Erik Erikson was a German-American developmental psychologist known for his theory of psychosocial development. He proposed that social development occurs through eight stages across the lifespan, where individuals must resolve crises of trust, autonomy, initiative, industry, identity, intimacy, generativity, and integrity. His humanistic approach emphasized self-actualization and the importance of relationships. While influential, his theory focused more on childhood than adulthood and lacked empirical testing of how individuals progress between stages.
Alfred Adler Individual Psychology
Key Concepts of Individual Psychology
Adlerian counselling
Striving for Superiority (The Striving for Perfection, Striving for Self-Enhancement, Inferiority Feeling, Drive Satisfaction)
Styles of Life
Fictional Finalism
Alfred Adler Individual Psychology
Key Concepts of Individual Psychology
Adlerian counselling
Striving for Superiority (The Striving for Perfection, Striving for Self-Enhancement, Inferiority Feeling, Drive Satisfaction)
Styles of Life
Fictional Finalism
The Development of the Self - Fundamentals of Psychology 2 - Lecture 4Simon Bignell
The Development of the Self - Fundamentals of Psychology 2 - Lecture 4.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Allport's personality Theory separates all traits into three basic subcategories: Cardinal, Central, and Secondary traits. This trait theory suggests that individual personalities are composed of broad dispositions. It is also based mainly on differences between individuals. The combination and interaction of various traits form a personality that is unique to each individual, this theory focused on identifying and measuring these individual personality characteristics.
This power point presentation is on Carl Rogers theory of personality. This ppt would be helpful for both UG and PG students and is developed to fulfill the objective of curriculum.
The Development of the Self - Fundamentals of Psychology 2 - Lecture 4Simon Bignell
The Development of the Self - Fundamentals of Psychology 2 - Lecture 4.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
Allport's personality Theory separates all traits into three basic subcategories: Cardinal, Central, and Secondary traits. This trait theory suggests that individual personalities are composed of broad dispositions. It is also based mainly on differences between individuals. The combination and interaction of various traits form a personality that is unique to each individual, this theory focused on identifying and measuring these individual personality characteristics.
This power point presentation is on Carl Rogers theory of personality. This ppt would be helpful for both UG and PG students and is developed to fulfill the objective of curriculum.
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.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
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
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
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.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
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
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
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Erik Erikson
Erik Erikson
by
Saul McLeod
published
2008
, updated
2013
Erik Erikson (1950, 1963) proposed a psychoanalytic theory of psychosocial development comprising eight stages from infancy to adulthood. During each stage, the person experiences a psychosocial crisis which could have a positive or negative outcome for personality development.
Erikson's ideas were greatly influenced by Freud, going along with Freud’s (1923) theory regarding the structure and topography of personality. However, whereas
Freud
was an id psychologist, Erikson was an ego psychologist. He emphasized the role of culture and society and the conflicts that can take place within the ego itself, whereas Freud emphasized the conflict between the
id and the superego
.
According to Erikson, the ego develops as it successfully resolves crises that are distinctly social in nature. These involve establishing a sense of trust in others, developing a sense of identity in society, and helping the next generation prepare for the future.
Erikson extends on Freudian thoughts by focusing on the adaptive and creative characteristic of the ego, and expanding the notion of the stages of
personality development
to include the entire lifespan.
Like Freud and many others, Erik Erikson maintained that personality develops in a predetermined order, and builds upon each previous stage. This is called the epigenic principle.
The outcome of this 'maturation timetable' is a wide and integrated set of life skills and abilities that function together within the autonomous individual. However, instead of focusing on sexual development (like Freud), he was interested in how children socialize and how this affects their sense of
self
.
Psychosocial Stages
Erikson’s (1959) theory of psychosocial development has eight distinct stages, taking in five stages up to the age of 18 years and three further stages beyond, well into adulthood. Erikson suggests that there is still plenty of room for continued growth and development throughout one’s life. Erikson puts a great deal of emphasis on the adolescent period, feeling it was a crucial stage for developing a person’s identity.
Like Freud, Erikson assumes that a crisis occurs at each stage of development. For Erikson (1963), these crises are of a psychosocial nature because they involve psychological needs of the individual (i.e. psycho) conflicting with the needs of society (i.e. social).
