GROUP 6

PSYCHOSOCIAL, PSYCHOSEXUAL, AND

HUMANIST THEORIES

PSYCHOSOCIAL THEORY
01
ERIC ERIKSON

02 PSYCHOSEXUAL THEORY
SIGMUND FREUD

MORAL DEVELOPMENT THEORY

03
LAWRENCE KOHLBERG
PSYCHOSOCIA
THEORY
L
ERIC ERIKSON
• Psychosocial theory explains changes in self-understanding,
social relationships, and one's relationship to society from
infancy through later life.
- ScienceDirect
• Erikson's theory is based on what he calls the epigenetic
principle, encompassing the notion that we develop through an
unfolding of our personality in predetermined stages, and that
our environment and surrounding culture influence how we
progress through these stages.
- Lumen Learning
 PSYCHOLOGICAL ADAPTIVE EGO EGO CARE
LIFE STAGE CRISIS QUALITY PATHOLOGY

INFANCY TRUST V.S.

HOPE WITHDRAWAL
BIRTH to 2 y/o MISTRUST

TODDLER AUTONOMY V.S.

WILL COMPULSION
2-3 y/o SHAME & DOUBT

EARLY SCHOOL INITIATIVE V.S.

PURPOSE INHIBITION
4-5 y/o GUILT

MIDDLE SCHOOL INDUSTRY V.S.

COMPETENCE INERTIA
6-12 y/o INFERIORITY
 PSYCHOLOGICAL ADAPTIVE EGO EGO CARE
LIFE STAGE CRISIS QUALITY PATHOLOGY

ADOLESCENCE IDENDITY V.S.

FIDELITY REPUDIATION
12-18 y/o ROLE CONFUSION

YOUNG ADULTHOOD INTIMACY V.S.

LOVE EXCLUSIVITY
18-40 y/o ISOLATION

ADULTHOOD GENERATIVITY
CARE REJECTIVITY
40-65 y/o V.S. STAGNATION

OLD AGE EGO INTEGRITY V.S.

WISDOM DISDAIN
65 y/o to DEATH DESPAIR
 STAGE 1: INFANCY
• During this stage, the infant is uncertain about the world in
which they live, and looks towards their primary caregiver for
stability and consistency of care.
• Thus the goal in this stage is to develop consistent trust to the
infant.
• If these needs are not met, then the infant will develop mistrust,
anxiety, and suspicion.
• The success of it will lead to a virtue of hope.
 STAGE 2: EARLY
CHILDHOOD
• This stage focuses on developing a sense of personal control
over physical skils and a sense of independence.
• The success of it will lead to a virtue of hope.
 STAGE 2: EARLY
CHILDHOOD
• If the child is encouraged and supported in their independence,
then they will become more confident in their abilities in
surviving the world.
• But if the child is criticized or overly controlled, then they will
feel the inadequacy of their abilities, lack of self-esteem,
dependent on others fully, and a sense of shame and doubt.
 STAGE 3: PRESCHOOL

• According to Bee (1992), it is a “time of vigor of action and of

behaviors that the parents may see as aggressive”.
• In this stage, the primary feature involves a child regularly
interacting with other children at school, and the central stage
here is play.
• The success of it will lead to a virtue of purpose.
 STAGE 3: PRESCHOOL

