said “look what I’ve
found” then give the rabbit to Tipsy. Here the story develove, when Tipsy &
Tim put interest to rabbit, but their mother make them go to school and ask
them to find whose rabbit that has lost. This moment will hard for children who
wanna keep something be his/her own, but in the other hand they must give it
away to the owner. This book was written by Jean and Gareth Adamson and was
publish by ladybird books can touch the reader feeling’s how to be the good
person, may be sometime it’s always hard but then finaly there must be
something special that god has planned for us. Well then the lost rabbit now
belong to Topsy & Tim. Here, The writer want to children becomes kindly to
the animal, so they make a short passage that convey about : mummy said “now he
is your rabbit, you must both look after him. You must see that he has water to
drink and t the right things to eat.
Then each of them bring the food and the water for rabbit. Not only the
food and the drink but this family makes a hutch for rabbit. So, the rabbit
feel comfort inside of it.
3.
The
relationship between psychoanalitic and Topsy & Tim book
One of the characteristic in this book who has ID
characteristic are Topsy & Tim. In this story both of them put interest to
the rabbit that they see through the window at the wenesday morning. And when
someone give the rabbit to Topsy & Tim just because he thinks it belongs to
them, then they desire to have it. We can see when their mother ask them to
give it to the owner. Both of them give a steatment , “I don’t want the rabbit to go” said Topsy.
“I
don’t either” said Tom. And they were both trying hard not to cry.
The other characteristic that appear
in this story is the EGO characteristic, for instance we can see in passage of
the book. Topsy & Tom wanted to stay and play with the rabbit, but their
mother asked them to school. Then finally they go to school, follow what their
mother said. It means they put their willing in second choice.
Reference
Toha-Sarumpaet, Riris. (2010) Pedoman Penelitian Sastra
Anak. Jakarta : Pusat Bahasa, Kementrian Pendidikan Nasional.
www.google.com
Conclusion
The
conclusion that can be drawn from this paper is that the theory is still used
in the study of psychology is psychoanalysis invented by Sigmund Freud. This
theory explains that humans are often in an unconscious condition. The
condition is very little conscious mental state is found in humans. This theory
is interesting to study, not only because it has a close relationship with
literature, but also because of the existence of this theory until now.
Psychoanalysis can be used to assess literary works
as psychology can explain the creative process. More useful in the study of
psychoanalysis is a script fixes, corrections, and so on. Psychoanalysis in
literature psychologically useful to analyze the characters in the drama and
the novel. Sometimes authors are not aware and can consciously incorporate
psychological theory espoused. Psychoanalysis can also analyze the author's
life through his literary works.
In the psychology literature study, which analyzed
human personality through psychoanalytic theory is divided into three, namely,
the ID, EGO, and SUPER-EGO. These three systems are closely interrelated. Human
behavior is often interpreted as a reflection of the products above three
elements. So literature is an expression of the soul that the author depicts
the emotions and thoughts.
Analyzed human personality through psychoanalysis
was exactly related to one of the characters in the Topsy & Tim book. This
book tell about the honestly, the willingness and the devotion to the parents,
in case give the rabbit away to the owner. Topsy & Tim have these two
things concept of personality, they are ID and EGO.
0 komentar:
Posting Komentar