Early Years born in Frankfort Germany 1902 didnt

Early Years • born in Frankfort, Germany, 1902 • didn’t learn until later he was adopted by Dr. Homburger • studied art

Early Years • went to Vienna to teach - didn’t even have a college degree • studied psychoanalysis with Freud at the Vienna Psychoanalytic Institute

Early Professional Life • became a prominent child psychoanalyst (new field) • moved to U. S. in 1933 • Boston’s first child analyst • position at Harvard • taught at Yale’s Institute of Human Relations • first important book published in 1950, Childhood and Society

Later Years • professor at the University of California • Returned to Harvard until 1970 • became Sr. consultant in psychiatry, Mt. Zion Hospital, San Francisco • Died in 1994, age 92

Career Milestones • was considered most influential psychoanalyst alive • addressed identity, status of women, developmental crises • learned from Freud, but expanded theory

Development of Psychosocial Stages • used psychohistorical method studied Hitler, Kierkegaard, Gandhi • used therapy situation to acquire information and check out ideas • ego identity is main area of concern • ego is mainly unconscious • stresses influence of culture and social interaction • eight stages, each has a negative (crises) and positive pole

Stage I Trust vs. Mistrust (Hope) Ages 0 to 1 Year • infants need to feel cared for and loved • trust within and without - trust of self as well as others • rejected children are more fearful, insecure, jealous, aggressive, hostile, isolated mistrustful Infancy

Stage 2 Self-Reliance vs. Self-Doubt (will) Ages 1 to 3 Years • awareness of emerging skills develops • need to be taken seriously • positive resolution includes acceptance of negative feelings - rage, anger, hatred - as well as independence Early Childhood

Stage 3 Initiative vs. Guilt (purpose) Ages 3 to 6 years Preschool Age • child decides what kind of person to be • initiative comes with freedom and opportunity to initiate motor play and intellectual pursuits • guilt comes from being made to feel bad about selfinitiated activities and ideas

Stage 4 Industry vs. Inferiority (competence) Ages 6 to 12 Years • academic tasks: reading, writing, math • physical tasks: sports, manual dexterity • social tasks: making friends, following rules, sharing ideas • industry is orientation toward working, doing, producing School Age

Stage 5 Identity vs. Role-Confusion ( fidelity) Ages 12 to 18 Years • time of psychological and physiological revolution • firm self-image is formed • must develop strong identity - sexual, personal • time to select work goals, career • lack of identity = inability to progress successfully Adolescence & Teen

Stage 6 Intimacy vs. Isolation (love) Ages 18 to 35 Years • intimacy is the ability to care deeply for another person • the ability to share one’s true feelings • the ability to give and receive affection • isolation leads to selfabsorption and “social death” Early Adulthood

Stage 7 Generativity vs. Stagnation (care) Ages 35 to 55 Middle Age • become more aware of eventual death • question life-style, goals choices • motivation to have impact outside of family • care represents concern for others and need to give to next generation • stagnation reflects preoccupation with self only

Stage 8 Integrity vs. Despair (wisdom) Ages 55 to 65 to death • wisdom comes from a meaningful life • integrity reflects the life well-lived • with integrity, one can accept death • despair reflects a wish to do it over correctly • with despair, one does not find peace old age