This document discusses Erik Erikson's psychosocial development theory and different learning styles. Erikson's theory proposes eight stages of psychosocial development from infancy to late adulthood, with each stage presenting an important developmental task. The document outlines each stage and potential outcomes. It also discusses how Erikson's stages relate to youth work and identity formation in adolescents. Additionally, the document covers Honey and Mumford's learning styles theory, outlining different styles like theorist, pragmatist, activist, and reflector. It suggests activities that may appeal to individuals with different styles.

1. Welcome
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2. 2d Developmental theory
and learning styles
Honey & Mumford’s learning
styles.

3. Theorist: - relate how different theories /
observations relate to each other. Tidy
and well-organised minds…and e-mail
inboxes. Can’t relax until they get to the
bottom of situation in question and can
explain their observations in basic terms.
Uncomfortable with anything subjective
or ambiguous. Usually sound in their
approach to problem-solving – take a
logical, one step at a time approach.
2d Developmental theory
and learning styles
May like to:
• Explore how different Bible Stories
releate to each other
• Explore different theological views on
the same topic
• Like working through a series of logical
questions about a topic.

4. Pragmatist: Seek out and make use
of new ideas. Look for the practical
implications of any new ideas or
theories before making a
judgment. If something works – all
is well and good. If doesn’t work –
little point in spending time on the
analysis of its failure. Strength –
confident in use of new ideas and
will incorporate them into their
thinking. Most at home in problem-
solving situations.
2d Developmental theory
and learning styles
May like to...
• Search for now ideas for your
Christmas nativity
• Help plan and implement any new
ideas for your youth group
• Think through new ways to share
familiar bible stories in your family
services

5. Activist: - learn by doing. Novelty; will
‘give anything a go’. Get on with things –
not interested in planning. Immerse
themselves in a wide range of things and
experiences, and to work in groups so
ideas can be shared and tested. Bored by
repetition – most often open-minded
and enthusiastic.
2d Developmental theory
and learning styles
May like to:
• Direct the Church’s Christmas Nativity
• Volunteer at a Christian festival –
potentially a different one each year.
• Undertake a sponsored event to raise
money for a Christian charity...even if it
means missing Church on a Sunday...

6. Reflector: - stand back and observe.
Collect as much info as possible before
making decision; ‘look before they
leap’. Look at big picture, inc. previous
experiences. Strength – will
painstakingly collect data and
subsequent analysis before they reach
any conclusion. Slow to make up their
minds…but when they do, decisions
based on sound consideration,
knowledge and opinions.
2d Developmental theory
and learning styles
May like to...
• Undertake a SWOT analysis of
the youth group and present their
findings to the leadership team.
• Be part of a group which
undertakes a community profile
and make recommendations for
services which the Church might
like to set up.

7. 2d Developmental theory
and learning styles
Other Learning Styles Theories:
- Visual Learners
- Auditory Learners
- Kinaethestic Learners
- Extrovert and Introvert Learners
- Sensing and Intuitive Learners
Chapter from Pritchard’s book on
Learning Styles is on the Portal
under ‘Files’ for today’s session
and explores all of these in more
depth.

8. Portfolio 2 Tasks: Need to complete at least 1 of the following tasks on Learning
Styles
1) Learning Styles – Ask a handful of your young people and fellow leaders to
complete the Learning Style questionnaire you completed at Cliff College. Produce a
reflection upon the learning styles of your youth team and the learning styles of your
young people. The Questionnaire can be found in the Files section of Portfolio 2. This
should be roughly 250-300 words
2) Put some ideas for activities in your portfolio which meet different learning styles
and help young people explore their faith and / or the issues they face. You should
look to include 3 or 4 different activities.
2d Developmental theory
and learning styles
In groups, start to brainstorm different activities you could include for
question 2.

