Erik Erikson's Identity Theory PDF

Identity Theory (Life-Span Approach) Erik Erikson (1902-1994) 1  Life Highlights Brought up by his biological mother and...

Identity Theory (Life-Span Approach) Erik Erikson (1902-1994) 1  Life Highlights Brought up by his biological mother and stepfather Biological father became his lifetime concern Traveled as an artist and wanderer when he was 18 Trained in psychoanalysis and was analyzed by Anna Freud Relationship with wife and children didn’t want to commit when he got his Focused on research wife pregnant (esp. he might do the same mistakes as his father) but people around him were concerned about the child and so he married his wife HIS MOM DIDNT WANT TO GIVE THE NAME OF Identity crisis because of longing to find out his father. HIS FATHER SINCE HIS MOTHER OFFERRED SERVICES TO MILITARY MEN AND SO SHE PROBABLY DID NOT KNOW THE NAME OF HIS SEXUAL RELATIONSHIPS Continued to change addresses even after retirement. Studied psychology but did not obtain a degree; Anna Freud had a great impact in his marry life that when he was to may Joan Serson, he asked for Anna’s blessing. Anna’s influence can be seen in the importance of social influence to childhood development because of the work they did with children. Had 4 children, with 1 with down syndrome who he left in an institution. His family knew about their family member with Down syndrome’s living existence when he died. Erikson left his child which may be reminiscent of his relationship[ with his father. Immigrated to America due to the Nazis growing power. Research on American Indians where he saw symptoms related to a sense of alienation which cannot be explained by psychoanalysis. The sense of alienation observed seem to result to a lack of clear self-image. he thought he was jewish then applied to be a dutch but were not approved so migrated to the states — where he collaborated with Freud 2 Identity Theory Concepts Ego Stages of Psychosocial Development Society’s Influence on Development Assessment Strengths and Criticisms Concept of Humanity 3  Identity Theory Extended Freud’s theory in three ways: Elaborated Freud’s stages by suggesting that personality develops over the entire lifespan Placed greater emphasis on the ego (than the id) which he believed to be an independent part of personality Recognized the impact of cultural and historical forces to personality Recognized Freud’s insights 4 Identity Theory Concepts Ego Stages of Psychosocial Development Society’s Influence on Development Assessment Strengths and Criticisms Concept of Humanity 5  Ego A positive force that created a self-identity (sense of “I”) Childhood Center of personality that helps us adapt to the various conflicts Weak, pliable, and fragile and crises of life and keeps us from losing our individuality to Adolescence the leveling forces of society The ego begins to take form Partially unconscious organizing and gain strength agency that synthesizes the past, present, and future. Unifies personality and guards against indivisibility Person’s ability to unify experiences and actions in an adaptive manner 6  3 Aspects of the Ego Body Ego Way of seeing our physical self as different from other people (satisfaction) Ego Ideal Image of ourselves in comparison with an established ideal (satisfaction of personal identity) Ego Identity Image that we have of ourselves in the variety of social roles we play. These change rapidly during adolescence 7  Society shapes the ego Society’s Influence on Child-rearing practices of every culture and family Development shape personalities of individuals depending on the needs and values of their culture. Erikson studied different people from different cultures with different child-rearing practices Sioux hunters: prolonged and permissive nursing → oral personality: mouth activities, optimistic, generous, aggressive, selfish, ambitious Oral personality is undesirable to Euro-Americans Yurok nation: strict toilet training → anal personality: rigid, orderly ex. if family is mostly lawyer usually children also want to become a lawyer 8  Stages of Psychosocial Development 9  Basic Points of the Psychosocial Stages 1. Growth takes place according to the epigenetic principle 2. Interaction of opposites in every stage of life 3. Conflict produces an ego quality or ego strength called BASIC STRENGTH 4. Too little basic strength at any one stage results in a core pathology for that stage 5. Includes the biological aspect of human development 6. Events on earlier stages do not cause later personality development, rather, ego identity is shaped by multiplicity of conflicts and events 7. Each stage is characterized by an identity crisis 1. 