Growth Theories PDF

GROWTH THEORIES Cognitive Development Theory  Cognitive theorists describe how children’s cognitive abilities develop from infancy to adolescence, and provides a framework for understanding how children learn and make sense of the world around them  Cognitive theories focus on how children...

GROWTH THEORIES Cognitive Development Theory  Cognitive theorists describe how children’s cognitive abilities develop from infancy to adolescence, and provides a framework for understanding how children learn and make sense of the world around them  Cognitive theories focus on how children process information, think, and learn.  Cognitive researchers seek to explain the differences in how people think throughout the stages of life.  They look for explanations of how cognition changes over the lifespan. Piaget’s Cognitive Development Theory  One of the most well-known cognitive theory researchers is Jean Piaget (1896–1980), a Swiss researcher.  CDT sought to explain the differences in how people think throughout the stages of life  His studies showed that thinking skills are similar during any stage of life.  At each new stage, individuals incorporate new experiences into what they know based on the skills they developed in previous stages. Piaget’s Cognitive Development Theory  Piaget asserted that children are constantly building knowledge about the world around them.  They are not “blank slates” but already have knowledge based on their surroundings.  This knowledge is referred to as schema. Eg sucking  As new cognitive learning takes place, children utilize assimilation, the process of taking in new information.  Eg sucking object such as a bottle, pacifier, finger, or toy rattle. In doing so, they learn about the differences in the experience of sucking on each object. Piaget’s Cognitive Development Theory Assimilation is the process by which people fit new information into pre- existing concepts or schemas. Accommodation is the process by which pre- existing concepts or schemas are restructured to include new information. If the new information cannot be altered, a new schema is Piaget’s Cognitive Development Theory 1. Sensorimotor Intelligence (birth to 2 years).Babies organize their physical action schemes, such as sucking, grasping, and hitting, for dealing with the immediate world. 2. Preoperational Thought (2 to 7 years).Children learn to think—to use symbols and internal images—but their thinking is unsystematic and illogical. It is very different from that of adults. 3. Concrete Operations (7 to 11 years).Children develop the capacity to think systematically, but only when they can refer to concrete objects and activities. 4. Formal Operations (11 to adulthood).Young people develop the capacity to think systematically on a purely abstract and hypothetical plane Piaget’s Cognitive Development Theory Sensorimotor- birth to 2 years  Children learn and experience the world using their senses (e.g. smell, sight, touch, taste, sound), reflexes and motor skills/ movement  Senses are their teachers i.e infants continually touch, manipulate, look, listen to, and even bite and chew objects.  To explore more- they move from simple motor reflexes to interacting with the world around them with motor skills such as reaching, rolling, creeping, and crawling—all significant signs of cognitive growth  Intentionality develops. e.g. An infant may begin to reach for an object such as a dangling toy and, after learning that jiggling the toy produces a song, may purpose fully repeat the action  Egocentric and believes the world revolves around him/her.  Object permanence, or the realization that objects exist even when out of sight.  Imitative behaviour Preoperational 2-7 years.  Begins to form concepts and use symbols. This allows the child to communicate and gain language development.  Children are:  still unable to think logically or make simple deductions  will start to imitate others that he/she has observed beforehand. He is not interested in logical explanations but want to experiment/discover for themselves.  Able to communicate using words, gestures and symbols. For example: The child may see his/her mother holding a pair of shoes which may prompt the question, “We go out?’.  Thus, child relies less on sensorimotor activity and more on mental representations to understand the world around them. Preoperational 2-7 years.  Play make-believe/Increase in playing and pretending-symbolic play  Fantasy/Magical thinking- believe objects are alive  Cant understand cause and effect  Object representation - represent parts of their world by drawing. Not to scale  Egocentric-focused on their own feeling or think others see the world like they do and cant understand that they see it differently  Misunderstanding of conservation- more or less than Concrete operational: 7-11 years  During this time, children gain a better understanding of mental operations.  They begin thinking logically about concrete events.  Learn to reason and use simple deductive logic to arrive at conclusions.  Unable to understand abstract or hypothetical concepts.  Able to reverse operations 5+ 8=13  Understand conservation Concrete operational: 7-11 years  Piaget called this period the concrete operational stage because children mentally “operate” on concrete objects and events.  They are not yet able, however, to operate (or think) systematically about representations of objects or events.  