Stages Of Personality Development Pdf

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1. Stages Of Personality Development Freud
2. Stages Of Personality Development Erikson

Erikson's Psychosocial Stages Summary Chart Erikson's Stages of Psychosocial Development Erik Erikson described development that occurs throughout the lifespan. Learn more in this chart. Erikson believed that personality develops in a series of stages. Unlike Freud's theory of psychosexual stages, Erikson's theory describes the impact of. Erik Erikson’s Psycho-Social Stages of Development Erikson’s eight stages of psychosocial development behaviors that may be associated with healthy and unhealthy expressions of the self’s development and ego boundary growth during Erikson’s first five development and ego boundary growth during Erikson’s first five psychosocial stages.

1. Early experiences play a large role in personality development and continue to influence behavior later in life. • Freud didn’t see psycho-sexual growth continuing during adulthood. Freud developed a theory that described development in terms of a series of psychosexual stages.
2. Personality Development • Psychosexual stages of development • Superego as a result of resolution of the Oedipal/Phallic conflict. – Characterized by changes in libido, shifting location of erogenous zones – Fixations may occur • Personality traits characteristic of a certain stage.
3. For Freud, the first five years of life are decisive for the formation of personality. Each stage of psychosexual development is defined in terms of the mode of reaction of a particular zone of the body. During the first 18 months of life of a new born baby, the mouth works as.
4. As Freud stated, the ego is similar to a battlefield where the 'armies' of the id and the superego continually clash (Freud, 1960, p. The third system of personality is the superego. The superego is the moral part of the personality. It tries to inhibit the impulses of the id, especially sexual and aggressive ones.

Part of a series of articles on
Psychoanalysis
The Interpretation of Dreams(1899) The Psychopathology of Everyday Life(1901) Beyond the Pleasure Principle(1920) The Ego and the Id(1923)

Erikson's stages of psychosocial development, as articulated in the second half of the 20th century by Erik Erikson in collaboration with Joan Erikson,^[1] is a comprehensive psychoanalytic theory that identifies a series of eight stages that a healthy developing individual should pass through from infancy to late adulthood.

Erikson's stage theory characterizes an individual advancing through the eight life stages as a function of negotiating their biological and sociocultural forces. Each stage is characterized by a psychosocial crisis of these two conflicting forces. If an individual does indeed successfully reconcile these forces (favoring the first mentioned attribute in the crisis), they emerge from the stage with the corresponding virtue. For example, if an infant enters into the toddler stage (autonomy vs. shame and doubt) with more trust than mistrust, they carry the virtue of hope into the remaining life stages.^[2] The challenges of stages not successfully completed may be expected to return as problems in the future. However, mastery of a stage is not required to advance to the next stage. The outcome of one stage is not permanent and can be modified by later experiences.^{[citation needed]}

• 1Stages
• 6References

Stages[edit]

Approximate Age	Virtues	Psychosocial crisis[3]	Significant relationship	Existential question[4]	Examples[4]
Infancy Under 2 years	Hope	Trust vs. Mistrust	Mother	Can I trust the world?	Feeding, abandonment
Toddlerhood 2–4 years	Will	Autonomy vs. Shame/Doubt	Parents	Is it okay to be me?	Toilet training, clothing themselves
Early childhood 5–8 years [5]	Purpose	Initiative vs. Guilt	Family	Is it okay for me to do, move, and act?	Exploring, using tools or making art
Middle Childhood 9–12 years [6]	Competence	Industry vs. Inferiority	Neighbors, School	Can I make it in the world of people and things?	School, sports
Adolescence 13–19 years [7]	Fidelity	Identity vs. Role Confusion	Peers, Role Model	Who am I? Who can I be?	Social relationships
Early adulthood 20–39 years [8]	Love	Intimacy vs. Isolation	Friends, Partners	Can I love?	Romantic relationships
Middle Adulthood 40–59 years [9]	Care	Generativity vs. Stagnation	Household, Workmates	Can I make my life count?	Work, parenthood
Late Adulthood 60 and above [10]	Wisdom	Ego Integrity vs. Despair	Mankind, My kind	Is it okay to have been me?	Reflection on life

Hope: trust vs. mistrust (oral-sensory, infancy, under 2 years)[edit]

• Existential Question: Can I Trust the World?

