Transcript Erik Erikson

TGIF and Happy Halloween!
• Turn in: brochure
• On your desk: notebook paper for class notes, pen/cil,
• Warm-up: complete the ½ sheet of paper of life’s stages.
agenda
• 1. Warm-up discussion of life stages
• 2. Class notes and discussion:
Erikson’s Theory of Development
• 3. Assignment/Activity: Summary Card:
Erikson’s stages of development with
pictures and words
Development and Psychology
• What is development?
• The growth of humans throughout
the lifespan, from conception to
death.
• seeks to understand and explain how
and why people change throughout
life.
• This includes all aspects of human
growth, including physical, emotional,
intellectual, social, perceptual, and
personality development.
Psychological Theories of
Development…
• 1. Sigmund Freud
• 2. Erik Erikson
• 3. Jean Piaget
• Today we will look at Erikson’s
Theory of development.
Erik Erikson
Eight Stages of Development
Who was Erik Erikson?
• Erik Erikson was born in Germany in
1902. In grammar school he was
teased for being Jewish.
• At an early age Erikson did not feel
comfortable as a German or as a Jew.
• This feeling was the basis for his
notion of an "identity crisis," which
he would define later when he
became a psychologist.
• In the 1920s he et Anna Freud, a
psychoanalyst and Sigmund Freud's
daughter.
• He studied child psychoanalysis
under her in Vienna. In 1933 he
moved to the United States, where
taught at Harvard, Yale, University
of California at Berkeley, and other
institutions.
• Erikson died in 1994.
Erikson’s theory of development…
• each stage of a person's life is characterized by
a different psychological crisis that must be
resolved before the person can successfully
progress to the next stage.
• The success of each stage depends on how well
the previous crisis was resolved.
• If a person does not resolve a crisis, it will
continue to affect the person's development
throughout life.
• Erikson's theory of psychosocial development is
widely accepted by psychologists today.
Stage
Conflict
1. Infant
Basic trust vs. basic distrust
2. Toddler
Autonomy vs. shame and
doubt
3. Preschooler/Early
Childhood
Initiative vs. guilt
4. School Age/Play
Industry vs. inferiority
5. Adolescence
Identity vs. role confusion
6. Young Adulthood
Intimacy vs. isolation
7. Adulthood
Generativity vs. stagnation
8. Old Age
Ego integrity vs. despair
Stage 1 infant :
Basic trust vs. basic distrust
• Trust
– Trust: infant is totally dependent
on others - learns to trust others
• Mistrust
– Mistrust: learns to distrust them
Trust v. Mistrust
• Associated with Freud’s Oral Stage
• Trust in others and themselves being
trustworthy
• Caretakers must comfort in times of
stress in order to create a basis of
trust
• CRITICAL PERIOD – if unable to
develop a sense of trust at this point
then may be difficult to develop later
Positive outcome: If their needs are
met consistently and responsively by
the parents, infants not only will
develop a secure attachment with the
parents, but will learn to trust their
environment in general as well.
Negative outcome: If not, infant will
develop mistrust towards people and
things in their environment, even
towards themselves.
Stage 2: toddler
Autonomy v. Shame & Doubt
• Autonomy
– child tries to become a separate
individual
• Shame
– if not allowed, feels shame
Autonomy v. Shame
• Discovery of self-independence & selfrecognition
• “Terrible 2’s” – necessary part of
development
• If not learned that a child can say no
then shame and doubt of self will occur
• Give children choices in basic decisions
Positive outcome: If parents encourage their
child's use of initiative and reassure her when
she makes mistakes, the child will develop the
confidence needed to cope with future
situations that require choice, control, and
independence.
Negative outcome: If parents are
overprotective, or disapproving of the child's
acts of independence, she may begin to feel
ashamed of her behavior, or have too much
doubt of her abilities.
Stage 3: Preschool/Early
Childhood
Initiative v. Guilt
• Initiative
– child tries to take control of
environment
• Guilt
– if not allowed, child feels guilty for
having failed
Initiative v. Guilt
• Associated with Freud’s Phallic Stage
• Discovery of independent behavior
• Want to dress themselves and do
things themselves
• Parents must allow children to do
things by themselves or guilt may
occur
Positive outcome: If parents are
encouraging, but consistent in discipline,
children will learn to accept without guilt,
that certain things are not allowed, but at
the same time will not feel shame when using
their imagination and engaging in makebelieve role plays.
Negative outcome: If not, children may
develop a sense of guilt and may come to
believe that it is wrong to be independent.
Stage 4: School Age
Industry v. Inferiority
• Industry
– child wants to do more and better
things - to be industrious
• Inferiority
– if child does not do better, child
feels inferior
Industry v Inferiority
• Develop sense of industry (working
hard and persistently on valuable
tasks)
• Not giving up and succeeding, etc. is a
good thing
• But, if they fail from the beginning
then inferiority sets in
• Industry is learning how to persist in
the face of challenge
Positive outcome: If children can
discover pleasure in intellectual
stimulation, being productive, seeking
success, they will develop a sense of
competence.
Negative outcome: If not, they will
develop a sense of inferiority.
Stage 5 Adolescence
Identity v. Role Confusion
• Identity
– adolescent searches for role or
identity in life
• Identity Confusion
– feels confusion if no role is found
Identity v Identity
Confusion
• In adolescence a “true” identity is
developed separate from self and
parents
• A way of separation from parents is
rebelling
• Another way is over-identifying with
peers
• Both are normal with clothes, music, etc
Positive outcome: If the adolescent solves this
conflict successfully, he will come out of this
stage with a strong identity, and ready to plan for
the future.
Negative outcome: If not, the adolescent will sink
into confusion, unable to make decisions and
choices, especially about vocation, sexual
orientation, and his role in life in general.
Stage 6: Young Adult
Intimacy v. Isolation
• Intimacy
– young adult shares special or
intimate feelings with one special
person
• Isolation
– without the sharing, loneliness and
isolation prevails
Intimacy v Isolation
• Beginning adult stage at about 20
years old
• Not specifically physical intimacy
but psychological intimacy
Positive outcome: Adult individuals can
form close relationships and share with
others if they have achieved a sense of
identity.
Negative outcome: If not, they will
fear commitment, feel isolated and
unable to depend on anybody in the
world.
Stage 7: Middle Adulthood
Generativity v. Stagnation
• Generativity
– adult feels need to generate or
contribute something important to
the world
• Stagnation
– if nothing important is contributed,
the adult deteriorates or
stagnates
Generativity v Stagnation
• A willingness to care for others,
i.e. children
• It can be in any aspect of life
Positive outcome: People can solve this
crisis by having and nurturing children, or
helping the next generation in other ways.
Negative outcome: If this crisis is not
successfully resolved, the person will
remain self-centered and experience
stagnation later in life.
Stage 8: Old Age
Integrity v Despair
• Ego Integrity
– person looks to past and feels a
sense of accomplishment or
integrity
• Ego Despair
– person looks back and feels no
sense of accomplishment and feels
empty and despairing
Ego Integrity v Ego Despair
• Looking back on your life and
accept what you have done as a
good thing
• Accept your own mortality
• If unhappy with life then despair
sets in
Positive outcome:If the adult has achieved a sense of
fulfillment about life and a sense of unity within
himself and with others, he will accept death with a
sense of integrity. Just as the healthy child will not
fear life, said Erikson, the healthy adult will not fear
death.
Negative outcome: If not, the individual will despair
and fear death
Crash course Erikson
http://www.youtube.com/watch?v=PzyX
GUCngoU
Assignment:
On the White paper,
make a graphic
representation of each
stage