Developmental psychology
Erick Erickson and the Eight Stages of Man
A theorist from my understanding is a person who considers given facts and comes up with a possible explanation for events is called or knowing as a theorist. A theorist would normally spend his or her life trying to prove a theory that they came up with and to publish it to the world. A theorist develops ideas about the explanation for events. (https://www.vocabulary.com/dictionary/theorist)
Erick Erickson was a theorist who was born in 1950 and died in 1963, he discusses the psychosocial stages. Erickson's ideas where greatly influenced by Freud, going along with Freud's theory regarding the structure and topography of personality. According to Erickson the ego develops as it resolves crisis that are distinctly social in nature. These involve establishing a sense of trust in others, developing a sense of identity in society and helping the next generation prepare for the future.
Erickson proposed a lifespan of development, taking in five stages up to the age of eighteen and a further three stages well into adulthood. Erickson suggests that there is still plenty of room for continued development throughout a person's life. Erickson puts a great deal of emphasis on the adolescent period, feeling it is a crucial stage for developing a person's identity. Erickson's theory of psychosocial development has eight distinct stages, he assumes that a crisis occurs at each stage of development. These crises are of a psychosocial nature because they involve psychological needs of the individual conflicting with the needs of society
According to the theory, successful completion of each stage results in a healthy personality and the acquisition of basic virtues. Basic virtues are characteristic strengths which the ego can use to resolve subsequent crises. Failure to successfully complete a stage can result in a reduced ability to complete further stages and therefore a more unhealthy personality and sense of self. These stages can be resolved successfully at a later time.
Psychosocial stages
1 Trust vs mistrust Hope Infancy (0 to 1)
2 Autonomy vs shame Will Early childhood (1to 3)
3 Initiative vs guilt Purpose Play Age (3 to 5)
4 Industry vs inferiority Competency School Age (5 to 12)
5 Ego identity vs Role confusion Fidelity Adolescence (12 to 18)
6 Intimacy vs isolation Love Young Adult (18 to 40)
7 Generativity vs stagnation Care Adult hood (40 to 65)
8 Ego integrity vs despair Wisdom Maturity (65+)
(McLeod, S. A. 2013)
Trust Vs Mistrust
During the first year of life an infant is unsure about the world they life in. To resolve these feelings of uncertainty the infant looks towards their carer for stability and consistency of care. If the infant is receiving consistent care the infant will develop a sense of trust which will be carried with them through other relationships, and will be able to feel safe even when threatened.
Success in this stage will lead to the virtue of hope, the infant can have hope that a new crises occurs. Failing to acquire the virtue of hope will lead to the development of fear. If the care for the infant has been bad and unreliable then the infant will then develop a sense of mistrust. The infant will then carry this sense of mistrust with them through other relationships which could lead to anxiety, heightened insecurities and the feeling of mistrust in the world.
Autonomy vs. Shame and Doubt
During this stage the child is developing physically and becoming more mobile. Between the age of 18 months and 3 years children begin to assert their independence, by walking on their own, putting on clothes and shoes by themselves and picking which toy they want to play with etc.
The child discovers that he or she is developing many skills and abilities by putting on shoes and playing with toys etc. These skills illustrate the child's sense of independence and autonomy. Erickson states that is important for parents to allow children to explore their limits of their abilities within and encouraging environment. (Erikson, E. H. 1950)
A delicate balance is required from the parent. They must try not to do everything for the child but if the child fails at a particular task they must not criticize the child for failures and accidents.
If children in this stage are encouraged and supported in their increased independence, they become more confident and secure in their own ability to survive in the world.
If children are criticised, overly controlled, or not given the opportunity to assert themselves, they begin to feel inadequate in their ability to survive, and may then become overly dependent upon others, lack self-esteem, and feel a sense of shame or doubt in their own abilities.
Initiative vs. Guilt
During this stage around the age of 3 and on to the age of 5, children assert themselves more frequently. These are particularly lively, fast developing years in a child's life. According to Bee (1992) it is a 'time of vigor of action and of behaviours that the parents may see as aggressive". (Bee, H. L. (1992).
During this stage the child regularly interacts with other children at school. Central to this stage is play, as it provides children with opportunity to explore their interpersonal skills through activities with others.
