Eight Stages of Development

This paper will present an overview of the emergenceal tasks subscribed in the social and emotional development of babyren and teenagers which continues into adulthood. The presentation is based on the eightsomesome Stages of Development developed by psychiatrist, Erik Erikson in 1956. According to Erickson, humans conk through eight stages of psychosocial development during our lives. individually stage centers around a specific crisis or negate among competing tendencies.Eriksons theory consists of eight stages of development. Each stage is characterized by a different contest that must be resolved by the individual. When the environment makes new demands on people, the conflicts arise. The person is go about with a choice between two ways of coping with apiece crisis, an adaptive or maladaptive way. Only when each crisis is resolved, which involves change in the ainity does the person have sufficient strength to deal with the neighboring stages of development(Schultz and Schultz, 1987).If a person is unable to resolve a conflict at a particular stage, they will confront and struggle with it subsequent in life. Learning Basic Trust Versus Basic Mis confide (Hope) Chronologically, this is the catch of infancy through the first hotshot or two historic period of life. The child, well handled, nurtured, and loved, develops trust and security and a basic optimism (Stevens, 1983). Badly handled, a child becomes insecure and mistrustful. Learning Autonomy Versus Shame (Will) The second psychosocial crisis, Erikson believes, occurs during proto(prenominal) childhood, probably between about 18 months or 2 geezerhood and 3? o 4 years of age. According to Erikson, self assure and self confidence begin to develop at this stage (Stevens, 1983). Children stinkpot do more on their hold. Toilet training is the more or less all important(predicate) event at this stage. They also begin to feed and dress themselves. This is how the yearling strives for autonomy. It is essential for refers not to be overprotective at this stage (Stevens, 1983). A p arnts level of protectiveness will influence the childs ability to achieve autonomy. If a p arent is not reinforcing, the child will feel shameful and will break to doubt his or her abilities. Erikson believes that children who experience too much doubt at this stage will lack confidence in their powers later in life(Woolfolk, 1987). Learning Initiative Versus Guilt (Purpose) Erikson believes that this third psychosocial crisis occurs during what he calls the mold age, or the later pre condition years (from about 3? to, in the linked States culture, entry into formal school). The development of courage and independence are what check off preschoolers, ages three to six years of age, apart from other age groups.Young children in this category face the challenge of initiative versus guilt. As described in Bee and Boyd (2004), the child during this stage faces the complexities of p lanning and developing a sentiency of judgment. During this stage, the child learns to take initiative and prepare for leadership and culture achievement fictional characters. Activities seek out by a child in this stage whitethorn include risk-taking behaviors, such as crossing a street wholly or riding a bike without a helmet both these examples involve self-limits.These behaviors are a result of the child developing a sense of frustration for not being able to achieve a goal as planned and may engage in behaviors that seem aggressive, ruthless, and likewise assertive to parents (Marcia, 1966). Aggressive behaviors, such as throwing objects, hitting, or yelling, are examples of observable behaviors during this stage. Industry Versus Inferiority (Competence) Erikson believes that the fourth psychosocial crisis is handled, for better or worse, during what he calls the school age, most likely up to and possibly including some of junior high gear school (Erickson, 1950). Chil dren at this age are becoming more aware(p) of themselves as individuals. They work hard at being responsible, being grave and doing it right. They are now more reasonable to share and cooperate. (Gross, 1987). Allen and Marotz (2003) also careen some cognitive developmental traits specific for this age group Children sympathise the concepts of space and time, gain better visualiseing of cause and effect and understand calendar time. At this stage, children are eager to learn and accomplish more complex skills reading, writing, telling time.They also get to form moral values, jazz cultural and individual differences and are able to manage most of their personal motivations and grooming with minimal assistance (Allen and Marotz, 2003). At this stage, children might depict their independence by being disobedient, using back talk and being rebellious. Learning Identity Versus Identity Diffusion (Fidelity) During the fifth psychosocial crisis (adolescence, from about 13 or 14 to about 20) the child, now an puerile, learns how to answer satisfactorily and mirthfully the question of Who am I? But even the most adjust of adolescents experiences some role identicalness diffusion most boys and probably most girls experiment with minor delinquency, rebellion, self doubts flood the adolescent (Kail and Cavanaugh, 2004). Erikson is credited with coining the term