INTRODUCTION TO

PSYCHOLOGY
COURSE INSTRUCTOR – ANNUM AKRAM

LECTURE – 1
WHAT IS
PSYCHOLOGY?
 • From the Greek
language, psyche
(mind) and logos
(study)
PSYCHOLOGY

Definition:
“The scientific study of
behavior and
mental processes”
 Behavior can be Mental
directly observed, such
as crying. It is an Processes
observable action that cannot be
can be observe by directly
others.
Examples of behavior
observed, such
include singing, as remembering,
smoking, eating, praying (in
running, sitting, heart), dreaming,
laughing, jumping, and
any other type of thinking, etc.
behavior a person can
do.
DIFFERENCE
BETWEEN
PSYCHOLOGY
AND
PSYCHIATRY
ERIK ERIKSON – PSYCHOSOCIAL
THEORY OF LIFE SPAN

L
E
 ERIK ERIKSON

• Erikson was an ego psychologist. He emphasized

the role of culture and society and the
conflicts that can take place within the ego itself.

EGO – a positive driving force in

human development and personality.
He believed that ego’s main job is to
establish and maintain a sense of
identity.
Click icon to add picture
According to Erikson, the ego develops
as it successfully resolves crises that
are distinctly social in nature. These
involve establishing a sense of trust in
others, developing a sense of identity in
society, and helping the next generation
prepare for the future.
 ERIKSON’S LIFE-SPAN DEVELOPMENT
THEORY

 Development
proceeds in stages
 Each stage is
characterized by a
psychosocial
challenge or crisis
ERIK ERIKSON’S EIGHT STAGES OF
HUMAN DEVELOPMENT

8 - Integrity vs. despair

7 - Generativity vs. stagnation
6 - Intimacy vs. isolation
5 - Identity vs. identity confusion
4 - Industry vs. inferiority
3 - Initiative vs. guilt
2 - Autonomy vs. shame /doubt
1 - Trust vs. mistrust
 ERIKSON’S HUMAN STAGES
DEVELOPMENT

1 - Trust vs. Developed through

Mistrust consistent love and
0–1 year support
Independence fostered
2 - Autonomy vs. by support and
Shame and encouragement
Doubt
2–3 years Developed by exploring
and accepting
3 - Initiative vs. challenges
Guilt
4–5 years
4 - Industry vs.
Mastery comes from
Inferiority success and recognition
6 years–puberty
5 - Identity vs. Exploration of different
Role Confusion paths to attain a
Adolescence healthy identity

6 - Intimacy vs. Form positive, close

Isolation relationships with
Early adult years others
7 - Generativity vs. Transmitting
Stagnation something positive
Middle Adulthood to the next
generation
8 - Integrity vs.
Life review and
Despair
retrospective
Late Adulthood
evaluation of one’s
past
 • Is the world a safe place?

• Erikson's first psychosocial crisis

1. TRUST VS. occurs during the first year or so
MISTRUST (0 – of life.
1 YEARS)
• The crisis is trust vs. mistrust.

• During this stage, the infant is

uncertain about the world in
which they live. To resolve these
feelings of uncertainty, the
infant looks towards their
primary caregiver for
stability and consistency of
care.
 • If the care the infant receives is
consistent, predictable and
reliable, they will develop a sense of
trust which will carry with them to
1. TRUST VS. other relationships, and they will be
able to feel secure even when
MISTRUST (0 – 1 threatened.
YEARS) CONT…
• Success in this stage will lead to the
virtue of hope.

• By developing a sense of trust, the

infant can have hope that as new
crises arise, there is a real possibility
that other people will be there as a
source of support.
• Failing to acquire the virtue of
hope will lead to the development
of fear.
• For example, if the care has
been harsh or inconsistent,
unpredictable and unreliable,
then the infant will develop a
sense of mistrust and will not
have confidence in the world
around them or in their abilities
to influence events.