According to the theory, successful completion of each stage results in a healthy personality and the acquisition of basic virtues. Basic virtues are characteristic strengths which the ego can use to resolve subsequent crises.
Failure to successfully complete a stage can result in a reduced ability to complete further stages and therefore a more unhealthy personality and sense of self. These stages, however, can be resolved successfully at a later.
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
Chapter one of "Testing in language programs" by James Dean Brown (2005) discusses "Types and uses of language tests". It's about norm-referenced and criterion-referenced tests.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2. ∗ Humanistic approach emphasizes the importance of the
inner world of the learner and places the individual’s
thought, emotions and feelings at the forefront of all
human development (Lei ,2007).
∗ Humanistic approach changed all aspects of language
education, that is, the traditional roles of teachers and
learners were redefined and the previously
authoritarian teaching practices were replaced by
learner-centered classrooms.
Humanistic approach to learning
3. A principal purpose of education is to provide learning and
an environment that facilitate the achievement of the full
potential of students.
■ Personal growth as well as cognitive growth is a
responsibility of the school. Therefore education should
deal with both dimensions of humans—the cognitive and
the affective
■ Significant learning is discovered for oneself.
■ Human beings want to actualize their potential.
■ Having healthy relationships with other classmates is
more conducive to learning.
■ Learning about oneself is a motivating factor in learning.
■ Increasing one's self-esteem is a motivating factor in
learning.
Main Premises Underlying humanistic
education, (Moskovitz, 1978)
4. ∗ Individualism (the Whole Person)
∗ Learner autonomy
∗ Learner-centeredness
∗ Learner empowerment (critical thinking & decision
making)
∗ Phenomenal learning (uniqueness of each individual’s
learning)
∗ Interpretive view of education (critical thinking,
discovery learning, and experiential learning)
∗ Teacher as facilitator
Implications of Humanistic approach
5. ∗ Silent Way ( Gattengo , 1972): teacher remains as
silent as he can when the learners are engaged in
learning, but the teacher still stays the firm controller
of the class.
∗ Suggestopedia (Lozanov, 1979):people are able to
learn more if their minds are clear of other things and
likewise free of anxiety.
∗ Community Language Learning (Curran ,1972): the
learners sit in a circle as a community and determine
what they want to say.
Applications of Humanistic Approach
7. Erikson’s Life
∗ 1902- Born in Frankfurt,
Germany
∗ 1919- Travels throughout
Europe
∗ 1927- Becomes a teacher at
Hietzing School in Vienna
∗ 1928- Studies child
psychology with Anna Freud
8. ∗1930- Marries Joan Serson,
a dance teacher at school
∗1933- Emigrates to US
∗1939- Becomes US citizen
∗1960- Begins teaching at
Harvard
∗1994- Dies in US
9. ∗ Erikson only received two certificates from the Montessori
teachers association and from the Vienna Psychoanalytic Institute.
∗ When he moved to the United States in 1933 and, he was offered a
teaching position at Harvard Medical School. In addition to his
position at Harvard, he also had a private practice in child
psychoanalysis.
∗ Later, he held teaching positions at the University of California at
Berkeley, Yale, the San Francisco Psychoanalytic Institute, Austen
Riggs Center, and the Center for Advanced Studies of the Behavioral
Sciences.
∗ He published a number of books on his theories and research,
including Childhood and Society and The Life Cycle Completed. His
book Gandhi's Truth was awarded a Pulitzer Prize and a national
Book Award.
Erikson’s Career
10. ∗ Psychosocial: Describing the relation of the individual’s
emotional needs to the social environment.
∗ According to this theory, at critical ages, people
experience developmental crises, specific conflicts
between two opposing forces whose resolution prepares
the way for the next stage (e.g. Trust versus Mistrust).
∗ Erikson emphasizes the emergence of the self, the search
for identity, and the individual’s relationships with others
throughout life.
Erikson’s Psychosocial theory
11. ∗ Erikson believed that personality develops in
a series of eight stages, each with its
particular goals, concerns, accomplishments,
and dangers (Epigenetic principle).
Erikson’s Stages of
Psychosocial Development
12. ∗ This principle says that we develop
through a predetermined unfolding of
our personalities in eight stages.
∗ Our progress through each stage is in
part determined by our success, or
lack of success, in all the previous
stages.
