Eriksons Developmental Stages - Coursework Example

? Development through the Lifespan 1st Interview Erikson’s developmental stages: School age (6 to 11 years) Craig David Age:8 years Gender: Male The primary conflict at this stage is industry versus inferiority. At this stage, children learn how to cope with new academic and social demands. Success in this stage will mainly result to a sense of competence; however, failure in this stage leads to feelings of inferiority. During this stage, individuals are able to learn, create, and accomplish multiple skills and knowledge, which in turn, play a critical role in the development of a sense of industry. The sense of inferiority can be linked to frustration occasioned by lack of competence in social and academic realms. David manifests unresolved feelings of inadequacy and inferiority among peers, which presents problems in terms of self-esteem and competency. It is likely that David’s parents, teachers, or peers have awarded him little or no encouragement. I intend to aid David develop self-confidence by awarding praise and attention for undertaking diverse tasks such as writing, reading, solving problems, and drawing. 2nd Interview Erikson’s developmental stages: Adolescence (12 to 18 years) Name: Kelly Jones Age: 15 years Gender: Female The case highlights conflicts encompassing identity versus role confusion in which subjects may be inundated with social relationships. Successful navigation of this stage leads to capability to stay true to oneself; however, failure may lead to role confusion and a weak sense of self. Personal identity best depicts Jones current status, as demonstrated successful exploration of independence and establishment of sense of self. Jones does not manifest confusion or insecurity about self and how she fits in the society. Jones’ strengths lie in the successful establishment of a philosophy of life in terms of ideals, coupled with a strong devotion to friends and causes, based on the outcome of her explorations. Jones manifests success to solve conflicts and come out with a strong identity. Jones appears to values independence, especially decisions centering on vocation, life in general, and sexual orientation. 3rd Case Erikson’s developmental stages: Young adulthood (19 to 40 years) Name: Thomas Jefferson Age: 21 years Gender: Male The primary conflict at this stage entails intimacy versus isolation in which relationships form crucial events. Success navigation of this stage yields to the formation of strong relationships; however, failure at this stage may lead to isolation and loneliness. I have successfully been able to find mutually satisfying relationships, essentially through friends and marriage. Successful negotiation of this stage allows one to experience intimacy on a deep level. Personally, I have successfully been able to form strong relationships, which implies successful navigation of this stage of development. I have not experienced major conflict when forming intimate, loving relationships with others aided by having a fully formed sense of self (anchored during identity versus confusion stage). A strong sense of self contributes to the formation of a committed relationship delinked from emotional isolation, depression, and loneliness. # 1 Human development is essentially a life-long process starting at birth unto death, and at each stage, individuals are mainly in a state of personal evolution. Psychosocial development is also highly influenced by physical growth as the changing brain and body, and the environment mould people’s identity and their relationships with others. Psychosocial theory can be presented as a series of precisely defined, sequential steps in which one stage contributes to the next. Erikson’s theory comprises of eight stages of development, and every stage typified by a diverse conflict that must be resolved (Beckett & Taylor, 2010). The stages, as is the case of the interviewees, highlights efforts that must be validated to ensure that the subjects do not develop a sense of inferiority, given that failure may make people feel inadequate or worthless. Hence, it is essential to recognize and commend efforts so as to foster self confidence. In the first interview, David does not appear to enjoy a sense of pride in his accomplishments; moreover, David does not feel good about what he has achieved, or his capability to attain goals (Shaffer, 2009). The second interview availed insights into the complexities associated with transitioning into adolescence, which can be a stressful period. Adolescents struggle to shape their identity to fit within the society. Feelings on lack of direction may generate role confusion as people struggle to answer the question on one’s identity (Beckett & Taylor, 2010). # 2 According to Erikson, personality development manifests over the whole course of individual’s life as the individual cognitively and biologically matures. Individual’s personality traits come