The first stage of Erik Erikson's theory centers around the infant's basic needs being met by the parents and how this interaction leads to trust or mistrust. Trust as defined by Erikson is 'an essential trustfulness of others as well as a fundamental sense of one's own trustworthiness.'^[11] The infant depends on the parents, especially the mother, for sustenance and comfort. The child's relative understanding of world and society comes from the parents and their interaction with the child. A child's first trust is always with the parent or caregiver; whoever that might be, however, the caregiver is secondary whereas the parents are primary in the eyes of the child. If the parents expose the child to warmth, regularity, and dependable affection, the infant's view of the world will be one of trust. Should parents fail to provide a secure environment and to meet the child's basic needs; a sense of mistrust will result.^[12] Development of mistrust can lead to feelings of frustration, suspicion, withdrawal, and a lack of confidence.^[11]

According to Erik Erikson, the major developmental task in infancy is to learn whether or not other people, especially primary caregivers, regularly satisfy basic needs. If caregivers are consistent sources of food, comfort, and affection, an infant learns trust — that others are dependable and reliable. If they are neglectful, or perhaps even abusive, the infant instead learns mistrust — that the world is an undependable, unpredictable, and possibly a dangerous place. While negative, having some experience with mistrust allows the infant to gain an understanding of what constitutes dangerous situations later in life; yet being at the stage of infant or toddler, it is a good idea not to put them in prolonged situations of mistrust: the child's number one needs are to feel safe, comforted, and well cared for.^[12]

Will: autonomy vs. shame/doubt (muscular-anal, toddlerhood, 2–4 years)[edit]

• Existential Question: Is It Okay to Be Me?

As the child gains control over eliminative functions and motor abilities, they begin to explore their surroundings. Parents still provide a strong base of security from which the child can venture out to assert their will. The parents' patience and encouragement helps foster autonomy in the child. Children at this age like to explore the world around them and they are constantly learning about their environment. Caution must be taken at this age while children may explore things that are dangerous to their health and safety.

At this age children develop their first interests. For example, a child who enjoys music may like to play with the radio. Children who enjoy the outdoors may be interested in animals and plants. Highly restrictive parents, however, are more likely to instill in the child a sense of doubt, and reluctance to attempt new challenges. As they gain increased muscular coordination and mobility, toddlers become capable of satisfying some of their own needs. They begin to feed themselves, wash and dress themselves, and use the bathroom.

If caregivers encourage self-sufficient behavior, toddlers develop a sense of autonomy—a sense of being able to handle many problems on their own. But if caregivers demand too much too soon, or refuse to let children perform tasks of which they are capable, or ridicule early attempts at self-sufficiency, children may instead develop shame and doubt about their ability to handle problems.

Purpose: initiative vs. guilt (locomotor-genital, early childhood, 5–8 years)[edit]

• Existential Question: Is it Okay for Me to Do, Move, and Act?

Initiative adds to autonomy the quality of planning, undertaking and attacking a task for the sake of just being active and on the move. The child is learning to master the world around them, learning basic skills and principles of physics. Things fall down, not up. Round things roll. They learn how to zip and tie, count and speak with ease. At this stage, the child wants to begin and complete their own actions for a purpose. Guilt is a confusing new emotion. They may feel guilty over things that logically should not cause guilt. They may feel guilt when this initiative does not produce desired results.

The development of courage and independence are what set preschoolers, ages three to six years of age, apart from other age groups. Young children in this category face the challenge of initiative versus guilt. As described in Bee and Boyd (2004),^[12] the child during this stage faces the complexities of planning and developing a sense of judgment. During this stage, the child learns to take initiative, and prepares for leadership and goal achievement roles. Activities sought out by a child in this stage may include risk-taking behaviors, such as crossing a street alone or riding a bike without a helmet; both these examples involve self-limits.

Within instances requiring initiative, the child may also develop negative behaviors. These negative behaviors are a result of the child developing a sense of frustration for not being able to achieve a goal as planned and may engage in negative behaviors that seem aggressive, ruthless, and overly assertive to parents. Aggressive behaviors, such as throwing objects, hitting, or yelling, are examples of observable behaviors during this stage.

Preschoolers are increasingly able to accomplish tasks on their own and can explore new areas. With this growing independence comes many choices about activities to be pursued. Sometimes children take on projects they can readily accomplish, but at other times they undertake projects that are beyond their capabilities or that interfere with other people's plans and activities. If parents and preschool teachers encourage and support children's efforts, while also helping them make realistic and appropriate choices, children develop initiative—independence in planning and undertaking activities. But if, instead, adults discourage the pursuit of independent activities or dismiss them as silly and bothersome, children develop guilt about their needs and desires.^[13]

Competence: industry vs. inferiority (latency, middle childhood, 9–12 years)[edit]

• Existential Question: Can I Make it in the World of People and Things?

The aim to bring a productive situation to completion gradually supersedes the whims and wishes of play.The fundamentals of technology are developed. The failure to master trust, autonomy, and industrious skills may cause the child to doubt his or her future, leading to shame, guilt, and the experience of defeat and inferiority.^[14]

The child must deal with demands to learn new skills or risk a sense of inferiority, failure, and incompetence.