• In this stage, children begin to plan activities, make up games,

and initiate activities with others. And if it’s given that
opportunity, then the child will develop the sense of being
initiative.
• But if the child’s tendency is squelched, like asking too many
questions for the thirst of knowledge, the child will develop that
feeling of guilt, and others will thought of it, as nuisance or
embarrassment.
 STAGE 4:
MIDDLE
•CHILDHOOD/SCHOOL
Teachers begin to take an important role AGE
in the child’s life as
they teach child-specific skills.
• In this stage, the child’s peer group will be a major source of the
child’s self-esteem, thus feeling the need to win, by
demonstrating specific competencies that are valued by society
and developing the sense of pride of their achievements.
 STAGE 4:
MIDDLE
•CHILDHOOD/SCHOOL
If children are encouraged and reinforcedAGE
by their sense of
initiative, then they will feel competent and confident in their
abilities to achieve goals.
• But if the children felt the refusal or restriction by their parents
and teachers, or even cannot develop the skill that it needs for
the society, then it will develop a sense of inferiority.
• The success of it will lead to a virtue of competence.
 STAGE 5: ADOLESCENCE
• During this stage, adolescents search for a sense of self and
personal identity, through an intense exploration of personal
values, beliefs, and goals.
• The transition from childhood to adulthood is most important.
• This is the major stage of development where the child has to
learn the roles that he/she will occupy as an adult.
 STAGE 5: ADOLESCENCE
• According to Bee, what should happen at the end of the stage is a
reintegrated sense of self, of what one wants to do or be, and of
one’s appropriate sex role.
• Failure to establish the sense of their identity can lead to a role
confusion/identity crisis.
• He claims that the adolescent may feel uncomfortable about their
body for a while until they can adapt.
• The success of it will lead to a virtue of fidelity.
 STAGE 6: EARLY
•
ADULTHOOD
During the stage, the major conflict centers around forming
intimate or loving relationships with others.
• Sharing ourselves intimately, and exploring relationships towards
long-term commitments with others are a sense of an intimacy with
commitment for safety and care. On the other hand, failure of
commitment leads to isolation, loneliness, and depression.
• The success of it will lead to a virtue of love.
 STAGE 7: MIDDLE
•
ADULTHOOD
During the stage, the aim of this conflict is to make your mark.
• Being part of the society that creates and nurtures great things to
others are a part that develop the sense of generativity, as a part of
the bigger picture.
• But if we fail to contribute to the society, with little involvement,
then we became stagnant and unproductive, leading to that feeling
of disconnection.
• The success of it will lead to a virtue of care.
 STAGE 8:
LATE
• During the stage, we tend to contemplate and reflect our
ADULTHOOD/MATURITY
achievements that can develop integrity if we see ourselves leading
to a successful life.
• However, if we felt reflect ourselves with regret and guilt about our
past, not achieving the goals and feelings of success, then we will
experience the bitterness, dissatisfaction, or despair, leading to
hopelessness.
• The success of it will lead to a virtue of wisdom.
How does Erikson’s
theory become a
learner-centered
strategy in 21st
century classroom?
PSYCHOSEXU
THEORY
AL
SIGMUND FREUD
 PRINCIPAL
STAGE NAME AGE
TASK

ORAL STAGE BIRTH - 18 months WEANING

ANAL STAGE 18 months - 3-4 years TOILET-TRAINING

PHALLIC
3-4 years - 5-7 years SEXUAL IDENTITY
STAGE
LATENT
5-7 years - PUBERTY LEARNING
STAGE

GENITAL GENITAL
• Libido/erogeneous zone is centered in
the baby’s mouth .
• It gets much satisfaction from putting
all sorts of things in its mouth to
satisfy the libido , and thus its id
demands.

ORAL
STAGE
• He said that oral stimulation could lead
to an oral fixation in later life.
• We see oral personalities all around us
such as smokers (oral receptive), nail-
biters , finger-chewers , thumb-suckers ,
and oral behavious ,
particularly when under
stress (oral aggresive ). ORAL
STAGE
• Libido/erogeneous zone is centered in
the anus , and the child derives great
pleasure from defecating .
• Ego has developed.
• He believed that this type of
conflict tends to come to a
head in potty training .
ANAL
STAGE
• The nature of this conflict can
determine the child’s future
relationship with all form by
authority .
• Meaning, if there will be an early or
harsh potty training, then it can
lead to the child being anal-
retentive. ANAL
STAGE
• On the other hand, if it’s underwent to
liberal toilet-training , then the child
will become anal expulsive .
• In adulthood, the anal expulsive is the
person who wants to share things with
you, or giving away
things.
• Their personality is messy, ANAL
disorganized, and
rebellious. STAGE
• Libido/erogeneous zone is centered in
the genitals , as a new source of
pleasure.
• The child become aware of anatomical
sex differences, which sets
the conflict between
attraction, rivalry,
jealousy, and PHALLIC
fear.
STAGE
• Oedipus complex (boys)

• Electra complex (girls)

PHALLIC
STAGE
• There is no libido/erogeneous zone
taken place, or it has became dormant.
• He thought that most sexual impulses
are repressed during this
stage.

