Psychosocial Theory of Personality
http://www.muskingum.edu/~psych/psycweb/history/erikson.htm
Erik Erikson was a behavior psychologist who developed a very well known theory based on the different stages that humans go through while developing . He believed that Sigmund Freud was on the right track when Freud talked about humans going through stages of development. However, rather that going through psychosexual stages (as Freud believed), Erikson believed that human beings go through psychosocial stages.
Erikson separated the lifespan into eight different psychosocial stages. He believed that personalities develop throughout life and that all separate stages are important. His personality theory is driven by the idea that in each stage an individual is challenged by some experience that will work as a turning point in their lives. The more successfully a person moves through this “turning point” the healthier the development will be. (Erikson, 29)
Eight Stages of Erikson’s Psychosocial Development Theory
1. Mistrust Vs. Trust (infancy) –In this stage a child learns to depend on others or on no one. Becuase an infant is completely dependent on the care and capability of their caregiver, this is where a child learns that the world is either good or bad. Example: A baby that is abandoned at an orphanage where 20 other babies are being taken care of will most likely learn to be self-dependent. At first the child will follow its instincts and cry when it needs comfort, but after a while (when the child does not receive comfort from a caregiver) the child will begin to hold their arms around themselves and rock from side to side. This act becomes a comforting mechanism, and instead on relying on outside comfort (and crying for attention), the baby with soothe themself. In the future this child will most likely develop attachment issues, making it difficult for him/her to trust anyone but themself.
2. Autonomy Vs. Shame and Doubt (1 to 3 years old)- In this stage a child gains self-awareness and independence. Example: Many children begin potty training in this time frame. Potty training is a way many children learn how to control their bodies. This allows for self-awareness to develop, creating the idea that they are their own person, and in charge of their own actions. Many times, if a child does not successfully go through potty training ideas of self-doubt and shame will form, creating potential for low self-esteem and a negative self-concept later in life.
3. Initiative Vs. Guilt (3 to 5 years old)- In this stage a child will normally learn basic social behaviors such as how to make friends, or share toys. In this stage a child will learn how to make proper decisions. Example: Normally a child at this age will start attending preschool. While there, they have to learn how to make friends, and play nicely with others using their imaginations. If a child does not acquire these basic skills they may lack general initiative, and have self-doubt. On the other hand, a child who loves to start new games and play with others feels capable and comfortable in their own skin.
4. Industry Vs. Inferiority (6 years old to puberty)- In this stage a child will learn to be productive. It is in their elementary school years when they learn to focus on their intellectual abilities and obtaining knowledge. Example: If a child going into first grade learns very quickly how to spell site words. This child will feel like they are smart and able to keep up with the class. However, if a child entering first grade has many problems with memorizing how to spell site words they may begin to feel discouraged and inferior to their peers who are doing well.
5. Identity Vs. Identity Confusion (10-20 years of age)- In this stage a child will take on the role of an adolescent. It is the stage in which an adolescent will discover his or her personal self. An adolescent will do this in a number of ways by pursuing different goals or interest (trying out for the school play, or joining the chess team). At the end of this stage an adolescent will either have a firm healthy identity or become confused with who they are and what they want out of life. Example: A freshman joins the school soccer team with the goal of becoming a varsity player. After two years of hard work the coach finally lets him/her play varsity. This adolescent will hopefully emerge from this experience, not only a good soccer player, but also with a healthy self-image that enables them to create new goals and work for them. Also this good experience may encourage them to become a college soccer player or a coach someday, giving them an identity of their own.
6. Intimacy Vs. Isolation (20s and 30s) – In this stage young adults explore deeper relationships with other people. Example- College students and young adults are often at that stage in life in which they start looking for someone to spend the rest of their life with. They date around, but this dating is different then the kind they experienced as adolescents. This dating is meant to be on a deeper level, and creating intimacy between two people. If a young adult does not pursue or find someone in whom they can connect on a deeper level, they often become isolated from society, discouraged and alone.
7. Generativity Vs. Stagnation (40s and 50s) - In this stage, Erikson believes middle-aged adults feel a need to improve or help the younger generation. Example: Middle-aged adults often tend to the needs of their families. They have children and want to be involved in their lives. Often times they focus on being successful in their career choice in order to provide for their family and children. If they are successful, middle-aged adults often feel they have contributed to the next generation and are useful. If they are not, middle-aged adults often feel unimportant and uninvolved.
