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Erikson’s themeErikson’s theme
8 successive stages over the lifespan Addresses biological, social, situational, personal
influences
Crisis/Conflict: must adaptively or maladaptively cope with task in each developmental stage Respond adaptively: acquire strengths needed for next
developmental stage Respond maladaptively: less likely to be able to adapt to later
problems
8 successive stages over the lifespan Addresses biological, social, situational, personal
influences
Crisis/Conflict: must adaptively or maladaptively cope with task in each developmental stage Respond adaptively: acquire strengths needed for next
developmental stage Respond maladaptively: less likely to be able to adapt to later
problems
Stage 1: Basic Trust vs. MistrustBirth to age 1Totally dependent on othersMet: child develops trustNot met/neglected: child develops mistrustBasic strength: Hope
Belief our desires will be satisfied Feeling of confidence
Think of Harlow’s attachment studies here.
Fig. 3.9 Fig. 3.9 The traditional view of infancy holds that emotions are rapidly The traditional view of infancy holds that emotions are rapidly differentiated from an initial capacity for excitement. (After K.M.B. Bridges, 1932. differentiated from an initial capacity for excitement. (After K.M.B. Bridges, 1932. From “Emotional Development in Early Infancy.” Reprinted by permission of the From “Emotional Development in Early Infancy.” Reprinted by permission of the Society for Research in Child Development.)Society for Research in Child Development.)
Stage 2: Autonomy vs. Shame and DoubtAges 1-3 Positive: Child able to exercise some
degree of choiceNegative: independence is thwarted:
child develops feelings of self-doubt, shame in dealing with others
Basic Strength: Will Determination to exercise freedom of
choice in face of society’s demands
Stage 3: Initiative vs. Guilt
Stage 3: Initiative vs. Guilt
Ages 3-5 Positive: Child expresses desire to take initiative in activities
Negative: Parents punish child for initiative: child develops feelings of guilt that will affect self-directed activity throughout life (How are mistakes dealt with?)
Basic strength: Purpose Courage to envision and pursue goals
Ages 3-5 Positive: Child expresses desire to take initiative in activities
Negative: Parents punish child for initiative: child develops feelings of guilt that will affect self-directed activity throughout life (How are mistakes dealt with?)
Basic strength: Purpose Courage to envision and pursue goals
Thomas and Chess Temperament - 3
components
Thomas and Chess Temperament - 3
components• Easy• Slow to warm• Difficult• “Other”
• Easy• Slow to warm• Difficult• “Other”
The “Easy” ChildThe “Easy” Child
• Regular, predictable biological rhythms
• Positively approaches new stimuli• Easily adapts to change• Mild to moderate mood expressions—predominately positive
• Easy to manage• Represent about 40% of children
• Regular, predictable biological rhythms
• Positively approaches new stimuli• Easily adapts to change• Mild to moderate mood expressions—predominately positive
• Easy to manage• Represent about 40% of children
“Slow to Warm” Child“Slow to Warm” Child• Biological functions may or may not be regular
• Initial negative withdrawal to new stimuli
• Adapt slowly to change• Many negative mood expressions• Mood expressions are mild• Problems mostly with adapting to new stimuli
• Often considered shy• Represent about 15% of children
• Biological functions may or may not be regular
• Initial negative withdrawal to new stimuli
• Adapt slowly to change• Many negative mood expressions• Mood expressions are mild• Problems mostly with adapting to new stimuli
• Often considered shy• Represent about 15% of children
The “Difficult” ChildThe “Difficult” Child Irregular, unpredictable biological rhythms
Negative withdrawal to new stimuli
Poor adaptability to change Negative emotional expressions and loud intensity
Difficult to manage Represent about 10% of children
Irregular, unpredictable biological rhythms
Negative withdrawal to new stimuli
Poor adaptability to change Negative emotional expressions and loud intensity
Difficult to manage Represent about 10% of children
The “Other” CategoryThe “Other” Category
