Theory of Psychosocial Development - Assignment Example

? Psychosocial development theory 19 September Introduction Erikson’s theory of psychosocial development uses the pathway of ego maturity in exploring human development. His eight stages of human growth can effectively support advertisements that target specific family members at various life stages. These stages demonstrate that people from each life stage have concerns and challenges that are particular to their age group. As a result, each advertisement should be customized to these stage-specific needs and priorities. Moreover, several articles examined the weaknesses and strengths of this theory. They agreed that the ego is important to human development, but gender issues and social connections are also critical in understanding the pathways to a healthy wellbeing. 1. Psychosocial development asserts that the ego has a decisive role in shaping human development (as cited in Salanova, Llorens, & Schaufeli, 2011, p.187). Erikson argued that the ego behaves autonomously in helping people gain meaning from their experiences and forming stable personality traits (Salanova et al., 2011, p.187). Unlike Freud’s concept of the ego, where it is viewed as the main mediator of conflict between the id and the superego, Erikson believed that the ego performed other complex processes, such as supporting creative thinking, logical thinking, and artistic skills (Salanova et al., 2011, p.187). Psychosocial development stresses that the ego develops continuously across the human lifespan, and that unresolved ego conflicts for each stage hamper the attainment of a happy and fulfilled life (Salanova et al., 2011, p.187). The psychosocial development theory enumerates eight stages of human development. The first stage is called Trust versus Mistrust and covers birth to one year. During this time, children are in the process of developing their trust in others, predominantly their caregivers (Salanova et al., 2011, p.189). When trust is fully developed, children feel secure and confident. Without enough trust, they become restless and distrustful (Salanova et al., 2011, p.189). The second stage is Autonomy versus Shame and Doubt, which includes the ages of one to three years (Salanova et al., 2011, p.189). Children assert their independence by walking away from their caregivers and playing alone. With ample encouragement, they become confident and independent (Salanova et al., 2011, p.189). If overly criticized or restricted, children would develop low self-esteem and become increasingly reliant on others. The third stage is Initiative versus Guilt that starts from three and ends at six years old. Children demand more independence and begin more activities on their own. If they are allowed to start their own activities, they develop their sense of initiative, while a controlling environment would result to guilt (Salanova et al., 2011, p.189). The fourth stage of Erikson’s theory is Industry versus Inferiority, which spans six years to puberty, wherein children develop pride from their efforts (Salanova et al., 2011, p.189). If properly supported, children become industrious. If they were deterred, they would feel inferior and could not attain their full potential (Salanova et al., 2011, p.189). The fifth stage is Identity versus Role Confusion. As young adolescents, they must learn how to be progressively more self-sufficient, as they prepare for managing future careers and relationships (Salanova et al., 2011, p.189). If they cannot form their self-identity by this time, they become confused with their purpose in life (Salanova et al., 2011, p.189). The sixth stage is Intimacy versus Isolation that happens during early adulthood. People share themselves more closely with others, as they establish long-term relationships (Salanova et al., 2011, p.189). If they successfully complete this stage, they feel happiness and success, but if not, they could not develop a strong sense of commitment to others (Salanova et al., 2011, p.189). The seventh stage is Generativity versus Stagnation that spans middle adulthood years. People are starting families, establishing careers, and participating in community activities (Salanova et al., 2011, p.189). Not being able to attain life goals leads to feelings of lack of productivity and stagnation. The eight stage of this theory is Integrity versus Despair. People are already senior citizens and slow down with their activities. If they are happy with their achievements in life, they develop a sense of integrity (Salanova et al., 2011, p.189). If they feel that they have failed, they undergo despair. 2. Two examples of characters that can best represent the stages of each life are Mitch Albom and his professor and friend, Morrie Schwartz, from the book Tuesdays with Morrie. They are the best examples because Mitch represents someone with unresolved ego conflicts, while Morrie has resolved identity conflicts until the eight stage of his life. Mitch is at the seventh stage, Generativity versus Stagnation. He is going through a middle life crisis because he realizes that he has not fully lived yet. 3. Mitch is a successful journalist, and he is popular enough to cover and write about significant sports events. Nevertheless, he feels empty inside, which he unravels only after his Tuesday “classes” with Morrie. For fourteen Tuesdays, Mitch and Morrie discuss the meaning of life and other important human issues. Mitch realizes that he has stagnated as a human being because he has overworked himself. He has detached his identity from people who matters to him, including his wife. Moreover, Mitch does not actively “care” for his community in any real sense. He has failed to develop “generativity” or care for others and future generations. Hence, Mitch feels that he has not contributed meaningfully to his own development, and especially, the development of succeeding generations (Salanova et al., 2011, p.189). Morrie is at the eighth stage, Integrity versus Despair. Ego integrity is the ego’s built up assurance of its capacity for meaning (Salanova et al., 2011, p.189). Morrie looks back at his life and enjoys his achievements. He is not rich in money and fame, but he has enriched his life by giving to others as a sociology professor. One of the most important lessons in this book is giving oneself to the community: “Devote yourself to loving others, devote yourself to your community around you, and devote yourself to creating something that gives you purpose and meaning” (Albom, 1997, p.127). Because Morrie lived with a sense of generativity, he does not feel despair for his death. He is happy and content at the same time. The main point of the book can be summed up as: “Once you learn how to die, you learn how to live” (p.82). Morrie wants Mitch and others to learn that dying is not the end of life. People who made lasting human connections do not truly die. 4. In “Individuation and Attachment in Personality Development: Extending Erikson's Theory,” Franz and White (1985) examined Erikson’s Theory with respect to criticisms of its male-centeredness and focus on individual identity. They assessed