Erik Erikson

According to Sigmund Freud, personality is mostly established by the age of five. Early experiences play a large role in personality development and continue to influence behavior later in life.

Freud's theory of psychosexual development is one of the best known, but also one of the most controversial. Freud believed that personality develops through a series of childhood stages during which the pleasure-seeking energies of the id become focused on certain erogenous areas. This psychosexual energy, or libido, was described as the driving force behind behavior.

1. Oral Stage

2. Anal Stage

3. Phallic Stage

4. Latency Stage

5. Genital Stage

If these psychosexual stages are completed successfully, the result is a healthy personality. If certain issues are not resolved at the appropriate stage, fixation can occur. A fixation is a persistent focus on an earlier psychosexual stage. Until this conflict is resolved, the individual will remain "stuck" in this stage. For example, a person who is fixated at the oral stage may be over-dependent on others and may seek oral stimulation through smoking, drinking, or eating.

Erik Erikson’s theory of psychosocial development is one of the best-known theories of personality in psychology. Much like Sigmund Freud, Erikson believed that personality develops in a series of stages. Unlike Freud’s theory of psychosexual stages, Erikson’s theory describes the impact of social experience across the whole lifespan.

“Hope is both the earliest and the most indispensable virtue inherent in the state of being alive. If life is to be sustained hope must remain, even where confidence is wounded, trust impaired.“

- Erik Erikson (1902-1994)

Erik Homberger

1902- Born on June 15, 1902 at Frankfrut,

Germany- His mother, Karla Abrahamsen, is Jewish.

1911 - He was legally adopted by his step-

father, Dr. Theodore Homberger.1919

- He begins to travel throughout Europe.1927

- He becomes a teacher at Hietzing School in Vienna.

Peter Blos- his fellow artist; suggested Erik to apply for a teaching position Hietzing School run by Dorothy Burlingham.

1928- He studied child psychology with

Anna Freud.- He was psychoanalyzed by Anna

Freud herself.

1930

- He met a Canadian dance teacher, Marries Joan Serson.

1933- At this point in time, they were already married (Erik and

Joan). They have three children, one of them became a sociologist.

- When Nazis coming into power, they left Vienna, to Copenhagen, then to Boston.

1950s- He begins teaching at Harvard Medical School and practiced

child psychoanalysis privately.

- He officially changed his name to Erik Erikson when he became an American citizen.

- He wrote Childhood and Society.

- During Senator Joseph McCarthy’s reign, he left Berkeley when professors were asked to sign a “loyalty oaths”.

1958 - He published Young Man Luther. 

1963- He published Youth: Change and Challenge.

1964 - He published Insight and Responsibility.

1968 - He published Identity: Youth and Crisis.

1970- He retired from teaching.- He wrote and did some research wrote his wife.

1994- He died on May 12, 1994 at Harwich, MA.

Influences: Sigmund Freud Anna Freud

Psychologists: Henry Murray Kurt Lewin

Anthropologists: Gregory Bateson Margaret Mead Ruth Benedict

The Ego• Body ego (experiences with our body, a way of seeing the physical self as different for other people)

• Ego Ideal (the image we have of ourselves in comparison with an established ideal; it is responsible for our being satisfied or not satisfied not only with our physical self but also with our entire personal identity)

• Ego Identity (the image we have of ourselves in the variety of social roles we play)

Theory

Epigenetic TheoryEpigenetic theory is an emergent theory of development that includes both the

genetic origins of behavior and the direct influence that environmental forces have,

over time, on the expression of those genes. The theory focuses on the dynamic interaction between these two influences

during development.

Epigenetic PrincipleWe develop through an unfolding of our personality in predetermined stages, and that our environment and surrounding culture influence how we progress through these stages. This biological unfolding in relation to our socio-cultural settings is done in stages of psychosocial development, where "progress through each stage is in part determined by our success, or lack of success, in all the previous stages.”

