psychosocial

• erik erikson - psychosocial development THEORY
• erik erikson - born in Frankfurt, Germany, in 1902
• erik erikson - •      Died at the age of 92 in 1994
• erik erikson - •      Was influenced by Anna Freud and Sigmund Freud
• erik erikson - Developed a way of looking at personality and a lifespan development.
• erik erikson - He became the first male to practice child psychoanalysis in the Boston area and also served at the Harvard Medical School, Judge Baker Guidance Center, and Harvard’s Psychological Clinic
• erik erikson - worked at Yale’s Institute of Human Relations and as a professor at the Yale School of Medicine
• erik erikson - He worked with the Institute of Child Welfare in California and served on the faculty of the University of California at Berkeley and San Francisco
• erik erikson - finished his professional career with a final stint as a professor of human development at Harvard, while he continued to conduct behavioral research and publish essay
• erik erikson - impacted psychological theories by expanding upon Sigmund Freud’s original five stages of development
• erik erikson - He emphasized that the environment played a major role in self- awareness, adjustment, human development, and identity
• erik erikson - Pioneering the study of the life cycle, Erikson believed that each person progressed through eight stages of development
• Erikson - was interested in how social interaction and relationships played a role in the development and growth of human beings.
• stage 1: INFANCY (BIRTH TO 18 MONTHS)
• stage 1: INFANCY - Basic Conflict                

  Trust vs. Mistrust
• stage 1: INFANCY - Important Events

  •  Feeding
• stage 1: INFANCY - Outcome

  •  During the first stage of psychosocial development, children develop a sense of trust when caregivers provide reliability, care, and affection. A lack of this will lead to mistrust
• stage 1: INFANCY - Virtue

  •  HOPE
• stage 2: early childhood (2 to 3 years)
• stage 2: early childhood - Basic Conflict                

  •  Autonomy vs. Shame and Doubt
• stage 2: early childhood - Important Events

  •  Toilet Training
• stage 2: early childhood - Outcome

  •  Children need to develop sense of personal control over physical skills and a sense of independence. Success during this stage of psychosocial development leads to feelings of autonomy, failure results in feelings of shame and doubt
• stage 2: early childhood - Virtue

  •  WILL
• stage 3: PRESCHOOL (3 to 5 years
• stage 3: PRESCHOOL - Basic Conflict                

  •  Initiative vs. Guilt
• stage 3: PRESCHOOL - Important Events

  •  Exploration
• stage 3: PRESCHOOL - Outcome

  •  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

   
• stage 3: PRESCHOOL - Virtue

  •  PURPOSE
• stage 4: SCHOOL AGE (6 to 11 years)
• stage 4: SCHOOL AGE - Basic Conflict                

  Industry vs. Inferiority
• stage 4: SCHOOL AGE - Important Events

  •  School
• stage 4: SCHOOL AGE - Outcome

  •  Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority
• stage 4: SCHOOL AGE - Virtue

  •  COMPETENCE
• stage 5: ADOLESCENCE (12 to 18 years
• stage 5: ADOLESCENCE - Basic Conflict                

  Identity vs. Role Confusion
• stage 5: ADOLESCENCE - Important Events

  •  Social Relationships
• stage 5: ADOLESCENCE - Outcome

  •  Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self
• stage 5: ADOLESCENCE - Virtue

  •  FIDELITY
• stage 6: YOUNG ADULTHOOD (19 to 40 years
• stage 6: YOUNG ADULTHOOD - Basic Conflict                

  Intimacy vs. Isolation