Less egocentric - Able to imagine what another person may be thinking or feeling and therefore her thinking becomes more flexible Formal operational- 12 and above  The highest form of mental devt.  The ability to think about abstract concepts emerges during this stage.  Adolescents learn the concepts of deductive and inductive reasoning and apply their knowledge by solving problems and conducting experiments  Deductive logic- ability to use a general principle to determine a specific outcome. This type of thinking involves hypothetical situations and is often required in science and mathematics. Formal operational- 12 and above  They can distinguish between realistic and unrealistic possibilities  Problem solving approach- no more trail and error in problem solving. Child can systemically solve a problem in a logical and methodical way emerges. Children are often able to quickly plan an organized approach to solve a problem  Can conceptualize “if…then situations”  Abstract thinking- Instead of relying solely on previous experiences, children begin to consider possible outcomes and consequences of actions.  According to Piaget some people even adults never master all the cognitive skills associated with this stage Key concepts of Piaget’s Theory  Schemas: Schemas are categories of knowledge that help us to interpret and understand the world.  Assimilation: The process of taking in new information into our previously existing schemas is known as assimilation.  Accommodation: Accommodation involves altering existing schemas, or ideas, as a result of new information or new experiences. New schemas may also be developed during this process. Sigmund Freud's Psychoanalytic Theory Of Personality The Structural Model of Personality Sigmund Freud's psychoanalytic theory of personality, personality is composed of three elements. These three elements of personality work together to create complex human behaviors 1. The Id 2. The Ego 3. The Superego--. The Id  The id is the only component of personality that is present from birth.  This aspect of personality is entirely unconscious and includes of the instinctive and primitive behaviors.  Driven by the pleasure principle, which strives for immediate gratification of all desires, wants, and needs.  If these needs are not satisfied immediately, the result is a state anxiety or tension. For example, an increase in hunger or thirst should produce an immediate attempt to eat or drink.  Very important early in life, because it ensures that an infant's needs are met.  Destructive later in life The Ego  The component of personality that is responsible for dealing with reality.  The ego develops from the id and ensures that the impulses of the id can be expressed in a manner acceptable in the real world.  The ego functions in both the conscious, preconscious, and unconscious mind.  The ego operates based on the reality principle, which strives to satisfy the id's desires in realistic and socially appropriate ways.  The reality principle weighs the costs and benefits of an action before deciding to act upon or abandon impulses. The Superego  The last component of personality to develop is the superego.  The superego is the aspect of personality that holds all of our internalized moral standards and ideals that we acquire from both parents and society--our sense of right and wrong.  The superego provides guidelines for making judgments.  According to Freud, the superego begins to emerge at around age five. The superego There are two parts of the superego: 1. The ego ideal includes the rules and standards for good behaviors. These behaviors include those which are approved of by parental and other authority figures. Obeying these rules leads to feelings of pride, value and accomplishment. 2. The conscience includes information about things that are viewed as bad by parents and society. These behaviors are often forbidden and lead to bad consequences, punishments or feelings of guilt and remorse. According to Freud, the key to a healthy personality is a balance between the id, the ego, and the superego. DEFENSE MECHANISMS A defense mechanism is a tactic developed by the ego to protect against anxiety. Defense mechanisms are thought to safeguard the mind against feelings and thoughts that are too difficult for the conscious mind to cope with. In some instances, defense mechanisms are thought to keep inappropriate or unwanted thoughts and impulses from entering the conscious mind. DEFENSE MECHANISMS  Because of anxiety provoking demands created by the id, superego, and reality, the ego has developed a number of defense mechanisms to cope with anxiety.  Can be used knowingly but mostly used unconsciously to distort reality. Denial  Describes situations in which people seem unable to face reality or admit an obvious truth (i.e. "He's in denial.").  Denial is an outright refusal to admit or recognize that something has occurred or is currently occurring.  Denial functions to protect the ego from things that the individual cannot cope with.  In other cases, it might involve admitting that something is true, but minimizing its importance.  Sometimes people will accept reality and the seriousness of the fact, but they will deny their own responsibility and instead blame other people or other outside forces.  