ERIK ERIKSON: PSYCHOSOCIAL DEVELOPMENT

By: Fourth Group Members : 1. Erlin R. Lumbanraja 2. Maria Priscillya Pasaribu 3. Meiva Siahaan 4. Muh. Surya Pohan 5. Neli Siringo-ringo

BIOGRAPHY
born on June 15, 1902 in Frankfurt, Germany
studied art and a variety of languages during his school

years instead of going to college he travelled around Europe, where he kept a journal of all his life experiences along the way after traveling he then went to art school in 1927, where he then began to teach art and other subjects to children of Americans who had come to Vienna for Freudian training after teaching the children in Vienna he then was admitted into the Vienna Psychoanalytic Institute 1933 moved to the United States There he became Bostons first child analyst and received a position at the Harvard Medical school Moved to California to the Center for Advanced Study in the Behavioural Sciences at Palo Alto and later Mount Zion Hospital in San Francisco where he was a clinician and psychiatric consultant

.CONTINUED
Erik Erikson's early work focused chiefly on testing and extending

Freudian theory in relation to the effect of social and cultural factors upon human psychology, in addition he focus more on how society affects childhood and development. 1950 moved to Massachusetts, where he taught and worked for ten years In the same year he wrote his first book, which is said to be his most important one called Childhood and Society, it was in this book he first explained his eight stages theory of human development He also wrote many other books that talked about his interest in humanistic and society perspectives He later retired from clinical practice but did not stop his research and his writing Died on May 12th 1994 at the age of 91

PSYCHOSOCIAL DEVELOPMENT THEORY

Psychosocial development theory is based on eight

stages of development Eriksons theory is based on the idea that development through life is a series of stages which are each defined by a crisis or challenge The early stages provide the foundations for later stages so Erikson says that if a child does not resolve a crisis in a particular stage, they will have problems in later stages For example, if an adolescent does not establish their own identity, they will have difficulty in relationships as an adult

THE STAGES ARE AS FOLLOWS:

Stage 1 Oral Sensory (Trust-Mistrust) Stage 2 Muscular-Anal (Autonomy vs. Shame and Doubt ) Stage 3 Locomator ( Initiative vs. Guilt ) Stage 4 Latency ( Industry vs. Inferiority ) Stage 5 Adolescence ( Identity vs. Role Confusion ) Stage 6 Young Adulthood ( Intimacy vs. Isolation ) Stage 7 Middle Adulthood ( Generativity vs. Stagnation ) Stage 8 Maturity ( Ego Integrity vs. Despair )

STAGE 1 ORAL SENSORY (TRUST VS. MISTRUST)

birth to 1 year (infancy) basic conflict is trust vs.

mistrust the important event is feeding and the important relationship is with the mother the infant must develop a loving, trusting relationship with the mother/caregiver through feeding, teething and comforting failure to resolve this conflict can lead to sensory distortion, and withdrawal

Positive Outcome: Familiarity, comfort, and nourishment are met. Negative Outcome: Children will see the world as unfriendly and unpredictable, they will have trouble developing close relationships. They become suspicious, fearful, and mistrusting of their surroundings.

STAGE 2 MUSCULAR-ANAL (AUTONOMY VS. SHAME AND DOUBT )

age 1 to 3 years (toddler) Basic conflict is autonomy vs.

shame/doubt The important event is toilet training and the important relationship is with the parents The childs energy is directed towards mastering physical skills such as walking, grasping and muscular control The child learns self control but may develop shame, doubt, impulsivity or compulsion if not handled well

Positive Outcome: Children must take more responsibility for their own feeding, toileting, & dressing. Parents must avoid overprotection.

Negative Outcome: If parents set too many limits or too few, children become compulsive about controlling themselves. Fear of losing selfcontrol may fill them with inhibitions, doubt, shame and loss of self-esteem.

STAGE 3 LOCOMATOR ( INITIATIVE VS. GUILT )

age 3 to 6 years (preschool) basic conflict is initiative vs.

guilt the important event is independence and the important relationship is family the child continues to become more assertive in exploration, discovery, adventure and play the child may show too much force in this stage causing feelings of guilt failure to resolve this conflict can lead to ruthlessness and inhibition

Positive Outcome: Children must learn to accept w/o guilt. They must be guilt free when using their imagination. Negative Outcome: When unresolved they become guilt-ridden and repressed. They may become adults who inhibit their impulses and are self-righteously intolerant of others.

