Erikson Marcia Kohlberg Nov 10 2009 Erikson Erikson
Erikson, Marcia, Kohlberg Nov. 10, 2009
Erikson
Erikson • Ego is most important • Part of the ego operates independently of the id and the superego. • The ego is a powerful agent. It can adapt to situations, and therefore promotes mental health. • He broadens the scope of personality and included both social and sexual factors. • His theory included normality as well as abnormality. • He did no statistical research. • It is very hard to test his theory.
Erikson http: //psychology. about. com/od/theoriesofpersonality/a/psychosocial. htm Psychosocial Stage 1 – • • • Infancy (birth-18 months) Basic conflict--Trust vs. Mistrust Important event: Feeding – The first stage – occurs between birth and one year of age – is the most fundamental stage in life. – infant is utterly dependent, – the development of trust is based on the dependability and quality of the child’s caregivers. – It is the first task of ego (trust). Never completes. – If a child successfully develops trust, he or she will feel safe and secure in the world. – Then will let mother out of sight without anxiety and rage. Inner and outer predictability. – Caregivers--inconsistent, emotionally unavailable, or rejecting contribute to feelings of mistrust in the children. – Failure to develop trust will result in fear and a belief that the world is inconsistent and unpredictable
Psychosocial Stage 2 – • Early Childhood (2 -3 years) • Basic conflict: Autonomy vs. Shame and Doubt • Important event: Toilet training – The second stage takes place during early childhood and – is focused on children developing a greater sense of personal control. – Erikson, too, believed that toilet training was a very important part of this process. – However, Erikson's reasoning was quite different then that of Freud's. – Erikson believe that learning to control one’s body functions leads to a feeling of control and a sense of independence. – Other important events include gaining more control over food choices, toy preferences, and clothing selection. – Children who successfully complete this stage feel secure and confident, while those who do not are left with a sense of inadequacy, shame and self-doubt.
Psychosocial Stage 3 – • Preschool--3 -5 years • Basic conflict: Initiative vs. Guilt • Important event: exploration – During the preschool years, – children begin to show their power and control over the world through directing play and other social interaction. – Success in this stage leads to a sense of purpose. – Children who try to exert too much power experience disapproval, resulting in a sense of guilt. – Children who are successful at this stage feel capable and able to lead others. – Those who fail to acquire these skills are left with a sense of guilt, self-doubt and lack of initiative.
Psychosocial Stage 4 – • School age - 6 -11 years • Basic Conflict: Industry vs. Inferiority’ • Important event: school – This stage covers the early school years from approximately age 5 to 11. – Through social interactions, children begin to develop a sense of pride in their accomplishments and abilities. – Children who are encouraged and commended by parents and teachers develop a feeling of competence and belief in their skills. – Those who receive little or no encouragement from parents, teachers, or peers will doubt their ability to be successful.
Psychosocial Stage 4 – cont’d • • • School age - 6 -11 years Basic Conflict: Industry vs. Inferiority’ Important event: school • Preadolescence (transitional years-ages 11 -13) – Friendships become more intimate , especially among girls – Act prosocially toward their friends – Try to achieve mutually satisfying outcomes in situations where younger or older people might go their own way (Berndt, 1982). – Ages 11 -14 bring shifts from the same gender to both genders, to opposite gender in peer relationships – Socializing at shopping malls, not homes
Psychosocial Stage 5 – • Adolescence (12 -18 years) • Basic conflict: Identity vs. Confusion • Main event: social relationships – Beliefs and value system are questioned, which they were accepted internally without much thought. – During adolescence, children are exploring their independence and developing a sense of self. – Those who receive proper encouragement and reinforcement through personal exploration will emerge from this stage with a strong sense of self and a feeling of independence and control. – Those who remain unsure of their beliefs and desires will insecure and confused about themselves and the future.
Psychosocial Stage 6 – • Young Adulthood (19 -40 years-late adolescence, young adulthood) • Basic Conflict: Intimacy vs. Isolation • Main event: relationships – This stage covers the period of early adulthood when people are exploring personal relationships. – Erikson believed it was vital that people develop close, committed relationships with other people. – Those who are successful at this step will develop relationships that are committed and secure.
Psychosocial Stage 6 –(cont’d) – each step builds on skills learned in previous steps. – Erikson believed that a strong sense of personal identity was important to developing intimate relationships. – Studies have demonstrated that those with a poor sense of self tend to have less committed relationships and are more likely to suffer emotional isolation, loneliness, and depression.
