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2. Overview of Erik Erikson’s Eight Psychosocial Stages of Development • Erikson proposed a series of stages of psychosocial development, during each of which an individual has to establish changing concepts of self and reality. During the “working out” of the psychosocial stages, people must grapple with both positive and negative influences as they strive for self-identity.

3. Erikson believed that personality emerges from a series of inner and outer conflicts, that if resolved, result in a greater sense of self. These crises arise at each of eight stages of life identified by Erikson.

4. Each crisis results in a period of increased vulnerability and heightened potential and can lead to either maladjustment or increased psychic strength.

5. If I was to give you a two week-old baby to watch until next week, what would the baby need from you? • warmth, contact, food, sleep, attention, changing, good hygiene , etc.

6. Erikson’s Eight Psychosocial Stages of Development • 1. Trust vs. Mistrust (birth-18 months) • Infant must form a trusting, loving relationship with caregiver. • Positive Resolution: trust in the world based on basic needs being met. • Primary Event: feeding • Psychosocial Strength: hope • How would you determine experimentally if a 14 month-old had developed a sense of trust? • 60 Minutes in a Chinese orphanage. • Attachment Disorders: can they be reversed?

7. 2. Autonomy vs. Shame(18 months-3 years-old) • Child’s energies directed at physical skills and begins to learn self-control. • Positive Resolution: development of self-confidence based on encouragement and limit setting, without blame for failure to meet demands. • Primary Event: toilet training • Psychosocial Strength: willpower • It is important to protect children from injuring themselves or others.

8. 3. Initiative vs. Guilt(3-6 years-old) • Child becomes more assertive and takes more initiative by exploring new activities and directions. • Positive Resolution: Allowed to explore the environment without criticism or over-protection. • Primary Event: independence • Psychosocial Strength: purpose • Challenge is to maintain a zest for activity and yet understand that not every impulse can be acted upon. • Downtown Mt. Vernon (Shannon, “go Dad, go, go…”)

9. Have any of you ever seen afour year-old run a house? • Young children require consistent, reasonable discipline. They need opportunities to do things for themselves (making beds, getting dressed by themselves, etc.). • Young children also need good role models because they imitate what they hear and see. • (Marissa’s first words, “dang it.”) • Joyce’s colleagues and their seven year-old daughter. • Joan’s daughter in the check-out line.

10. 4. Industry vs. Inferiority(6-12 years) • Dealing with the demands to learn new skills. • Positive Resolution: productive work, success experiences, and understanding of progress. • Primary Event: school • Psychosocial Strength: competence • Be sure to match content with ability in school settings. • “Success without challenge means nothing.” • Child now has to deal with the demands of academics, peers, and parents.

11. When you hear the term “identity crisis”, what images or experiences come to mind for you?

12. 5. Identity vs. Role Confusion (adolescence) • Attempts to achieve identity in gender roles, politics, religion, sexuality, etc. • Positive Resolution: peer acceptance to the answer to the question, “who am I?” • Primary Event: peer relationships • Psychosocial Strength: loyalty • Are people more loyal or less loyal today than they were in the past? • Kids in schools often use the word “fag”. What is a teacher’s responsibility in response to such comments?

13. 6. Intimacy vs. Isolation(young adulthood) • Must develop intimate relationships or suffer feeling of isolation. • How would you define an “intimate relationship?” • Primary Event: loving relationships • Psychosocial Strength: love

14. 7. Generativity vs. Stagnation(middle adulthood) • Concern, thoughts, and support for the next generations. • Positive Resolution: acts of caring beyond the self. • Primary Event: parenting • Psychosocial Strength: care • Describe a person that you would consider to be stagnating.

15. 8. Integrity vs. Despair(late adulthood) • Sense of acceptance of the life lived. • Positive Resolution: satisfaction about the past. • Primary Event: reflection on and acceptance of one’s life. • Psychosocial Strength: wisdom.

16. James Marcia’s Four Statuses for Adolescent Identity • 1. Identity Achievement: after considering realistic options, the individual has made choices and is pursuing them (strong sense of commitment to life choices). • 2. Identity Foreclosure: adolescents who do not experiment with different options, yet commit to the goals, values, and lifestyles of others.

17. 3. Identity Diffusion: when adolescents make no decisions about who they are or what they want to do in life (no direction, confusion) • 4. Identity Moratorium: “identity crisis”; in the midst of struggling with choices (suspension of choices).

18. No Crisis CrisisExperienced Experienced • No • Commitment DIFFUSION MORITORIUM • Made • Commitment FORCLOSURE IDENTITY • Made ACHIEVEMENT

19. Kohlberg’s Stage Theory of Moral Reasoning • Level 1- Preconventional: judgment is based on personal needs and others’ rules. • STAGE 1- Punishment-Obedience Orientation • Rules obeyed to avoid punishment or seek rewards. • STAGE 2- Personal Reward Orientation • “You scratch my back and I’ll scratch yours.”

20. Level 2- Conventional: judgment is based on others’ approval, laws of society, etc. • STAGE 3- Good Boy- Nice Girl Orientation • Good equals “nice”- what pleases others. • STAGE 4- Law and Order Orientation • Laws are absolute, respect authority and social order

21. Level 3- Postconventional: judgment is based on individual conscience. • STAGE 5- Social Contract Orientation • Good equals socially agreed-upon standards of individual rights. • STAGE 6- Universal Ethical Principle Orientation • Abstract concepts of justice, equality and human dignity

22. Problems with Kohlberg’s Theory • Used only male subjects in his studies. • Limitation of moral dilemmas to concepts of justice, fairness, and rights (not many interpersonal relationship dilemmas). Gilligan argues that Kohlberg and Erikson present a view of development that is more appropriate for males than females. Females care less about independence and value loyalty to others. (Is this a stereotype?) • Cultural bias and limitations when generalizing results. • Age and education seem to play a bigger role than gender, with older and better educated subjects scoring higher. • Does moral reasoning always lead to moral action? • (Marissa cheating tape)

23. Task • Create a moral dilemma. Give a response to that dilemma that a person might give at each stage of Kohlberg’s moral reasoning theory.