Erik Ericksons Stages of Psychosocial Development - Coursework Example

Erik Erickson’s Stages of Psychosocial Development Introduction Erik Erickson derived many ideas from the works of SigmundFreud to come up with eight separate stages of life across the lifespan. The researcher had a perception that each stage of the life course presents individuals with a definite crisis that has to be resolved in order for them to develop emotionally, psychologically and socially. In every stage there are negative and positive attributes and individuals tend to align to either side of the continuum. The results of each stage are influenced by the environment, as well as the experiences or care giving strategies to which the individual is exposed. In every stage of the life course, individuals confront and build strategies to master, new challenges. Thus, every stage derives much of its success from the outcomes of the preceding stages. The challenges of stages that are not successfully completed are likely to resurface as problems down the life course. However, the mastery of a given stage is not necessary for further advancements to the next stage. According to Erickson’s stage theory, there appears to be a characteristic gradual advancement for an individual undergoing the eight separate stages of the lifespan. The dynamics that underlie such a distinct advancement are determined by socio-cultural and biological forces that characterize the environment in which the individual resides. The three most notable stages that define an individual’s life across the life span are discussed below. Each stage is discussed with reference to different participants undergoing the stage under discussion. The participants are picked randomly and taken through a series of interviews to discern the stage and distinct characteristics of the eight stages as postulated by Erik Erickson. Industry versus Inferiority, Michelle, age nine years Michelle is a student at a local elementary school. She is a member of the school’s athletic team. When asked whether she always wanted to be an athlete, she answers to the negative. When asked where she derived the motivation to join the team, she answers that she believes she can become one of the best runners among her schoolmates. Her parents had no contribution in her decision to join the athletics team. According to her, she never bothered to seek their consent since she had already made a decision to become an athlete. When they later learnt that she was one of the most admired athletes in the school team, they showered her with all sorts of compliments, and she was proud of her achievements. Since that time, she has taken her skills to a new high level, to the point of becoming the captain of the school’s athletic team. According to Erickson, the major question that suffices in the minds of individuals undergoing this stage is; do I have what it takes to make in the world of things and people around me? Individuals at this stage start to become more aware of their capabilities as individuals. As such, these people work extra hard to become responsible in what they aim to achieve, and strive to be good at what they do. He asserts that individuals at this stage tend to be reasonable in sharing and cooperating with others. This assertion is supported by other research studies that point to a list of perpetual cognitive developmental characteristics that are plausible at this stage. Children like Michelle start to grasp the impressions of time and space in a real and logical behaviors (Bee & Boyd, 2009). Moreover, they get an enhanced indulgent of outcome and cause, as well as time. During this stage, individuals are very excited to learn and achieve more multifaceted skills such as writing, speaking, reading, and understanding time. They are also eager to exploit their potential in activities that suit them best. In is plausible that Michelle took to athletics without any fear that her new endeavors may result in negative outcomes. Due to this state of over-confidence, she has been able to become a top-notch athlete within the school team. According to Erickson, individuals at this stage, are eager to acquire moral values, understand culture and individual uniqueness, and are capable of managing their mentoring and peculiar needs with minimal supervision and guidance. Children at this juncture are likely to express their new sense of freedom by gossiping and being rebellious or disobedient. According to Michelle, she saw no need of informing her parents about her new-found interest in becoming an athlete. She did not think that their opinion would in any way change her mind. This means that in the event that she sought their consent, and they objected, she would still pursue her interests. This is what Erickson terms as a sign of rebellion or disobedience (McAdams, 2001).The researcher views the elementary school as a critical component for the development of self-confidence. Ideally, the institution offers many opportunities for individuals to seek the recognition of parents, teachers and peers by pursuing goals and solving problems. If such children are hailed and encouraged in their endeavors, they tend to become more diligent and to preserve in the pursuit of their goals until they are accomplished. On the other hand, if such children are punished or ridiculed for their efforts, they tend to develop feelings of inferiority towards their capabilities (Bee & Boyd, 2009). This is plausible in the case of Michelle. When her parents learnt of her new endeavors on the pitch, they complimented her for her efforts, and as a result, she went on to become the team captain of the school’s athletic team. It is important to note that individuals at this stage begin to recognize their special talents and continue to exploit their interests as their education improves. They may start to choose to engage in more activities in order to pursue that interest, for instance, joining a particular sport, such as athletics or other co-curricular activities, such as a music band. If such people are not denied a chance to explore their talents in their own time and space, they tend to develop a lack of motivation that is demonstrated in the form of low self-esteem or lethargy. Identity versus role Confusion, Mark, 18 years Mark has just finished his final exams at high school and is eagerly waiting for the results. Meanwhile, he is taking much of his time to ponder about the next course of life. An intuitive interview with him reveals that he has many unanswered questions that are going on in his mind. He says that he is now aware that he is no longer a child, and he thinks that he is now more of an adult. As a result, he is pondering about his now roles as an adult. Some of the questions that are going on in his mind around this time include; What Can I become? And Who am I? He feels that he no longer needs to wait for his parents to make a decision for him regarding his next course of action in life. Even as he waits to join the college of his choice, Mark feels that he has many other decisions that he needs to make this time. He asserts that he needs to make a choice of his future career. Moreover, at the same, he asserts to make a choice about entering into a romantic relationship with one of his former girlfriends in high school. When asked why he had not made such decisions earlier, Mark is categorical that he did not harbor the current thoughts that are going on in his mind every time during his free time. According to Erickson, the age between twelve and eighteen years marks a fundamental transition from childhood to adulthood. As children approach the end of their teenage years, they tend to become more independent. Individuals begin to perceive their future in terms of relationships, career, housing