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NAME: hetytww

CURRICULUM:

TOPIC: IDENTITY

INSTRUCTOR: xvg

IDENTITY

Based on Erickson view, (Erickson 1968) identity can be described in psychological terms such
as:

 Identity formation which employs a process of simultaneous reflection and observation.


 It is a process that takes place on all levels of mental functioning, by which
individuals judges himself in the light of what he perceives.
 Identity consciousness is a process that is always changing and developing.
 It is a process of increasing differentiation and it becomes even more inclusive
grows aware of a widening circle of others significant to him.

Youth Identity

 Erickson said that the ideological structure of the society and the environment becomes
essential to the ego for him to organize his experiences according to its specific and its
expanding involvement.

The three indispensable and ceaseless processes by which man’s existence become and
remain continuous in time and organized in form according to Erickson:

 Biological Process- an organism comes to a hierarchic organization of organ systems


living out its life cycle.
 Social Process- organisms come to be organized in groups which are geographically,
historically, and culturally defined.
 Ego Process- is the organizational principle by which the individual maintains himself as
a coherent personality with a sameness and continuity both in his self-experience and
his actuality for others.

Each of these processes has its own warning signals: pain, anxiety, and panic. They warn of the
danger of organic dysfunction, impairment of ego mastery, and loss of group identity, but each
signal announces a threat to all.

 Identity depends on the support which the young individual receives from the collective
sense of dignity characterizing the social group significant to him, his clan, his nation,
and his culture.

The Development of Identity in the Life Cycle

 Identity is founded on the epigenetic principle which Erickson derived from the growth of
organism in the utero.

Epigenetic principle states that anything that grows has a ground plan, and that out of this
ground plan the parts arise, each part having its time of formation and maturity, until all parts
have arisen to form a functioning whole. This is true for fetal development where each part of
the organism has its critical time of ascendance or danger of defect.

Infancy and Basic Trust

The development of a sense of basic trust in infancy,


 The first stage in the psychosocial life of an individual and the cornerstone to his
vital personality is where the formation of identity starts. When a child is born, he
cuts his symbiotic relationship from his mother and depends only on his oral
faculties of existence.
 In his human infancy, the child meets up with the principal modalities of his
culture. The simplest and earliest of these modalities is to get, not in the sense
of “go and get” but in receiving acceptance what is given.
Early Childhood and the Will to be oneself

 This stage is of significance because here happens a rapid gain in muscular


maturation and verbalization. The highly dependent child begins to experience
his autonomous will: but the child is often unequal to his own self-independence
and parent and child are often at odds the one another. The whole stage
becomes a battle for autonomy

 This stage becomes decisive for the ration between:

 Loving good will and hateful self-insistence


 Cooperation and willfulness
 Self-expression and self-restraint or meek compliance

A sense of self-control without loss of self-esteem is the source of free will. From an
unavoidable sense of loss, of self-control and of parental over control comes a lasting
propensity for doubt and shame.

Childhood and the Anticipation of Roles

 At this stage the child is deeply and exclusively “identified” with his parents, who
appear to him to be powerful and beautiful, although often quite unreasonable,
disagreeable and even more dangerous.
 This stage has three development which may bring about its crisis:
1. The child learns to move around more freely and violently and therefore
establishes a wider and to him, unlimited radius of goals
2. His sense of language becomes perfected to the point where he
understand and ask incessantly about innumerable things often hearing
just enough to understand them thoroughly
3. Both language and locomotion permit him to expand his imagination to so
many roles that he cannot avoid frightening himself has dreamed and
thought up.

The great governor of initiative is conscience. The child now not only feels afraid of being found
out, but he also hears the “inner voice” of self-observation, self-guidance, and self-punishment
which divide him radically within himself; a new powerful estrangement. This is the cornerstone
of morality.

School Age and Task Identification

 Children at this stage attach themselves to teachers and the parents of other
children and they want to watch and imitate people representing occupations
which they can grasp- fireman, policeman, gardener, plumber, baker, teacher,
etc.

Sense of industry- when children need to be left alone in solitary play, or later, in the company
of books and radio, motion picture and television and while all children need their hours and
days of make-believe games, they all sooner or later, become dissatisfied and disgruntled
without a sense of being able to make things and make them well and even perfectly.

 The danger of this stage is the development of an estrangement from himself


and from his tasks- the well-known sense of inferiority.
 The development of a sense of inferiority, the feeling that one will never be “any
good” is a danger which can be minimized by a teacher who knows how to
emphasize what a child can do and who recognizes a psychiatric problem when
he sees one.
 There is another danger to identity development. If the overly conforming child
accept work as the only criterion of worth, sacrificing imagination and playfulness
to readily he may submit to “craft idiocy” i.e. become a slave of his technology
and of his dominant role typology.

Adolescence
 Adolescence is a marked and conscious period, almost of life between childhood
and adulthood.
 It is a time between early school life and his final access to specialized work
brought by technological advance.
 This time he is afraid of being forced into activities in which he would feel
exposed to ridicule and doubt. This can lead into a paradox that he would rather
act-shamelessly in the eyes of his elders out of free choice, than be forced into
activities which would be shameful in his own eyes or in those of his peers.
 Adolescents, not only help one another temporarily through such discomfort by
forming cliques and stereotyping themselves, their ideas, their enemies; but they
also insistently test each other’s capacity for sustaining loyalties in the midst of
inevitable conflicts of values.

Ideology- (Erickson) a social institution which is the guardian of identity.


 Adolescence is thus a vital regenerator in the process of social evolution, for
youth can offer its loyalties and energies both to the conservation of that which
continues to feel true and to the revolutionary correction of that which has list its
regenerative significance.
 Psychosocial strength depends on a total process which regulates individual life
cycles, the sequence of generations, and the structure of society simultaneously
for all three have evolved together.

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