Many children show a mixture of traits
These children don’t clearly fit into the three major temperament categories
Represent 35% of children
Many children show a mixture of traits
These children don’t clearly fit into the three major temperament categories
Represent 35% of children
Stage 4: Industriousness vs. Inferiority
Stage 4: Industriousness vs. Inferiority
Ages 6-11Child develops cognitive abilities to enable in task completion (school work, play)
Parents/teachers do not support child’s efforts: child develops feelings of inferiority and inadequacy
Basic strength: CompetenceExertion of skill and intelligence in pursuing and completing tasks
Ages 6-11Child develops cognitive abilities to enable in task completion (school work, play)
Parents/teachers do not support child’s efforts: child develops feelings of inferiority and inadequacy
Basic strength: CompetenceExertion of skill and intelligence in pursuing and completing tasks
Child/Adult divisionChild/Adult division
Stages 1-4Stages 1-4– Largely determined by others Largely determined by others (parents, teachers)(parents, teachers)
Stages 5-8Stages 5-8– Individual has more control over Individual has more control over environmentenvironment
– Individual responsibility for Individual responsibility for crisis resolution in each stagecrisis resolution in each stage
Stage 5: Identity vs. Role Confusion
Stage 5: Identity vs. Role Confusion
Ages 12-18 Form ego identity: self-image Strong sense of identity: face adulthood with certainty and confidence
Identity crisis: confusion of ego identity
Basic strength: Fidelity Emerges from cohesive ego identity Sincerity, genuineness, sense of duty in relationships with others
Ages 12-18 Form ego identity: self-image Strong sense of identity: face adulthood with certainty and confidence
Identity crisis: confusion of ego identity
Basic strength: Fidelity Emerges from cohesive ego identity Sincerity, genuineness, sense of duty in relationships with others
Adolescence
The Personal Fable
According to David Elkind, teenagers are particularly prone to harbor beliefs such as:
“I am special – what is true for others is not true for me.”“It won’t happen to me!“Nobody understands how I feel.”“Everyone cares about how I look and what I am
wearing.” – also known as the “imaginary audience.”
These beliefs may be adaptive in some situations, but can also lead to risk-taking behavior and feelings of alienation from parents and peers.
The Personal Fable
According to David Elkind, teenagers are particularly prone to harbor beliefs such as:
“I am special – what is true for others is not true for me.”“It won’t happen to me!“Nobody understands how I feel.”“Everyone cares about how I look and what I am
wearing.” – also known as the “imaginary audience.”
These beliefs may be adaptive in some situations, but can also lead to risk-taking behavior and feelings of alienation from parents and peers.
Adolescence
Identity Development
Marcia’s statuses are useful for thinking about the important dimensions of finding a stable identity.
It is possible that identity achievement does not happen “all at once.”
One may settle on a career well before finding a committed relationship.
It is also possible or even common to rethink decisions later in life.
Identity Development
Marcia’s statuses are useful for thinking about the important dimensions of finding a stable identity.
It is possible that identity achievement does not happen “all at once.”
One may settle on a career well before finding a committed relationship.
It is also possible or even common to rethink decisions later in life.
Values Adolescents carry with them a set of values that
influences their thoughts, feelings& actions Over past two decades, they have shown an
increased concern for personal well-being & decreased concern for well-being of others & demonstrate an increasing need for self-fulfillment & self-expression
Narcissism is no longer classified as a disorder.
Adolescents carry with them a set of values that influences their thoughts, feelings& actions
Over past two decades, they have shown an increased concern for personal well-being & decreased concern for well-being of others & demonstrate an increasing need for self-fulfillment & self-expression
Narcissism is no longer classified as a disorder.