E.G addicts Repression vs Supression  Repression an unconscious attempt to keep information out of conscious awareness.  However, these memories don't just disappear; they continue to influence our behavior. E.g. abuse  Suppression- consciously forcing the unwanted information out of our awareness  The removal of anxiety-provoking memories from our awareness is believed to occur unconsciously most of the time Displacement & Sublimation Displacement involves taking out our frustrations, feelings, and impulses on people or objects that are less threatening. e.g Yelling at spouse after an argument with the boss Sublimation -allows individuals to act out unacceptable impulses by converting these behaviors into a more acceptable form. For example, a person experiencing extreme anger might take up kick- boxing as a means of venting frustration. Freud believed that sublimation was a sign of maturity that allows people to function normally in socially acceptable ways. Projection  Involves taking our own unacceptable qualities or feelings and ascribing them to other people.  Passing off the unacceptable impulses in within self onto someone else.  E.g. having a strong dislike for a landlord, then stating that he does not like you Rationalization A defense mechanism that involves explaining an unacceptable behavior or unpleasant situation in a rational or logical manner, avoiding the true reasons for the behavior. e.g. a student might blame a poor exam score on the instructor rather than his or her lack of preparation Regression Means returning to a previous stage of development When confronted by stressful events, people revert to patterns of behavior used earlier in development. Behaviors associated with regression can vary greatly depending upon which stage the person is fixated at. e.g. A child who is toilet trained starts wetting the bed after new sibling arrival. Reaction formation  Reduces anxiety by taking up the opposite feeling, impulse or behavior.  People use reaction formation as a defense mechanism to hide their true feelings by behaving in the exact opposite manner.  An example of reaction formation would be treating someone you strongly dislike in an excessively friendly manner in order to hide your true feelings. Kohlberg’s Theory of Moral Development Kohlberg’s Theory of Moral Development  Lawrence Kohlberg was, for many years, a professor at Harvard University.  He became famous for his work there beginning in the early 1970s.  He started as a developmental psychologist and then moved to the field of moral education.  He was particularly well-known for his theory of moral development which he popularized through research studies conducted at Harvard.  Kohlberg’s (1958a) core sample was comprised of 72 boys from both middle and lower-class families in Chicago.  They were ages 10, 13, and 16. He later added to his sample younger children, delinquents, and boys and girls from other U.S. cities and from other countries  Heinz Steals the Drug In Europe, a woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to make. He paid $200 for the radium and charged $2,000 for a small dose of the drug. The sick woman’s husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $1,000 which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said: “No, I discovered the drug and I’m going to make money from it.” So Heinz got desperate and broke into the man’s store to steal the drug for his wife. Should the husband have done that? Kohlberg’s Theory of Moral Development Kohlberg was not really interested in whether the subject said “yes” or “no” to this dilemma but in the reasoning behind the answer. The interview schedule then asks new questions that help us understand the child’s reasoning. For example, children are asked if Heinz had a right to steal the drug, if he was violating the druggist’s rights, and what sentence the judge should give him once he was caught. Kohlberg’s Theory of Moral Development Moral development is the gradual development of an individuals concept of right or wrong – conscience, religious values, social attitudes and certain behaviour. Moral development is the process by which people develop the distinction between right and wrong (morality) and engage in reasoning between the two (moral reasoning) Kohlberg's theory  This theory is a stage theory. Everyone goes through the stages sequentially without skipping any stage.  Movement through these stages are not natural, that is people do not automatically move from one stage to the next as they mature.  In stage development, movement occurs when a person notices inadequacies in his or her present way of coping with a given moral dilemma.  According to stage theory, people cannot understand moral reasoning more than one stage ahead of their own. For example, a person in Stage 1 can understand Stage 2 reasoning but cant go beyond that  Kohlberg believed not everyone progresses to the highest stages of moral development. Kohlberg’s Six Stages Level 1. Pre-Conventional Moral Development Stage 1 Stage Level 2. Conventional Moral Development Stage 3 Stage 4 Level 3.Post-Conventional Moral Development Stage 5 Stage 6 Preconventional Morality 0-9 years STAGE 1- Obedience and Punishment orientation  The child assumes that powerful authorities hand down a fixed set of rules that she must unquestioningly obey.  To the Heinz dilemma, the child typically says that Heinz was wrong to steal the drug because “it’s against the law” or “it’s bad to steal,” as if this were all there were to it.  