Erick Ericksons Psychosocial Theories of Development - Essay Example

? Erick Erickson’s Psychosocial Theories of Development Introduction Erikson’s psychological development theory is divided into eight distinctive stages. The theory elucidates stages through which a normal and healthy person passes from their childhood to late adulthood. The stages are sequential and successful completion of one builds the next phase. In each stage, one meets challenges that they should confronts. In every stage, one has to create equilibrium between forces arising from biological processes and socio-cultural influences. In the art of making up a balance between these two forces, there arises a psychosocial vacuum. It is from this point of view that Erikson developed his theory. He believed that the ego exists all through a lifetime (Bee, 2009). He also challenged a fellow psychologist, Sigmund Freud, by noting that behavior was not all defensive. In his belief on the enormous influence of culture on behavior, he explained the interaction between the body (physiology), mind (psychology), and culture (ethos) in the process of development. Philosophically, he summed the stages into two important principles; One’s world gets bigger as they grow, and, Failure cumulates along the stages (Bee, 2009). The literature describes Erickson’s eight stages of psychological development. Infancy stage (birth to 18 months) According to Erickson theory of psychological development, first stage occurs from birth to one year or 18 months. This is a fundamental stage for child’s development. At infancy stage, the basic conflict is between trust and mistrust, significant event at this stage is feeding. At this phase, a child develops senses of trust to their parents or caregiver, after they have shown care, reliability, or consistency, and affections. Lack in providing support, care, and reliability; will lead to a child developing senses of mistrust to people surrounding them; the guardians, caregivers, and parents (Crain, 2011). Infants are usually dependent, thus, their development of trust is ultimately based on quality and dependability to their parents or caregivers. In a successful development of child’s trust, she/he will be feeling secure and safe with the world. Caregivers and parents who are emotionally unavailable, inconsistent or unreliable, and rejecting their children, they will lead to the development in feelings of mistrust (Crain, 2011). Therefore, failure of a child to develop trust with their caregiver, will lead to believe that, the world is unpredictable and inconsistent, hence, leading to fear. At the later ages in life, child with trust will have personality of confidence or fearless while those who had mistrust will develop personality of fear. Stage two: Autonomy versus Shame and Doubt It begins from 18 months to 3 years. Mobility of children was focused during development of the theory. The physical development advances, and the child try to press for their independence. Some of the common behaviors noticed are making choices on clothes to wear, picking the toys to play with, and choosing what to eat. A child in this stage tends to be autonomous or independent (Wrightsman, 2010). The child is in dire need of their parent’s support, to avoid experiencing failure. In this process, protection from constant failure and ridicule should be avoided through encouragement. Parents should not criticize their children for accidents, and failures, at the same time, not to perform every task for the child. If self- control is attained without loss of self –esteem, then the child grows will be characterized with will as a virtue. If children are encouraged at this stage, they will become more independent and therefore, autonomy will be achieved. However, if constantly criticized, they begin to feel ashamed of their abilities, thus, developing poor self- esteem and later become doubtful (Kail & Cavanaugh, 2010). Stage three, pre-school (3 to 5 years) At the third stage of psychological development, it occurs between the ages of three to five years. The basic conflict that occurs at the phase is initiative verses guilt. The major and important event that occurs at this point in time is exploration (Kail & Cavanaugh, 2010). Significant relationship at the age is between the child and his or her family members. As a result of exploration, the existential question that a child asks to the family member or people around them include “is it okay or satisfactory if I do this, act or move?” Most of their questions are directed toward exploring their environment (Crain, 2011). For the outcome, child needs to begin to avow or assert power and control over their surrounding and environment. A success plus achievement at this stage will result to a child developing senses in purpose of life. Child who attempt to exert of their control experience and dissatisfaction, this will result in developing senses of guilt. Children who accomplish and attain purposes, they end up developing a better personality which enables them tackle any situation in life. On the other hand, children who develop quilt or failed to attain purpose, will face difficulty in future life, as they will be feeling guilty on any action they undertake. In some instances, which require initiative, children may end up developing undesirable behaviors. This behavior results due to the child’s development in the senses of frustrations because to failure in attaining goals as deliberated, hence, end up engaging in conduct that looks aggressive, overly assertive to their caregivers and ruthless (Wrightsman, 2010). With excess guilt from child, it can slow down their interaction process with others therefore, inhibiting their creativity and innovativeness. It also important to balance between initiative and guilt as it is healthy. School age (latency 6 to 11 years) Stage four of psychological development is also referred as competence. It occurs between the ages of six years and twelve years. The basic conflict for the child at