Stage 6: Intimacy vs. Isolation
Ages 18-35 (approximately)Undertake productive work and establish
intimate relationships Inability to establish intimacy leads to
social isolationBasic strength: Love
Mutual devotion in a shared identityFusing of oneself with another person
Ages 18-35 (approximately)Undertake productive work and establish
intimate relationships Inability to establish intimacy leads to
social isolationBasic strength: Love
Mutual devotion in a shared identityFusing of oneself with another person
Stage 7: Generativity vs. Stagnation
• Ages 35-55 (approximately)• Generativity: Active involvement in teaching/guiding the next generation
• Stagnation involves not seeking outlets for generativity
• Basic strength: Care Broad concern for others Need to teach others
Stage 8: Ego Integrity vs. Despair
Stage 8: Ego Integrity vs. Despair
Ages 55+Evaluation of entire lifeIntegrity: Look back with satisfaction
Despair: Review with anger, frustration
Basic strength: WisdomDetached concern with the whole of life(detached has positive meaning here)
Ages 55+Evaluation of entire lifeIntegrity: Look back with satisfaction
Despair: Review with anger, frustration
Basic strength: WisdomDetached concern with the whole of life(detached has positive meaning here)
Stage 7-8 exploredStage 7-8 explored
Society’s traditional view of retirement: Society’s traditional view of retirement: “withdrawal from one’s position of “withdrawal from one’s position of occupation or from active working life” no occupation or from active working life” no longer truelonger true
Historical trends: retirement has become Historical trends: retirement has become available at increasingly younger ages; available at increasingly younger ages; increased non-work time available to increased non-work time available to general population. general population.
Our country still places emphasis on work Our country still places emphasis on work as the primary force of an individual’s as the primary force of an individual’s life and as a primary source of life and as a primary source of identification & worthidentification & worth
Stage 7-8 ExploredStage 7-8 Explored
American culture’s major American culture’s major characteristic is change. characteristic is change. Renewal, youth & flexibility Renewal, youth & flexibility are stressed, with are stressed, with little room little room for expression of the accrued for expression of the accrued experience of the older adultexperience of the older adult
An equation is implied: An equation is implied: retirement = obsolescenceretirement = obsolescence
Stagnation and Despair?
• Loss of work & social relationships can lead to a questioning of the meaning of existence, and result in a life review
• This journey of personal self-discovery and the new experience of operating in norm-less, unstructured situations can cause a sense of discontinuity and stagnation
• Ending of work interactions can weaken ties of friendship
COMPARISON OF STAGESCOMPARISON OF STAGES
GenitalGenital
LatencyLatency
OedipalOedipal
AnalAnal
OralOral
GenitalGenital
LatencyLatency
OedipalOedipal
AnalAnal
OralOral
5. Identity vs. Role Confusion5. Identity vs. Role Confusion
4. Industry vs. Inferiority4. Industry vs. Inferiority
3. Initiative vs. guilt3. Initiative vs. guilt
2. Autonomy vs. Shame & Doubt2. Autonomy vs. Shame & Doubt
1. Trust vs. Mistrust1. Trust vs. Mistrust
5. Identity vs. Role Confusion5. Identity vs. Role Confusion
4. Industry vs. Inferiority4. Industry vs. Inferiority
3. Initiative vs. guilt3. Initiative vs. guilt
2. Autonomy vs. Shame & Doubt2. Autonomy vs. Shame & Doubt
1. Trust vs. Mistrust1. Trust vs. Mistrust
FREUD ERIKSON
GOALS OF EACH STAGE
8. Integrity vs. Despair
7. Generativity vs. Stagnation
6. Intimacy vs. Isolation
5. Identity vs. Role Diffusion
4. Industry vs. Inferiority
3. Initiative vs. Guilt
2. Autonomy vs. Shame
1. Trust vs. Mistrust
Wisdom, Inner peace
Care
Love
Fidelity
CompetencePurposeWill PowerHope
Ideal AchievementStage
SIGNIFICANT RELATIONSSIGNIFICANT RELATIONS
8. Integrity vs. Despair humankind (my kind)
7. Generativity vs. Stagnation divided labor, shared household
6. Intimacy vs. Isolation partners: friends, sex,competition, cooperation
5. Identity vs. Role Diffusion peer and other groups
4. Industry vs. Inferiority neighborhood, school
3. Initiative vs. Guilt basic family
2. Autonomy vs. Shame parental persons
1. Trust vs. Mistrust maternal person