each stage of psychosocial development using secondary research. They argued that the psychosocial development theory is incomplete, not because it reflects male experiences and values, but because it does not deal with the role of sex and interpersonal relationships in developing identity. The main weakness of this research is that it did not conduct firsthand research to support its claims. Nevertheless, as a peer-reviewed article, it carries validity through the credentials of the authors and their reviewers and the quality of their resources. Horst (1995) examined gender roles in Erikson’s Psychosocial Development Theory in “Reexamining Gender Issues in Erikson's Stages of Identity and Intimacy.” Like Franz and White (1985), she wanted to understand how gender is represented in Erikson’s development concepts. She used a secondary research approach in answering her research questions. Findings showed that Erikson’s work is sexist to the extent that Erikson and his time have not yet fully examined the uniqueness of women’s development experiences. Nevertheless, Erikson himself is not a sexist because he believed in the ability of women to pursue careers outside their home life. Horst (1995) further argued that there is no need to reorder Erikson’s epigenetic chart because his concepts of intimacy and intimacy are complex enough to include the importance placed by some women on relationships. The author is a credible source of research and analysis because of her knowledge and professional background in psychotherapy. The primary weakness of her research is the lack of empirical data that is collected firsthand because it can increase the support for her explanations and arguments. Culp, Schadle, Robinson, and Culp (2000) studied the relationship between parental involvement and young children’s behaviors in the article “Relationships among Paternal Involvement and Young Children's Perceived Self-Competence and Behavioral Problems.” They used a survey research design. Their study included twenty-five kindergarten and Grade 1 students with a median age of 6.2 years. Findings showed that as mothers perceived more father involvement in childcare, they reported fewer externalizing behaviors, and that more involved fathers reported higher instances of internalizing behavior problems. The authors are credible because most are professors in the field of Human Development and Family Studies, while Schadle is a Child Development Specialist. Their findings cannot be generalized to the entire population because of the small sampling, but they presented valid proof that father involvement is critical to promoting positive behaviors and self-competence. 5. Franz and White (1985) supported the information needed for this research because they asserted the importance of understanding human development from an attachment perspective for adolescents and adults. Horst (1995) provided additional information that proved the role of social relationships for women, which can also be true for men. These articles highlighted the importance of intimate relationships to modern men and women. Culp et al. (2000) provided information that shows how both mothers and fathers value their involvement in raising their families. Their study presents ideas on how people in the Generativity versus Stagnation stage desire a balance between career, family, and personal goals. 6. Franz and White (1985) studied the entire human development continuum. They focused more on the importance of social connections and attachment to adolescents and adults. Horst (1995) also examined all of Erikson’s stages of human development. In particular, she argued that Erikson’s theory can be expanded by including gender issues for each stage. Culp et al. (2000) concentrated on people belonging to the Generativity versus Stagnation stage. During this time, people are grappling with competing work, family, and individual priorities. These are people with young children and want to balance their career and family lives. 7. Franz and White (1985) strengthened Erikson’s theory because they presented additional ideas on how it can be broadened to include attachment concepts during adolescent to adulthood years. They agreed with Erikson that during the middle age stage, people want to care for others and to contribute to the continuity of their cultures and societies. Horst (1995) criticized the lack of feminine insight of Erikson’s theory, but believed that his concepts of intimacy and identity are nuanced enough to include the diverse differences between female and male identities. Culp et al. (2000) strengthened Erikson’s theory because they showed that people in the Generativity versus Stagnation stage desire to develop strong self-esteem and confidence in their children. 8. This paper agrees with the findings of Franz and White (1985) and Horst (1995) that Erikson’s theory should be expanded to include feminine viewpoints and attachment concepts until adulthood. This theory can further be enriched through discussing the role of social relationships in developing healthy identities. In addition, this paper agrees with Culp et al. (2000) that parents in the Generativity versus Stagnation stage want to be fulfilled as individuals, couples, and parents. They must strive to find balance so that they can feel generativity in their lives. Conclusion Erikson’s theory provides important concepts and issues that apply for each age group and which can be used to enhance the relevance of the advertisements. Several articles showed, nevertheless, that his theory can be broadened to include female perspectives and attachment concept during adolescence. People in the adolescent stage might be attracted to ads that focus on establishing human relationships, while avoiding sexist or gender stereotypes. Furthermore, these articles stressed the importance of generativity for people with children. Advertisements to this group should include feelings of caring and nurturing that can be found in their bonding moments with their children in the theme park. Moreover, these advertisements should carefully consider the cultural and contextual factors that will affect their markets’ decision of choosing theme park experiences over other recreation goods and services. References Albom, M. (1997). Tuesdays with Morrie: An old man, a young man, and life’s greatest lesson. New York: Anchor Books. Culp, R.E., Schadle, S., Robinson, L., & Culp, A.M. (2000). Relationships among paternal involvement and young children's perceived self-competence and behavioral problems. Journal of Child & Family Studies, 9 (1), 27-38. Franz, C.E., & White, K.M. (1985). Individuation and attachment in personality development: Extending Erikson's theory. Journal of Personality, 53 (2), 224-257. Horst, E.A. (1995). Reexamining gender issues in Erikson's stages of identity and intimacy. Journal of Counseling & Development, 73 (3), 271-278. Salanova, M., Llorens, S., & Schaufeli, W.B. (2011). Yes, I can, I feel good, and I just do it! On gain cycles and spirals of efficacy beliefs, affect, and engagement. Applied Psychology: An International Review, 60 (2), 255-285. Read More