When asked to elaborate, the child usually responds in terms of the consequences involved, explaining that stealing is bad “because you’ll get punished.” Obeying the rules is important because it is a way to avoid punishment. Level I. Preconventional Morality  Obeys rules in order to avoid punishment  Determines a sense of right and wrong by what is punished and what is not punished  Obeys superior authority and allows that authority to make the rules, especially if that authority has the power to inflict pain  Is responsive to rules that will affect his/her physical well- being Preconventional Morality 0-9 years Stage 2. Individualism and Exchange. Children recognize there is not just one right view handed down by the authorities. Different individuals have different viewpoints. Minimize the pain; maximize the pleasure. Right behavior means acting in one's own best interests. At this stage of moral development, children account for individual points of view and judge actions based on how they serve individual needs. Reciprocity is possible, but only if it serves one's own interests. Preconventional Morality  Is motivated by vengeance or “an eye for an eye” philosophy  Is self-absorbed while assuming that he/she is generous  Believes that the end justifies the means  Will do a favor only to get a favor  Expects to be rewarded for every non-selfish deed he/she does Preconventional Morality One boy said that Heinz might steal the drug if he wanted his wife to live, but that he doesn’t have to if he wants to marry someone younger and better looking. Another boy said Heinz might steal it because maybe they had children and he might need someone at home to look after them. But maybe he shouldn’t steal it because they might put him in prison for more years than he could stand. What is right for Heinz, then, is what meets his own self- interests. Level 2: Conventional Morality 10-15 years Stage 3 - Good Interpersonal Relationships.  This stage of moral development is focused on living up to family, peers or social expectations and roles. -good boy-good girl" orientation.  At this stage children— who are by now usually entering their teens—recognize that there is no simple solution to moral dilemmas  “what wud a good husband do?  Focus on intentions/motives There is a shift from unquestioning obedience to a relativistic outlook and to a concern for good motives. Level 2: Conventional Morality 10-15 years There is an emphasis on conformity, being "nice," and consideration of how choices influence relationships.  Feels that intentions are as important as deeds and expects others to accept intentions in place of deeds  Begins to put himself/herself in another’s shoes and think from another perspective.  Finds peer approval very important Level 2: Conventional Morality 10-15 years Stage 4 – Law and Social Order At this stage of moral development, people begin to consider society as a whole when making judgments. The focus is on maintaining law and order by following the rules, doing one’s duty, and respecting authority. They become aware of the impact of everyones actions on others and focuses on their own role- obeying the law. “ if everyone behaves like …”  Is a duty doer who believes in rigid rules that should not be changed  Respects authority and obeys it without question  Supports the rights of the majority without concern for those in the minority  Is part of about 80% of the population that does not progress past stage 4 Because stage 4 subjects make moral decisions from the perspective of society as a whole, they think from a full-fledged member-of-society perspective Level 2: Conventional Morality 10-15 years HEINZ DILEMMA-  Many subjects say they understand that Heinz’s motives were good, but they cannot condone the theft.  What would happen if we all started breaking the laws whenever we felt we had a good reason? The result would be chaos; society couldn’t function.  Stage 1 vs 4- stage 1-punishment, stage 4- society Level 3: Postconventional Morality – 16+ Stage 5 - Legalistic Social Contract RARE At this stage, people begin to account for the differing values, opinions, and beliefs of other people. Abstract reasoning Rules of law are important for maintaining a society, but members of the society should agree upon these standards.  Is motivated by the belief in the greatest amount of good for the greatest number of people.  Believes in consensus (everyone agrees), rather than in majority rule  Respects the rights of the minority especially the rights of the individual  Believes that change in the law is possible Level Three: Post Conventional Level Stage 6 – Universal ethical Principles Kolhberg’s final level of moral reasoning is based upon universal ethical principles and abstract reasoning. At this stage, people follow these internalized principles of justice, even if they conflict with laws and rules. Moral reasoning is based on personal values. They recognize that majority is no always right. Eg life is more important than money.  Believes that there are high moral principles than those represented by social rules and customs  Is willing to accept the consequences for disobedience of the social rule he/she has rejected  Believes that the dignity of humanity is sacred and that all humans have value Stage 6: Universal Ethical Principles Integrity (Can be reached beginning in the late 20s)  Principles, no matter what the price  Choices are grounded in genuine moral interest in the well-being of others, regardless of who they are.  