PSYCHOSOCIAL DEVELOPMENT

ERIK ERIKSONMauva McCarthy

Erik Erikson: 1902 t0 1994Born in Germany, an illegitimate child of Danish parents

This fact bothered him all his life

Dropped out of high school and spent time traveling in Europe and studying art

Met Sigmund Freud and studied Psychoanalysis with Freuds daughter, Anna Freud

Studied young people in different cultures

Became interested in how young people acquire a personal identity and how society helps shape it

Because his theory integrates personal, emotional and social development, it is often called psychosocial theory

Erikson is an ego-analyst relationship between individual and the world or the self and the world

Completed his training at the time Hitler came to power and to escape the tension in Europe he went to the United States

Eriksons work is based on five assumptions:

People, in general have the same basic needs

Personal development occurs in response to these needs

Development proceeds in stages

Movement through the stages reflects changes in an individuals motivation

Each stage is characterized by a psychosocial challenge that presents opportunities for development

Erikson described the time that an individual experiences a psychological challenge as a crisis

A positive resolution of a crisis means a favourable ratio of positive to negative psychosocial traits emerges

A negative resolution results in individuals seeing the world as unpredictable and threatening

This does not mean that people who successfully resolve the crisis never have negative thoughts or distrust another person

In general, they see the best in others and have a positive orientation towards life

Trust vs Mistrust (Birth 1Year)Developing a sense of trust, or confidence in the honesty and justice of others

Trust is fostered by consistency, continuity and sameness of experience as the infants basic needs are satisfied. If the infants needs are met and if parents communicate genuine affection, the child will emerge from this stage thinking of the world as a safe and dependable place

If care is inadequate, inconsistent or harsh, the child will emerge with a sense of the world being an untrustworthy place

Autonomy vs Shame and Doubt (1-3 Years)Securely attached children next face the challenge of autonomy, or doing things on their own

Child learns to feed and dress themselves and toilet training begins

The key challenges the child faces during this stage relates to exerting independence

Toddler has developed the capacity to move about and do many things on their own

If they are allowed to use these emerging skills under judicious guidance from adults, they develop a sense of independence

If they experience an environment in which adults do not allow them or punish them for exploring their environment, they are likely to develop a sense of shame and doubt about their own behaviour

Initiative vs Guilt (3-6 Years)Initiative is characterized by an exploratory and investigative attitude that results from meeting and accepting challenges

Preschool children encounter a widening social world, and a lot more challengesChildren are asked to assume responsibility for their bodies, their behaviour, their toys and their petsChildren make enormous cognitive leaps, and those developing abilities provide the impetus for exploration in all areas of their lives

Children who are given the freedom to explore and experiment with adults who answer their questions tend to develop initiativeThose who are restricted and whose initiative is considered to be a problem tend to develop a sense of guilt about pursuing their interestsOutcomes may be seen later as children are confronted with school situations in which they are expected to develop their own ideas (e.g. writing assignments, book reports, or science projects) and to plan and undertake activities using these ideas

Industry vs Inferiority (6-12 Years)Industry is the enjoyment of mastery and competence through success and recognition of accomplishment

As children move into the elementary school years, they direct their energy toward mastering knowledge and intellectual skillsBecause children spend large amounts of time and energy at school, the influence of peers and teachers is very importantChildren want to win recognition and praise through the things they do

If children are encouraged to succeed, if those around them praise their efforts, and if they feel competent, they will develop a sense of industry/confidenceIf challenges are too difficult or result in failure, the child may develop a sense of inferiority, or if accomplishments involve only trivial tasks, industry fails to develop

Identity vs ConfusionIn the adolescent years, youths develop a desire for independence from parents, achieve physical maturity and are concerned with the question of Who am I?

Adolescents experience major physical, intellectual and emotional changes. Many go through growth spurts and their coordination doesnt keep up with their bodiesAdolescents experience new sexual feelings and are not quite know how to respond, they are frequently confusedThey are caught in the awkward position of wanting to assert their independence, yet longing for the stability of structure and disciplineThey write Ms Smith is a b_____ on the bathroom wall on Wednesday , but on Thursday they decide they really like her

An identity achieved adolescent has a firm sense of self after engaging in exploration, tends to have high self esteem, is socially skilled and does well in life and maintain a positive relationship with parents and other adultsIdentity crisis is the feeling of uncertainty about they are and what they will become. They become highly dependent upon peer group for support and susceptible to peer pressure. This is one of the factors underlying the high prevalence of alcohol and drug use and of gang participation

Intimacy vs Isolation (Young Adulthood)A person with a firm sense of identity is prepared for intimacy, or giving the self over to another

Individuals face developmental task of forming intimate relationshipsA period of finding oneself yet losing oneself in anotherGiving for the sake of giving, without expecting something in return, characterizes a positive resolution of the crisis at this stagePeople who fail to resolve the crisis remain emotionally isolated, unable to give or receive love freely

Generativity vs Stagnation (Middle Adulthood)The key characteristics of generativity are creativity, productivity and concern for and commitment to guiding the next generation

Generative adults try to contribute to the betterment of society by working for principles such as a clean physical environment, a safe and drug-free social world and adherence to the principles of freedom and dignity for individualsTeachers who genuinely care about students and their learning exemplify people who have positively resolved the crisis at this stage. An unhealthy resolution leads to apathy, pseudointimacy, or self absorption

Integrity vs Despair (Old Age)People who accept themselves, conclude that they only have one life to live, live it as well as possible and have few regrets are seen as having integrity

They accept responsibility for the way they have lived and accept the finality of deathA person filled with regrets for the things done or left undone, worried that there is no turning back and time is running out, experiences despair