Psychosocial development Erikson

Overall Objective:

At the of the lecture the student will able to understand

psychosocial development of children at various age

groups.
Domain: 4: Informatics and Technology
Competency Key elements Subjects objectives Teaching Media Assessme
Methods used nt
methods
4.1 Utilize 4.1.1. Use different sources Apply new technology and final Written
information and exam
technology to of data related to advanced information management tools to
underpin health standards of practice and identify psychosocial
care delivery,
communicate, patient care. development theory
manage
knowledge and
support decision 4.1.2. Apply technology and Define different concepts of Erik
making for information management Erikson theory.
patient care.
tools to support safe care and
evaluate their impact on Apply principles of Erik Erikson
patient outcomes. theory when dealing with
children in health and illness. On line
learning on Power point
Presentation
telegram
- Utilize the characteristics of
personality development to
change misbehaviors.

Support child and family during

periods of misbehaviors.
 Outlines:
1. Who is Erikson?
2. Erikson stages of personality

 Stage I: Sense of Basic Trust / Basic Mistrust

► (Birth-1 Year).
 Stage II: Autonomy / Shame and Doubt
► (1-3 Years)
Stage III: Initiative / Guilt
► (3-6 years).
 Stage IV: Industry / Inferiority
► (6-12 years).
 Stage V: Identity / identity diffusion
►(12-18 years).
 Stage VI: Intimacy / Isolation
► (Early adulthood 18-39 years old)
 Stage VII: Generatively / self-absorption (Middle
adulthood4o-65(
 Stage VIII: Integrity / despair:

► (Old age more than 60 y\ o).

Introduction:
 The most widely accepted theory of personality development
is that advanced by Erikson (1963). Although build on Freudian
theory, it is known as the theory of Psychosocial development
and emphasizes a healthy personality as opposed to a
pathologic approach.

 Personality development occurs in phases that are

consequential. Each stage has two components, the favorable
and the unfavorable aspects of the core conflict, and progress
to the next stage is dependent on resolution of this conflict.
Erik Erikson clinician, educator, theorist-one of the foremost
psychoanalytic scholars of the second half of the 20th century
was born in Frankfurt, Germany, in 1902. He dropped out of
high school before his graduation, and he worked in large
woodcuts for several years, and he was interested in watching
children and their play.
He came in touch with Freud taught his psychoanalytic work
with children. He obtained his only formal academic
certificate in child psychoanalysis.
He served as the first analyst of children in Boston, then he
worked in Harvard Medical School. He worked as a teacher at
the University of California in his mid forties.. After his
retirement, he started to write, guest lecturer, and to serve as a
clinician and senior consultant in Psychiatry.
Erikson researched individual and families in the sphere
of their everyday lives and at a given moment in the history of
their culture. Erikson studied children's play to understand
their life struggles.
 Eric Erikson.
 Is one of the most psychoanalytic theorists of children
psychoanalysis.

 He interested in studying children during play to understand

their life struggles.

 Erikson’ personality development theory is The most

widely and accepted psychosocial theory for children

 It emphasis on a healthy personality as opposed to a

pathological one.
 Personality development occurs in phases or stages that
are consequential. Each stage has true components, the
favorable and unfavorable aspects. If the child success to
pass this stage he will progress to the next depending on
resolution of the conflicts in the eight stages of personality
development is as follows:
Stage I: Sense of trust Vs mistrust
(birth- 1 year)
-Infants are born with their basic abilities needed
for extra-uterine survival, such as respiration,
thermoregulation and digestion. They cannot
survive without the care given to provide for
those essential needs such as food, warmth, and

security.
 Trust exists only in relation to :
(feeling of security, love, safety & physical
comfort)

 Mistrust develops
 (when basic needs are inadequately met).
Stage II: Sense of autonomy / shame and
doubt (1- 3 years)
Independent ----- equal ----- sense of
autonomy
Dependent ----- equal ---- sense of sham
and doubt
-The child starts to practice independent
activities if he unable to act dependently he
will develop
a sense of doubt in his abilities .
 They want to do things for themselves by using their
newly acquired motor skills of walking, climbing,
manipulating and using their mental power of
selection and decision making.

 -Much of their learning is acquired through

imitating the activities and behavior of other

 -The favorable outcome are self control and

autonomy.
Characteristics of typical autonomy:

-Negativism: the toddler start to use the word

(No).
-Ritualism: doing certain actions or behaving in a
ritual manner i.e. to repeat certain behavior
several times.

-Tempertantrum may appear if he scolded for

doing something wrong.
Stage III: Initiative / Guilt (3-6 year):

-The child in this phase starts to be more active

and positive in performing certain tasks .

-He is asked to assume responsibility for himself,

for his body, toys, and younger sibling
 The child initiates behavior and have fantasies
about the active man he wants to be.

 This stage is characterized by vigorous behavior

and strong imagination .

 When the child fails to develop a sense of

initiative he will develop a sense of guilt .
Psychosocial development in preschool phase
focuses on:
-The child is cooperative. He begins his -
relationship with others such as parents, peers, and
other adults in the life .
- The child begins to notice sex differences to -
know if he is a boy or a girl .
Oedipal complex : Is a central developmental
crisis for the children. That the child identifies
parent of the opposite sex.
Stage IV: Industry / Inferiority (6-12 years)
-Children try to prove their competence and try to be
more competent in their work than before.
- Child in this stage learn academic skills of writing,
reading, and math these skills:Develop sense of
industry
-They need real achievement and encouragement to
avoid sense of inferiority.
- - with failure, they may feel less
competent and inferior.

- Feelings of inadequacy -------- Feeling

of inferiority
Stage V: Identity / identity or role confusion.
(12-18 year) .
-This period is characterized by rapid and
marked physical changes.

-They experience rapid body growth with

important physiological and anatomical
changes.
 Young adolescents experience a close attachment to
their parents while they reach for new and more
satisfactory contacts in association outside the
family.
 Adolescents struggle to fit the roles they have
played and hope to play
 Inability to solve the core conflict result in role
confusion
 The outcome of successful mastery is devotion and
fidelity to others and to values. .
Stage VI: Intimacy / Isolation (Early adulthood)
-A sense of intimacy is established on a sense of
identity
-It is the capacity to develop an intimate love
relationship with another and intimate
interpersonal relationships with friends, partners,
and so on.
--Without intimacy the individual feels isolated and
alone.
-The favorable outcome is love others and being
loved.
Stage VII: Generatively / self-absorption
(Middle adulthood)

-Generatively refers to the care they provide as a

unit in society and the ability to produce an being
active.
-A sense of generatively includes parental and
interests in supporting child care or communal
responsibility.
 -The individual who fails in this component of
personality development becomes self-absorbed
and stagnant.
Stage VIII: Integrity / despair
(Old age).
-Integrity refers to the acceptance of the
individual life cycles of a human.
-It result from satisfaction with his life. The
favorable outcome is wisdom
-Despair occures if he is unable to find
meaning in life. .