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Developmental Psychology(EST-101)

Block 2 of 4Lecture 1: Erik Eriksons Psychosocial Theory

Objectives of this LectureBy the end of the session, students will be able to say:-know the central assumptions of Psychosocial theory -have an understanding of the stages of psychosocial crisis. - understand positive and negative outcomes of each crisis. Psychosocial Perspective: The BasicsFreuds theory influenced Erik Eriksons theory but does not depend on it.The first five stages of Eriksons theory parallels to that of Freuds and expands adding three more stages (total eight)Erikson was the first one to recognize the lifespan nature of human development.Erikson also states that to understand normal development one has to consider the life situation in that culture.

People experience 8 psychosocial crisis stages which significantly affects each persons development and personality.Erikson believed that children develop in a set order.Each stage in Eriksons theory carries a specific developmental task.Successful completion of the task depends heavily on the nature of the childs social relationship at each stage.Psychosocial Perspective: AssumptionsErik Eriksons psychosocial theory is A lifelong process.Identity changes over lifetimeIndividuals must take responsibility for their own livesIdentity develops over 8 stages of life.Successful passing through each crisis involves achieving a balance between the 2 emotional forcesORFailing to develop that quality = the negative outcomes arising from an unhelpful experience through each of the crisis stages.

In Short: Psychosocial crisis stage 1 of 8MistrustLIFE STAGE : AGE RANGE : TrustInfancy0 months to 1& half yearsRELATIONSHIPS: ParentsISSUES: feeding and being comforted, teething, sleeping

VsPsychosocial crisis stage 1 of 8Trust

MistrustVsIf the infant's 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 care is inadequate, inconsistent or harsh, the child will emerge with a sense of the world being an untrustworthy place These are important differences which may be later reflected in the ways in which children interact with others and deal with their school experiences. MistrustTrust

VsStrength Hope & Drive (allowing exposure to risk, a trust in life and self and others, inner resolve and strength in the face of uncertainty and risk)Psychosocial crisis stage 1 of 8LIFE STAGE : AGE RANGE : Early Childhood/ toddler1-3 yearsRELATIONSHIPS: Parents and siblingsISSUES: bodily functions, toilet training, muscular control, walkingVsAutonomy

Shame & doubtPsychosocial crisis stage 2 of 8VsAutonomy

Shame & doubtAutonomy =self-reliance.Toddlers have 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, encouragement 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 behaviors Psychosocial crisis stage 2 of 8Psychosocial crisis stage 2 of 8VsAutonomy

Shame & doubtStrength Willpower & Self-Control (self-determination, confidence in self to decide things)Vs

InitiativeGuiltLIFE STAGE : AGE RANGE : preschool3-6 yearsRELATIONSHIPS: Other familyISSUES: exploration and discovery, adventure and playPsychosocial crisis stage 3 of 8Psychosocial crisis stage 3 of 8Vs

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

InitiativeGuiltStrength Purpose & Direction (decision-making, working with and leading others, initiating projects and ideas, able to take initiative and appropriate risks)Psychosocial crisis stage 3 of 8IndustriousnessInferiority

VsLIFE STAGE : AGE RANGE : schoolchild 5-12 yrs, early schoolRELATIONSHIPS: schoolISSUES: achievement and accomplishmentPsychosocial crisis stage 4 of 8IndustriousnessInferiority

VsIndustry = purposeful or meaningful activity. Parents must encourage, teachers must care, peers must accept.Children want to win recognition and praise through the things they do. If this occurs, they develop a sense of industry If their attempts to succeed fail, if the adults around give them little feedback or negative feedback, and if they feel incompetent, they will develop a sense of inferiority Schools are the social institutions where these outcomes occur and where their consequences are seen most clearly. Psychosocial crisis stage 4 of 8Psychosocial crisis stage 4 of 8IndustriousnessInferiority

VsStrength Competence (making things, producing results, feeling valued and capable of contributing, confidence to seek and respond to challenge and learning,)

identityRole confusionVsLIFE STAGE : AGE RANGE : adolescent 11-18 yrs, puberty, teensearlier for girlsRELATIONSHIPS: peersISSUES: resolving identity and direction, becoming a grown-upPsychosocial crisis stage 5 of 8Psychosocial crisis stage 5 of 8

identityRole confusionVsIdentity (Ego-Identity) =develop a desire for independence from parents, achieve physical maturity and are concerned with the question of "who they will become. Role Confusion (Identity-Crisis) = failure to achieve ego-identity feeling like you dont belong, dont know who you are or what you want to do As they feel insecure about themselves -- about who they are and what they will become -- adolescents become highly dependent upon the 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 among adolescents. Psychosocial crisis stage 5 of 8

identityRole confusionStrength Fidelity (seeing useful personal role(s) and purpose(s) in life)

Intimacy VS. isolationLIFE STAGE : AGE RANGE : young adult 18-40, courting, early parenthoodRELATIONSHIPS: Spouse (lovers), friends, work connectionsISSUES: intimate relationships, work and social lifePsychosocial crisis stage 6 of 8Psychosocial crisis stage 6 of 8

Intimacy VS. isolationIntimacy = during young adulthood in our society, individuals are expected to establish a close and committed relationship with another person Isolation - failure to do this typically leads to a sense of isolation. inability to establish intimacyStrength Love ( socially and inter-personally comfortable, ability to form honest reciprocating relationships and friendships,)Psychosocial crisis stage 7 of 8

Generativity stagnationVS. LIFE STAGE : AGE RANGE : mid-adult30-65, middle age, parentingRELATIONSHIPS: childrenISSUES: 'giving back', helping, contributingPsychosocial crisis stage 7 of 8

Generativity stagnationVS. to see one's children grow and develop and to be proud of the productive and creative accomplishments that will leave a legacy for younger generations (such as those that teachers often feel). extends beyond one's own children, and also to all future generationsStagnation = inability to (or choice not to) take part in generativity It's the character that represents feelings of selfishness, greed, lack of interest in young people and future generations, and the wider world.Strength Care (giving unconditionally in support of children and/or for others, community)Psychosocial crisis stage 8 of 8

IntegrityDespairVS. LIFE STAGE : AGE RANGE : late adult50+, old age, grandparentsRELATIONSHIPS: societyISSUES: meaning and purpose, life achievementsPsychosocial crisis stage 8 of 8Strength Wisdom (calmness, tolerance, peace of mind, non-judgemental, acceptance of death)

IntegrityDespairVS. Ego integrity = looking back on life with a sense of fulfillment & satisfaction No regrets .Despair = view life with sense of frustration and regret leads one to feel disgusted with self and bitter with othersConclusionsThe psychoanalytic perspective has two theories; Freuds psychosexual theory and Eriksons psychosocial theory.The Psychoanalytic Perspective has emphasized on the individuals unique life history as worthy of study In this view the psychoanalytic theorists accept the clinical method which gathers information from a variety of sources to understand the personality of a single child It has also provided research on many aspects of development, sibling relationship, child rearing practices, morality, gender roles and adolescents identify.