Learning Goal: I will able to explain the various aspects of development in adolescence and...
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Transcript of Learning Goal: I will able to explain the various aspects of development in adolescence and...
Learning Goal: •I will able to explain the various aspects of development in adolescence and adulthood•I will be able to apply theories of development to adolescence and adulthood
Early Years
• went to Vienna to teach - didn’t even have a college degree
• studied psychoanalysis with Freud at the Vienna Psychoanalytic Institute
Early Professional Life
• became a prominent child psychoanalyst (new field)
• moved to U.S. in 1933• Boston’s first child analyst• position at Harvard• taught at Yale’s Institute of
Human Relations• first important book
published in 1950, Child-hood and Society
Later Years
• professor at the University of California
• Returned to Harvard until 1970
• became Sr. consultant in psychiatry, Mt. Zion Hospital, San Francisco
• Died in 1994, age 92
Career Milestones
• was considered most influential psychoanalyst alive
• addressed identity, status of women, developmental crises
• learned from Freud, but expanded theory
Development of Psychosocial Stages
• used psychohistorical method - studied Hitler, Kierkegaard, Gandhi
• used therapy situation to acquire information and check out ideas
• ego identity is main area of concern
• ego is mainly unconscious
• stresses influence of culture and social interaction
• eight stages, each has a negative (crises) and positive pole
Stage I
Trust vs. Mistrust (Hope)Ages 0 to 1 Year Infancy
• infants need to feel cared for and loved
• trust within and without - trust of self as well as others
• rejected children are more fearful, insecure, jealous, aggressive, hostile, isolated - mistrustful
Stage 2
Self-Reliance vs. Self-Doubt (will)
Ages 1 to 3 Years Early Childhood• awareness of emerging
skills develops• need to be taken seriously• positive resolution
includes acceptance of negative feelings - rage, anger, hatred - as well as independence
Stage 3
Initiative vs. Guilt (purpose)Ages 3 to 6 years Preschool Age
• child decides what kind of person to be
• initiative comes with freedom and opportunity to initiate motor play and intellectual pursuits
• guilt comes from being made to feel bad about self-initiated activities and ideas
Stage 4
Industry vs. Inferiority (competence)Ages 6 to 12 Years School Age
• academic tasks: reading, writing, math
• physical tasks: sports, manual dexterity
• social tasks: making friends, following rules, sharing ideas
• industry is orientation toward working, doing, producing
Stage 5Identity vs. Role-Confusion ( fidelity)
Ages 12 to 18 Years Adolescence & Teen• time of psychological and
physiological revolution• firm self-image is formed• must develop strong
identity - sexual, personal• time to select work goals,
career• lack of identity = inability
to progress successfully
Stage 6
Intimacy vs. Isolation (love)Ages 18 to 35 Years Early Adulthood• intimacy is the ability to
care deeply for another person
• the ability to share one’s true feelings
• the ability to give and receive affection
• isolation leads to self-absorption and “social death”
Stage 7
Generativity vs. Stagnation (care)Ages 35 to 55 Middle Age
• become more aware of eventual death
• question life-style, goals choices• motivation to have impact outside
of family• care represents concern for others
and need to give to next generation• stagnation reflects preoccupation
with self only