this epoch is industry versus inferiority. The major and important event that occurs at this phase of development is schooling and sporting (Kail & Cavanaugh, 2010). Significant relationship exists between school and their neighbors. One of the existential and significant question is “who can they make it a world of things and world.” At the phase, a child needs to adapt or cope with their academic strains and their new social life. Success of a child in coping and adapting their social and academic stresses will result into a sense of competence. Failure to attain or achieve academic demands and social plea, the will develop the feelings or senses of inferiority. At these stage of development, the teacher plays vital role in child’s growth and development (Morris & Cavanaugh, 2010). If the teacher reinforces and encourages children to own their initiative, they will begin to feel more confident and more industrious, hence increasing their ability to attain their own goals. If child’s initiative is hindered or restricted by both teachers and parents, it will lead to a child developing feelings of inferiority. Feelings of inadequacy will affect the personality of an individual at their older age, they will be feeling lesser, hence, not participate in any decision making process (Crain, 2011). Adolescence (12 to 18 years) Adolescence is the fifth stage of psychological development theory, the virtue of the phase is fidelity. The basic conflict is between identity and role confusion. The significant relationship exists between role model and peers (Kail & Cavanaugh, 2010). The existential question for the teenager is “what I can be and who am I”; their main event is social relationship. An individual tries to cultivate senses of personal identity and self. A successful development of personal identity, results in an individual ability to identify themselves or their true identity. Failure to accomplish, it will result to a person developing senses of self-weakness and role confusion. At this point of age (adolescence), it marks as a transition from childhood to adulthood. Children start to become autonomous as they started focusing on their future life, relationships, housing, and careers. According to Erickson, he stated the teenager will be much uncomfortable with their body changes, this will occur for a short duration as they cope and adjust to changes. Therefore, accomplishments of this phase will results to the virtue or feature of fidelity (Morris & Cavanaugh, 2010). Young adulthood (19 to 40 years) Young adulthood is the sixth stage of psychological development, it occurs between ages of 19 to 40 years. The basic conflict is amid intimacy versus isolation. The main event at this age bracket is romantic relationships, and the virtue is love. An adult will try loving and intimate relationship with other persons. Success in forming a loving and intimate relationship, will lead intimacy and strong affairs. On the other hand, failure to instigate intimate relationship with others will lead to isolation and loneliness (Kail & Cavanaugh, 2010) Middle adulthood (40 to 65 years) Middle adulthood occurs from the ages of 40 to 60 years, and its virtue is care. The basic conflict occurs between generativity and stagnation. The important events at this age are parenthood and work. Their significant relationship exists within their households and working environment. Mature needs to nurture and create things, which will outlast themselves, often developing positive changes, which will benefit other persons, and having children (Morris & Cavanaugh, 2010). Success in nurturing, working, and parenting will lead in development of positives senses or feelings of accomplishments and usefulness in the society. Contrary, failure in working, parenting, and nurturing, will lead to shallow participation in world, hence, stagnation. Therefore, at middle adulthood, an individual establishes their family and careers. Family and careers that are generativity will give or contribute back to the community by bringing up children and be productive in their careers. Maturity (65 years to death) The eighth stage of psychological development is maturity, where the basic conflict exists between ego integrity and despair. The major event is reflection on their entire life. Their important relationship is between “my kind and mankind” (Morris & Cavanaugh, 2010). Maturity has a virtue of wisdom. The older person needs to reflect back in their life to identify their achievement and fulfillments. Success will translate in the senses and feelings of wisdom. Failure in achievements at the entire life will lead to bitterness, regrets, and despair. Therefore, as one age, they tend to be less productive and they thus, explore their life as retiree (Wrightsman, 2010). Conclusion According to Erik Erickson’s psychological development theory, child’s development is predetermined in sequence. He was able to develop eight distinct stage of development, which includes infancy, early childhood, preschool, school age, adolescence, young adulthood, middle adulthood, and maturity. In each stage, an individual brazen out with different challenges, overcoming defy leads to successful achievement of positive personality traits. In each stage, an individual tackles two different conflicts forces, hence ones success or failure will lead them being tagged with one of the conflicting force or trait. References Bee, L. (2009). The developing child (5th Ed.). New York: Harper & Row. Crain, W. C. (2011). Theories of development: concepts and applications. Englewood Cliffs, N.J.: Prentice-Hall. Kail, V. and Cavanaugh, C. (2010). Human development: a life-span view (5th Ed.). Australia: Wadsworth Cengage Learning. Morris, E., Kail, V. and Cavanaugh, C. (2010). Art and lecture outlines for Kail and Cavanaugh's Human development, a life-span view (4th Ed.). Australia: Thomson/Wadsworth. Wrightsman, S. (2010). Adult personality development: theories and concepts. Thousand Oaks, Calif.: Sage Publications. Read More