LATENC
STAGE
• Much of the children’s energy
channeled into developing and
acquiring new skills and knowledge ,
and play becomes largely confined to
other children to other
children of the same
gender .
LATENC
STAGE
• During this stage, this is where the
adolescent sexual orientation begins ,
the successful resolution of which is
setting down in a loving one-to-one
relationship with another
person in our 20s.
• Sexual instinct is directed
GENITA
to heterosexual pleasure ,
rather than self-
pleasure
STAGE
 MORAL
THEORY
DEVELOPMENT
LAWRENCE KOHLBERG
 STEP 6:
UNIVERSAL-ETHICAL-
STEP 4:
PRINCIPAL ORIENTATION
LAW AND
ORDER
STEP 2: STEP 5:
ORIENTATION
INSTRUMENTAL SOCIAL-CONTRACT
ORIENTATION ORIENTATION
STEP 3:
GOOD BOY,
STEP 1:
NICE GIRL
OBEDIENCE AND LEVEL 3
ORIENTATION
PUNISHMENT POSTCONVENTIO
NAL
ORIENTATION
LEVEL 2
CONVENTIONAL
LEVEL 1
PR ECONVENTIO
NAL
 PRECONVENTIONAL
LEVEL 1: LEVEL

PRECONVENTIONAL
• The child’s sense of morality is extremely controlled.
• Children accept and believe the rules
of authority figures, such as parents
or teacher.
• They focuses largely on external
consequences that certain actions
may bring.
 PRECONVENTIONAL
STAGE 1: LEVEL

OBEDIENCE-AND-
PUNISHMENT
INFANCY
• Focuses on the child’s desire to obey rules and avoid being
punished.
• In this stage, it is stated that the worse the punishment was, the
more bad the act is perceived to be.
 PRECONVENTIONAL
STAGE 2: LEVEL

INSTRUMENTAL
PRE-SCHOOL

• Expresses the “What’s in it for me?“ position.

• Is defined by whatever the individual beliefs to be in their best
interest.
• As a result, concern for others is not based on loyalty or intrinsic
respect, but rather a “you scratch my back, and I’ll scratch yours”
mentality.
 CONVENTIONAL
LEVEL 2: LEVEL

CONVENTIONAL
• The child’s sense of morality is tied to personal and societal
relationships.
• Children continue accept and believe
the rules of authority figures, but this
is now due to to their belief that this
necessary to ensure positive
relationships and societal order.
 CONVENTIONAL
STAGE 3: LEVEL

GOOD BOY, NICE GIRL

SCHOOL AGE

• Children want the approval of others and act in ways to avoid

disapproval.
• The emphasis here is placed on good behavior and people being
“nice” to others.
 CONVENTIONAL
STAGE 4: LEVEL

LAW AND ORDER

SCHOOL AGE

• Children blindly accept the rules and conventions because of their

importance in maintaining a functional society.
• Obeying rules by doing what one is supposed to do is seen as
valuable or important. Thus, there is an obligation and a duty to
uphold laws and rules.
 CONVENTIONAL
STAGE 4: LEVEL

LAW AND ORDER

SCHOOL AGE

• Most active member of society remained at this stage, where

morality is still predominantly dictated by an outside force.
 POSTCONVENTIONAL
LEVEL 3: LEVEL

POSTCONVENTIONAL
• A person’s sense of morality is defined in terms of more abstract
principles and values.
• This marks the growing realization that individuals are separate
entities from society and that individuals may disobey rules
inconsistent with their own principles.
• They lived by their own ethical principles, and view rules as useful but
changeable mechanisms, rather than absolute dictates that must be
obeyed without question.
 POSTCONVENTIONAL
STAGE 5: LEVEL

SOCIAL-CONTRACT
TEENS

• Such perspectives should be mutually respected as unique to each

person or community.
• Laws are regarded as social contracts rather than rigid edicts.
• This is achieved through majority decision and inevitable
compromise.
 POSTCONVENTIONAL
STAGE 6: LEVEL

UNIVERSAL-ETHICAL-
PRINCIPAL
• The moral reasoning is based on abstract reasoning using universal
ADULTS
ethical principles.
• He insisted that this stage really exists, but he found to be difficult
to identify individuals who consistently operated on this level.
THANKS
FOR
GROUP 6
LISTENING