• This infant will carry the basic

sense of mistrust with them
to other relationships. It may
result in anxiety, heightened
insecurities, and an over
feeling of mistrust in the
world around them.
• Trust
(maladaptive)
• A parent who overly
protects their child
when they were
young

• Mistrust
(Malignant)
• Parents who are
unreliable and often
rejects or harmed the
child as an infant.
 • Is it OK to be ME?
• The child is developing
2. AUTONOMY physically and becoming
VS. SHAME more mobile
AND DOUBT (2 – • As the child gains control
3 YEARS) over eliminative
functions and motor
abilities, they begin to
explore their surroundings.
• Children begin to assert
their independence
• The parents' patience
and encouragement
help foster autonomy in
the child.
 • Children at this age like to
explore the world around
them and they are constantly
2. AUTONOMY learning about their
VS. SHAME AND environment.
DOUBT (2 – 3
YEARS) CONT... • Caution must be taken at this
age while children may
explore things that are
dangerous to their health
and safety.

• At this age children develop

their first interests.
• For example, a child who
enjoys music may like to play
with mobiles.
 • A delicate balance is required
from the parent. They must try
2. AUTONOMY not to do everything for the
VS. SHAME AND child, but if the child fails at a
DOUBT (2 – 3 particular task they must not
YEARS) CONT... criticize the child for failures
and accidents (particularly
when toilet training). The aim
has to be “self control
without a loss of self-
esteem” .

• Success in this stage will lead

to the virtue of will.
CRISES • If children in this stage are
encouraged and supported
in their increased
independence, they become
more confident and secure in
their own ability to survive in
the world.

• If children are criticized,

overly controlled, or not
given the opportunity to assert
themselves, they begin to feel
inadequate in their ability to
survive, and may then become
overly dependent upon others,
lack of self-esteem and feel a
sense of shame or doubt in
their abilities.
VIDEO
 • Is it Okay for Me to Try new things, Move,
and Act?

• Initiative adds to autonomy the

3. INITIATIVE quality of undertaking,
VS. GUILT (4 – 5 planning and performing a
YEARS) task for the sake of just being
active and on the move.

• At this stage, the child wants to

begin and complete their own
actions for a purpose. Guilt is a
confusing new emotion. They may
feel guilty over things that
logically should not cause guilt.
They may feel guilty when this
initiative does not produce desired
results.
 • The child is learning to
master the world around
them, learning basic skills
and abilities. They learn how
3. INITIATIVE to zip and tie, count and
VS. GUILT (4 – 5 speak with ease.
YEARS) CONT…
• During this stage, the child
learns to take initiative and
prepare for leadership and
goal achievement roles.
Activities sought out by a child
in this stage may include risk-
taking behaviors, such as
crossing a street alone.
 • During this period the primary
feature involves the child
regularly interacting with
other children at school.

3. INITIATIVE • Within instances requiring

VS. GUILT (4 – 5 initiative, the child may also
YEARS) CONT… develop negative behaviors.
These behaviors are a result of
the child developing a sense of
frustration for not being able
to achieve a goal as planned
and may engage in behaviors
that seem aggressive, ruthless,
and overly assertive to parents.
Aggressive behaviors, such as
throwing objects, hitting or yelling,
are examples of observable
behaviors during this stage.
 • If given this opportunity to
initiate things, children develop
a sense of initiative and feel
secure in their ability to lead
3. INITIATIVE others and make decisions.
VS. GUILT (4 – 5
YEARS) CONT… • Conversely, if the parents treat
the child’s initiatives as
unimportant, a bother or
embarrassing or other aspects
of their behavior as threatening
then the child may have feelings
of guilt and children develop a
sense of guilt. They may feel
like a trouble to others and will,
therefore, remain followers,
lacking in self-initiative.
• The child takes initiatives which the
parents will often try to stop in order
to protect the child. The child will
often overstep the mark in his
forcefulness, and the danger is that
the parents will tend to punish the
child and restrict his initiatives too
much.

• Too much guilt can make the child

slow to interact with others and may
inhibit their creativity. Some guilt is,
of course, necessary; otherwise the
child would not know how to
exercise self control or have a
conscience.

• A healthy balance between initiative

and guilt is important. Success in
this stage will lead to the virtue of
VIDEO
 • Can I Make it in the World of People
and Things?

4. INDUSTRY • The aim is to bring a productive

VS. situation to completion gradually
INFERIORITY (6 replaces the impulses and wishes
of play.
– 12 YEARS)
• The failure to master trust, autonomy,
and industrious skills may cause the
child to doubt his or her future, leading
to shame, guilt, and the experience of
defeat and inferiority.