Psychosocial Stage 7 – • Middle adulthood (40 -65 years) • Basic conflict: Generativity vs. Stagnation • Main event: Work and Parenthood – Middle adulthood – During adulthood, we continue to build our lives, focusing on our career and family. – Those who are successful during this phase will feel that they are contributing to the world by being active in their home and community. – Those who fail to attain this skill will feel unproductive and uninvolved in the world.
Psychosocial Stage 8 – • Maturity –(65 -to death) • Basic conflict: Integrity vs. Despair • Main event: reflection on life – This phase occurs during old age and is focused on reflecting back on life. – Those who are unsuccessful during this phase will feel that their life has been wasted and will experience many regrets. – The individual will be left with feelings of bitterness and despair. – Those who feel proud of their accomplishments will feel a sense of integrity. – Successfully completing this phase means looking back with few regrets and a general feeling of satisfaction. – These individuals will attain wisdom, even when confronting death.
Erikson-adolescents (stage 5) • Identity vs. role confusion • Cognitive processes are expanding • Abstract thinking, capacity to understand the perspective of others • Constructing an identity will provide a form basis for adulthood • Developing a sense of “who am I? ”
Identity vs role confusion • Identity: organization of the individual’s drives, abilities, beliefs, consistent image of “self” • deliberate choices, decisions about work, life, values, ideology, commitments • role confusion: If an adolescent fails to integrate all of these components, or they are unable to make choices
Erikson-moratorium • Moratorium: delay in commitment to personal and occupational choices
James Marcia • Four identity status: – it is not identity or confusion, – but rather to what degree one has explored and committed to an identity in a a variety of life domain (eg. , vocation, religion, relational choices, gender roles, etc. ) – Two distinct parts • Crisis (values and choices are reevaluated) • Commitment (end of crisis)
• Not stages, • Not a sequential process • one’s sense of identity is determined by the choices and commitments made regarding certain personal and social traits. • how much one has made certain choices, and how much he or she displays a commitment to those choices. • Identity involves – 1) a sexual orientation, – 2) a set of values and ideals and – 3) a vocational direction. • A well-developed identity is able to define one’s strengths, weaknesses, and individual uniqueness. • A less well-developed identity is not able to define his or her personal strengths and weaknesses
How theory was developed? • interviews with young people. • the participants in his study were asked whether they – (1) had made a commitment to an occupation and ideology and – (2) had experienced/experiencing, a decision making period (identity crisis).
James Marcia Identity Diffusion – -the adolescent has no have a sense of having choices; -no commitment has been made, nor he/she has not yet made -may be aware of unresolved issues but does not experience these as pressuring problems -Has not yet experienced a crisis -has not made commitments -not especially concerned about lack of direction. -
Identity diffusion • they report feelings of inferiority, ambivalence • They are likely to engage behaviors that suggest an attempt to defend against anxiety resulting from undefined identity. • Some seek intense sensory experiences (fast driving, wild parties, drug usage) • Or might get caught up current fads • Move from one peer group to another to establish a sense of belonging (Ali ornegi)
Cont’d • The are highly susceptible to peer pressure • But unlikely to have intimate relationships with friends or lovers • Tend to come rejecting or detached families • Often father is absent through divorce or separation, if present, has a distant or rejecting relationship with the adolescence.
• Identity Foreclosure – – adolescent seems willing to commit to some relevant roles, values, or goals for the future. – have not experienced an identity crisis. – tend to obey to the expectations of others regarding their future (e. g. allowing a parent to determine a career direction) – have not explored a range of options – Gender role preferences
Cont’d • • Quiet orderly, industrious individuals Need strong approval Dependent relationships Endorse authoritarian values emphasizing obedience, strong leadership, and respect for authority • Their parents tend to be strongly child- centered but also to be intrusive and possessive with their children. • Their parents love their children, but have concerns and strong pressures to conform to family values and beliefs. • Diffusion and foreclosure are most evident in all grades (Archer, 1982)
Identity Moratorium – -adolescent is currently in a crisis, -explores various commitments -is ready to make choices, -but has not made a commitment to these choices yet. -most seen with vocational choice
Cont’d • Feeling of anxiety or confusion • Nevertheless, they tend to be comfortable in introspecting about themselves and exploring value issues with others • Tend to be generally adept and effective • Tend to come from warm and supportive home sin which parents accept individual differences and encourage attempts of independence
Identity Achievement – -adolescent has gone through a identity crisis -has made a commitment to a sense of identity (i. e. certain role or value) that he or she has chosen
Cont’d • Tend to live orderly, active, and self-directed lives • Their lives reflect harmony between needs for individual autonomy and for social relatedness. • Compared to peers, they are more confident, secure, socially adept, emotionally mature and likely to have established intimate relationships with friends and lovers. • Tend to come from highly interactive families • Parents minimize control and emphasize encouragement • Compared to others, they are more comfortable in revealing themselves to others • Tend to engage in more extended dialogues with parents • They defend their points of view more assertively.
