Erik EriksonErik Erikson

Amber SteeleAmber SteeleBrianne Boesiger Brianne Boesiger

Theory of Psychosocial Theory of Psychosocial DevelopmentDevelopment

Erik Erikson

1902 - 1994

Timeline- The Early Years

1902- Born in Frankfurt, Germany

1911- Is adopted by step-father Theodor Homburger

1919- Begins travels throughout Europe

Timeline- Young Adulthood

1927- Becomes teacher at Hietzing School in Vienna

1928- Studies child psychology with Anna Freud

1930- Marries Joan Serson, a dance teacher at the school

Timeline- Career

1933- Emigrates to US

1939- Becomes US citizen

1960- Begins teaching at Harvard

Erikson’s Psychosocial TheoryErikson’s Psychosocial Theory

8 Stages of man 8 Stages of man

Each stage includes:Each stage includes:

Significant relationshipSignificant relationship

Psychosocial crisisPsychosocial crisis

Potential positive or negative outcome Potential positive or negative outcome

Disagreement on ages of stages, even among Disagreement on ages of stages, even among contemporariescontemporaries

The Eight StagesThe Eight Stages

Stage 1- InfancyStage 1- Infancy- 0-1½ years0-1½ years- Maternal personsMaternal persons- Trust vs. MistrustTrust vs. Mistrust

+ + Hope, driveHope, drive- Sensory distortion, withdrawal- Sensory distortion, withdrawal

Stage 2- Early ChildhoodStage 2- Early Childhood- 1- 3 years- 1- 3 years- Parental persons- Parental persons- Autonomy vs. Shame and Doubt- Autonomy vs. Shame and Doubt

+ Will power, self control+ Will power, self control - Impulsivity, compulsivity- Impulsivity, compulsivity

The Eight StagesThe Eight StagesStage 3- Pre-schoolStage 3- Pre-school- 3-6 years3-6 years- Family Family - Initiative vs. GuiltInitiative vs. Guilt

+ + Purpose, directionPurpose, direction- Ruthless, inhibition Ruthless, inhibition

Stage 4- School childStage 4- School child- 6-12 years6-12 years- Neighborhood, school, familyNeighborhood, school, family- Industry vs. inferiorityIndustry vs. inferiority

+ + Competence, initiationCompetence, initiation- Narrow character, low motivationNarrow character, low motivation

The Eight StagesThe Eight StagesStage 5- AdolescentStage 5- Adolescent- 12-20 years12-20 years- Peer group Peer group - Identity vs. role confusionIdentity vs. role confusion

+ + Self certainty, fidelitySelf certainty, fidelity- Withdrawal, fanaticismWithdrawal, fanaticism

– Experimentation of different roles to find one Experimentation of different roles to find one most suitable or comfortablemost suitable or comfortable

– Assimilating morals learned as a child to ethnics Assimilating morals learned as a child to ethnics needed as adults (ChildStudy.net)needed as adults (ChildStudy.net)

““Who am Who am I?”I?”

The Eight StagesThe Eight StagesStage 6- Young adulthoodStage 6- Young adulthood- Friends, co-workers, sexual partnersFriends, co-workers, sexual partners- Intimacy vs. isolationIntimacy vs. isolation

Stage 7- Middle adulthoodStage 7- Middle adulthood- Family (partner, children), Family (partner, children), communitycommunity- Generosity vs. self absorptionGenerosity vs. self absorption

Stage 8- Late adulthoodStage 8- Late adulthood- Society, the world communitySociety, the world community- Integrity vs. despairIntegrity vs. despair

Application of Erikson’s TheoryApplication of Erikson’s Theory

Stage 4 (school age)Stage 4 (school age)– Hands on projectsHands on projects– Increasing influenceIncreasing influence

Encourage sense of accomplishment and self Encourage sense of accomplishment and self worthworth

Finding the natural talents of individualsFinding the natural talents of individuals

Stressing the importance of individual successStressing the importance of individual success

Application of Erikson’s TheoryApplication of Erikson’s Theory

Stage 5 (adolescence) Stage 5 (adolescence)

– Seek leadership/ inspirationSeek leadership/ inspiration– Understanding of distractionsUnderstanding of distractions

Not belittling adolescence idealsNot belittling adolescence ideals

– Experimentation requires acceptance Experimentation requires acceptance – Sense of samenessSense of sameness

Encouragement of natural individual talentsEncouragement of natural individual talents

Critics

Doubted his academic integrity

Questioned the stage theory as opposed to continuous development

Said that his theory is more applicable to boys than to girls

Complain that more attention is paid to infancy and childhood than to adult life

Questions

What about those adults who rediscover themselves and develop a different understanding of their lives due to life's changes and experiences?

Is it possible for an individual to change throughout life?

How can his theory be applicable to the changing environment of today?

References References http://www.alanchapman.com/erik_erikson_psychosocial_theory.htm

http://www.childdevelopmentinfo.com/development/erickson.shtml

http://childstudy.net/erikson.php

http://webspace.ship.edu/cgboer/erikson.html

http://www.nndb.com/people/151/000097857/

http://www.nytimes.com/books/99/08/22/specials/erikson-obit.html

http://www.phillwebb.net/History/TwentiethCentury/Continental/Psychoanalysis/Erikson/Erickson.htm

http://www.nytimes.com/books/99/08/22/specials/erikson.html

http://education.stateuniversity.com/pages/1960/Erikson-Erik-1902-1994.htmlhttp://education.stateuniversity.com/pages/1960/Erikson-Erik-1902-1994.html

Educational Psychology: Theory and PracticeEducational Psychology: Theory and Practice