Identity Crisis(Gross, 1987). Each stage that came before and that follows has its have got crisis, but even more so now, for this marks the transition from childhood to adulthood. This passage is necessary because Throughout infancy and childhood, a person forms some(prenominal) identifications.But the need for identity element in youth is not met by these (Wright, 1982). This go point in human development seems to be the reconciliation between the person one has come to be and the person society expects one to become. This emerge sense of self will be established by coming together past exp eriences with expectation of the future. In relation to the eight life stages as a whole, the fifth stage corresponds to the crossroads Adolescents are confronted by the need to re-establish boundaries for themselves and to do this in the face of an often potentially hostile dry land (Gross, 1987). This is often challenging since commitments are being asked for before particular identity roles have formed. At this point, one is in a order of identity confusion, but society normally makes allowances for youth to find themselves, and this state is called the moratorium As in other stages, bio-psycho-social forces are at work. No matter how one has been raised, ones personal ideologies are now chosen for oneself (Wright, 1982). Oftentimes, this leads to conflict with adults over religious and political orientations.Another area where teenagers are deciding for themselves is their move choice, and oftentimes parents want to have a decisive say in that role. If society is too insisten t, the teenager will agree to external wishes, forcing him or her to stop experimentation and finding true self-discovery. Once someone settles on a worldview and vocation, will he or she be able to merged this aspect of self-definition into a diverse society? According to Erikson, when an adolescent has equilibrise both perspectives of What have I got? and What am I going to do with it? he or she has established their identity (Gross, 1987) Learning Intimacy Versus isolation (Love) The Intimacy vs. Isolation conflict is emphasized around the ages of 20 to 34. At the start of this stage, identity vs. role confusion is coming to an end, and it still lingers at the foundation of the stage (Erikson, 1950). Young adults are still eager to run short their identities with friends. They want to fit in. Erikson believes we are sometimes isolated due to intimacy. We are afraid of rejections such as being turned down or our partners breaking up with us.We are familiar with pain, and to s ome of us, rejection is painful our egos cannot hand over the pain. Erikson also argues that Intimacy has a counterpart Distantiation the readiness to isolate and if necessary, to unload those forces and people whose essence seems dangerous to our own, and whose territory seems to encroach on the tip of ones intimate relations (Erickson, 1950). Once people have established their identities, they are ready to make long-term commitments to others. They become capable of forming intimate, mutual relationships and willingly make the sacrifices and compromises that such relationships require.If people cannot form these intimate relationships perhaps because of their own needs a sense of isolation may result. Learning Generativity Versus Self-Absorption (Care) In adulthood, the psychosocial crisis demands generativity, both in the sense of marriage and parenthood, and in the sense of working productively and creatively. Integrity Versus Despair (Wisdom) If the other seven psychosoci al crisis have been successfully resolved, the mature adult develops the peak of adjustment integrity (Marcia, 1966). He trusts, he is independent and dares the new.He works hard, has found a well defined role in life, and has developed a self-concept with which he is happy. He can be intimate without strain, guilt, regret, or lack of realism and he is proud of what he creates his children, his work, or his hobbies (Marcia, 1966). If one or more of the earlier psychosocial crises have not been resolved, he may view himself and his life with disgust and despair. Conclusion These eight stages of man, or the psychosocial crises, are likely and insightful descriptions of how personality develops but at present they are descriptions only.We possess at best simple and probationary knowledge of just what sort of environment will result, for example, in traits of trust versus distrust, or clear personal identity versus diffusion. Socialization, then is a information teaching process tha t, when successful, results in the human organisms moving from its infant state of helpless but total self-absorption to its ideal adult state of aware conformity coupled with independent creativity.References Bee, Helen and Boyd, Denise. (2004). The Developing Child. (10th ed. ). Boston Pearson Erikson, E. H. (1950). Childhood and society. raw York Norton (1950) Triad/Paladin (1977), Erikson, E. , (1956), The Problem of Ego Identity, journal of the American psychoanalytic Association 4 Gross, F. L. (1987). Introducing Erik Erikson An invitation to his thinking. Lanham, MD University Press of America. Kail, R. V. , amp Cavanaugh, J. C. (2004). Human development A life-span view. Belmont, CA Thomson/Wadsworth. Marcia, J. 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