Erikson’s psychosocial theory

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

2. Erik 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

3. 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

4. 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

5. 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

6. Erikson’s Stages of Psychosocial Development Dr. K. A. Korb University of Jos

7. Age: 0-1 years Primary Event: Feeding Stage 1:Trust vs. Mistrust • 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

8. 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

9. 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

10. 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

11. 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

12. James Marcia’s Identity States Dr. K. A. Korb University of Jos

13. Age: mid-20s 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

14. 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

15. 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

16. Comparing Developmental Theories Dr. K. A. Korb University of Jos

17. 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

18. 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

19. 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