Lecture 11 and 12 Erik Erikson Biograpghy and Theory of psychosocial developement.pptx

Erik Erikson: Identity Theory Introduction Theory Of Lifespan. Development Lecture 11 & 12  Erik Erikson's Life (1902-1994) Early Personal Struggles: Identity Crises Erik Erikson (1902-1994): Psychologist known for the concept of identity crisis. Early Life Struggles:...

Erik Erikson: Identity Theory Introduction Theory Of Lifespan. Development Lecture 11 & 12  Erik Erikson's Life (1902-1994) Early Personal Struggles: Identity Crises Erik Erikson (1902-1994): Psychologist known for the concept of identity crisis. Early Life Struggles: Born in Germany to a Danish mother(it means that his mother was from Denmark, which is a country in Northern Europe) from  parents' wedding. Mother went to Germany to give birth to avoid social stigma. Later, she married Erikson's pediatrician, Dr. Theodore Homburger. As Erikson's pediatrician, Dr. Homburger played a important role in overseeing Erikson's health and development from infancy Influence on Identity Theory: Erikson's own complex family background  Parentage Uncertainty: Erikson unaware of true parentage for years. Name and Identity Struggle: Changed surname to Erikson from Homburger (Dr. Theodore Homburger) at 37 upon becoming a U.S. citizen. School Identity Crisis: Despite Danish descent, Erikson considered himself German. Classmates rejected him due to his Jewish stepfather. Jewish peers rejected him based on appearance. Emotional Struggles: Erikson grappled with self-doubt, insecurity, and Artistic Pursuits and Search for Identity ArtisticJourney for Identity:  Used artistic talent to discover who he was.  Traveled in Europe and avoided a regular lifestyle.  Art Education in Munich: Studied art and displayed work in Munich particularly in the 1920s. Choosing Informal Path: Moved away from formal training despite studying art. Understanding Identity Crisis: Erikson learned about his own struggles by recognizing and naming identity crises in others. Entry into Child Development Studies Entry into Child Development: Started teaching in Vienna at 25 for Sigmund Freud's patients' children. Analyzed by Anna Freud, sparking Erikson's interest in psychoanalysis and child development. Professional Shaping: Joined the Vienna Psychoanalytic Institute, Personal Relationship: Met Joan Serson in 1929 and fell in love. Initially hesitated to marry due to fears and societal expectations. Marriage and Stability: Erik Erikson and Joan, his partner, went through the marriage ceremony three times on different occasions. Joan became Erikson's intellectual partner and brought Professional Growth and Interest in Culture and Childhood Professional Growth in the U.S.: Established psychoanalytic practice means that Erik Erikson set up a professional and clinical setting where he applied psychoanalytic principles.. Worked with emotionally disturbed youth. Started graduate work at Harvard means that Erik Erikson started pursuing advanced studies at Harvard University..  Interest in Culture and Childhood: Explored culture's impact on childhood. Collaborated on studies, including research on South Dakota's Sioux Indians indicates that Erik Erikson worked with others on research projects, and one of those projects focused on studying the Sioux Indians in South Dakota. This could involve exploring their culture, psychology, or any other relevant aspects for academic or applied purposes Emphasis on Culture and Identity: Stressed the role of culture in shaping identity development. Identity Confusion Theory ErikErikson, after studying American Indians and working with war veterans, said that the main problem people have in understanding themselves isn't because of hidden emotional issues, but more about not having a clear sense of who they are. He called this "identity confusion." It means not having a definite understanding of yourself. This idea came from observing that even after traumatic war experiences, people struggled with figuring out their own identity. So, according to Erikson, having a clear sense of who you are is crucial Why Erik Erikson studied American Indians and war veterans ?  Later Career and Legacy: Joined Austen Riggs Center in 1950, helping troubled teenagers. Erik Erikson served as a teacher or instructor at Harvard University until the year 1970. During this period, he likely engaged in educational activities, such as lecturing, mentoring students, or conducting academic research  Erik Erikson authored a book focused on the subject of old age when he was 84 years old. This suggests that, despite being in his later years, Erikson continued to contribute to the field of psychology by sharing insights, knowledge, or perspectives on the topic of aging Even though Erik Erikson accomplished significant things in his life, he continued to struggle with feelings of sadness or dissatisfaction related to the fact that he was born out of wedlock, which means his parents were not married at the time of his birth. Despite external success, personal struggles and emotional challenges persisted for Erikson. G.K ="Wedlock" refers to the state of being married. When someone is born "out of wedlock," it means that the child's parents were not married to each other