Eriksons psychosocial theory Dr K A Korb University

Erikson’s psychosocial theory Dr. K. A. Korb University of Jos

Erikson • Father abandoned before born. • Irregular work in Europe without an identity. • Took a job as a teacher for children of Freud’s patients. • Trained in psychoanalysis (i. e. Freud). • Took name as Erikson (son of himself) symbolizing full attainment of sense of identity. Dr. K. A. Korb University of Jos

Psychosocial Development • Psychosocial: Development of self in relationship to society – Psycho: Mental processes – Social: Relating to society • Developmental changes in behavior result from the interaction between internal drives and cultural demands – Psychosocial development is culturally relative: • Children in all cultures go through the same sequence of stages, but each culture has its own way of directing the child’s behavior • Social demands change within each culture over time Dr. K. A. Korb University of Jos

Erikson’s Stages of Psychosocial Development • Maturation and culture’s expectations create eight crises that the individual must resolve for healthy development – Cultural demands change as a child ages • Development continues throughout the lifespan – Main goal in life is the search for identity • Identity: Understanding and accepting one’s self and society • Eight psychosocial stages throughout the lifespan influences identity Dr. K. A. Korb University of Jos

Erikson’s Stages of Psychosocial Development • Each stage is characterized by a crisis – Crisis: a psychosocial challenge that presents opportunities for development – Positive resolution of crisis leads to growth but negative resolution (or no resolution) leads to maladjustment • Positive resolution: Constructive orientation toward future events related to that conflict • Negative resolution: Problems resolving future crises Dr. K. A. Korb University of Jos

Erikson’s Stages of Psychosocial Development Stage Age Crisis (years) Infancy 0 -1 Trust vs. Mistrust* Early Childhood 2 -3 Autonomy vs. Shame & Doubt Preschool 3 -5 Initiative vs. Guilt School Age 6 -11 Industry vs. Inferiority Adolescence 12 -20 Identity vs. Role Confusion* Young Adults Mid-20 s Intimacy vs. Isolation* Adulthood 25 -60 Generativity vs. Stagnation* Old Age 60+ Ego Integrity vs. Despair Dr. K. A. Korb University of Jos

Stage 1: Trust vs. Mistrust Age: 0 -1 years Primary Event: Feeding • Newborns cannot meet their own needs – Have to trust that their mother meets their needs – Trust: Essential trustfulness of others and sense of one’s own trustworthiness • Positive Resolution: Trust in the world based on basic needs being met • Parents’ Role: Provide warmth and responsiveness to child’s needs to foster a secure attachment Dr. K. A. Korb University of Jos

Age: 2 -3 years Primary Event: Toilet Training Stage 2: Autonomy vs. Shame and Doubt • Failing at toilet training leads to shame and doubt in abilities • Autonomy: Determination to exercise free will • Shame and doubt about one’s self-control and independence results if: – Trust crisis was not resolved – Toilet training was too harsh – Child’s will is broken by over-controlling parents • Positive Resolution: Development of self-confidence based on encouragement and limit setting • Parents’ Role: Balance the child’s desire for autonomy and parent’s need to control the child’s behavior Dr. K. A. Korb University of Jos

Age: 3 -5 years Primary Event: Independence Stage 3: Initiative vs. Guilt • Initiative: Actively seek to impose sense of will on surroundings • Must learn balance between acting and controlling impulses • Guilt results if initiative frequently leads to punishment or disapproval • Positive Resolution: Explore the environment with a sense of purpose • Parents’ Role: Support the child’s initiative in appropriate situations Dr. K. A. Korb University of Jos

Age: 6 -11 years Primary Event: School Stage 4: Industry vs. Inferiority • Industry: Doing things that others value • Successful experiences give sense of industry, competence, and mastery – Unsuccessful experiences leads to feelings of inadequacy, inferiority, and no self-worth • Positive Resolution: Productive work, success experiences, and understanding of progress • Parents’ Role: Help children participate in activities where they are successful Dr. K. A. Korb University of Jos

Age: 12 -20 years Primary Event: Peer Relationships Stage 5: Identity vs. Role Confusion • Identity: Integrated sense of self – Answering: Who am I? – Integrate beliefs in politics, religion, career, life purpose, family, etc. • Identity crisis is the most significant conflict • Role confusion: Inability to integrate beliefs, leaving a fragmented personality • Positive Resolution: Strong sense of identity and plans for the future • Parents’ Role: Help the child learn about options for their identity Dr. K. A. Korb University of Jos

James Marcia’s Identity States Committed to Identity? Searching for Identity? Yes No Yes Identity Achievement Identity Foreclosure No Identity Moratorium Identity Diffusion Dr. K. A. Korb University of Jos

Age: mid-20 s Primary Event: Loving Relationships Stage 6: Intimacy vs. Isolation • Intimacy: Close committed relationship with someone – Identity is necessary for intimacy with others • Positive Resolution: Ability to self-disclose with another person Dr. K. A. Korb University of Jos

Age: 25 -60 years Primary Event: Parenting Stage 7: Generativity vs. Stagnation • Generativity: Desire to create things in the world that will outlive you • Stagnation: Self-absorption • Positive Resolution: Acts of caring beyond the self Dr. K. A. Korb University of Jos

Age: 60+ years Primary Event: Reflection on Life Stage 8: Ego Integrity vs. Despair • Ego Integrity: View that one’s life has had meaning and acceptance of one’s choices. • Despair: Regret for what one has or has not done with their life • Positive Resolution: Satisfaction about the past Dr. K. A. Korb University of Jos

Comparing Developmental Theories Active/Passive Nature/Nurture Stage/Continuous Piaget Active Both Stage Information Processing Active Both Sociocultural Active Both Continuous Neo-Piagetians Active Both Stage Social Learning Both Nurture Continuous Psychosocial Passive Both Stage Attachment Ecological Systems Dr. K. A. Korb University of Jos

Critique of Psychosocial Theory • Strengths – One of first developmental theories to focus on development across the lifespan – Logical progression of life stages • Weakness – The theory does not explain why development occurs Dr. K. A. Korb University of Jos

Implications for Education • Importance of early relationships with caregivers • Illustrates the significance of successful experiences in school • Explains that children of different ages have different social needs Dr. K. A. Korb University of Jos

Revision • Describe Erikson’s eight stages. • Explain what a teacher/parent can do to support development in each of the childhood stages Dr. K. A. Korb University of Jos