10  1. Growth takes place according to the epigenetic principle Ego development Follows the epigenetic principle In each stage, the ego develops at its proper time. One stage emerges from and built upon a previous stage but does not replace the earlier stage. yung mga na accomplish from the earlier stage serves as a foundation to proceed to the later stages Human is governed by a sequence of stages that DEPEND on genetic/hereditary factors. Social and environmental factors CONTROL THE WAYS in which the stages are REALIZED. Epigenesis term from embryology Epigenesis: one characteristic develops on top of another in space and time (Evans, 1967) 11  Elements 2. Interaction of opposites Syntonic Dystonic in every stage of life Necessary conflict Harmonious Disruptive in each stage Syntonic: Trust Dystonic: Mistrust 12  Basic Points of the Psychosocial Stages 3. Conflict produces an ego quality or ego strength called BASIC STRENGTH Helps to move to the next step 4. Too little basic strength at any one stage results in a core pathology for that stage Opposite of the development of the basic strength 5. Includes the biological aspect of human development Physiological/biological elements affect psychosocial development 6. Events on earlier stages do not cause later personality development, rather, ego identity is shaped by multiplicity of conflicts and events Include the past, present, and future events 13  Identity crisis Not a catastrophic event, but 7. Each stage is an opportunity for either adaptive or maladaptive characterized adjustment by an identity Turning point Crucial period of increased crisis vulnerability and heightened potential Adolescence in particular Adaptive: Healthy Maladaptive: Protection 15 16  1. Infancy (Trust vs. Mistrust) Stage Infancy Age Birth to 1 year old Mode Oral-sensory Syntonic element Basic Trust Dystonic element Basic Mistrust Basic strength Hope Core pathology Withdrawal Mode: Psychosexual stage equivalent Oral sensory stage: total dependence on the primary caregiver for survival, security and affection. Time of “incorporation”: taking in of information through the sense organs Modes of incorporation 1. Receiving and accepting what is given 2. Social context (training in interpersonal relationships): infants get, and someone needs to give them (primary caregivers attention to their needs leads to the development of trust and mistrust which is the first psychosocial crisis) Success of this crisis → hope (includes both the painful and pleasurable experiences): persistent feeling of confidence Maladjustment → withdrawal (avoidance of interaction and building of deep interpersonal relations) 17  2. Early childhood (Autonomy vs. Shame and Doubt) Stage Early childhood Age 1 to 3 years old Mode Anal-Urethral-Muscular Syntonic element Autonomy Dystonic element Shame and Doubt Basic strength Will Core pathology Compulsion Mode: Psychosexual stage equivalent Anal-Urethral-Muscular mode: development of a variety of physical and mental abilities Toilet training: psychosocial than biological – control is developed particularly holding on (loving or hostile) and letting go (destructive rage or relaxed passivity) Contradiction period: Stubborn rebellion vs. meek compliance Impulsive self-expression vs. compulsive deviance Loving cooperation vs. hateful resistance Autonomy vs. shame and doubt Choice: first time for children and they continue to try Do parents (society) allow them to express and do things themselves? Development of autonomy and shame and doubt from the allowance given by society for them to move. Shame: feeling of self-consciousness (being looked at and exposed) Doubt: feeling of not being certain (something remains hidden and cannot be seen) 18  may develop from mistrust and lead to difficulties in the next stages if WILL is not developed Compulsion is inadequate will being forced to do something 18  3. Play Age (Initiative vs. Guilt) Stage Play Age Age 3 to 5 years old Mode Genital-Locomotor Syntonic element Initiative Dystonic element Guilt Basic strength Purpose Core pathology Inhibition Mode: Psychosexual stage equivalent Locomotor-genital stage: motor and mental abilities continue to develop, and they can accomplish more on their own. Strong desire to initiate to do activities Oedipal relationship is described as the lifelong power of human playfulness. Guilt: developed when displays of initiative are inhibited or punished. Parents’ guidance through making them understand situations can help in acquiring awareness of permissible behaviors (and not). Will develops to Purpose: courage to envision and pursue goals favored. Inhibition: too much guilt 19  4. School Age (Industry vs. Inferiority) Stage School Age Age 6 to 11 (12/13) years old Mode Latency Syntonic element Industry Dystonic element Inferiority Basic strength Competence Core pathology Inertia Mode: Psychosexual stage equivalent Latency: exposure to new social influences Diversion of energies to learning the technology of