Conscience = personal integrity Kohlberg’s Theory of Moral Development  Kohlberg believed that only a relatively small percentage of people ever reach the post-conventional stages (around 10 to 15%).  stages one to four could be seen as universal in populations throughout the world, the fifth and sixth stages were extremely rare in all populations.  CRITIQUES  Moral reasoning does not equal moral behavior: Kohlberg's theory is concerned with moral thinking, but there is a big difference between knowing what we ought to do versus our actual actions.  Moral reasoning, therefore, may not lead to moral behavior  It is quite possible for a human being to physically mature but not morally mature. ERIK ERIKSON’S PSYCHOSOCI AL THEORY OF PERSONALIT Y DEVELOPME NT ERIK ERIKSON’S PSYCHOSOCIAL THEORY OF PERSONALITY DEVELOPMENT  The core of human functioning is based on the quality of interpersonal relationships.  The individual’s personality is always under the influence of social forces from early childhood to adulthood.  Every behaviour is therefore a product of the individual’s genetic make-up and social- history. ERIK ERIKSON’S PSYCHOSOCIAL THEORY OF PERSONALITY DEVELOPMENT  If the task is not managed well, maladaptations and malignancies, which will endanger all future development.  A malignancy involves too little of the positive and too much of the negative aspect. E.g. a person who does not trust at all.  Maladaptation involves too much of the positive and too little of the negative. E.g. a person who trusts too much ERIK ERIKSON’S PSYCHOSOCIAL THEORY OF PERSONALITY DEVELOPMENT  Trust versus Mistrust (birth – 1 year)  Autonomy versus Shame and Doubt (1 – 3 years)  Imitative versus Shame and Guilt (3 – 5 years)  Industry versus Inferiority (6 – 11 years)  Identity versus Confusion (12 to 18 years)  Intimacy versus Isolation (Young Adulthood)  Generativity versus Stagnation (Middle Adulthood)  Integrity versus Despair (Old age) ERIK ERIKSON’S PSYCHOSOCIAL THEORY OF PERSONALITY DEVELOPMENT  He pointed that “personality form as ego progresses through series of interrelated stages”.  Based on this epigenetic principle, he proposed eight stages that are sequential, interrelated and universal.  As no individual develops in isolation of his or her social environment, the manifestation of the problems of each stage is culturally determined. Trust vs. mistrust (Birth to 1 year )  The child at this stage needs to be gratified these basic needs consistently and continually.  They must provide the protection, affection and gratify those basic needs of the child so that the child perceives the world as a dependable and safe place for existence  What is most important in these interactions is that babies come to find some consistency, predictability, and reliability in their caretakers’ actions.  Consistency breeds a sense of basic trust in the parent  If on the other way round, inadequate and inconsistent care is shown to the child, there would be a growing mistrust, fear and suspicion in the perception of the world by the child.  Thus, parents, especially mothers with whom the child first identifies, should develop close intimacy with their children. Trust vs. mistrust (Birth to 1 year )  Proper balance -hope, the strong belief that, even when things are not going well, they will work out well in the end  Hope enables the child to move forward and enthusiastically confront the world despite current and past frustrations.  Maladaptation - sensory maladjustment  Malignant tendency- withdrawal Autonomy versus Shame and Doubt (Toddlers, 2 to 3 years) The second stage is the anal-muscular stage of early childhood. Child develops ability to control eliminative functions and expand motor abilities eg walking This biological maturation fosters the ability to do things on one’s own— Autonomy; to control one’s own sphincter muscles, to stand on one’s own feet, to use one’s hands etc. Each “no” is a sign of assertion Autonomy-expressed in language= “No” “me”, “mine” and self care- feeding Positive reinforcement for self-sufficient behaviour - a sense of being able to handle many problems on their own- autonomy Autonomy versus Shame and Doubt (Toddlers, 2 to 3 years) Shame is the feeling that one doesn’t look good in others’ eyes. Doubt stems from the realization that one is not so powerful after all, that others can control one and perform actions much better. e.g. bedwetting Shame and doubt- come from an awareness of social expectations and pressures Little "shame and doubt" is not only inevitable, but beneficial Children can learn to adjust to social regulations without losing too much of their initial sense of autonomy. Autonomy versus Shame and Doubt Parents  gently try to help the child learn social behavior with out crushing the child’s independence.  Avoid excessive shame of children e.g. bowel accident.  