3 ERIK ERIKSON'S EIGHT STAGES OF PSYCHOSOCIAL DEVELOPMENT (2).pptx

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1. Erikson's 'psychosocial' term is derived from the two source words – namely: psychological - the root , 'psycho' relating to the mind, brain or personality, and social - external relationships and environment. The theory does not refer to individual genetic make-up and its influence on individual development but; The theory is a basis for broad or complex discussion and analysis of personality and behaviour, and also for understanding and for facilitating personal development - of self and others. It describes the impact of social experience across the whole lifespan. Introduction

2. It basically asserts that people experience eight 'psychosocial crisis stages which significantly affect each person's development and personality. Each stage involves a crisis of two opposing emotional forces. These opposing forces are also called 'contrary dispositions'. Each crisis stage relates to a corresponding life stage and its inherent challenges. Successfully passing through each crisis involves 'achieving' a healthy ratio or balance between the two opposing dispositions that represent each crisis. Erikson called these successful balanced outcomes 'Basic Virtues' or 'Basic Strengths Intro Cont…

3. Psychosocial development is not clear-cut and is not irreversible: any previous crisis can effectively revisit anyone, albeit in a different guise, with successful or unsuccessful results. This perhaps helps explain how 'high achievers' can fall from grace, and how 'hopeless failures' can ultimately achieve great things. No-one should become complacent, and there is hope for us all. The transition between stages is 'overlapping'. Crisis stages connect with each other like inter-laced fingers, not like a series of neatly stacked boxes . Intro Cont…

4. People do not suddenly wake up one morning and be in a new life stage. Changes do not happen in regimented clear-cut steps. Changes are graduated, mixed-together and organic. Where a person passes unsuccessfully through a psychosocial crisis stage they develop a tendency towards one or other of the opposing forces, which then becomes a behavioural tendency, or even a mental problem. The following are Erikson’s Stages of Psychosocial Development: Intro Cont…

5. Stage 1: Infancy Trust v Mistrust (0 – 1 year) This is the most fundamental stage in life. Virtue: Hope and Drive The infant is utterly dependent, as such the development of trust is based on the dependability and quality of the child’s caregivers. It develops a healthy balance between trust and mistrust if fed and cared for and not over-indulged or over-protected . Abuse or neglect or cruelty destroy trust and foster mistrust. Mistrust increases a person's resistance to risk-exposure and exploration.

6. Trust v Mistrust Cont... On the other hand, if the infant is insulated from all and any feelings of surprise and normality, or unfailingly indulged, this will create a false sense of trust amounting to sensory distortion, in other words a failure to appreciate reality. Infants who grow up to trust are more able to hope and have faith (drive) that 'things will generally be okay' thereby enabling exposure to risk, a trust in life and self and others, inner resolve and strength in the face of uncertainty and risk. This means that the child develop inner calmness and grounding to face their future.

7. Stage 2: Toddler Autonomy vs Shame and Doubt (2 – 3 years) The child at this stage is trying to a ascertain degree of autonomy while minimizing shame and doubt; This is the level at which the child is or tries to explore and manipulate the environment around him/her; At this stage parent are advised to be tolerant, but firm. The child is trying to develop a sense of self control and self-esteem;

8. Autonomy vs Shame and Doubt Cont… It is at this stage where a child is also developing a sense of shame and doubt depending on how hard the parents restrict their child; A little shame is or can be beneficial in such a way that, as the child develops or grows, he/she can avoid jumping into things without proper consideration of his/her abilities; Without this little shame and doubt, one develops the maladaptive tendency which Erikson calls impulsiveness; When the parents become too strict at this stage, the child will stop pursuing independence since they will be made to believe that they cannot do anything on their own .

9. Too much shame and doubt however can lead to malignancy which Erikson calls compulsiveness Compulsive person feels as if their entire being rides or depends on everything they do or say; Proper positive balance of autonomy and shame and doubts help one to develop the virtue of willpower and determination Autonomy vs Shame and Doubt Cont…

10. Stage 3: Pre-school Initiative vs Guilt (3 – 5 Years) Children experience challenges with the social world. As children develop, they encounter more challenges than they were infants; As such, children develop initiatives to cope with emerging challenges; Those who fail, develop uncomfortable guilt feelings and see themselves as irresponsible or are made to feel anxious; Virtue: Purpose and direction – which are developed by exploring and accepting challenges.

11. Stage 4: School Child Industry vs Inferiority (6 To 12 years) It is still the early stage of elementary school. The stage of wondering how things work and develop interest to finish what they have started; The child develops the capacity for industry while avoiding an excessive sense of inferiority; Children need to cope with new social and academic demands; To them success leads to a sense of competence, while failure results in a feeling of inferiority; Children therefore must tame the imagination and dedicate themselves to education and to learning the social skills their society requires of them. There is a much broader social sphere at this stage.