EPIGENETIC PRINCIPLE
15. ∗ At this stage, with proper care and
attention, the infant will develop a sense of
trust. However, if this does not happen, it
leads to mistrust in her/his life.
∗ Infancy
Stage One: Trust vs. Mistrust
16. ∗ Child needs to develop a sense of personal control
over physical skills and a sense of self-confidence.
∗ They begin to assume important responsibilities for
self-care like feeding and going to toilet.
∗ If parents fail to reinforce child’s efforts to master
basic motor and cognitive skills at this age, s/he may
begin to feel shame and s/he will lack self-confidence
in future.
∗ Toddler
Stage 2: Autonomy vs. Shame/Doubt
17. ∗ The quality of undertaking, planning, and attacking a
task for the sake of being active and on the move.
∗ If children are not allowed to do things on their own,
they will come to believe whatever they want to do is
wrong so a sense of guilt will develop.
∗ Preschool
Stage Three: Initiative vs. guilt
18. ∗ The child’s ability to cope with the new social
environments like school and neighborhood may give
him a sense of competence or inferiority.
∗ School age
Stage Four: Industry vs. Inferiority
19. ∗ the central issue at this stage is the development of an
identity.
∗ Identity: the organization of the individual’s drives,
abilities, beliefs, and history into a consistent image of
self. If one fails to do so and he fails to choose, role
confusion will happen.
∗ Teenager
Stage Five: Identity vs. Role
confusion
20. ∗ The individual learns to make personal commitment to
another as spouse or partner Or can become isolated
and stay away from meaningful relationships.
∗ Young adult
Stage Six: Intimacy vs. Isolation
21. ∗ Generativity refers to caring and guidance for next
generation. It also refers to seeking satisfaction
through productivity and creativity in career, family,
and civic interests.
∗ Stagnation means caring for no one.
∗ Middle age
Stage Seven: Generativity vs. Stagnation
22. ∗ Integrity means consolidating your sense of self and
fully accepting its unique and unalterable history. Those
unable to attain a feeling of fulfillment and
completeness sink into despair.
∗ Old age
∗ Is it okay to have been me?
Stage Eight: Integrity vs. Despair
23. Age Conflict Important Event Virtue
Infancy
(0-18 months)
Basic trust vs Mistrust Feeding Hope
Toddler
(18 mnths-3 yrs)
Autonomy vs Shame Toilet Training Will
Preschooler
(3-6 years)
Initiative vs Guilt Independence Purpose
School age
(6-12 years)
Industry vs Inferiority School Competence
Teenager
(12-19)
Identity vs Confusion Peer relationships Fidelity
Young adult
(20-25)
Intimacy vs Isolation Love relationship Love
Middle-aged
(26-64)
Generativity vs Stagnation Parenting/Mentoring Care
Old age
(65-death)
Integrity vs Despair Reflection on or
acceptance of one’s life
Wisdom
24. ∗ Erikson’s theory is not systematic, it’s a loose connection
of observations, empirical generalizations, and abstract
theoretical claims.
∗ It primarily describes the development of European
American males
∗ More attention is paid to infancy and childhood than to
adult life, despite the claim to be a life-span theory.
∗ Erikson did not explain in any detail how a child moves
from stage to stage or even how he resolves the crisis
within a stage.
Criticism of Erikson’s Theory
25. Erikson in the classroom
∗ Be aware of the stage(s) your students are in
and offer opportunities to engage with
aspects of that stage.
∗ Preschoolers need support for taking
initiative. Elementary students need support
for learning how to work effectively.
Adolescents need opportunities to explore
their own identities.
∗ Scaffold the opportunities you offer so
students can experience success.
26. ∗ Give students many models for career choices and
other adult roles
∗ Help students find resources for working out
personal problems
∗ Be tolerant of teenage fads as long as they don’t
offer others or interfere with learning
∗ Give students realistic feedback about themselves
How to support identity formation in
classroom
27. ∗ Woolfolk, A. E., Winne, P. H., & Perry, N. E. (2011).
Educational Psychology (11th
ed.). Boston: Allyn &
Bacon.
∗ Miller, P. H. (2011). Theories of Developmental
psychology. New York: Worth Publishers.
∗ Khatib, M., Najafi Sarem, S., & Hamidi, H. (2013).
Humanistic education: concerns, implications and
applications. Journal of Language Teaching and
Research, 4(1),45-51.
References
