Erikerikson

ERIK HOMBURGER ERIKSON Birth and Death: Erik Erikson was born on June 15, 1902. Died May 12, 1994.

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Childhood: • Erik Erikson was born in Frankfurt, Germany. • His father, a Danish man, abandoned the family before he was born. His young, Jewish mother later married a physician, Dr. Theodor Homburger. • A degree of uncertainty about personal identity and direction apparently characterized Erik's childhood and early adult years - not surprisingly given his circumstances which reflected and perhaps helped inspire his life work. • His interest in identity developed early based upon his own experiences in school. At his temple school, the other children teased him for being Nordic because he was tall, blonde, and blue-eyed. At grammar school, he was rejected because of his Jewish background. 2

FREUD Psychosexual Development ERIKSON

PSYCHOSOCIAL Development His developmental theory of the "Eight Stages of Man" was unique in that it covered the entire lifespan rather than childhood and adolescent development. 3

Erikson’s Theory •

Erik Erikson was a follower of Sigmund Freud who broke with his teacher over the fundamental point of what motivates or drives human behavior. • For Freud it was biology or more specifically the biological instincts of life and aggression. • For Erikson, who was not trained in biology and/or the medical sciences (unlike Freud and many of his contemporaries), the most important force driving human behavior and the development of personality was social interaction. 4

EPIGENETIC PRINCIPLE “ Anything that grows has a grand plan and…. out of this grand plan the parts arise, each part having its time of special ascendancy, until all parts have arisen to form the functioning whole”

-Erikson There Is A Natural, Predetermined Order To Development.

Each person develops through a sequence of stages that emerge in

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At each stage a person is confronted with a CRISIS that must be resolved. Each crisis is represented by a healthy versus an unhealthy resolution that can be represented as polar opposites on a straight line. Trust---------------------------------------------------------Mistrust

A person’s social environment has an extremely important effect on how each crisis is resolved! 6

Ego Identity • One of the main elements of Erikson’s psychosocial stage theory is the development of ego identity. • Ego identity is the conscious sense of self that we develop through social interaction. • According to Erikson, our ego identity is constantly changing due to new experience and information we acquire in our daily interactions with others. 7

Ego Strength/ Quality • Each stage in Erikson’s theory is concerned with becoming competent in an area of life. • If the stage is handled well, the person will feel a sense of mastery, which he sometimes referred to as ego strength or ego quality. • If the stage is managed poorly, the person will emerge with a sense of inadequacy.. 8

Conflict

• In each stage, Erikson believed people experience a conflict that serves as a turning point in development. 9

• During each period of life the person has a vulnerability for a specific psychological crisis or issue. 10

All of the issues are present throughout life. That is, we all deal with them throughout life, but we are particularly vulnerable at certain times. 11

 During each of the psychological crisis, the child either successfully deals with the issue (has a positive resolution) or doesn’t (has a negative outcome).  Each stage involves a crisis of two opposing emotional forces. A helpful term used by Erikson for these opposing forces is 'contrary dispositions'.

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• Erikson used the words 'syntonic' for the first-listed 'positive' disposition in each crisis (e.g., Trust) and 'dystonic' for the second-listed 'negative' disposition (e.g., Mistrust). To signify the opposing or conflicting relationship between each pair of forces or dispositions. • Successfully passing through each crisis involves 'achieving' a healthy ratio or balance between the two opposing dispositions that represent each crisis. • Erikson called these successful balanced outcomes 'Basic Virtues' or 'Basic Strengths'. 13

• Where a person passes unsuccessfully through a psychosocial crisis stage they develop a tendency towards one or other of the opposing forces which then becomes a behavioural tendency, or even a mental problem. • Erikson called an extreme tendency towards the syntonic (first disposition) a 'maladapation', and he identified specific words to represent the maladapation at each stage. • He called an extreme tendency towards the dystonic (second disposition) a 'malignancy', and again he identified specific words to represent the malignancy at each stage. 14

Psychosocial Stages of Personality Development • 8 successive stages over the lifespan. • Addresses biological, social, situational, personal influences.