High commitment Low commitment High exploration achievement moratorium Low exploration foreclosure diffusion
Marcia’s identity statutes Has experienced a crisis Has made self-chosen commitments Diffused identity No No Foreclosure status No Yes Moratorium status Yes No Achieved identity Yes
Bronfenbrenner
Bronfenbrenner (Ecological Systems Theory) http: //en. wikipedia. org/wiki/Ecological_Systems_Theory • Bronfenbrenner's Ecological Theory looks at a child’s development within the system of relationships, which forms his/her environment. • His theory identifies five environmental systems. • The five environmental systems are: • • • microsystem, mesosytem, exosystem, macrosystem, Chronosystem • There are complex “layers” of environment. Each layer will have an effect on child’s development.
• "Microsystem: – The setting in which the individual lives. – These contexts include the person's family, peers, school, and neighborhood. – It is in the microsystem that the most direct interactions with social agents take place; with parents, peers, and teachers, for example. – The individual is not a passive recipient of experiences in these settings, but someone who helps to construct the settings.
• Mesosystem: – Refers to relations between microsystems or connections between contexts. – Examples are the relation of family experiences to school experiences, school experiences to church experiences, and family experiences to peer experiences. – For example, children whose parents have rejected them may have difficulty developing positive relations with teachers.
• Exosystem: – Involves links between a social setting in which the individual does not have an active role and the individual's immediate context. – For example, a husband's or child's experience at home may be influenced by a mother's experiences at work. – The mother might receive a promotion that requires more travel, which might increase conflict with the husband change patterns of interaction with the child.
• Macrosystem: – Describes the culture in which individuals live. – Cultural contexts include developing and industrialized countries, socioeconomic status, poverty, and ethnicity.
• Chronosystem: (ever-changing system) – The patterning of environmental events and transitions over the life course, as well as socio-historical circumstances. – For example, divorces is one transition. Researchers have found that the negative effects of divorce on children often peak in the first year after the divorce. – By two years after the divorce, family interaction is less chaotic and more stable.
Chronosystem (cont’d) – As an example of socio-historical circumstances, consider how the opportunities for women to pursue a career have increased during the last thirty years. " – There are many different theories to human development. – The ecological theory emphasizes environmental factors as playing the major role to development. – This theory does in fact vary from culture to culture
Kohlberg (moral development) • Level 1. Preconventional Morality – Stage 1. Obedience and Punishment Orientation – Stage 2. Individualism and Exchange • Level II. Conventional Morality – Stage 3. Good Interpersonal Relationships – Stage 4. Maintaining the Social Order • Level III. Postconventional Morality – Stage 5. Social Contract and Individual Rights – Stage 6: Universal Principles
Level 1: Preconventional Morality • Do not yet possess an organized system of moral concepts. • Preconventional level is the initial level of moral reasoning. • It is characterized by a focus on advancing one’s own interests by maximizing rewards and minimizing punishment. • Stage 1 (mostly young children): – – – – What is good or bad requires little justification Concerned about their own interests obedience, avoidance of punishment Egocentric point of view Little interest in appreciating other’s view Emphasis on literal obedience to rules and authority Avoiding doing damage to people or property If you are caught and punished, the cat is wrong. Otherwise is not.
Level 1: Preconventional Morality • Stage 2 (developing children, but some older children and adults never get beyond this stage) – A concrete, individualistic perspective – Primarily concerned with themselves – But they are aware of other's agenda, thus willing to enter into limited reciprocity • “You scratch my back, I’ll scratch yours” • Maximize their own interests and minimize unwanted consequences – – – Individual instrumental purpose and exchange Primarily egocentric Concerned with own interests Aware that others have interest Concentrates on own needs, letting others do the same thing When needs conflicts will emphasize fairness or reciprocity
Level 2 - Conventional Morality Stage 3 (third person perspective): • Intermediate level of moral reasoning – Mutual interpersonal expectations, relationships, and conformity – Wants to be seen as a good person by others and self. – Not only tries to please authority figures by following rules, but also tries to live up to Golden Rule expectations in interactions with relatives and friends – Seeks to maintain mutual relationships by showing concern about others and displaying virtues such as trust, respect, and gratitude.