at the time of the child's birth. Erik Erikson's Life and Work Early Life Struggles: Identity Development ErikErikson, a psychologist, divided personality growth into eight stages, focusing on psychosocial aspects. Unlike Freud, Erikson highlighted social influences, stressing that both genetic and environmental factors shape our development. Epigenetic Principle: Biological and Social Forces Erikson introduced the concept of the epigenetic principle, stating that inherited factors set the stage for development. However, social and environmental forces impact how we navigate these stages. It's a blend of biology and surroundings. Psychosocial Conflicts: Crises and Adaptations Eriksonsaw development as a series of personal conflicts, or crises, each demanding adaptation. Successfully resolving these conflicts builds the strength to face the next stage. How we deal with problems can be either helpful (adaptive) or not so helpful (maladaptive). Theway we handle challenges affects our overall responses to life's difficulties Development In Erikson's theory, at different points in life, people get a chance to build good qualities or virtues. These virtues are like positive traits that help a person grow and be well in their overall life. The good qualities you develop in one stage don't stay separate; they connect and help you develop more positive traits in the next stage. It's like each set of good qualities becomes a foundation for developing even more in the next Erik Erikson Stages Of Development 1.Trust versus Mistrust (Infancy) Explanation: Infants develop a sense of trust when caregivers consistently meet their needs, providing care, warmth, and affection. However, inconsistent care or neglect can lead to mistrust. Example: An infant whose cries for food, comfort, and attention are consistently met by a loving caregiver develops trust. On the other hand, an infant whose needs are inconsistently 2. Autonomy versus Doubt and Shame (Early Childhood(1-3 year)) Explanation: During early childhood, children seek autonomy, wanting to do things for themselves. Supportive parents encourage independence, while overly restrictive parenting can lead to doubt and shame. Example: A child allowed to tie their shoes or choose their clothes develops autonomy. Conversely, a child constantly criticized or restricted in their choices may develop doubt 3. Initiative versus Guilt (Preschool Years) Explanation: In preschool years, children explore and take initiative. Supportive parents foster a sense of purpose, while overly critical parents may induce guilt. Example: A child encouraged to explore their surroundings and express themselves creatively develops initiative. Conversely, a  4. Industry versus Inferiority (Elementary School Years) Explanation: Elementary school years focus on developing skills. Positive reinforcement and encouragement lead to a sense of competence, while criticism can result in feelings of inferiority. Example: A child praised for their efforts in learning and mastering new skills, whether in academics or hobbies, develops a sense of industry. However, constant criticism or comparison to others may lead to feelings of inferiority.  5. Identity Cohesion versus Role Confusion (Adolescence) Explanation: Adolescence is marked by the identity crisis, where individuals explore different roles and ideologies. Successful resolution leads to a cohesive identity, while failure results in role confusion. Example: Think of it like trying different hobbies or interests. If a teen finds what they really like and understands themselves, it's a win. But if they keep switching without really knowing, it can be confusing. 6.Intimacy versus Isolation (Young Adulthood) Explanation: Young adulthood involves establishing independence and forming intimate relationships. Successful relationships lead to intimacy, while failure results in isolation. Example: A young adult building close friendships, engaging in meaningful relationships, and sharing feelings openly experiences intimacy. On the other hand, avoiding close connections and isolating oneself due to fear of vulnerability leads to a sense of isolation. 7.Generativity versus Stagnation (Middle Adulthood) Explanation: Middle adulthood is about contributing to the next generation, either through parenting or mentorship. Generativity involves actively guiding and teaching, while stagnation results from a lack of contribution. Example: A middle-aged person actively involved in mentoring, teaching, or contributing to societal well-being experiences generativity. In contrast, someone solely focused on personal comfort and not actively contributing may feel stagnant 8. Ego Integrity versus Despair (Maturity and Old Age) Explanation: In this final stage, individuals reflect on their life journey. Acceptance and fulfillment lead to ego integrity, while regret and frustration result in despair. Example: A person looking back on their life with a sense of accomplishment, accepting both successes and failures, develops ego integrity. In contrast, someone overwhelmed by regret, dwelling on missed opportunities, and feeling bitter may experience despair. Erikson's stages illustrate the importance of successfully navigating these challenges for