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THE STAGES 8. Integrity vs. Despair 7. Generativity vs. Stagnation 6. Intimacy vs. Isolation 5. Identity vs. Role Confusion (Diffusion) 4. Industry vs. Inferiority 3. Initiative vs. Guilt 2. Autonomy vs. Shame 1. Trust vs. Mistrust 16

COMPARISON OF STAGES FREU D

ERIKSON

• Genital

5. Identity vs. Role Diffusion

• Latency

4. Industry vs. Inferiority

• Oedipal

3. Initiative vs. guilt

• Anal

2. Autonomy vs. Shame & Doubt

• Oral

1. Trust vs. Mistrust 17

ERIKSON’S ADULT STAGES 8. Integrity vs. Despair 7. Generativity vs. Stagnation (self-absorption) 6. Intimacy vs. Isolation

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Stage 1: Basic Trust vs. Mistrust • • • •

Birth to 18 months Totally dependent on others Caregiver meets needs: child develops trust Caregiver does not meet needs: child develops mistrust • Basic strength: Hope – Belief our desires will be satisfied – Feeling of confidence 20

Stage 2: Autonomy vs. Shame and Doubt • Ages 18 months -3 yrs • Child able to exercise some degree of choice • Child’s independence is thwarted: child develops feelings of self-doubt, shame in dealing with others • Basic Strength: Will – Determination to exercise freedom of choice in face of society’s demands 21

Stage 3: Initiative vs. Guilt • Ages 3-5 • Child expresses desire to take initiative in activities. • Parents punish child for initiative: child develops feelings of guilt that will affect self-directed activity throughout life • Basic strength: Purpose – Courage to envision and pursue goals 22

Stage 4: Industriousness vs. Inferiority • Ages 6-11 • Child develops cognitive abilities to enable in task completion (school work, play) • Parents/teachers do not support child’s efforts: child develops feelings of inferiority and inadequacy • Basic strength: Competence – Exertion of skill and intelligence in pursuing and completing tasks 23

• Stages 1-4 – Largely determined by others (parents, teachers) • Stages 5-8 – Individual has more control over environment – Individual responsibility for crisis resolution in each stage 24

Stage 5: Identity vs. Role Confusion • Ages 12-18 • Form ego identity: self-image • Strong sense of identity: face adulthood with certainty and confidence • Identity crisis: confusion of ego identity • Basic strength: Fidelity – Emerges from cohesive ego identity – Sincerity, genuineness, sense of duty in relationships with others 25

Stage 6: Intimacy vs. Isolation • Ages 18-35 (approximately) • Undertake productive work and establish intimate relationships • Inability to establish intimacy leads to social isolation • Basic strength: Love – Mutual devotion in a shared identity – Fusing of oneself with another person 26

Stage 7: Generativity vs. Stagnation • Ages 35-55 (approximately) • Generativity: Active involvement in teaching/guiding the next generation • Stagnation involves not seeking outlets for generativity • Basic strength: Care – Broad concern for others – Need to teach others 27

Stage 8: Ego Integrity vs. Despair • • • • •

Ages 55+ Evaluation of entire life Integrity: Look back with satisfaction Despair: Review with anger, frustration Basic strength: Wisdom – Detached concern with the whole of life

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STAGE AND AGE 8. Integrity vs. Despair

Old age (55/65-death)

7. Generativity vs. Stagnation

Adulthood(35-55/65)

6. Intimacy vs. Isolation

20s (18-35)

5. Identity vs. Role Diffusion

12-18 (approx.)

4. Industry vs. Inferiority

6-12 (approx.)

3. Initiative vs. Guilt

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2. Autonomy vs. Shame

18 months-3

1. Trust vs. Mistrust

0-18 months 29

SIGNIFICANT RELATIONS 8. Integrity vs. Despair

humankind (my kind)

7. Generativity vs. Stagnation

divided labor, shared household

6. Intimacy vs. Isolation

partners: friends, sex, competition, cooperation

5. Identity vs. Role Diffusion

peer and other groups

4. Industry vs. Inferiority

neighborhood, school

3. Initiative vs. Guilt

basic family

2. Autonomy vs. Shame

parental persons

1. Trust vs. Mistrust

maternal person 30

GOALS OF EACH STAGE Stage

Ideal Achievement

8. Integrity vs. Despair 7. Generativity vs. Stagnation 6. Intimacy vs. Isolation 5. Identity vs. Role Diffusion 4. Industry vs. Inferiority 3. Initiative vs. Guilt 2. Autonomy vs. Shame 1. Trust vs. Mistrust

Wisdom, Inner peace Care Love Fidelity Competence Purpose Will Power Hope 31

Erik son 's crisis Erikson's stages

Fr eud ia n life s tag e / rela tion ship s / issu es Psychosocial Stages Summary Chart sta ges

