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Erik Erikson

Erik Erikson. 1902 - 1994. 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.

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Erik Erikson

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  1. Erik Erikson 1902 - 1994

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

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

  4. 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, Child-hood and Society

  5. 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

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

  7. 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 socialinteraction • eight stages, each has a negative (crises) and positive pole

  8. Stage ITrust vs. Mistrust (Hope)Ages 0 to 1 Year Infancy • 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

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

  10. 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 self-initiated activities and ideas

  11. Stage 4Industry vs. Inferiority (competence)Ages 6 to 12 Years School Age • 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

  12. Stage 5Identity vs. Role-Confusion ( fidelity)Ages 12 to 18 Years Adolescence & Teen • 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

  13. Stage 6Intimacy vs. Isolation (love)Ages 18 to 35 Years Early Adulthood • 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 self-absorption and “social death”

  14. Stage 7Generativity 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

  15. Stage 8Integrity vs. Despair (wisdom)Ages 55 to 65 to death old age • 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

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