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'Children at this age are becoming more aware of themselves as individuals.' They work hard at 'being responsible, being good and doing it right.' They are now more reasonable to share and cooperate. Allen and Marotz (2003)^[15] also list some perceptual cognitive developmental traits specific for this age group. Children grasp the concepts of space and time in more logical, practical ways. They gain a better understanding of cause and effect, and of calendar time. At this stage, children are eager to learn and accomplish more complex skills: reading, writing, telling time. They also get to form moral values, recognize cultural and individual differences and are able to manage most of their personal needs and grooming with minimal assistance.^[15] At this stage, children might express their independence by talking back and being disobedient and rebellious.

Erikson viewed the elementary school years as critical for the development of self-confidence. Ideally, elementary school provides many opportunities to achieve the recognition of teachers, parents and peers by producing things—drawing pictures, solving addition problems, writing sentences, and so on. If children are encouraged to make and do things and are then praised for their accomplishments, they begin to demonstrate industry by being diligent, persevering at tasks until completed, and putting work before pleasure. If children are instead ridiculed or punished for their efforts or if they find they are incapable of meeting their teachers' and parents' expectations, they develop feelings of inferiority about their capabilities.^[2]

At this age, children start recognizing their special talents and continue to discover interests as their education improves. They may begin to choose to do more activities to pursue that interest, such as joining a sport if they know they have athletic ability, or joining the band if they are good at music. If not allowed to discover their own talents in their own time, they will develop a sense of lack of motivation, low self-esteem, and lethargy. They may become 'couch potatoes' if they are not allowed to develop interests.

Fidelity: identity vs. role confusion (adolescence, 13–19 years)[edit]

• Existential Question: Who Am I and What Can I Be?

The adolescent is newly concerned with how they appear to others. Superego identity is the accrued confidence that the outer sameness and continuity prepared in the future are matched by the sameness and continuity of one's meaning for oneself, as evidenced in the promise of a career. The ability to settle on a school or occupational identity is pleasant. In later stages of adolescence, the child develops a sense of sexual identity. As they make the transition from childhood to adulthood, adolescents ponder the roles they will play in the adult world. Initially, they are apt to experience some role confusion—mixed ideas and feelings about the specific ways in which they will fit into society—and may experiment with a variety of behaviors and activities (e.g. tinkering with cars, baby-sitting for neighbors, affiliating with certain political or religious groups). Eventually, Erikson proposed, most adolescents achieve a sense of identity regarding who they are and where their lives are headed.

The teenager must achieve identity in occupation, gender roles, politics, and, in some cultures, religion.

Erikson is credited with coining the term 'identity crisis'.^[16]:29 Each stage that came before and that follows has its own 'crisis', but even more so now, for this marks the transition from childhood to adulthood. This passage is necessary because 'Throughout infancy and childhood, a person forms many identifications. But the need for identity in youth is not met by these.'^[17] This turning point in human development seems to be the reconciliation between 'the person one has come to be' and 'the person society expects one to become'. This emerging sense of self will be established by 'forging' past experiences with anticipations of the future. In relation to the eight life stages as a whole, the fifth stage corresponds to the crossroads:

What is unique about the stage of Identity is that it is a special sort of synthesis of earlier stages and a special sort of anticipation of later ones. Youth has a certain unique quality in a person's life; it is a bridge between childhood and adulthood. Youth is a time of radical change—the great body changes accompanying puberty, the ability of the mind to search one's own intentions and the intentions of others, the suddenly sharpened awareness of the roles society has offered for later life.^[16]

Adolescents 'are confronted by the need to re-establish boundaries for themselves and to do this in the face of an often potentially hostile world'.^[18] This is often challenging since commitments are being asked for before particular identity roles have formed. At this point, one is in a state of 'identity confusion', but society normally makes allowances for youth to 'find themselves', and this state is called 'the moratorium':

The problem of adolescence is one of role confusion—a reluctance to commit which may haunt a person into his mature years. Given the right conditions—and Erikson believes these are essentially having enough space and time, a psychosocial moratorium, when a person can freely experiment and explore—what may emerge is a firm sense of identity, an emotional and deep awareness of who they are.^[18]

As in other stages, bio-psycho-social forces are at work. No matter how one has been raised, one's personal ideologies are now chosen for oneself. Often, this leads to conflict with adults over religious and political orientations. Another area where teenagers are deciding for themselves is their career choice, and often parents want to have a decisive say in that role. If society is too insistent, the teenager will acquiesce to external wishes, effectively forcing him or her to ‘foreclose' on experimentation and, therefore, true self-discovery. Once someone settles on a worldview and vocation, will they be able to integrate this aspect of self-definition into a diverse society? According to Erikson, when an adolescent has balanced both perspectives of 'What have I got?' and 'What am I going to do with it?' they have established their identity:^[16]

Dependent on this stage is the ego quality of fidelity—the ability to sustain loyalties freely pledged in spite of the inevitable contradictions and confusions of value systems. (Italics in original)^[18]

Given that the next stage (Intimacy) is often characterized by marriage, many are tempted to cap off the fifth stage at 20 years of age. However, these age ranges are actually quite fluid, especially for the achievement of identity, since it may take many years to become grounded, to identify the object of one's fidelity, to feel that one has 'come of age'. In the biographies Young Man Luther and Gandhi's Truth, Erikson determined that their crises ended at ages 25 and 30, respectively:

Erikson does note that the time of Identity crisis for persons of genius is frequently prolonged. He further notes that in our industrial society, identity formation tends to be long, because it takes us so long to gain the skills needed for adulthood's tasks in our technological world. So… we do not have an exact time span in which to find ourselves. It doesn't happen automatically at eighteen or at twenty-one. A very approximate rule of thumb for our society would put the end somewhere in one's twenties.^[16]

Love: intimacy vs. isolation (early adulthood, 20–39 years)[edit]

• Existential Question: Can I Love?