STAGE 4 LATENCY ( INDUSTRY VS. INFERIORITY )

age 6 to 12 years (school

age) the basic conflict in this stage is industry vs. inferiority the important event is school and the important relationships are teachers, friends and neighbourhood the child must learn to deal with new skills and develop a sense of achievement and accomplishment failure to do so can create a sense of inferiority, failure and incompetence

Positive Outcome: It is essential for children to discover pleasure in being productive.

Negative Outcome: If they feel inadequate, they may regress to an earlier level of development - lack of self-initiative; if they become too industrious, they may neglect relationships with other people and become workaholics.

STAGE 5 ADOLESCENCE ( IDENTITY VS. ROLUE CONFUSION )

age 12 to 20 years (adolescent) the basic conflict is identity vs. role

confusion the important event is development of peer relationships and the important relationships are peers, groups and social influences The teenager must achieve a sense of identity in occupation, sex roles, politics and religion. In addition, they must resolve their identity and direction. Failure to make these resolutions can lead to the repression of aspects of the individual for the sake of others (fanaticism)

Positive Outcome: Adolescents must make a conscious search for identity.

Negative Outcome: role confusion, feelings of inadequacy, isolation and indecisiveness

STAGE 6 YOUNG ADULTHOOD ( INTIMACY VS. ISOLATION )

age 20 to 40 years the basic conflict in young

adulthood is intimacy vs. isolation the important event is parenting and the important relationships are lovers, friends and work connections in this stage, the individual must develop intimate relationships through work and social life failure to make such connections can lead to promiscuity, exclusivity and isolation

Positive Outcome: The young adult must be willing to be open and committed to another individual.

Negative Outcome: Those unable or unwilling to share themselves with others suffer a sense of loneliness or isolation.

STAGE 7 MIDDLE ADULTHOOD ( GENERATIVITY VS. STAGNATION )

age 40 to 65 years the basic conflict is generativity

vs. stagnation the important event is parenting and the important relationships are with children and the community this stage is based on the idea that each adult must find a way to satisfy, support and contribute to the next generation; it is often thought of as giving back failure to resolve this stage can lead to overextension or rejectivity

Positive Outcome: To have & nurture children and or become involved with future generations.

Negative Outcome: Too much stagnation can result in self-indulgence or even in physical or psychological sickness.

STAGE 8 MATURITY ( EGO INTEGRITY VS. DESPAIR )

age 65 to death the basic conflict is ego

integrity vs. despair the important event is reflection on and acceptance of the individuals life the individual is creating meaning and purpose of ones life and reflecting on life achievements failure to resolve this conflict can create feelings of disdain

Positive Outcome: The adult feels a sense of fulfillment about life and accepts death as an unavoidable reality.
Negative Outcome: : People who do not achieve acceptance are overwhelmed by despair, realizing that time is too short to seek other roads to integrity; past lives are viewed as a series of disappointments, failures and misfortunes.

Stage Infancy (birth to 18 months)

Basic Conflict TRUST VS. MISTRUST

Important Events Outcome Feeding Children develop a sense of trust when caregivers provide reliabilty, care, and affection. A lack of this will lead to mistrust. Children need to develop a sense of personal control over physical skills and a sense of independence. Success leads to feelings of autonomy, failure results in feelings of shame and doubt.

AUTONOMY VS. Early Childhood (2 to SHAME AND Toilet Training 3 years) DOUBT

Preschool (3 to 5 years)

INITIATIVE VS. GUILT

Exploration

Children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt. Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority.

School Age (6 to 11 INDUSTRY VS. years) INFERIORITY

School

Adolescence (12 to 18 years)

IDENTITY VS. ROLE CONFUSION

Teens need to develop a sense of self and personal identity. Success leads Social Relationships to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self.
Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation. Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world. Older adults need to look back on life and feel a sense of fulfillment. Success at this stage leads to feelings of wisdom, while failure results in regret, bitterness, and despair.

Yound Adulthood (19 INTIMACY VS. to 40 years) ISOLATION

Relationships

Middle Adulthood (40 GENERATIVITY Work and to 65 years) VS. STAGNATION Parenthood

EGO INTEGRITY Maturity(65 to death) Reflection on Life VS. DESPAIR