Childrens and Adults

Erikson had some things to say about the interaction of generations, which he called mutuality. Freud had made it abundantly clear that a child’s parents influence his or her development. It is even appropriate to add a third generation to the picture.

Psychosocial Stages

Of Development

Trust vs.

Mistrust

The first stage of Erikson's theory of psychosocial development occurs between birth and one year of age and is the most fundamental stage in life.

Because an infant is utterly dependent, the development of trust is based on the dependability and quality of the child's caregivers.

  If a child successfully develops trust, he or she will feel safe

and secure in the world. Caregivers who are inconsistent, emotionally unavailable, or rejecting contribute to feelings of mistrust in the children they care for. Failure to develop trust will result in fear and a belief that the world is inconsistent and unpredictable.

Autonomy

vs.

Shame and Doubt

This stage occurs between the ages of 18 months to approximately age two to three years. According to Erikson, children at this stage are focused on developing a greater sense of self-control.

Gaining a sense of personal control over the world is important at this stage of development. Toilet training plays a major role; learning to control one’s body functions leads to a feeling of control and a sense of independence. Other important events include gaining more control over food choices, toy preferences and clothing selection.

Children who successfully complete this stage feel secure and confident, while those who do not are left with a sense of inadequacy and self-doubt.

Initiative

vs. Guilt

During the preschool years, children begin to assert their power and control over the world through directing play and other social interactions.

Children who are successful at this stage feel capable and able to lead others. Those who fail to acquire these skills are left with a sense of guilt, self-doubt, and lack of initiative.

Industry

vs. Inferiorit

y

The stage occurs during childhood between the ages of six and eleven. School and social interaction play an important role during this time of a child’s life. Through social interactions, children begin to develop a sense of pride in their accomplishments and abilities.

Children who are encouraged and commended by parents and teachers develop a feeling of competence and belief in their skills. Those who receive little or no encouragement from parents, teachers, or peers will doubt their ability to be successful.

According to Erikson, this stage is vital in the development of self-confidence. During school and other social activities, children receive praise and attention for performing various tasks such as reading, writing, drawing and solving problems. Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority.

Ego-identity vs.

Role Confusion

During adolescence, children explore their independence and develop a sense of self.

Those who receive proper encouragement and reinforcement through personal exploration will emerge from this stage with a strong sense of self and a feeling of independence and control. Those who remain unsure of their beliefs and desires will feel insecure and confused about themselves and the future.

Intimacy vs.

Isolation

This stage takes place during young adulthood between the ages of approximately 19 and 40. During this period of time, the major conflict centres on forming intimate, loving relationships with other people.

Studies have demonstrated that those with a poor sense of self tend to have less committed relationships and are more likely to suffer emotional isolation, loneliness, and depression.

Erikson believed it was vital that people develop close, committed relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation.

Generativity vs.

Stagnation

During adulthood, we continue to build our lives, focusing on our career and family.

Those who are successful during this phase will feel that they are contributing to the world by being active in their home and community. Those who fail to attain this skill will feel unproductive and uninvolved in the world.

Integrity vs.

Despair

This stage occurs during late adulthood from age 65 through the end of life. During this period of time, people reflect back on the life they have lived and come away with either a sense of fulfilment from a life well lived or a sense of regret and despair over a life misspent.

Those who feel proud of their accomplishments will feel a sense of integrity. Successfully completing this phase means looking back with few regrets and a general feeling of satisfaction. These individuals will attain wisdom, even when confronting death. Those who feel proud of their accomplishments will feel a sense of integrity. Successfully completing this phase means looking back with few regrets and a general feeling of satisfaction. These individuals will attain wisdom, even when confronting death.

Those who are unsuccessful during this phase will feel that their life has been wasted and will experience many regrets. The individual will be left with feelings of bitterness and despair.

“The richest and fullest lives attempt to achieve an inner balance between three realms: Work,, Love, and Play.”

-ERIK ERIKSON

Thank You!

Celedonio, Chrissa Janelle R.Narvacan, PearlJemaimah I.