Erik Erikson's theory of psychosocial development proposes that social experience shapes personality in a series of eight stages throughout the lifespan. Each stage is characterized by a psychosocial crisis which can result in a healthy or unhealthy outcome. The stages involve developing trust versus mistrust in infancy, autonomy versus shame and doubt in toddlerhood, initiative versus guilt in preschool years, industry versus inferiority in school-age children, identity versus role confusion in adolescence, intimacy versus isolation in young adulthood, generativity versus stagnation in middle adulthood, and integrity versus despair in late adulthood. Erikson's theory emphasizes the importance of social interaction and cultural influences at each stage of development.
Presentation by Hunter Institute of Mental Health Senior Project Officer Liz Kemp for Hunter Youth Mentor Collaborative network and learning meeting, May 2016.
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For more information visit www.responseability.org
Mental health professions
Mental health providers are professionals who diagnose mental health conditions and provide treatment. Most have at least a master's degree or more-advanced education, training and credentials.
Presentation by Hunter Institute of Mental Health Senior Project Officer Liz Kemp for Hunter Youth Mentor Collaborative network and learning meeting, May 2016.
Symposium presentation by Ellen Newman, Hunter Institute of Mental Health, for the Society for Mental Health Research Conference 2016.
For more information visit www.responseability.org
Mental health professions
Mental health providers are professionals who diagnose mental health conditions and provide treatment. Most have at least a master's degree or more-advanced education, training and credentials.
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
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Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
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3. INTRO
• A sense of who he is?
• Why does one feel confident and secure while
another feels depressed and question their life?
• Erick Erickson Psychosocial Theory explain such
questions
3
4. INTRO
• Maj contributor to dev of psychology
• Erikson purposed a comprehensive theory of
the ways that an indl dev his ident
• Theory “Stages of Psychosocial Dev”
4
5. INTRO
• Psychosocial stages that have a basic conflict and
imp event ldg to growth
• Clinical obsn on children
• Helps educators to know about the personalities of
their students
5
7. SEQ
• Life hist of Erik Erikson's
• Erikson's theory of dev
• Erikson’s Eight Stages
• Implication of Erikson’s theory in edn
• Concl
7
8. ERIK ERIKSON’S BIOGRAPHY
• Born on 15th of June, 1902
in Frankfort, Germany
• One of the most influential
psychoanalysts of the 20th
century
• Erikson’s best-known work
is his theory of
psychosocial dev
8
9. ERIK ERIKSON’S BIOGRAPHY
• Completing trg at Vienna
Psycoanalytical Society
• Erikson left his native
Germany in the 1933
• Immigrated to America
where he studied Native
American traditions of
human development
9
10. ERIK ERIKSON’S BIOGRAPHY
• Continued his work as a
psychoanalyst
• Became 1st child
Psychoanalyst of Boston
• Research at Yale’s institute
for human relations and
instructions in 1936
10
11. ERIKSON’S THEORY OF DEV
• Impact of social experiences in life span
• Conflict arise people grow or fail
• If an indl has dealt terrible past as a child he
might not be able to cope with scenarios that
life presents
11
12. ERIKSON’S THEORY OF DEV
• There are eight stages over a life span
showing the dev
• The main elements behind his theory is
The ident of ones ego
12
13. HISTORY OF PSYCHOSOCIAL THEORY
• First psychologists to become aware of the
influence of culture on behavior
• Placed more emphasis on
• External world
• Meaning
• Depression
• Wars 13
14. 14
• The three key factors to Erikson’s theory are the
interaction of
• Body
• Mind
• Cultural influence
HISTORY OF PSYCHOSOCIAL THEORY
18. TRUST VS MISTRUST
• Occurs in infancy. (Birth-18
months)
• The infant has experienced
the warmth and protect of
the mother
• Faces the reality of
discomfort and hunger imed
on contact with the other
world 18
19. TRUST VS MISTRUST
• Babies must learn to trust
their parents care and
affection
• If not done the babies could
dev distrust and view the
world as inconsistent and
unpredictable
19
21. AUTONOMY VS SHAME
• Occurring in the toddler age
(18 months-3 years)
• Do things on their own
• They could start feeling
ashamed an doubt their
abilities
21
22. AUTONOMY VS SHAME
• Toilet trg is imp in this stage
• The parent child relationship
is imp in the resolution of this
crisis
22
27. INDUSTRY VS INFERIORITY
• School age (5-11 yrs old)
• This pd reflects the
determination of children to
master what ever they are doing
• Learn to follow the rules
imposed by schools or home
27
28. INDUSTRY VS INFERIORITY
• The child can start believing that
he/she is inferior to others
• Not ready for challenges of school
• Unable to measure to the
expectations of parents, teachers
and friends
28
30. IDENT VS ROLE CONFUSION
• Adolescence (11- 18 yrs of
age)
• The critical issue is that
adolescence must resolve
the question Who am I?
• They may acquire a sense of
ident
30
31. IDENT VS ROLE CONFUSION
• Children enter
adolescence in a defused
state
• They may become
confused about their roles
in life
31
33. INTIMACY VS ISOLATION
• Young adulthood (18-40 yrs of
age)
• Dev a relationship and its ident
with a partner
• Or can become isolated and stay
away from meaningful relationship
33
35. GENERATIVELY VS STAGNATION
• Middle adulthood (40-60 yrs of age)
• Making use of time and having concern
with helping others and guiding the next
generation
• Or can become self centered and
stagnant
35
37. EGO INTEGRITY VS DESPAIR
• Late adulthood (60 and up)
• Understanding and accept the
meaning of temporary life
• Or complain about regrets not having
enough time and not finding a
meaning throughout life
37
38. IMPLICATIONS OF ERIKSON’S THEORY IN
EDN
• To understand types of conflicts faced by the
students
• To understand why young adolescents may have
personality or social adjustment problems in
school
• Allow children to become more self-directing in
choosing their own learning activities
38
39. IMPLICATIONS OF ERIKSON’S THEORY IN
EDN
• To create such envmt in a cl room where failure is
seen as a part of learning process
• To provide diff opportunities to students for eval
their behavior , attitudes and beliefs
•
• To enrich the school's curricular objs
39
40. IMPLICATIONS OF ERIKSON’S THEORY
IN EDN
• Freedom to explore their world
• To allow students to choose activities
• To honored the request of the students if
reasonable
40
43. SUGGESTION
• Psychosocial dev continues throughout life
• The teachers, parents and peers can play a
vital role to help the students during their
psychosocial dev stages to resolve their
difficulties
43