Level 2 - Conventional Morality (cont’d) • Stage 4 (most middle school and many high school students) – Social system and consciences maintenance – Perspectives broadens • from concern about reactions of immediate others • to a concern about upholding the social order, welfare of others or society • Everyone has responsibility to keep the system as a whole, following its rules • Laws are to be upheld except in cases where they conflict with other fixed social duties
Level 3: Postconventional and Principled Morality • Stage 5 – Prior rights, social contract and utility – Sense of obligation to fulfill the social contract, – but emphasis moves from obeying laws to upholding the basic rights, values, legal contracts of one’s society. – Laws should be rooted in concern about achievement greatest good for the people – Recognition that the moral and legal points of view are different and – sometimes conflict, creating confusion about what is right when such conflicts occur.
Level 3: Postconventional and Principled Morality (cont’d) • Stage 6 – Universal ethical principles – Moral thinking is guided by commitment to universal moral principles ( justice, equality of human rights, respect for the dignity of individuals – Particular laws are considered valid – Followed to the extent that they rest on these principles – But the principles take precedence when there is conflict
Kohlberg's Dilemma http: //en. wikipedia. org/wiki/Kohlberg's_stages_of_moral_development#Examples_of_applied_moral_dilemmas • • • A woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to produce. He paid $200 for the radium and charged $2, 000 for a small dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $ 1, 000, which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said, "No, I discovered the drug and I'm going to make money from it. " So Heinz got desperate and broke into the man's store to steal the drug for his wife. Should Heinz have broken into the laboratory to steal the drug for his wife? Why or why not?
http: //en. wikipedia. org/wiki/Kohlberg's_stages_of_moral_development#Examples_of_applied_moral_dilemmas • Stage one (obedience): – Heinz should not steal the medicine because he will consequently be put in prison which will mean he is a bad person. – Or: Heinz should steal the medicine because it is only worth $200 and not how much the druggist wanted for it; Heinz had even offered to pay for it and was not stealing anything else.
• Stage two (self-interest): – Heinz should steal the medicine because he will be much happier if he saves his wife, even if he will have to serve a prison sentence. – Or: Heinz should not steal the medicine because prison is an awful place, and he would probably languish over a jail cell more than his wife's death.
• Stage three (conformity): – Heinz should steal the medicine because his wife expects it; he wants to be a good husband. – Or: Heinz should not steal the drug because stealing is bad and he is not a criminal; – he tried to do everything he could without breaking the law, you cannot blame him.
• Stage four (law-and-order): – Heinz should not steal the medicine because the law prohibits stealing, making it illegal. – Or: Heinz should steal the drug for his wife but also take the prescribed punishment for the crime as well as paying the druggist what he is owed. – Criminals cannot just run around without regard for the law; actions have consequences.
• Stage five (human rights): – Heinz should steal the medicine because everyone has a right to choose life, regardless of the law. – Or: Heinz should not steal the medicine because the scientist has a right to fair compensation. Even if his wife is sick, it does not make his actions right.
• Stage six (universal human ethics): – Heinz should steal the medicine, because saving a human life is a more fundamental value than the property rights of another person. – Or: Heinz should not steal the medicine, because others may need the medicine just as badly, and their lives are equally significant.
• Carol Gilligan (1982) – Subjects in the stories are male. – Men and women are different but equally moral – Men: • speak more of rights • View dilemmas as conflicts of rights between individuals • Searching for general principles that can be applied to any moral dilemma • Conventional men stage 4 – Women: • • • speak more of responsibilities Tend to stress resolutions Concern, attachment, avoiding hurting others Concentrate on particular situations, relationships, caring Conventional women Stage 3
Parenting Style • Authoritative patenting: – – – warm, responsive, attentive, patient, sensitive to child’s needs Reasonable demands from the child Consistently explains and Encourages the child to express feelings, thoughts, and desires Permits the child to make decisions based on her/his readiness • Authoritarian parenting: – – – – cold, rejecting, degrading Makes many demands, Uses punishment Uses psychological control, withdraws love Makes decisions for the child Rarely listens to child’s view Because I said so! Do what I say!
Cont’d • Permissive parenting: – Warm, overindulgent or inattentive – Makes a few or no demands – Permits the child to make decisions before the child is ready • Uninvolved patenting: – – Emotionally detached Makes few or no demands Indifferent to the child’s decision making or his views neglect
Peer Aggression • Hostile aggression: intentional harm • Over aggression: threats, physical attacks (bullies) • Relational aggression: social relations
Self-concept & Self-esteem • Self-concept: – – knowledge and beliefs about themselves Cognitive structure ( belief that you are a good basketball player) Belief who you are More specific concepts • • Non academic: Social relations, physical appearance, academic self concepts: in math, etc… Situations specific in adults Young Children Middle, later school years, more self conscious (Elkind’s imagery audience) Average schools vs. high achieving schools (Big Fish Little Pond Effect) Boy scout example • Self-esteem: – affective reaction (feeling good about your basketball skills) – evaluative judgment of self worth
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