Psychoanalytic theory

PSYCHOANALYTIC THEORY

Erik Erikson

ERIK ERIKSON Born in Germany(1902), later locating to Vienna to pursue a career in arts and teaching

Learned psychoanalysis from Anna Freud(Freud’s daughter)

An ego-psychologist Did not dismiss Freudian stages, but added the psychosocial part.

PSYCHOANALYTIC THEORY Describes development as primarily unconscious and as heavily colored by emotion

ERIKSON’S THEORY(PSYCHOSOCIAL DEVELOPMENT)

Emphasis on the “conflict free sphere”

Key function of Ego>>sense of identity

Great emphasis on the outside social interactions to human development

Stages are tied to social and interpersonal tasks

PSYCHO-SOCIAL STAGESStage Age Crisis

Infancy 0-1 Trust vs. Mistrust

Toddler 1-3 Autonomy vs. Shame

Early Childhood 3-6 Initiative vs. Guilt

Late Childhood 6-12 Industry vs. Inferiority

Adolescence 12-18 Identity vs. Identity Diffusion

Young Adult 18-35 Intimacy vs. Isolation

Middle Age 35-60 Generativity vs. Stagnation

Later Life 60+ Ego Integrity vs. Despair

INFANCY: TRUST VS. MISTRUST

From ages birth to one year, children begin to learn the ability to trust others based upon the consistency of their caregiver(s).

EARLY CHILDHOOD: AUTONOMY VS. SHAME AND DOUBT(AGES 1-3)

EARLY CHILDHOOD: AUTONOMY VS. SHAME AND DOUBT(AGES 1-3)

Children begin to assert their independence

Encouragement increases independence

PRE-SCHOOL AGE: INITIATIVE VS. GUILT(AGES 4-5)

PRE-SCHOOL AGE: INITIATIVE VS. GUILT(AGES 4-5)

Children assert themselves more frequently

Children’s responsibility gives them the ability to lead others and make decisions

SCHOOL AGE: INDUSTRY VS. INFERIORITY(AGES 6-11)

SCHOOL AGE: INDUSTRY VS. INFERIORITY(AGES 6-11) From age six years to puberty,

children begin to develop a sense of pride in their accomplishments. They initiate projects, see them through to completion, and feel good about what they have achieved.

Teachers play an increased role in the child’s development.

SCHOOL AGE: INDUSTRY VS. INFERIORITY(AGES 6-11)

Teachers should “mildly but firmly coerce children into

the adventure of finding out that one can learn to

accomplish things which one would never have thought of

by oneself”(Erikson,1968)

ADOLESCENCE: IDENTITY VS. ROLE CONFUSION (AGES 12-20)

ADOLESCENCE: IDENTITY VS. ROLE CONFUSION (AGES 12-20)

The transition from childhood to adulthood is most important. Children are becoming more independent, and begin to look at the future.

They explore possibilities and begin to form their own identity based upon the outcome of their explorations.

YOUNG ADULTHOOD: INTIMACY VS. ISOLATION(AGES 20-24)

YOUNG ADULTHOOD: INTIMACY VS. ISOLATION(AGES 20-24)

We begin to share ourselves more intimately with others.

We explore relationships leading toward longer term commitments with someone other than a family member.

Erikson describes intimacy as finding oneself, yet losing oneself in another.

MIDDLE ADULTHOOD: GENERATIVITY VS.

STAGNATION(AGES 25-64)

MIDDLE ADULTHOOD: GENERATIVITY VS. STAGNATION(AGES 25-64) We establish our careers, settle

down within a relationship, begin our own families and develop a sense of being a part of the bigger picture.

Generativity- it’s chief concern is to assist the younger generation in developing and leading useful lives.(Erikson)

LATE ADULTHOOD: EGO-INTEGRITY VS. DESPAIR(AGES 65-DEATH)

LATE ADULTHOOD: EGO-INTEGRITY VS. DESPAIR(AGES 65-DEATH)

As we grow older and become senior citizens, we tend to slow down our productivity, and explore life as a retired person.

It is during this time that we contemplate our accomplishments and are able to develop integrity if we see ourselves as leading a successful life.

SOME DIFFERENCES WITH FREUD

Less emphasis on sexual urges

More emphasis on rational ego

STRENGTHS AND WEAKNESSES OF ERIKSON’S PSYCHOSOCIAL THEORY Strengths

Emphasis on rational and adaptive nature

Emphasis on interaction of biological and social influences

Influenced research into adolescence and adulthood

WeaknessesSometimes vague and difficult to testDescribes human personality

development but does not explain how development occurs

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