1. Tr ust v Mistr ust

Or al

bas ic vir tue and str en gth s

ma lad apta tion / ma lig nanc y

in fa nt / mother / feed in g an d bein g comf or ted , teethin g, s leep in g

Hop e and Drive

Sen so ry D isto rt ion / With drawal

An al

tod dler / paren ts / bo dily fu nction s, toilet tr ain in g, mus cula r c on tr ol, walk in g

Willp ow er an d Self -Con tr ol

Imp ul sivity / Com puls ion

Pha llic

pres chool / fa mily / exp lor ation and disc over y, adven tu re an d play

Pu rpos e an d Dir ec tio n

Ru thle ssn ess / Inhibition

La ten cy

schoolc hild / scho ol, te ac hers, fr ien ds, neig hbou rhood / achievem en t and acc omp lishmen t

Co mp eten ce an d Method

Nar row Vi rt uos ity / Iner tia

5. Ide ntity v Role Co nf usion

Pu ber ty and Gen ita li ty

ado lesc en t / peer s, group s, in flu en ces / res olvin g id en tity an d dir ecti on , bec omin g a g rown -u p

Fid elity a nd Devotion

Fa naticis m / Rep udi ation

6. Intima cy v Isola tion

(Gen ita l ity)

Lov e an d Aff iliation

Pr om isc uit y / Exc lus ivity

7. Gen er ativit y v Sta gnation

you ng ad ult / love rs , f rien ds, wo rk con nec tion s / intim ate re lation ship s, wor k a nd soc ia l lif e

n/a

mi d-a dult / child ren , c om mu nity / 'g iv in g ba ck ', help in g, co ntr ib utin g

Ca re an d Pr odu ction

Over exten si on / Rej ec tivity

n/a

la te ad ult / so ciety, the wor ld, life / me an in g and p urpose , lif e ac hievem en ts

Wisd om an d Ren unci ation

Pr esu mp tion /32 Disdain

2. Aut on omy v Sham e & Doubt 3. Initiative v Guilt 4. Indus try v Infer io ri ty

8. Integ rity v

Assessment in Erikson’s Theory • Psychohistorical Analysis – Application of lifespan theory to lives of historical figures • Psychological Tests: – Instruments based on crises in stages 33

Research in Erikson’s Theory • Trust – Early strong bonds with mother later were more curious, sociable and popular

• Identity – Strong identity associated with greater cognitive and emotional functioning in college students – Crisis may begin later than age 12 – Continuing process over the lifespan 34

Research in Erikson’s Theory • Generativity – Evokes need to feel closer to others – Correlated with extraversion, openness to new experiences – Likely to be involved in community, social relationships

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Research in Erikson’s Theory • Maturity – High ego integrity: spent much time reviewing their lives

• Ethnic Identity – Ethnic minorities: ethnic identity significant factor in determining sense of self

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Contributions of Erikson • Personality develops throughout the lifetime • Identity crisis in adolescence • Impact of social, cultural, personal and situational forces in forming personality 37

Criticisms of Erikson • Ambiguous terms and concepts • Lack of precision – Some terms are not easily measured empirically

• Experiences in stage may only apply to males • Identity crisis may only apply to those affluent enough to explore identities 38

Conclusion

• Erikson’s 8-stage model of the human life cycle identifies particular goals, challenges and concerns at each stage of life. According to Erikson, the environment in which a child lives is crucial to providing growth. It is relevant to modern life from several different perspectives, for understanding and explaining how personality and behavior develop in people. • The idea that humans continue to change and develop throughout their lives and personality is not exclusively found during early childhood years is a very optimistic one. It is certainly a view that greatly assists encouraging oneself and others to see the future as an opportunity for positive change and development, instead of looking back with shame and regret. • Everyone can change and grow, no matter what has happened before. And as ever, understanding why we are like we are-gaining meaningful self awareness-is always a useful and important step forward. Erikson’s theory along with many other concepts helps to enable this meaningful understanding and personal growth. Given the modern pressures on family, relationships and society, and the quest for personal development and fulfillment, Erikson’s ideas are probably more 39 relevant now than ever. 

"Every adult, whether he is a follower or a leader, a member of a mass or of an elite, was once a child. He was once small. A sense of smallness forms a substratum in his mind, ineradicably. His triumphs will be measured against this smallness, his defeats will substantiate it. The questions as to who is bigger and who can do or not do this or that, and to whom—these questions fill the adult's inner life far beyond the necessities and the desirabilities which he understands and for which he plans." Thank you!! - Erik H. Erikson 40