Erikson's Psychosocial Stages of Development, Exams of Psychology

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Psychology Assignment 5 questions and answers

Erikson's Main Theory - development is a series of crises, influenced by inherited social drives as well as primitive biological drives, eight psychological stages, each associated with a different crisis that needs to be resolved, describe development (not how development takes place)

Erik Erikson - German with Danish parents, trained as an artist and moved to Vienna, studied psychoanalysis with Freud's daughter, development crises theory

Newborn Crisis - basic trust verses mistrust, is my social world supportive and predictable, infants need to know their basic needs will be met, unavoidable sense of abandonment and hunger

First Psychological Strength - hope

Consequences of Newborn Crisis - if a sense of hope or trust isn't established, later in life these individuals will have trouble trusting and developing social ties, risk of addiction

Toddler Crisis - age 1-3, autonomy verses shame and doubt, can i do it by myself, gains in muscular maturation, locomotion, and verbalization allow children to believe they can do it themselves,

Goal for Toddler stage - gain a sense of self control, self confidence, and free will

Consequences of Toddler Crises - if over controlled, the child will have trouble gaining a sense of self control, which can cause a sense of doubt or shame, can lead to either compulsive compliance or impulsive defiance, later in like can have excessive worrying and having trouble receiving criticism from others

Preschool Crisis - ages 3-6 (play age), initiative vs. guilt, am I good or bad, child begins to comprehend his expected role in the adult world and plays out roles, develops a sense of initiative and development of a conscious, sense of guilt over goals contemplated and acts done, initiated or merely fantasized

Goal of Preschool Crisis - develop courage, envision tangible goals, guided by conscience, not paralyzed by guilt and fear of punishment

School Age Crisis - ages 6-12, school begins to replace play, danger of this stage is feeling inadequate or incompetent, which may discourage them from further learning

Goal of School Age Crisis - develop a sense of competence avoiding a sense of inferiority

Adolescence Crises - identity verses role identity confusion, as I shift from the judgement of my parents to the judgement of my peers, I ask "Who am I and how will I spend my life?", begin to see themselves as part of the world outside of their family, tension with parents, want to be independent but still need support from their parents, struggle to establish a sense of individual identity

Possibilities of an Adolescent - passively accept the roles defined by their parents, can experiment with several roles, or delay resolving the identity crises

Personal Fable - youths perceive they are special and what applies for everyone else is not true for them, supports an optimistic look on life but can lead to unhealthy risk-taking behaviors

Young Adulthood Crises - intimacy verse isolation, will I find someone to share my feelings, my love, my life, advantages of solitary life (no need to make sacrifices) and the rewards accompanying loving relationships

Intimacy - the capacity to make a full commitment- sexual, emotional, and moral- to another person, comes with sacrifice, failure to achieve intimacy leads to a lifelong sense of isolation even if surrounded by others

Middle Adulthood Crises - generativity verses stagnation, will I succeed in life, both as a parent and with my career, forced to make a mid-life transition, can you accept life as it is, can lead to either generatively or stagnation

Generativity - a sense of contributing to the next generation

Stagnation - a sense of boredom and meaninglessness

Late Life Crises - ego integrity verses despair, was my life meaningful or were there missed opportunities, looking back on your life, anticipating death will you be able to maintain a sense of dignity, may lead to despair, a helpless and bitter sense that life has been incomplete and unfair

Early Attachment - a long term feeling of closeness or an emotional bond between people, such as child and caregiver

1950's early attachment theory - early attachment came about through caregiver (usually a mother) filling basic biological needs such as feeding, the quality of this attachment would affect social relationships later in life

Contact Comfort - comfortable skin sensations, were more important than feeding in the jokey experiment

Basic Premise of Attachment Theory - infants who develop one or more good attachments have a sense of security and safety, return to caregivers when distressed but explore the world, attachments being in infancy, those without strong attachments have trouble developing close relationships as adults, development of attachment does not require constant attentions

Strange Situation Test - evaluate relationships between child and mother, child and father, child and grandparent, or other relationships, quality of one relationship predicts the quality of other relationships, doesn't work after 18 months because children aren't distressed by a stranger's presence, children don't fit neatly into one category

Temperament - the social and emotional dispositions or tendencies to respond vigorously, nervously, or quietly to new experiences, appears to be stable across the age span

Who enters puberty earlier? - girls enter puberty, on average, two to three years earlier than boys, girls are usually from ages 9-

Generational Differences in Puberty - both boys and girls are entering puberty 1-2 years earlier than earlier generations

Environmental Factors that lead to Early Onset to Puberty - nutrition, excess of protein intake

Risks of Early Puberty - risk of stopping growth, signal bones to stop developing

Biological Factors that lead to Delayed Puberty - lack of adequate hormones from stress, inadequate body fat, or excessive exercise

Nature Reasons for Risk Taking Behavior - adolescent animals are more likely to take risks, less efficient and consistent when it comes to evaluating risk, evaluation of risks and consequences is not fully developed until the mid twenties

Crisis - more emotional turbulence than is typical for most

Identity Achievement - decisions already made, has explored or is exploring the issues

Identity Foreclosure - decisions already made, has not explored the issues

Identity Moratorium - decisions not yet made, has explored or is exploring the issues

Identity Diffusion - decisions not yet made, has not explored the issues

Physical Changes in Adulthood - slower and smaller than those experiences in infancy and early adulthood

Behavioral Changes in Adulthood - adapting existing abilities to new situations or roles rather than early behavioral changes that result in the gaining of new abilities

Early Adulthood - ages 20-45, majority of their energy to pursuing a career, marriage, and having children however supporting themselves is very stressful

Middle Adulthood - ages 45-65, beginning of declines in physical strength and health but not enough to interfere with personal or professional life, accept their career status and experience less stress from their job

Midlife Transition - a time when people reassess personal goals, set new ones, and prepare for the rest of life

Factors that Improve the Quality of Life for the Elderly - dignity, self esteem, and control

Terror-Management Theory - we cope with out fear of death by avoiding thinking about death and by affirming a world-view that provides self esteem, hope and value in life

Attachment - a feeling of closeness toward another person

Strange Situation Test Procedure - a mother and her infant (12-18 months) come into a room with many toys. Then a stranger enters the room. The mother leaves and then returns. A few minutes later, both the stranger and the mother leave. Then the stranger returns, and finally the mother returns

Securely Attached - the infant uses the mother as a base of exploration, the infants show some distress when the mother leaves but only cries briefly if at all, when she returns the infant goes to her with apparent delight and then returns to the toys

Anxious or Resistant - responses towards the mother fluctuate between happy and angry, infant clings to the mother and cries a lot when she leaves as if worried she might not return, she she does return, the infant clings to her again, shows many fears, including a strong fear to strangers

Avoidant - while the mother is present, the infant does not stay near her and seldom interacts with her, the infant may or may not cry when she leaves and does not go to her when she returns

Disorganized - the infant seems not even to notice the mother or looks away while approaching her or covers their face or lies on the floor, alternates between approach and avoidance and shows more fear than affection

Identity Crisis - concern with decisions about the future and the quest for self understanding