and family (Erikson, 1997). The individuals start to think that it is now time to become a distinct entity in the society and fit in. This is a critical stage during which the child learns about the future roles that they are expected to occupy as adults. When Mark states that he did not harbor the current thoughts during his earlier years, one can see that the developmental stages are closely tied to biological, psychological and emotional developments that take place within the body. According to Erickson, individuals start to re-examine their identities and try to figure out exactly who they are at this particular stage. The researcher suggests that two identities are at stake here: occupational and sexual. The characteristics observed from the interview with Mark demonstrate a re-integrated sense of self, as well as a sense of comprehending one’s appropriate sex role. Erickson asserts that the individual at this stage may begin to feel uncomfortable about their body until such a time when they can adapt to these changes. Success that is derived from this stage eventually leads into the virtue of fidelity. Fidelity in this concept encapsulates being able to make a commitment to self or to others on the basis of accommodating differing opinions and appreciating ideological differences. During this stage, individuals begin to explore possibilities and begin to conjure their identity on the basis of the results of their explorations. The failure to develop the intellect of identity in a society or community lead to the problem of role confusion. Role confusion occurs when an individual is not sure about themselves and their place and role within the society. As a response to identity crisis or role confusion, individuals start experimenting with varying lifestyles, such as education, political activities and work. When individuals at this stage are pressured to conform to any lifestyle, rebellious tendencies may result in the form of establishing a negative identity. As Erickson asserts, an individual at this stage develops new concerns pertaining to their appearance towards others (Erikson, 1997). As a result, superego identity develop out of ensued self confidence that the steadiness and outer sameness prepared for years to come are harmonized by the steadiness and sameness of one’s sense to self. Therefore, this act as demonstration to a promising and rewarding career. The prospects of settling on a new occupational identity become very pleasant. As an individual approaches the last stages on adolescence, they develop a sense of sexual identity, as witnessed in the interview with Mark above. The change from youthful to adulthood makes the individuals start to ponder on the roles that they are expected to perform in adulthood. Initially, the individuals are apt in experiencing some form of role misperception, characterized by mixed notions and emotional state about the explicit ways they can fit in the society. Eventually, the individuals achieve a sense of identity pertaining to who they are and how their next stage of the life course is likely to turn out (Erikson, 1997). The most distinct aspect of this stage is that it encompasses a special sort of synthesis of the preceding stages and a special sort of anticipation for the later stages. The stage serves as a bridge between childhood and adulthood, thus making it a stage of essential changes in human biological make up. These changes enable the individual to develop a heightened awareness of the roles that the society has offered for later life. Intimacy and Isolation, Alicia, 28 years Alicia has recently acquired her master’s degree and is currently working as a human resource manager with a multinational company. Even though, she is proud of her new achievements, she harbors some resentment toward some unfulfilled objectives. When asked why her life is not as joyous as one would expect it to be, Alicia asserts that she feels a void that needs to be filled in the shortest time possible. She laments that her pursuit for higher education and a promising career has denied her the chance to seek for a romantic partner with whom to settle down in a happy relationship. Most of her former schoolmates in high school and university are now settled, with bouncing kids. They appear to be very happy in their new-found status even though they are still struggling to look for jobs that will bring food to the table. As for Alicia, she has all that she has always wished to have, except a long-term partner to settle down. To make the matters worse, she is worried that most of her peers are now married and settled, and she may be forced to settle down with someone outside of her age bracket. According to Erickson’s stages of life development, the most fundamental question that is present in Alicia’s mind is; can I love? During the stage of young adulthood, individuals begin to harbor sentiments for exploring relationships that will terminate in long term commitments with someone apart from their family members (Erikson, 1997). Regardless of success in other areas of life such as educational accomplishments or advancements along the career ladder, life still feels incomplete without a lifetime partner with whom one can share their experiences and explore other possibilities. The intimacy conflict becomes more profound around the age of thirty years and above. Individuals at this stage are eager to merge their identities with friends and companions. They have a longing desire to fit in. Once individuals have secured their uniqueness, they are set to enter into long-term obligations with others. They are now ready to make the compromises and sacrifices that such relationships may demand them to last longer. Such compromises involve fewer engagements in learning activities, as well as less commitment to career pursuits. Alicia has already achieved as much as she wanted along education and career domains. This explains why she is willing to settle down and explore the last component that will make her life complete and enable her to fit well within the society. Therefore, a successful navigation of this stage leads to a better and smooth relationship, characterized by an intellect of commitment, care and safety within the relationship (Family Engagement in Case Planning, 2012). Any attempts to avoid intimacy due to fears of commitments and relationships can result in isolation and depression due to loneliness. On the hand, successful navigation of this stage leads to the development of the virtue of love. Conclusion The stages of development across the life highlight the kinds of experiences that individuals undergo for them to navigate the various psychological conflicts successfully as they develop from one stage to the other. Even though, Erickson’s theory does not present a universal mechanism for resolving the different crises in each stage, the experiences that it highlights are sufficient in preparing individuals move from one stage to the other. Indeed, Erickson makes an acknowledgement that his theory is a descriptive overview of human emotional and social development that does not conclusively explain why and how this development takes place. It is worth noting that one of the most paramount strengths of Erickson’s theory is the ability to interlink important psychological development along the entire life course. References Bee, H., & Boyd, D. (2009). The Developing Child (12th ed.). Boston, MA: Pearson Erikson, E.H. (1997). The Life Cycle Completed. New York: Norton. Family Engagement in Case Planning. (2012). Child and Youth Development in a Child Welfare Context. Retrieved from calswec.berkeley.edu: http://calswec.berkeley.edu McAdams, D. P. (2001). The psychology of life stories. Review of general psychology, 5(2), 100. Read More