Erikson_G.html

Biographical Sketch

General Orientation to the Theory

Adapted Freud's basic ideas

Id, Ego, & Superego
unconscious and conscious
drives
psychosexual stages
normal-abnormal continuum
methodology

Three main contributions

the development of eight psychosocial stages that span the lifespan

the identification of identity and its development as a main focus

the use of additional methodologies

- direct interaction with children

- cross-cultural viewpoints

- use of psychohistories

One major difference: assumed an autonomous source of the ego

present at birth, not derived from Id energy
less intrapsychic conflict
ego is conflict-free
infant is less driven by pleasure principle

Problems for study

Phenomena to be explained: ego development within the context of culture & history

Methods of study: naturalistic observations & psychohistory

Internal Principles

Ego (see above)

Epigenetic principle: biologically determined critical periods

Psychosocial conflict: society and others are an important source of conflict

Bridge Principles

Psychosocial Stages

Elements (present with all crises) -

Psychological crises:

- are maturational in origin (epigenetic principle)
- represent a conflict between one's current maturational level and the demands of one's culture
- occur in an invariant order though their relevance, intensity, and relative duration can be affected by one's culture
- develop on a continuum rather than a duality, but one should advance to the next stage with a greater degree of the positive "pole"

Radius of Significant Persons: refers to those people or groups with whom the individual interacts and who directly affect the crisis

Related Elements of Social Order: refer to those aspects of the larger world and society which the individual learns about and interacts with

Psychosocial modalities: refer to how and what the individual learns

The Stages

Stage 1: Basic Trust vs. Basic Mistrust (0-1 year)
Stage 2: Autonomy vs. Shame & Doubt (2-3 years)

Stage 3: Initiative vs. Guilt (4-5 years)

Stage 4: Industry vs. Inferiority (6-12 years)

Stage 5: Identity & Repudiation vs. Role Diffusion (13-19 years)

Stage 6: Intimacy & Solidarity vs. Isolation (19-35 years)

Stage 7: Generativity vs. Stagnation & Self-Absorption (35-55 years)

Stage 8: Integrity vs. Despair (55+ years)

Stage 9: ??

Change Mechanisms - epigenetic principle, interaction with the environment (psychosocial conflict) --- importance of play

The research

often not directly tested

some areas:

infants and children
child rearing
adolescent identity
cultural contexts
adulthood and aging

Contributions of the theory

Healthier conception of the person
Lifespan approach

Identity Crises

Use of Psychohistory

Criticisms of the theory

Lack of measurability of constructs

Lack of empirical support for stage sequence

Evaluation of the theory

Scientific worthiness

testability
external validity

predictive validity

internal consistency

theoretical economy

Developmental adequacy

temporality
cumulativity
directionality
new mode of organization
increased capacity for self control

Pedagogical usefulness

interpretability
versatility
availability
guidance