• "Children at this age are becoming

more aware of themselves as
individuals." They work hard at "being
responsible, being good and doing
it right." They are now more
reasonable to share and cooperate.
 • Children grasp the concepts of
space and time in more logical,
practical ways. They gain a better
understanding of cause and
4. INDUSTRY VS. effect, and of calendar and time.
INFERIORITY (6 –
12 YEARS) • At this stage, children are eager
CONT… to learn and accomplish more
complex skills: reading, writing,
telling time. They also get to
form moral values, recognize
cultural and individual
differences and are able to
manage most of their personal
needs and grooming with
minimal assistance. At this stage,
children might express their
independence by talking back
and being disobedient and
rebellious.
 • Erikson viewed the elementary
school  years as critical for the
development of self-confidence.
Ideally, elementary school provides
many opportunities to achieve the
recognition of teachers, parents
4. INDUSTRY VS.
and peers by producing things -
INFERIORITY (6 – 12
YEARS) CONT…
drawing pictures, solving addition
problems, writing sentences, and so
on.

• If children are encouraged to make

and do things and are then praised
for their accomplishments, they begin
to demonstrate industry by being
diligent, determined at tasks until
completed, and putting work before
Success in pleasure. If children are instead
this stage will ridiculed or punished for their
lead to the efforts or if they find they are
virtue of incapable of meeting their
competence. teachers' and parents'
 • Who Am I?

• Children are becoming more

5. IDENTITY VS. independent, and begin to
ROLE look at the future in terms
CONFUSION (13 – of career, relationships,
18 YEARS) families, housing, etc. The
individual wants to belong
to a society and fit in.

• This is a major stage in

development where the child
has to learn the roles he
will occupy as an adult. It is
during this stage that the
adolescent will re-examine
his identity and try to find
out exactly who he or she is.
 • According to Bee (1992), what
should happen at the end of this
stage is “a reintegrated sense
of self, of what one wants to do
5. IDENTITY VS.
or be, and of one’s appropriate
ROLE CONFUSION
sex role”. During this stage the
(13 – 18 YEARS)
CONT… body image of the adolescent
changes.

• Erikson claims that the

adolescent may feel
uncomfortable about their
body for a while until they can
adapt and “grow into” the
changes.

• Success in this stage will lead to

the virtue of fidelity (loyalty).
 • Fidelity involves being able to
commit one's self to others on
the basis of accepting others,
5. IDENTITY VS. even when there may be
ROLE CONFUSION ideological differences.
(13 – 18 YEARS)
CONT… • During this period, they
explore possibilities and
begin to form their own
identity based upon the
outcome of their explorations.
Failure to establish a sense of
identity within society ("I don’t
know what I want to be when I
grow up") can lead to role
confusion.
 • Role confusion involves the
individual not being sure about
themselves or their place in
society.
5. IDENTITY VS.
ROLE CONFUSION
(13 – 18 YEARS) • In response to role confusion
CONT… or identity crisis an
adolescent may begin to
experiment with different
lifestyles (e.g. work, education
or political activities). Also
pressuring someone into an
identity can result in
rebellion in the form of
establishing a negative
identity, and in addition to this
feeling of unhappiness.
 • We begin to share ourselves
more intimately with others.
We explore relationships
leading toward longer-term
6. INTIMACY commitments with someone
VS. ISOLATION
other than a family member.
(19 – 40 YEARS)
we begin to share ourselves
more intimately with others.

• Successful completion of
this stage can lead to
comfortable relationships
and a sense of
commitment, safety, and
care within a relationship.
 • Avoiding intimacy, fearing
commitment and relationships
6. INTIMACY
can lead to isolation,
VS. ISOLATION
loneliness, and sometimes
(19 – 40 YEARS)
depression. Success in this
stage will lead to the virtue
of love.
 • During this stage, establish our
careers, settle down within a
relationship, begin our own
families and develop a sense of
being a part of the bigger picture.
7. GENERATIVITY
VS. STAGNATION
• We give back to society through
(40 – 65 YEARS)
raising our children, being
productive at work, and
becoming involved in
community activities and
organizations.

• By failing to achieve these

objectives, we become stagnant
and feel unproductive. Success
in this stage will lead to the virtue
of care.
 • As we grow older and become
senior citizens, we tend to slow
down our productivity, and
explore life as a retired person.

8. EGO INTEGRITY • It is during this time that we

VS. DESPAIR contemplate our
(ABOVE 65 YEARS)
accomplishments and are able to
develop integrity if we see
ourselves as leading a successful
life.