8. Integrity Vs. Despair (60s till death)- In this stage a person reflects on his/her own life. They look back and personally evaluate if their life was something worthwhile. Example: A man who looks back on his life and smiles will often feel integrity. While a man who looks back and sees that he has done nothing he originally planned to do or feels he has done nothing to contribute to society will most likely fall into a state of despair.
Through these eight stages, Erikson feels, people not only develop, but create a life. If one stage fails to end positively, Erikson believes, the rest of the stages that follow may end badly as well. For example, if a man does not fully discover his identity as an adolescent, it may be very difficult for him to find intimacy as a young adult. (Stangor, 2011) (Jackson, 2011)
Click Here for sources cited.
Erikson separated the lifespan into eight different psychosocial stages. He believed that personalities develop throughout life and that all separate stages are important. His personality theory is driven by the idea that in each stage an individual is challenged by some experience that will work as a turning point in their lives. The more successfully a person moves through this “turning point” the healthier the development will be. (Erikson, 29)
Eight Stages of Erikson’s Psychosocial Development Theory
1. Mistrust Vs. Trust (infancy) –In this stage a child learns to depend on others or on no one. Becuase an infant is completely dependent on the care and capability of their caregiver, this is where a child learns that the world is either good or bad. Example: A baby that is abandoned at an orphanage where 20 other babies are being taken care of will most likely learn to be self-dependent. At first the child will follow its instincts and cry when it needs comfort, but after a while (when the child does not receive comfort from a caregiver) the child will begin to hold their arms around themselves and rock from side to side. This act becomes a comforting mechanism, and instead on relying on outside comfort (and crying for attention), the baby with soothe themself. In the future this child will most likely develop attachment issues, making it difficult for him/her to trust anyone but themself.
2. Autonomy Vs. Shame and Doubt (1 to 3 years old)- In this stage a child gains self-awareness and independence. Example: Many children begin potty training in this time frame. Potty training is a way many children learn how to control their bodies. This allows for self-awareness to develop, creating the idea that they are their own person, and in charge of their own actions. Many times, if a child does not successfully go through potty training ideas of self-doubt and shame will form, creating potential for low self-esteem and a negative self-concept later in life.
3. Initiative Vs. Guilt (3 to 5 years old)- In this stage a child will normally learn basic social behaviors such as how to make friends, or share toys. In this stage a child will learn how to make proper decisions. Example: Normally a child at this age will start attending preschool. While there, they have to learn how to make friends, and play nicely with others using their imaginations. If a child does not acquire these basic skills they may lack general initiative, and have self-doubt. On the other hand, a child who loves to start new games and play with others feels capable and comfortable in their own skin.
4. Industry Vs. Inferiority (6 years old to puberty)- In this stage a child will learn to be productive. It is in their elementary school years when they learn to focus on their intellectual abilities and obtaining knowledge. Example: If a child going into first grade learns very quickly how to spell site words. This child will feel like they are smart and able to keep up with the class. However, if a child entering first grade has many problems with memorizing how to spell site words they may begin to feel discouraged and inferior to their peers who are doing well.
5. Identity Vs. Identity Confusion (10-20 years of age)- In this stage a child will take on the role of an adolescent. It is the stage in which an adolescent will discover his or her personal self. An adolescent will do this in a number of ways by pursuing different goals or interest (trying out for the school play, or joining the chess team). At the end of this stage an adolescent will either have a firm healthy identity or become confused with who they are and what they want out of life. Example: A freshman joins the school soccer team with the goal of becoming a varsity player. After two years of hard work the coach finally lets him/her play varsity. This adolescent will hopefully emerge from this experience, not only a good soccer player, but also with a healthy self-image that enables them to create new goals and work for them. Also this good experience may encourage them to become a college soccer player or a coach someday, giving them an identity of their own.
6. Intimacy Vs. Isolation (20s and 30s) – In this stage young adults explore deeper relationships with other people. Example- College students and young adults are often at that stage in life in which they start looking for someone to spend the rest of their life with. They date around, but this dating is different then the kind they experienced as adolescents. This dating is meant to be on a deeper level, and creating intimacy between two people. If a young adult does not pursue or find someone in whom they can connect on a deeper level, they often become isolated from society, discouraged and alone.