their culture and the strategies of social interactions Industry: a means to get praise and satisfaction when completing tasks Attitudes and behaviors of parents and teachers determine children’s perceptions of themselves as they develop their skills Start of the formation of the self based on COMPETENCE (confidence to use abilities to solve problems and the foundation of co-operative participation in productive adult life) Origin of ego identity [self-images] Willingness to remain busy with something and finish a job Inferiority: may develop from guilt and scolding, ridicule and rejection behaviors of parents and teachers. Inertia: Regression 20  5. Adolescence (Identity vs. Identity Confusion) Stage Adolescence Age 11 (12/13) to 19 years old Mode Puberty Syntonic element Identity Dystonic element Identity Confusion Basic strength Fidelity Role Repudiation Core pathology (Diffidence or Defiance) Mode: Psychosexual stage equivalent Puberty (genital maturation): a person must gain a firm sense of ego identity at the end of this period. Has a minor role psychologically Important as it triggers expectations of adult roles that are essentially social and can be filled only through a struggle to attain ego identity. EGO IDENTITY does not begin or end in adolescence. Ascendance of identity confusion vs. identity confusion Adaptive phase: Period of trial and error Looking for new roles to help discover identity Social latency: postponement of a lasting commitment to an occupation, a sex partner, or an adaptive philosophy of life. 3 identity domains: 1. Occupational 2. Sexual 3. Ideological 21  Two sources of identity 1. Affirmation or rejection of childhood identifications 2. Historical and social contexts (family and peers’ influence) 5. Adolescence Proper ratio of identity and confusion can help (Identity vs. develop FIDELITY Identity Confusion) Having faith in some sort of ideological principle Having the ability to freely decide how to behave Having trust in peers and adults who give advice Having confidence on a choice of an eventual occupation Historical and social contexts (family and peers’ influence): includes encouraging conformity to certain standards which may intensify identity confusion Fidelity: trust learned in infancy is basic to this strength. Developed through the proper ratio of identity and confusion Identity confusion: a syndrome of problems Some amount is necessary for growth Characteristics: Divided self-image Inability to establish intimacy Sense of time urgency Lack of concentration on required tasks Rejection of family or community standards 22  5. Adolescence (Identity vs. Identity Confusion) Identity confusion: a syndrome of problems Characteristics: Divided self-image Inability to establish intimacy Sense of time urgency Lack of concentration on required tasks Rejection of family or community standards Extreme confusion can lead to ROLE REPUDIATION 1. Diffidence 2. Defiance Most popular as identity crisis May last for years and can result in either greater or lesser ego strength Some amount is necessary for growth Behavioral manifestations: Leaving home Joining groups Rebelling Role repudiation forms 1. Diffidence: extreme lack of self-trust (hesitation to express the self) 2. Defiance: act of rebelling against authority 23  5. Adolescence (Identity vs. Identity Confusion) Stage Adolescence Age 11 (12/13) to 19 years old Mode Puberty Syntonic element Identity Dystonic element Identity Confusion Basic strength Fidelity Role Repudiation Core pathology (Diffidence or Defiance) 24  6. Young Adulthood (Intimacy vs. Isolation) Stage Young Adulthood Age 19 to 30 (35) years old Mode Genitality Syntonic element Intimacy Dystonic element Isolation Basic strength Love Core pathology Exclusivity Mode: Psychosexual stage equivalent Genitality: acquisition of ability to fuse identity with the identity of another while maintaining individuality Adulthood vs adolescence Mutual trust and stable sharing of sexual satisfactions Intimacy: ability to fuse identity with another without the fear of losing it. Ability and willing ness to share mutual trust (entails maturity) Development of LOVE Mature devotion that overcomes basic differences between men and women Retention of identity Commitment, sexual passion, cooperation, competition, and friendship[ Enables a person to cope productively in the last two stages Isolation: incapacity to take chances with one’s identity by sharing true intimacy Extreme isolation: EXCLUSIVITY Block one’s ability to cooperate, compete, or compromise which are 25 necessary for intimacy. 