• Erik Erikson believed if we see our

lives as unproductive, feel guilty
about our past, or feel that we
did not accomplish our life
goals, we become dissatisfied
with life and develop despair, often
leading to depression and
hopelessness.
8. EGO INTEGRITY
VS. DESPAIR • Success in this stage will lead
(ABOVE 65 YEARS) to the virtue of wisdom.
Wisdom enables a person to
look back on their life with a
sense of closure and
completeness, and also
accept death without fear.
 Psychosocial Significant Existential
Approximate Age Virtues Examples
crisis relationship question

Infancy
Basic trust vs. Can I trust the
Hope Mother Feeding, abandonment
mistrust world?
0-1 years

Early childhood Autonomy vs.

Is it okay to be Toilet training, clothing
Will shame and Parents
2–3 years me? themselves
doubt

Preschool age Is it okay for me to

Initiative vs. Exploring, using tools or
Purpose Family do, move, and
4–5 years guilt making art
act?
Can I make it in
School age Industry vs. Neighbors, the world of
Competence School, sports
6–12 years inferiority school people and
things?

Adolescence Identity vs. role Peers, role Who am I? Who

Fidelity Social relationships
13–18 years confusion model can I be?

Early adulthood Intimacy vs. Friends,

Love Can I love? Romantic relationships
19–40 years isolation partners

Adulthood Generativity vs. Household, Can I make my life

Care Work, parenthood
41–64 years stagnation workmates count?

Maturity Ego integrity vs. Mankind, my Is it okay to have

Wisdom Reflection on life
65-death despair kind been me?
 and low achievement motivation.
don’t handle independence well,
Children have poor self-control,
PARENTING • Parents are uninvolved.
STYLES • Neglectful

Authoritarian
Parents are restrictive and
punitive. Children tend to be
socially incompetent, anxious,
and exhibit poor communication
skills.
 Indulgent
Parents are highly involved
but set few restrictions.
Children have poor self-control.
PARENTING
STYLES

Authoritative
Parents are nurturing and
supportive, yet set limits.
Children are self-reliant, get
along with peers, and have high
self-esteem.
 • Low- income families
• Tend to value external
characteristics such as
obedience and neatness
• Middle-class families
ETHNIC AND • Often place high value on
SOCIO internal characteristics such
ECONOMIC as self-control and delayed
VARIATION gratification.
• View education as a mutual
IN FAMILIES
responsibility
• Upper-class families
• Less self-control
 • Tom often seems detached and
isolated in college. Most of the
time he is seen smoking at
canteen side. His performance
in class is not up to the mark.
He doesn’t indulge in class
activities and when he’s
CASE 1 –
absent, he doesn’t even bother
IDENTIFY THE
to contact anyone for
PSYCHOSOCIAL
homework. He sits alone in
CRISES
class. He has no friends.

Intimacy vs. Isolation

 • Jack is a finance manager. He
chose management studies
because his parents wanted him
to be a Finance manager.
Recently, he got married to a girl
by his parents’ choice. He liked a
girl in his college but he didn’t
take initiative to ask her for
CASE 2 – marriage. He had thoughts
IDENTIFY THE related to rejection. Most of his
PSYCHOSOCIAL decisions in life are taken by his
CRISES parents for example, choosing
dresses, holiday spot, going out
for dinner etc., because he thinks
he will make mistakes if he do
things by himself.

Initiative vs. Guilt

 • A 70-year old man is often seem
laughing and playing with kids.
He tells his life-stories to his
grand children and often
encourages them. He often
shares his stories related to
CASE 3 –
traveling and his achievements.
IDENTIFY THE
PSYCHOSOCIAL • He is a member of social activist
CRISES group where he gives
motivational speeches to
Is it a positive hopeless people. Once he
or negative mentioned, “I have enjoyed my
outcome? life to the extent I wanted to, this
world has given me a lot and I
love to guide people to right
path”

Integrity vs. Despair

 VIDEO

• Link:
https://www.youtube.com/watch?v=aBPFnDu00Jg
• Which stages of your life have
been more enjoyable or the
most important stage?

• Which stage of your life has

influenced you the most?

• What are the most significant

events of your life? Why?

• What aspect of your life has

influenced you the most?

• Advice for someone of your

age ?
 THE END!
B E S T O F LU C K F O R T H E A C T I V I T Y 