9. Erikson, like Freud, was
largely concerned with how
personality and behaviour is
influenced after birth - not
before birth - and especially
during childhood. In the
'nature v nurture' (genes v
experience) debate, Erikson
was firmly focused on
nurture and experience.
2d Developmental theory
and learning styles

10. Psychosocial Crisis Stage Life Stage
age range, other
descriptions
1. Trust v Mistrust Infancy
0-1½ yrs, baby, birth to
walking
2. Autonomy v Shame and Doubt Early Childhood 1-3 yrs, toddler, toilet training
3. Initiative v Guilt Play Age 3-6 yrs, pre-school, nursery
4. Industry v Inferiority School Age 5-12 yrs, early school
5. Identity v Role Confusion Adolescence 9-18 yrs, puberty, teens
6. Intimacy v Isolation Young Adult
18-40, courting, early
parenthood
7. Generativity v Stagnation Adulthood 30-65, middle age, parenting
8. Integrity v Despair Mature Age 50+, old age, grandparents
http://www.businessballs.com/erik_erikson_psychosocial_theory.htm
2d Developmental theory
and learning styles

11. Trust v mistrust (0-1.5years): The infant will
develop a healthy balance between trust and
mistrust if fed and cared for and not over-
indulged or over-protected.
Successful transition:
• Healthy sense of trust of others
• Awareness that there are certain situations
where you don’t give your complete trust to
someone straight away
2d Developmental theory
and learning styles
Unsuccessful transition could result in:
• Struggling to trust anyone
• Too trusting – not being able to recognise
potential dangers in certain people or
situations

12. Automony v Shame & Doubt (1-3years)
•Autonomy - self-reliance: Independence of
thought, and a basic confidence to think and
act for oneself.
•Shame and Doubt - inhibit self-expression
and developing one's own ideas, opinions and
sense of self.
2d Developmental theory
and learning styles
Successful transition:
• Confident to have their own
thoughts on a given situation
•Able to act upon them
• Willing to keep trying something
until they’re able to do it
Unsuccessful transition:
• Lacking in confidence – doubting
their own ability
• Often try something once and give
up if they can’t do it

13. Initiative v Guilt (3-6years)
•Initiative: capability to devise actions or
projects, and a confidence and belief that it is
okay to do so, even with a risk of failure or
making mistakes.
•Guilt means what it says, and in this context is
the feeling that it is wrong or inappropriate to
instigate something of one's own design.
2d Developmental theory
and learning styles
Successful transition:
- Child given praise for trying new
things and for being creative –
however bizarre their work may
seem...
- Given opportunity and space to
make mistakes
Unsuccessful transition:
- ‘That’s rubbish!’
- ‘Never do that again...’
- Never allowed to explore...

14. Industry v inferiority (5-12 years)
•Industry - purposeful or meaningful activity. Development of competence
and skills, and a confidence to use a 'method', and is a crucial aspect of
school years experience. Hard work pays off
•Inferiority is feeling useless; unable to contribute, unable to cooperate or
work in a team to create something, with the low self-esteem that
accompanies such feelings.
2d Developmental theory
and learning styles
Transitions:
• More tests and opportunities
to be compared against other
pupils (SAT’s, 11+ etc)
• Playing more team sports –
who’s picked first or last?
• How can we celebrate
everybody’s success?

15. Identity v Role Confusion (9-18years)
•Identity - how a person sees
themselves in relation to their world.
sense of self or individuality in the
context of life and what lies ahead
•Role Confusion is the negative
perspective - an absence of identity -
meaning that the person cannot see
clearly or at all who they are and how
they can relate positively with their
environment.
•Young people struggle to belong and
to be accepted and affirmed, and yet
also to become individuals. In itself this
is a big dilemma, aside from all the
other distractions and confusions
experienced at this life stage.
2d Developmental theory
and learning styles

16. 2d Developmental theory
and learning styles
Intimacy v isolation (18-40years)
•Intimacy – process of achieving
relationships with family and marital /
mating partner.
•also in terms of sexual mutuality - the
giving and receiving of physical and
emotional connection, support, love,
comfort, trust, and all the other
elements that we would typically
associate with healthy adult
relationships
•Isolation conversely means being and
feeling excluded from the usual life
experiences of dating and mating and
mutually loving relationships. This
logically is characterised by feelings of
loneliness, alienation, social
withdrawal or non-participation.

