Early Years

1
Erik Erikson
1902 - 1994
2
Early Years

• born in Frankfort, Germany, 1902
• didnt learn until later he was adopted by Dr.
  Homburger
• studied art

3
Early Years

• went to Vienna to teach - didnt even have a
  college degree
• studied psychoanalysis with Freud at the Vienna
  Psychoanalytic Institute

4
Early Professional Life

• became a prominent child psychoanalyst (new
  field)
• moved to U.S. in 1933
• Bostons first child analyst
• position at Harvard
• taught at Yales Institute of Human Relations
• first important book published in 1950,
  Child-hood and Society

5
Later Years

• professor at the University of California
• Returned to Harvard until 1970
• became Sr. consultant in psychiatry, Mt. Zion
  Hospital, San Francisco
• Died in 1994, age 92

6
Career Milestones

• was considered most influential psychoanalyst
  alive
• addressed identity, status of women,
  developmental crises
• learned from Freud, but expanded theory

7
Development of Psychosocial Stages

• used psychohistorical method - studied Hitler,
  Kierkegaard, Gandhi
• used therapy situation to acquire information and
  check out ideas
• ego identity is main area of concern
• ego is mainly unconscious
• stresses influence of culture and social
  interaction
• eight stages, each has a negative (crises) and
  positive pole

8
Stage I Trust vs. Mistrust (Hope)Ages 0 to 1
Year Infancy

• infants need to feel cared for and loved
• trust within and without - trust of self as well
  as others
• rejected children are more fearful, insecure,
  jealous, aggressive, hostile, isolated -
  mistrustful

9
Stage 2 Self-Reliance vs. Self-Doubt
(will)Ages 1 to 3 Years Early Childhood

• awareness of emerging skills develops
• need to be taken seriously
• positive resolution includes acceptance of
  negative feelings - rage, anger, hatred - as
  well as independence

10
Stage 3 Initiative vs. Guilt (purpose)Ages 3 to
6 years Preschool Age

• child decides what kind of person to be
• initiative comes with freedom and opportunity to
  initiate motor play and intellectual pursuits
• guilt comes from being made to feel bad about
  self-initiated activities and ideas

11
Stage 4 Industry vs. Inferiority
(competence)Ages 6 to 12 Years
School Age

• academic tasks reading, writing, math
• physical tasks sports, manual dexterity
• social tasks making friends, following rules,
  sharing ideas
• industry is orientation toward working, doing,
  producing

12
Stage 5Identity vs. Role-Confusion (
fidelity)Ages 12 to 18 Years Adolescence
Teen

• time of psychological and physiological
  revolution
• firm self-image is formed
• must develop strong identity - sexual, personal
• time to select work goals, career
• lack of identity inability to progress
  successfully

13
Stage 6Intimacy vs. Isolation (love)Ages 18 to
35 Years Early Adulthood

• intimacy is the ability to care deeply for
  another person
• the ability to share ones true feelings
• the ability to give and receive affection
• isolation leads to self-absorption and social
  death

14
Stage 7Generativity vs. Stagnation (care)Ages
35 to 55 Middle Age

• become more aware of eventual death
• question life-style, goals choices
• motivation to have impact outside of family
• care represents concern for others and need to
  give to next generation
• stagnation reflects preoccupation with self only

15
Stage 8Integrity vs. Despair (wisdom)Ages 55 to
65 to death old age

• wisdom comes from a meaningful life
• integrity reflects the life well-lived
• with integrity, one can accept death
• despair reflects a wish to do it over correctly
• with despair, one does not find peace

16
Musical Video

• http//www.youtube.com/watch?v-i9ckfFRcd4feature
  player_embedded

17
Handout 9-4 Items on the handout were derived
from Eriksons statements about each stage.
Scores for each subscale range from 0 to 15, with
high scores reflecting greater strength on a
particular personality dimension.

• Trust - The response to item 1 should be reversed
  
• (0 3, 1 2, 2 1, 3 0) and then added to
  the numbers given in response to items 2, 3, 4,
  and 5
• Autonomy - 7, 8, and 9 should be reversed and
  added to items 6 and 10 to assess autonomy.
• Initiative 12 and 15 should be reversed and added
  to items 11, 13, and 14 to measure initiative.
• Industry 16, 18, and 19 should be reversed and
  then added to 17 and 20 to calculate industry.
• Identity - 21 and 25 must be reversed and added
  to 22, 23, and 24
• Intimacy - 26, 28, and 30 are reversed and added
  to 27 and 29
• Generativity - Responses to 31 and 33 are
  reversed and added to 32, 34, and 35 .
• In both sexes, the authors found that the scores
  on each dimension were related to an independent
  measure of well-being.