The Intimacy vs. Isolation conflict is emphasized around the age of 30. At the start of this stage, identity vs. role confusion is coming to an end, though it still lingers at the foundation of the stage (Erikson, 1950). Young adults are still eager to blend their identities with friends. They want to fit in.Erikson believes we are sometimes isolated due to intimacy. We are afraid of rejections such as being turned down or our partners breaking up with us. We are familiar with pain and to some of us rejection is so painful that our egos cannot bear it. Erikson also argues that 'Intimacy has a counterpart: Distantiation: the readiness to isolate and if necessary, to destroy those forces and people whose essence seems dangerous to our own, and whose territory seems to encroach on the extent of one's intimate relations' (1950).

Once people have established their identities, they are ready to make long-term commitments to others. They become capable of forming intimate, reciprocal relationships (e.g. through close friendships or marriage) and willingly make the sacrifices and compromises that such relationships require. If people cannot form these intimate relationships—perhaps because of their own needs—a sense of isolation may result; arousing feelings of darkness and angst.

Care: generativity vs. stagnation (middle adulthood, 40–59 years)[edit]

• Existential Question: Can I Make My Life Count?

Generativity is the concern of guiding the next generation. Socially-valued work and disciplines are expressions of generativity.

The adult stage of generativity has broad application to family, relationships, work, and society. 'Generativity, then is primarily the concern in establishing and guiding the next generation.. the concept is meant to include.. productivity and creativity.'^[19]

During middle age the primary developmental task is one of contributing to society and helping to guide future generations. When a person makes a contribution during this period, perhaps by raising a family or working toward the betterment of society, a sense of generativity—a sense of productivity and accomplishment—results. In contrast, a person who is self-centered and unable or unwilling to help society move forward develops a feeling of stagnation—a dissatisfaction with the relative lack of productivity.

Central tasks of middle adulthood

• Express love through more than sexual contacts.
• Maintain healthy life patterns.
• Develop a sense of unity with mate.
• Help growing and grown children to be responsible adults.
• Relinquish central role in lives of grown children.
• Accept children's mates and friends.
• Create a comfortable home.
• Be proud of accomplishments of self and mate/spouse.
• Reverse roles with aging parents.
• Achieve mature, civic and social responsibility.
• Adjust to physical changes of middle age.
• Use leisure time creatively.

Wisdom: ego integrity vs. despair (late adulthood, 60 years and above)[edit]

• Existential Question: Is it Okay to Have Been Me?

As we grow older and become senior citizens we tend to slow down our productivity and explore life as a retired person. It is during this time that we contemplate our accomplishments and are able to develop integrity if we see ourselves as leading a successful life. If we see our life as unproductive, or feel that we did not accomplish our life goals, we become dissatisfied with life and develop despair, often leading to depression and hopelessness.

The final developmental task is retrospection: people look back on their lives and accomplishments. They develop feelings of contentment and integrity if they believe that they have led a happy, productive life. They may instead develop a sense of despair if they look back on a life of disappointments and unachieved goals.

This stage can occur out of the sequence when an individual feels they are near the end of their life (such as when receiving a terminal disease diagnosis).

Ninth stage[edit]

• Psychosocial Crises: All first eight stages in reverse quotient order

Joan M. Erikson, who married and collaborated with Erik Erikson, added a ninth stage in The Life Cycle Completed: Extended Version.^[20] Living in the ninth stage, she wrote, 'old age in one's eighties and nineties brings with it new demands, reevaluations, and daily difficulties'. Addressing these new challenges requires 'designating a new ninth stage'. Erikson was ninety-three years old when she wrote about the ninth stage.^[21]

Joan Erikson showed that all the eight stages 'are relevant and recurring in the ninth stage'.^[22] In the ninth stage, the psychosocial crises of the eight stages are faced again, but with the quotient order reversed. For example, in the first stage (infancy), the psychosocial crisis was 'Trust vs. Mistrust' with Trust being the 'syntonic quotient' and Mistrust being the 'dystonic'.^[23] Joan Erikson applies the earlier psychosocial crises to the ninth stage as follows:

'Basic Mistrust vs. Trust: Hope'
In the ninth stage, 'elders are forced to mistrust their own capabilities' because one's 'body inevitably weakens'. Yet, Joan Erikson asserts that 'while there is light, there is hope' for a 'bright light and revelation'.^[24]

'Shame and Doubt vs. Autonomy: Will'
Ninth stage elders face the 'shame of lost control' and doubt 'their autonomy over their own bodies'. So it is that 'shame and doubt challenge cherished autonomy'.^[25]

'Inferiority vs. Industry: Competence'
Industry as a 'driving force' that elders once had is gone in the ninth stage. Being incompetent 'because of aging is belittling' and makes elders 'like unhappy small children of great age'.^[26]

'Identity confusion vs. Identity: Fidelity'
Elders experience confusion about their 'existential identity' in the ninth stage and 'a real uncertainty about status and role'.^[27]

'Isolation vs. Intimacy: Love'
In the ninth stage, the 'years of intimacy and love' are often replaced by 'isolation and deprivation'. Relationships become 'overshadowed by new incapacities and dependencies'.^[28]

'Stagnation vs. Generativity: Care'
The generativity in the seventh stage of 'work and family relationships', if it goes satisfactorily, is 'a wonderful time to be alive'. In one's eighties and nineties, there is less energy for generativity or caretaking. Thus, 'a sense of stagnation may well take over'.^[29]

'Despair and Disgust vs. Integrity: Wisdom'
Integrity imposes 'a serious demand on the senses of elders'. Wisdom requires capacities that ninth stage elders 'do not usually have'. The eighth stage includes retrospection that can evoke a 'degree of disgust and despair'. In the ninth stage, introspection is replaced by the attention demanded to one's 'loss of capacities and disintegration'.^[30]

Living in the ninth stage, Joan Erikson expressed confidence that the psychosocial crisis of the ninth stage can be met as in the first stage with the 'basic trust' with which 'we are blessed'.^[31]

Development of post-Freudian theory[edit]

Erikson was a student of Anna Freud,^[32] the daughter of Sigmund Freud, whose psychoanalytic theory and psychosexual stages contributed to the basic outline of the eight stages, at least those concerned with childhood. Namely, the first four of Erikson's life stages correspond to Freud's oral, anal, phallic, and latency phases, respectively. Also, the fifth stage of adolescence is said to parallel the genital stage in psychosexual development:

Although the first three phases are linked to those of the Freudian theory, it can be seen that they are conceived along very different lines. Emphasis is not so much on sexual modes and their consequences as on the ego qualities which emerge from each stages. There is an attempt also to link the sequence of individual development to the broader context of society.^[18]

Erikson saw a dynamic at work throughout life, one that did not stop at adolescence. He also viewed the life stages as a cycle: the end of one generation was the beginning of the next. Seen in its social context, the life stages were linear for an individual but circular for societal development:^[33] Synthogy ivory 1 5 keygen photoshop 2017.

In Freud's view, development is largely complete by adolescence. In contrast, one of Freud's students, Erik Erikson (1902–1994) believed that development continues throughout life. Erikson took the foundation laid by Freud and extended it through adulthood and into late life.^[34]

Criticism[edit]

One major criticism of Erikson’s theory of psychosocial development is that it primarily describes the development of European American males.^[35] Erikson's theory may be questioned as to whether his stages must be regarded as sequential, and only occurring within the age ranges he suggests. There is debate^{[citation needed]} as to whether people only search for identity during the adolescent years or if one stage needs to happen before other stages can be completed. However, Erikson states that each of these processes occur throughout the lifetime in one form or another, and he emphasizes these 'phases' only because it is at these times that the conflicts become most prominent.^[36]

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Most empirical research into Erikson has related to his views on adolescence and attempts to establish identity. His theoretical approach was studied and supported, particularly regarding adolescence, by James E. Marcia.^[37] Marcia's work has distinguished different forms of identity, and there is some empirical evidence that those people who form the most coherent self-concept in adolescence are those who are most able to make intimate attachments in early adulthood. This supports the part of Eriksonian theory, that suggests that those best equipped to resolve the crisis of early adulthood are those who have most successfully resolved the crisis of adolescence.

Mathematical modeling of life stages[edit]

Modern ideas about Erikson's stages of psychosocial development take into account the mathematical mechanisms of epigenetic regulation. Attention is drawn to the Fibonacci sequence, which is described as a timing mechanism for emergent change and hierarchical complexity at multiple levels (e.g., molecules, genes, cell, organ, organ system, organism, behavior, and environment).^[38] Indeed, the genes that are responsible for human growth and development contain proportions based on the Fibonacci numbers.^[39][40]

See also[edit]

References[edit]