Avoid breaking their children of any oppositional behavior  Ridicule child’s efforts to do things on their own. = lasting feelings of shame and doubt that override their impulses toward self- determination Maladaptive tendency - impulsivity Malignant tendency - compulsion -perfection Balance of shame and doubt vs autonomy = will/willpower Will is “the unbroken determination to exercise free choice as well as self-restraint” “can do”- motto Initiative versus Guilt (Preschool, 4 to 6 years) Eagerness to tackle new tasks, join activities with peers Initiative means a positive response to the world’s challenges, taking on responsibilities, learning new skills, feeling purposeful etc. Playing plays a crucial role The child has to learn to take initiative without too much guilt. Initiative is the attempt to make that non-reality a reality. Initiative versus Guilt (Preschool, 4 to 6 years)  The child with a sense of initiative makes plans, sets goals, and perseveres in attaining them.  Out of initiative, child attempt to make the non-reality a reality  Maladaptive tendency -ruthlessness - executing plans without caring who are disturbed  Malignant tendency – inhibition-“nothing ventured, nothing lost”, nothing to feel guilty about  Virtue –purpose- courage Industry versus Inferiority (Childhood, 7 to 12 years)  The child has to develop a capacity for industry while avoiding an excessive sense of inferiority.  Industry refers to purposeful or meaningful activity.  It’s the development of competence and skills, and is a crucial aspect of school years experience.  Children master important cognitive and social skills.  Master more cerebral skills—reading, writing, and arithmetic. Industry versus Inferiority (Childhood, 7 to 12 years)  Child completes tasks themselves –sense of success.  Experience of failure may lead to feelings of inferiority and uselessness. e.g. hurts of failure in the classroom or on the playground.  If the child is allowed too little success, because of harsh teachers or rejecting peers, for example, then he or she will develop instead a sense of inferiority or incompetence.  An additional source of inferiority - is racism, appearance and other forms of discrimination. Industry versus Inferiority (Childhood, 7 to 12 years)  Maladaptation: Virtuosity e.g. child actors, child musicians  Malignancy: Inertia. If at first you don't succeed, don't ever try again!  Virtue- competency - the right balance of industry and inferiority Identity vs. Role Confusion (Adolescents, 13 to 19 years)  The task during adolescence is to achieve ego identity and avoid role confusion.  Ego identity → means knowing who you are and how you fit into the rest of the society  Successful- fidelity. Fidelity means loyalty, the ability to live by societies standards/ Integration with the community by being who you are. Identity vs. Role Confusion (Adolescents, 13 to 19 years)  Role Confusion is the negative perspective that is the person cannot see clearly or identify who they are and how they can relate positively with their environment.  Maladaptive tendency – fanaticism. Too much "ego identity," where a person is so involved in a particular role in a particular society or subculture that there is no room left for tolerance. Identity vs. Role Confusion (Adolescents, 13 to 19 years)  Malignant tendency-repudiation.  Happens when one is lost and just blindly follow others to be included in a larger group  Involvement in destructive activites drugs, or alcohol  After all, being "bad" or being "nobody" is better than not knowing who you are Intimacy vs. Isolation (Young Adults, 20 to 34 years)  The task is to achieve some degree of intimacy, as opposed to remaining in isolation.  Young adults develop intimate relationships  Conflict is to make permanent commitment or not  Isolation - being and feeling excluded from the usual life experiences of mutually loving relationships.  Isolation is a result of unresolved conflict –fear of loosing self by being with another Intimacy vs. Isolation (Young Adults, 20 to 34 years)  Characterized by feelings of loneliness, alienation, and social withdrawal.  Virtue - love.  Maladaptive tendency – promiscuity. Frequent intimate relationships  Malignant tendency - exclusion. Generativity vs. Stagnation (Middle Adulthood, 35 to 65 years)  Generativity is an extension of love into the future. having children, caring for old parents, contributing to society- job  It is a concern for the next generation.  Stagnation is self absorption, self-interest and caring for no one.  Not having these people in life to show care on leads to feeling non- productive or stagnant.  It is the disposition that represents feelings of selfishness, self- indulgence, greed, etc. Generativity vs. Stagnation (Middle Adulthood, 35 to 65 years)  They show lack of interest in young people and future generations, and the wider world.  Virtue-Care. the individual will have the capacity for caring that will serve the person through the rest of life.  Maladaptive - overextension  Malignant tendency – rejection- No contribution to society.  Ego Integrity vs. Despair (Seniors, 65 years onwards  This is a review and closing stage.  The task is to develop ego integrity with a minimal amount of despair.  Ego integrity → coming to terms with life, end of life; are able to look back without fear of death  Such persons- Positive outlook/flashback  Ego Integrity vs. Despair (Seniors, 65 years onwards  Despair and/or ‘disgust’ – not at peace with self. Live in rejection, denial, or regrets or feelings of wasted opportunities  Maladaptive tendency –presumption  Malignant tendency disdain.  Balance-wisdom  Someone who approaches death without fear has the strength Erikson calls the wisdom Thank you