25  7. (Middle) Adulthood (Generativity vs. Stagnation) Stage (Middle) Adulthood Age 31 (35) to 60 years old Mode Procreativity Syntonic element Generativity Dystonic element Stagnation Basic strength Care Core pathology Rejectivity Mode: Psychosexual stage equivalent Procreativity: instinctual drive to perpetuate the species, caring for offspring, and work productively (assumption of responsibilities. Generativity: establishing and guiding the next generation Procreation of children, production of work, and creation of new things and ideas that contribute to the building of a better world. Satisfies the need to instruct Intimacy not just with partner Care: Widening commitment to take care of persons, products, and ideas one has learned to love for Not a duty but a natural desire emerging from generativity and stagnation Stagnation Self-absorption Too self-indulgent 26 Rejectivity: unwillingness to take care Self-centeredness, pseudospeciation (others are inferior) Responsible for destruction, hatred and wars 26  8. Old Age (Integrity vs. Despair) Stage Old Age Age 60 years old to end of life Mode Generalized sensuality Syntonic element Integrity Dystonic element Despair Basic strength Wisdom Core pathology Disdain Mode: Psychosexual stage equivalent Generalized sensuality: taking pleasure in a variety of physical sensation Greater appreciation of the traditional lifestyle of the opposite sex. Integrity: feeling of wholeness and coherence, “I-ness”, despite diminishing physical and intellectual powers Difficult to maintain when losing those powers Wisdom: informed and detached concern with life itself in the face of death Maintaining integrity with the reality of health decline. Despair: to be without hope Disgust, depression, contempt for others, non-acceptance of finite boundaries of life Disdain: reaction and feeling in an increasing state of being finished, confused, and helpless 27  Play Therapy Anthropological Studies ASSESSMENT Psychohistorical Analysis Psychological Tests 28  Play Therapy Provide toys and observed how children played with them 29 Anthropological Studies Immersion to cultures 30 Psychohistorical Analysis Study of individual and collective life with the combined methods of psychoanalysis and history “fundamental beliefs are a product of one’s historical time which are influenced by exceptional leaders experiencing a personal identity conflict” Disciplined Subjectivity: Subject’s viewpoint as his own 31 Psychological Tests Later developed Ego-Identity Scale Ego-Identity Process Questionnaire Loyola Generativity Scale 32 Identity Theory Concepts Ego Stages of Psychosocial Development Society’s Influence on Development Assessment Strengths and Criticisms Concept of Humanity 33  Acknowledgment of the development throughout the lifespan Strengths Guides action Identity crisis concept Impact of cultural, social, and historical forces are incorporated 34  Ambiguous concepts (lack of precision) Lack of data due to dependence on ethical principles Criticisms Incomplete description of maturity Seem to be gender-biased more on males daw Ego identity seems to be for the privileged yung mga may pera yung mas may chance maka enjoy more ng buhay 35 Identity Theory Concepts Ego Stages of Psychosocial Development Society’s Influence on Development Assessment Strengths and Criticisms Concept of Humanity 36  Determinism DIMENSIONS FOR A CONCEPT OF HUMANITY Free Choice Are people’s behaviors determined by forces over which they have no control over, or can they choose to be what they wish to be? Philosophical dimension (lens) Molded by culture Identity affects succeeding stages 37  Pessimism DIMENSIONS FOR A CONCEPT OF HUMANITY Optimism Are people doomed to live miserable, conflicted, and troubled lives, or can they change and grow into psychologically healthy, happy, fully functioning human beings? Favors syntonic element so more on trying to achieve optimism(?) 38  Causality DIMENSIONS FOR A CONCEPT OF HUMANITY Teleology Do people act as they do because of what has happened to them in the past, or do they act as they do because they have certain expectations of what will happen in the future? 39  Conscious DIMENSIONS FOR A CONCEPT OF HUMANITY Unconscious Determinants of behavior: where is the behavior coming from? Are people ordinarily aware of what they are doing and why they are doing it, or do unconscious forces impinge on them and drive them to act without awareness of these underlying forces? Childhood: unconscious Adolescence onwards: with conscious 40  DIMENSIONS Biological Influences FOR A CONCEPT OF Social Influences HUMANITY Are people mostly creatures of biology, or are their personalities shaped largely by their social relationships? Nature vs. Nurture development issue With biological (psychosexual component) 41  Uniqueness DIMENSIONS FOR A CONCEPT OF HUMANITY Similarities Is the salient feature of people their individuality, or is it their common characteristics? Should the study of personality concentrate on those traits that make people alike, or should it look at those traits that make people different? 42