1. ^Robert Mcg. Thomas Jr., 'Joan Erikson Is Dead at 95; Shaped Thought on Life Cycles,' New York Times obituary, August 8, 1997. Online at https://www.nytimes.com/1997/08/08/us/joan-erikson-is-dead-at-95-shaped-thought-on-life-cycles.html.
2. ^ ^abCrain, William (2011). Theories of Development: Concepts and Applications (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc. ISBN978-0-205-81046-8.
3. ^'Erikson Tutorial Home Page'. web.cortland.edu.
4. ^ ^abMacnow, Alexander Stone, ed. (2014). MCAT Behavioral Science Review. New York City: Kaplan Publishing. p. 220. ISBN978-1-61865-485-4.
5. ^Human development: a psychological, biological, and sociological approach to the life span: 'III 5–8 (Play Age) Initiative vs. Guilt Family Purpose'.
6. ^Human development: a psychological, biological, and sociological approach to the life span: 'IV 9–12 (School Age) Industry vs. Inferiority Neighborhood, School Competence '.
7. ^Human development: a psychological, biological, and sociological approach to the life span: 'V 13–19 (Adolescence) Identity vs. Identity Confusion Peer Groups Leadership Models Fidelity'.
8. ^Intergenerational Programs: Imperatives, Strategies, Impacts, Trends: 'First, he considers young adulthood (age 20–39) which he describes as the struggle of 'intamacy vs isolation.'.
9. ^Intergenerational Programs: Imperatives, Strategies, Impacts, Trends: 'In Middle adulthood (age 40–59), the conflict of 'generativity vs stagnation' arises'.
10. ^Intergenerational Programs: Imperatives, Strategies, Impacts, Trends: 'Finally, Erikson takes us to the eighth stage of adulthood known as 'later adulthood' (over 60) where development focuses on the integration of life's experiences, on embracing these experiences as inevitable aspects of oneself, and on accepting an orderliness in life and death'.
11. ^ ^ab'Archived copy'. Archived from the original on 2012-11-27. Retrieved 2012-04-16.CS1 maint: Archived copy as title (link)
12. ^ ^abcBee, Helen; Boyd, Denise (March 2009). The Developing Child (12th ed.). Boston, MA: Pearson. ISBN978-0-205-68593-6.
13. ^Axia College Materials (2010)
14. ^'Stages of Social-Emotional Development – Erik Erikson'. childdevelopmentinfo.com. Child Development Institute. Retrieved 8 May 2015.
15. ^ ^abAllen, Eileen; Marotz, Lynn (2003). Developmental Profiles Pre-Birth Through Twelve (4th ed.). Albany, NY: Thomson Delmar Learning. ISBN978-0-7668-3765-2.
16. ^ ^abcdGross, Francis L. (1987). Introducing Erik Erikson: An Invitation to his Thinking. Lanham, MD: University Press of America. p. 47. ISBN0-8191-5788-0.
17. ^Wright, Jr, J. Eugene (1982). Erikson: Identity and Religion. New York, NY: Seabury Press. p. 73. ISBN0-8164-2362-8.
18. ^ ^abcdStevens, Richard (1983). Erik Erikson: An Introduction. New York, NY: St. Martin's Press. pp. 48–50. ISBN978-0-312-25812-2.
19. ^Slater, Charles L. (2003), 'Generativity versus stagnation: An elaboration of erikson's adult stage of human development', Journal of Adult Development, 10 (1): 53–65
20. ^Erik H. Erikson, Joan M. Erikson, The Life Cycle Completed: Extended Version (W. W. Norton, 1998).
21. ^Erik H. Erikson, Joan M. Erikson, The Life Cycle Completed: Extended Version (W. W. Norton, 1998), 4, 105.
22. ^James Mooney, 'Erik Erikson' in Joe L. Kincheloe, Raymond A. Horn, editors, The Praeger Handbook of Education and Psychology, Volume 1 (Praeger, 2007), 78.
23. ^Erik H. Erikson, Joan M. Erikson, The Life Cycle Completed: Extended Version (W. W. Norton, 1998), 106.
24. ^Erik H. Erikson, Joan M. Erikson, The Life Cycle Completed: Extended Version (W. W. Norton, 1998), 106–107.
25. ^Erik H. Erikson, Joan M. Erikson, The Life Cycle Completed: Extended Version (W. W. Norton, 1998), 107–108.
26. ^Erik H. Erikson, Joan M. Erikson, The Life Cycle Completed: Extended Version (W. W. Norton, 1998), 109.
27. ^Erik H. Erikson, Joan M. Erikson, The Life Cycle Completed: Extended Version (W. W. Norton, 1998), 109–110.
28. ^Erik H. Erikson, Joan M. Erikson, The Life Cycle Completed: Extended Version (W. W. Norton, 1998), 110–111.
29. ^Erik H. Erikson, Joan M. Erikson, The Life Cycle Completed: Extended Version (W. W. Norton, 1998), 111–112.
30. ^Erik H. Erikson, Joan M. Erikson, The Life Cycle Completed: Extended Version (W. W. Norton, 1998), 112–113.
31. ^Erik H. Erikson, Joan M. Erikson, The Life Cycle Completed: Extended Version (W. W. Norton, 1998), 112–113.
32. ^Wrightsman, Lawrence S. (1994). Adult Personality Development. Thousand Oaks, CA: Sage Publications, Inc. p. 61. ISBN0-8039-4400-4.
33. ^Erikson, Erik H. (1993) [1950]. Childhood and Society. New York, NY: W. W. Norton & Company. p. 242. ISBN978-0-393-31068-9.
34. ^Kail, Robert V. & Cavanaugh, John C. (2004). Human development: A life-span view (3rd ed.). Belmont, CA: Thomson/Wadsworth. p. 16. ISBN978-0-534-59751-1.
35. ^Gilligan, C. (1982). In a different voice: Psychological theory and women’s psychological development. Harvard University Press.
36. ^Erikson, Erik (1956). 'The problem of ego identity'(pdf). Journal of the American Psychoanalytic Association. 4: 56–121. doi:10.1177/000306515600400104. Retrieved 2012-01-28.
37. ^Marcia, James E. (1966). 'Development and validation of ego identity status'(PDF). Journal of Personality and Social Psychology. 3: 551–558. doi:10.1037/h0023281. PMID5939604. Retrieved 2012-01-28.
38. ^Sacco, R.G. (2013). 'Re-envisaging the eight developmental stages of Erik Erikson: The Fibonacci Life-Chart Method (FLCM)'. Journal of Educational and Developmental Psychology. 3 (1): 140–146. doi:10.5539/jedp.v3n1p140.
39. ^Yamagishi, M. E. B., & Shimabukuro, A. I. (2007). 'Nucleotide Frequencies in Human Genome and Fibonacci Numbers'. Bulletin of Mathematical Biology. 70 (3): 643–653. arXiv:q-bio/0611041. doi:10.1007/s11538-007-9261-6.CS1 maint: Multiple names: authors list (link)
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Sources[edit]