Children begin to make up games and plan activities with others. If given this opportunity children develop a sense of initiative and feel secure to lead activities and make decisions.
If this tendency is squelched, either through criticism or control, children develop a sense of guilt. They may feel like a nuisance to others and will therefore remain followers, lacking in self-initiative.
Industry (competence) vs. Inferiority
During this stage children will be learning to read and write and also to do things on their own. Teachers begin to play an important role in the child's life as they are being though specific skills during this stage. At this stage the child's peer group gain greater significance in the child's self-esteem. The child now develops a sense of pride in their accomplishments.
If a child cannot develop these specific skill for whatever reason then the child may develop a sense of inferiority. Some failure may be necessary so the child can feel modesty. A balance between competence and modesty necessary. Success in this stage will lead to the virtue of competence.
Identity vs. Role Confusion
During adolescence the transition from childhood to adulthood is most important. Children are becoming more independent, and begin to look at the future in terms of career, relationships, families, housing, etc.
This is a major stage in development where the child has to learn the roles he will occupy as an adult. It is during this stage that the adolescent will re-examine his identity and try to find out exactly who he or she is. Erikson suggests that two identities are involved: the sexual and the occupational. Erikson, E. H. (1968).
Fidelity is being able to commit yourself to others on the basis of accepting others. During this period, they explore possibilities and begin to form their own identity. Failure to establish a sense of identity within can lead to role confusion. Role confusion involves the individual not being sure about themselves or their place in society.
Intimacy vs. Isolation
Young adults between the ages of 18 to 40 years, they begin to share themselves more intimately with others. They begin to explore long term commitment with someone other than a family member.
If a young adult successfully completes this stage it can lead to a more comfortable relationship and a sense of commitment, safety and care in a relationship.
Failing this sage of intimacy can lead to isolation, loneliness and sometimes depression. If this stage is successful it can lead to the virtue of love.
Generativity vs. Stagnation
During this stage through middle adulthood ages 40 to 65 years, we form our carers, be settled down in a relationship, create our own families and begin to get a sense of being part of the bigger picture.
At this stage in life we would give back to society by raising our children, being productive in work, become involved in our community and organisations.
Ego Integrity vs. Despair
As we grow older (65+ yrs.) and become senior citizens, we tend to slow down our productivity, and explore life as a retired person. It is during this time that we contemplate our accomplishments and are able to develop integrity if we see ourselves as leading a successful life.
Success in this stage will lead to the virtue of wisdom. Wisdom enables a person to look back on their life with a sense of closure and completeness, and also accept death without fear.
(McLeod, S. A. (2013). Erik Erikson. Retrieved from www.simplypsychology.org/Erik-Erikson.html)
How the eight stages of man link into community youth work.
From working as a community youth worker during my placement I have experienced seeing some of these stages in young people's lives. In particular one young person had trust issues and he wouldn't build a strong relationship with anyone as he felt it wouldn't work out. As time went on and it was a couple of months later I got to know this young person better as we would always talk during breaks and I would help him with his school work, but as this young person would feel any comfort or trust with another person he would always say or do something to show that he doesn't care for much as he is afraid to show trust. This all occurred at a young age as this young person's mother was a drug user and he had to live with another family member. His mother always told him from a young age that she would buy a house for the two of them to live in but to this day the young boy still lives with a family member.
' From this day this young person isolates himself from friends and family, he doesn't participate in some of the activities that his school friends take part in and he blames himself for not living with his mother.
' This young person has never committed himself to an intimate relationship with another person as he has issues with trust, commitment, isolation etc.
' This young person has experienced one stage as a young person which slowed down or stopped the development of the remaining stages which has affected his personal and social life dramatically.
References
Gross, R. D., & Humphreys, P. (1992). Psychology: The science of mind and behaviour. London: Hodder & Stoughton.
Erikson, E. H. (Ed.). (1963). Youth: Change and challenge. Basic books.
(McLeod, S. A. (2013). Erik Erikson. Retrieved from www.simplypsychology.org/Erik-Erikson.html)
Erikson, E. H. (1968). Identity: Youth and crisis. New York: Norton.
Erikson, E. H., Paul, I. H., Heider, F., & Gardner, R. W. (1959).Psychological issues (Vol. 1). International Universities Press.
https://www.vocabulary.com/dictionary/theorist