in opposites, whereby most people think of themselves as pessimistic or optimistic, adventurous or cautious, aggressive or passive. Majority of the temperament traits can be regarded as inborn; however, other characteristics such as feelings of inferiority or competence appear to be learned based on the challenges and support that people receive in life. According to Erikson, successful completion of every stage leads to a healthy personality and the attainment of essential virtues that are characteristic strengths that the ego can utilize to resolve subsequent crises. Failure to negotiate a stage successfully can yield to a reduced capability to complete further stages, which in turn, leads to unhealthy personality and/or sense of self. Erikson asserted that the most essential factor in the personality development of individuals hinges on ego identity. In the case of David, increased negative feedback from peers and school may lead to a decline in self-esteem (Sigelman & Rider, 2011). As such, the quality of the social environment is essential as the objective mastery of industry tasks and parents should foster self-discovery, optimism, and organization to ensure a successful stage development. # 3 Both Freud and Erikson stipulated that personality develops in a predetermined order, whereby stages build on each other to the next. This yields to a broad and integrated set of life skills and capabilities that function together; nevertheless, Erikson does not focus on sexual development as Freud did, but rather relates to the manner in which children socialize and how this impacts on their sense of self. In the same way, a Freud, Erikson assumes that crises manifest at every stage of development. The crises are mainly psychosocial in nature since they involve psychological needs of the individuals that conflicts with the societal needs (Shaffer & Kipp, 2010). The two approaches are similar based on orderly sequence and direction; are unique to individuals; present periods of conflict, adaptation, and change; manifest complex, yet predictable patterns; and, are shaped by temperament, heredity, and environment. Erikson’s stages of development are diverse from Freud’s stages of development based on three ways: (1) Contrary to Freud, Erikson placed less significance on the individual’s sexual drive as determining factors in the healthy development. Erikson mainly focused his stages on the establishment and the emergence of sense of identity. (2) Second, contrary to Freud, Erikson suggested that an individual’s sense of identity was not entirely developed during the adolescent stage, but rather continues to develop and evolve throughout a person’s life. Finally, (3) Erikson downplayed the significance of maturation in cognitive development but instead focused on the significance of cultural demands placed on children during certain age transitions in life (Hoare, 2002). # 4 Erikson’s description of my present stage of development (young adulthood) is accurate and reflects an individual’s personality development. Erikson was an optimist and believed that psychoanalysis can respond to and resolves earlier conflicts later in life. Although, most of Erikson’s observations centered on personal observation and intuition, the bulk of his observations were insightful, especially in fostering self-identity (Salkind, 2004). The formation of close relationships and sharing the relationships with others aids in shaping a sense of identity. Initially, I was apprehensive of rejections or being turned down by my partner; nevertheless, I succeeded in making a long-term commitment to others by forming reciprocal relationships and overcoming the fear of rejection. Erikson asserts that every stage of the developing child/adult can be confronted by conflict of opposing forces. Erikson’s perspective has attained a number of worthy ends, especially by emphasizing cultural differences and stressing the development of the ego via identity challenges. The acquisition of skills such as recognition and toleration of anxiety, separating fantasy from reality, setting out goals and priorities, and trusting self and own perception has been critical in sharing personality. References Beckett, C., & Taylor, H. (2010). Human Growth and Development. London: Sage Publications. Beckett, C., & Taylor, H. (2010). Human Growth and Development. London: Sage Publications. Hoare, C. H. (2002). Erikson on development in adulthood: New insights from the unpublished papers. New York: Oxford University Press. Salkind, N. J. (2004). An introduction to theories of human development. Thousand Oaks, Calif: Sage Pub. Shaffer, D. R. (2009). Social and personality development. Australia: Wadsworth/Cengage Learning. Shaffer, D. R., & Kipp, K. (2010). Developmental psychology: Childhood and adolescence. Belmont, CA: Wadsworth Cengage Learning. Sigelman, C. K., & Rider, E. A. (2011). Life-span human development. Belmont, CA: Wadsworth, Cengage Learning. Read More