Stages Of Personality Development Freud

Library resources about Erikson's stages of psychosocial development

Publications[edit]

• Erikson, E. (1950). Childhood and society (1st ed.). New York: Norton
• Erikson, Erik H. (1959) Identity and the Life Cycle. New York: International Universities Press.
• Erikson, Erik H. (1968) Identity, Youth and Crisis. New York: Norton.
• Erikson, Erik H. and Joan M. (1997) The Life Cycle Completed: Extended Version. New York: W. W. Norton
• Sheehy, Gail (1976) Passages: Predictable Crises of Adult Life. New York: E. P. Dutton.
• Stevens, Richard (1983) Erik Erikson: An Introduction. New York: St. Martin's.

Retrieved from 'https://en.wikipedia.org/w/index.php?title=Erikson%27s_stages_of_psychosocial_development&oldid=910197907'

The five stages of development are as follows: 1. Oral Stage 2. Anal Stage 3. Genital (Oedipal) Stage 4. Latency Stage 5. Adolescence Stage.

Erikson (1950) believes that personality continues to be moulded throughout the entire lifespan from birth to death. This period has been divided into eight stages by him. Each stage has its characteristic features marked and affected by emotional crisis, particular culture of the person and his interaction with the society of which he is a part.

1. Oral Stage:

This stage expands from zero to one-and-a-half years. During this period mouth is the sensitive zone of the body and the main source of joy and pleasure for the child. How the infant is being cared for by the mother makes the infant trust or mistrusts the world (represented by mother) around him. If his wants are frequently satisfied, he develops trust and believes that the world will take care of him.

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In case of frequent dissatisfaction, mistrust develops leading the infant to believe that the people around him cannot be believed, relied on, and that he is going to lose most of what he wants. After the first six months (sucking period), the remaining one year (biting period) is fairly difficult for the child and mother because of eruption of teeth and weaning. If properly handled, infant’s trust gets reinforced and he develops an in-built and lifelong spring of optimism and hope.

Persons, who had an unpleasant (abandoned, unloved and uncared) babyhood, are likely to find parenthood as burdensome and may express dependent, helpless, abusive behaviour, and angry outbursts i.e., oral character. To such people, caseworker is like parents, who helps the client to verbalise his anger and distrust and later provides emotional support and protective services.

The caseworker has to fill the voids (mistrust) created by the early mother and child relationship. The caseworker presents himself as a trustworthy person, and, as a by-product of this relationship the client starts trusting himself and others, around him.

Care should be taken that the client does not feel deprived at the hands of the caseworker who presents himself as a mothering person to the client. It may be made clear that the feeling of trust or mistrust (task of oral stage) is not totally dependent upon mother-child relationship during oral stage. It continues to be modified, reinforced or impoverished according to the experiences of the client in the subsequent years of life also.

2. Anal Stage:

Towards the end of biting period of oral stage, the child is able to walk, talk, and eat on his own. He can retain or release something that he has. This is true of bowel and bladder function also. He can either retain or release his bowel and bladder contents.