17. Generativity v stagnation (30-65
years)
- Generativity –unconditional
giving that characterizes positive
parental love and care for their
offspring. Potentially extends
beyond one’s own children, and
also to all future generations.
- Stagnation – extension of
intimacy which turns inward in
form of self-interest and self-
absorption. Lack of interest in
young people and future
generations and the wider world;
feelings of selfishness, self-
indulgence, greed etc.
Integrity v despair (50+, old age)
- Integrity – feeling at peace with
oneself and the world. No regrets or
recriminations. More likely to look
back on lives positively and happily
if they have left the world a better
place than they found it – in
whatever way, to whatever extent.
- Despair – opposite disposition –
feelings of wasted opportunities,
regrets, wishing to be able to turn
back the clock and have a second
chance.
2d Developmental theory
and learning styles

18. As parents / youth workers,
our own emotional triggers
might be set off by the young
people in our care when they
go through certain stages
The young people in your youth group might
have struggles which have been established
in one of their childhood stages e.g.
struggling to trust anyone because they
developed a unhealthy sense of mistrust in
stage 1.
2d Developmental theory
and learning styles

19. Reflection...
- Can you see any of these ‘crisis’ in yourself?
Or in any of your young people?
- How have other people helped you through
these crisis?
- Do you think any of your young people have
struggles today because they haven’t passed
through a previous stage successfully?
2d Developmental theory
and learning styles

20. Identity v Role Confusion
•Identity - how a person sees themselves in
relation to their world. Sense of self or
individuality in the context of life and what lies
ahead
•Role Confusion is the negative perspective -
an absence of identity - meaning that the
person cannot see clearly or at all who they
are and how they can relate positively with
their environment.
•Young people struggle to belong and to be
accepted and affirmed, and yet also to become
individuals. In itself this is a big dilemma, aside
from all the other distractions and confusions
experienced at this life stage.
Where did we get our identify
from when we going through
this stage?
Where can / do our young
people get their identify from
today?
Are they different places? Do
our young people have more
or less options than we did?
Why / why not?
2d Developmental theory
and learning styles

21. Identity represents a sense of self that includes
a conscious sense of one’s individual
uniqueness and a sense of solidarity with a
group’s ideals (Erikson, 1968). It embodies an
understanding of how one is like all other
people, like some other people and not like any
other person...’ – Kerry Young, Art of Youth
Work, p34
-We all....(in school) have to do homework,
have to go to school, do PE etc...
-Like some people...hobbies, style of clothing,
music, type of social media you’re into...
-Not like any other person...what 1 things
makes you you? What are you known for? Do
you want to be known for anything?
2d Developmental theory
and learning styles

22. Kerry Young – The Art of Youth Work
‘’Adolescence’ represents the first phase of life during which the
individual develops a clear personal and social identity that
persists throughout life. This makes the issue of identity central
to youth work as an age specific activity.’ p35
‘Within youth work, the development or preservation of identity
is, therefore, not about judging young people but rather
providing information and supporting them to understand what
(for instance) being [‘Christian’] means to them.’ p36
2d Developmental theory
and learning styles

23. 2d Developmental theory
and learning styles
1. What struggles have you seen your young
people have whilst forming their own
identity?
2. Are there any specific issues which you
think help or hinder young people form
their own identity? E.g. Religious, sexuality,
online affiliations, parental expectations
3. Do we prepare young people for life
outside of the potential Church or
Christian bubble?
4. How can we help the young people in our
care form a positive healthy Christian
identity today in 2016?
Identity issues: Group Discussions