12. Industry vs inferiority cont…. The parent, family members, teachers, peers and the community contributes to the development of the child; Parents must encourage, teachers must care, peers must accept children of this stage for their good development.

13. STAGE 5: ADOLESCENCE Identity vs. Role Confusion (13-18 years) The individual struggles to discover his of her identity Identity refers to all of the beliefs, ideals, and values that help shape and guide a person's behaviour They try to answer the questions: ‘Who am I?’ and ‘where am I going ?’ Important event: social relationships 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. The teen years are a time of personal exploration.

14. children explore their independence and develop a sense of self; Formation of an identity during this stage becomes critical; For Erikson, this is also the stage where values have to be chosen, beliefs understood and the 'self' explored; If values are imposed rather than chosen by the child herself, they are not internalised and there is a lack of meaning in later life. How are these values chosen? Erikson says that adolescents are often influenced by role models and tend to imitate and hold their values

15. Stage five cont... Those who are able to successfully forge a healthy identity develop a sense of fidelity, which Erikson described as an ability to live by society's standards and expectations; while those who remain confused may feel lost, insecure and unsure of their place in the world; Those who receive proper encouragement and reinforcement through personal exploration will emerge from this stage with a strong sense of self and a feeling of independence and control.

16. Stage 6: Young Adult Intimacy & Solidarity vs. Isolation (19 – 35) Young adult tends to seek companionship and love, they seek intimacy and satisfying relationships; One tends to settle down and start a family Those with poor sense of self, tend to have less committed relationships and are more likely to suffer emotional isolation, loneliness and depression Significant relationship is with marital partners, friends and work connections Maladaptation results to promiscuity;

17. Stage 7: Mid Adulthood Generativity vs. Stagnation (36 – 64 years) Virtue at this stage: Care and production; Question asked: Can I make my life count? 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 of raising a family or working toward the betterment of society, thus generativity . Stagnation - a dissatisfaction with the relative lack of productivity, a situation where person is self-centered and unable or unwilling to help society move forward to develop.

18. 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. Etc. Generativity vs. Stagnation Cont…

19. STAGE 8: Late Adulthood Integrity vs. Despair (65 years and up) The individual is trying to answer the question: ‘‘What is the essence of my existence ?’’ Reflecting on life – one tends to have experience of satisfaction or a sense of failure . This is the time one tends to slow down his/her productivity, and explores life as a retired person.

20. An individual contemplate his/her accomplishments and are able to develop integrity if they see themselves as leading a successful life. I f one sees his/her life as unproductive, he or she feels guilt about their past, or feel that he or she did not accomplish their life goals, he or she becomes dissatisfied with life and develop despair, often leading to depression and hopelessness. Success in this stage will lead to the virtue of wisdom. Wisdom enables a person to look back on their life with a sense of closure and completeness, and also accept death without fear. Integrity vs. Despair cont...

21. Criticism of the theory Erikson did not have much knowledge of cultures and societies other than of his own, and so the universality of his theory can and must be questioned ( Krishnamurti , 2002) . Is better at describing psychosocial development than explaining how and why it occurs. Reflected the personality development of males more than females.

22. RELEVANCE OF THE THEORY TO PPL COURSE The theory is very accessible and relevant to modern life, from several different perspectives, for understanding and explaining how personality and behaviour develops in people. It is useful for teaching, parenting, self-awareness, managing and coaching, dealing with conflict, and generally for understanding self and others. Leaders or policy makers who have successfully managed the stages can ably: take risks and explore new avenues that can improve their organisations. plan to initiate programmes that can bring change and improve their organisation.

23. Work independently with minimal supervision Interact with a cross section of co-workers in an organisation in a quest to achieve organisational goals. Tolerate with other peoples’ viewpoints for the benefit of the organisation. Participate in activities aimed at improving other peoples welfare in the family as well as the community at large. Offer advice to the young people joining the organisation basing on what they have achieved in life. Policy makers make relevant policies Relevance of the theory to PPL course cont…

24. References Journal krishnamutri schools. (2015). Retrieved from: http://www.journal.kfionline.org/ Kendra Cherry (2016). Introduction to Psychosocial Theory. Retrieved from: https://www.verywell.com/kendra-cherry-psychology-expert-2794702 . Adams, R. (2008). Erikson’s Theory of Psychosocial Development. In Salkind , N. J. & Rasmussen, K. (Eds.). Encyclopaedia of Educational Psychology . London: SAGE Publications Inc.