7. Generativity Vs. Stagnation (40s and 50s) - In this stage, Erikson believes middle-aged adults feel a need to improve or help the younger generation. Example: Middle-aged adults often tend to the needs of their families. They have children and want to be involved in their lives. Often times they focus on being successful in their career choice in order to provide for their family and children. If they are successful, middle-aged adults often feel they have contributed to the next generation and are useful. If they are not, middle-aged adults often feel unimportant and uninvolved.
8. Integrity Vs. Despair (60s till death)- In this stage a person reflects on his/her own life. They look back and personally evaluate if their life was something worthwhile. Example: A man who looks back on his life and smiles will often feel integrity. While a man who looks back and sees that he has done nothing he originally planned to do or feels he has done nothing to contribute to society will most likely fall into a state of despair.
Through these eight stages, Erikson feels, people not only develop, but create a life. If one stage fails to end positively, Erikson believes, the rest of the stages that follow may end badly as well. For example, if a man does not fully discover his identity as an adolescent, it may be very difficult for him to find intimacy as a young adult. (Stangor, 2011) (Jackson, 2011)
Click Here for sources cited.
Theory Applied in the Classroom
http://guardianscholars.ucr.edu/studentlife/Pages/default.aspx
As a middle school teacher it is important to understand these stages of development. While it is obviously important that a teacher understands the Identity Vs. Identity Confusion stage of Erikson’s theory, it is also very important that a teacher understands the stages that come before the adolescent stage. These stages affect how students not only preform in class, but also, how well they will continue through the adolescent stage.
If a Social Studies teacher notices that one of her students consistently does not partake in class discussions, shies away from group work, and almost never communicates with anyone else in the class, she should ask to talk to the student. She will probably assume that they are shy and very introverted, but she also maybe be concerned that the student has not successfully transitioned through some of Erikson’s stages (such as Stage 2, or Stage 3). The teacher will probably try to encourage the student to express himself or herself more, but she may also try to understand why the student is so resistant in partaking in class activities. In order to persuade him/her to get more involved, she may create a group project where the students have to create a movie displaying what family life was like during different eras throughout history. She may then assign each group member a role (director, writer, actor, etc.). In this case she may assign the student who tried to hide in the corner the part of the director. This way the other students in the group have to listen to him/her. Making that student in charge of a group may promote self-esteem and help them get more involved in class. (1.3/2.3/5.1)
A History teacher with an adequate knowledge of Erikson’s fifth stage (Identity Vs. Identity Confusion) knows it is important to encourage students in their dreams and goals. A History teacher can do this by teaching the students about numerous successful people who started in not-so-go circumstances. She can teach about Abraham Lincoln loosing nine different elections before his success. She can also teach about Oprah Winfrey’s scary childhood. By teaching students, not only about successes, but also about failures a teacher can encourage their students to strive to accomplish their own goals in life no matter what the circumstances. This may also help them accomplish some form of Identity because as a student discovers his/her identity they discover goals they want to pursue. (1.2)
If a Social Studies teacher notices that one of her students consistently does not partake in class discussions, shies away from group work, and almost never communicates with anyone else in the class, she should ask to talk to the student. She will probably assume that they are shy and very introverted, but she also maybe be concerned that the student has not successfully transitioned through some of Erikson’s stages (such as Stage 2, or Stage 3). The teacher will probably try to encourage the student to express himself or herself more, but she may also try to understand why the student is so resistant in partaking in class activities. In order to persuade him/her to get more involved, she may create a group project where the students have to create a movie displaying what family life was like during different eras throughout history. She may then assign each group member a role (director, writer, actor, etc.). In this case she may assign the student who tried to hide in the corner the part of the director. This way the other students in the group have to listen to him/her. Making that student in charge of a group may promote self-esteem and help them get more involved in class. (1.3/2.3/5.1)
A History teacher with an adequate knowledge of Erikson’s fifth stage (Identity Vs. Identity Confusion) knows it is important to encourage students in their dreams and goals. A History teacher can do this by teaching the students about numerous successful people who started in not-so-go circumstances. She can teach about Abraham Lincoln loosing nine different elections before his success. She can also teach about Oprah Winfrey’s scary childhood. By teaching students, not only about successes, but also about failures a teacher can encourage their students to strive to accomplish their own goals in life no matter what the circumstances. This may also help them accomplish some form of Identity because as a student discovers his/her identity they discover goals they want to pursue. (1.2)