Now, the child no more depends upon the mouth zone for pleasure. He now derives pleasure from bowel and bladder (anal zone) functioning, which entails anxiety because of toilet training by parents. Child is taught where to pass urine and where to go for defecation etc.

In this training of bladder and bowel control, child may develop autonomy, or shame and doubt. The task of anal is to develop autonomy. If the parents are supportive without being overprotective and if the child is allowed to function with some independence, he gains some confidence in his autonomy probably by the age of three and prefers love over hate, cooperation over willfulness, and self-expression over suppression.

Autonomy, thus, overbalances shame and doubt and leads to development of confidence that he can control his functions, and also, to some extent, the people around him. Contrary to this, the child may feel angry, foolish and ashamed if parents criticise his faeces and over-control his bowel and bladder functioning during the training for toilet. Observations of sanskaras convey acceptance to the child and help the parents to train them in appropriate manner.

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The children (with more mistrust and doubt in their share) when adults may need help in accepting failures and imperfection as an inherent part of one’s life. By accepting the client as he is, the caseworker can reduce his feeling of self-hatred and perfectionism. Over-demanding adults or those who express temper tantrums when asked to assume responsibility may need to be helped to control their impulsive acts.

They should be rewarded when they exhibit controls, and one should reinforce their autonomy and independence when exercised. Autonomy and independence are totally different from impulsive acts as these involve rationality and not emotionality.

3. Genital (Oedipal) Stage:

The task for this period is to develop and strengthen initiative, failing which the child develops a strong feeling of guilt. This period extends from 3rd to 6th years of life, i.e., pre-school period. He is now capable of initiating activity, both intellectual as well as motor on his own. How far this initiative is reinforced depends upon how much physical freedom is given to the child and how far his curiosity is satisfied. If he is led to feel bad about his behaviour or his interests, he may grow with a sense of guilt about his self-initiated activities.

Erikson (1950) opines that the child takes first initiative at home when he/she expresses passionate interest in his/her parent of opposite sex. The parents ultimately disappoint him/her. They should try to help the child to identify with the same sex parent, e.g., the girl should be encouraged to identify with mother and the son with the father.

In addition to this initiative, the child also attempts to wrest a place for self in the race of siblings for parents affection. He sees the difference between what he wants and what he is asked to do. This culminates into a clear-cut division between the child’s set of expanded desires and the parental set of restrictions. He gradually “turns these values (restrictions, i.e.,. don’ts) into self-punishment”.

Slowly and gradually, he extracts more initiative from the conflict and grows happily if his initiative gets proper and adequate reinforcement. The caseworker encourages the clients burdened with guilt feelings to take initiative in family as well as in other situations, and works with his social environment to strengthen his capacity to take initiative.

4. Latency Stage:

Stages Of Personality Development Erikson

This stage covers the period from 6 to 11 years, i.e., school age. The child can reason out rationally and can use the tools that adults use. The sexual interests and curiosity (common in genital period) get suppressed till puberty. If encouraged and given opportunity, he gains confidence in his ability to perform and use adult materials. This leads to feeling of industry in him.

When unable to use adult materials, he develops inferiority feelings. Such children may develop problems with peers. They need to be encouraged to interact with classmates and be less dependent upon others.

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If the child has mastered the task of genital period (initiative in place of guilt) he will be able to master the tasks of latency (industry in place of inferiority) also provided he is encouraged to undertake and helped to execute the responsibilities entrusted to him.

5. Adolescence Stage:

This period, regarded as a period of turmoil, usually starts at 12-13 years and can extend up to 18-19 years. The adolescents, during this transitional process from childhood to maturity, behave something like an adult and sometimes like a child. Parents too show their ambivalence to accept them in their new role of an adult in-the-making.

This stage exhibits all the psycho-social characteristics of earlier period and only towards the end, all these get resolved into a new set of role (identity) for the adolescent. In order to develop a personal identity, he becomes fan of some hero, starts following certain ideologies, and tries his luck with opposite sex.

Indecision and confusion are not uncommon in this stage. Identification with a wrong person shall create problems for him. The task of this age is to develop identity, i.e., values, strengths, skills, various roles, limitations, etc., failing which his identity gets diffused and he fails to know how to behave in different situations. He needs to be helped to deal with the physiological, emotional pressures along-with pressures from parents, peers, etc.

Group work is more helpful with problem-adolescents. When showing confusion about their role, they can be helped to emulate the group leader or identify with group worker. Parents can handle adolescents properly if educated adequately about the needs and problems of this age.

Similarly, tasks for young adulthood, adulthood and old age are intimacy vs. isolation, generativity vs. stagnation, and ego-integrity vs. despair. These psycho-analytical concepts are helpful in understanding behaviour of the individuals. Apart from these, there are some other tasks described by some other scholars for each stage which according to them are to be achieved for a normal human development.

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