Here are some potential interviews I could conduct and observations I could make based on Erikson and Marcia's theories of identity development: JHS student: - Focuses on school/grades, wants to do well to prove self. Shows initiative vs guilt characteristics. Likely in foreclosure status, accepting parents' values without exploration. SHS student: - Joins many clubs/sports to find self. Questions beliefs but not made commitments yet. Exhibits moratorium status traits as exploring options without commitment. Parent: - Feels need to contribute through work/family. Looks back on life choices with some regret but also pride in children. Displays generativity vs stagnation characteristics

1. STAGES IN
HUMAN
DEVELOPMENT

2. BLOOPERS IN STAGES OF HUMAN
DEVELOPMENT
CTTO
0-2 • “Pa-cute-an kuno”
3-8 • Paramihan ng toys
9-18 • Pataasan ng Grades
19-25 • Padamihan ng Syota
26-35 • Pagandahan ng Asawa
36-45 • Palakihan ng Income
46-55 • Padamihan ng Kabit
56-70 • Padamihan ng Sakit
70+ • Pabonggahan ng Libing

3. IDENTITY
FORMATION
U N D E R S TA N D I N G C U L T U R E , S O C I E T Y A N D
P O L I T I C S

4. SENSE OF SELF
•Who am I?
–self-concept – beliefs
•How Good am I as a person?
–self-esteem - worthiness
–From 1-10, how good are you as a person?

5. SELF-CONCEPT
•Self-concept or self-identity is the sum of a
being's knowledge and understanding of
their self.

6. IDENTITY FORMATION
•is the development of an individual’s distinct
personality, which is regarded as a persisting
entity in a particular stage of life by which a
person is recognized or known.

7. IDENTITY
•Consisting of separate and distinct parts.
•It is an ever-evolving core within our
culture, loved ones, those we cared for,
people who have harmed, the deeds
done (good and ill) to self and others,
experiences lived, and choices made
come together to form who we are at
this moment.

8. IDENTITY
•Consisting of separate and distinct
parts.
•It is an ever-evolving core within our
culture, loved ones, those we cared
people who have harmed, the deeds
done (good and ill) to self and others,
experiences lived, and choices made
come together to form who we are at
this moment.

9. THEORIES OF IDENTITY FORMATION
• “Psychosocial
Development”
Erik
Erikson’s
• “Identity Status
Theory”
James
Marcia’s

10. ERIK ERIKSON
•Father abandoned before born.
•Irregular work in Europe without
an identity.
•Took a job as a teacher for
children.
•Took name as Erikson (son of
himself) symbolizing full
attainment of sense of identity.

11. ERIKSON’S THEORY
•Erikson's belief is that throughout each
person's lifetime, they experience
different crises or conflicts.

12. ERIK ERIKSON’S
Stages of
Psychosocial
Development

13. PSYCHOSOCIAL DEVELOPMENT
•Psychosocial: Development of self in
relationship to society
–Psycho: Mental processes
–Social: Relating to society
Dr. K. A. Korb
University of Jos

14. ERIKSON’S STAGES OF
PSYCHOSOCIAL DEVELOPMENT
•Each stage is characterized by a crisis
–Crisis: a psychosocial challenge
that presents opportunities for
development

15. ERIK ERIKSON
–Focus on Crisis Resolution
•At each stage a crisis must be resolved
•If the crisis is not resolved, the
individual may lack the positive
characteristic in the stage.

16. “WHAT YOU ARE NOW
AND WHAT YOU HAVE
BECOME,
IS A PRODUCT OF YOUR
PAST EXPERIENCES”

17. ERIKSON’S STAGES OF PSYCHOSOCIAL DEVELOPMENT
Stage Age (years) Crisis
Infancy 0-1 Trust vs. Mistrust
Early Childhood 2-3 Autonomy vs. Shame &
Doubt
Preschool 4-5 Initiative vs. Guilt
School Age 6-12 Industry vs. Inferiority
Adolescence 13-19 Identity vs. Role Confusion
Early Adulthood 20-40 Intimacy vs. Isolation
Middle
Adulthood
41-65 Generativity vs. Stagnation

18. 1. TRUST VS. MISTRUST
•Birth – 1yr. (Infancy)
–Basic trust develops when needs are met
(Attachment)
–Loving relationship is formed with
caregiver
–Important event: Feeding

19. TRUST VS. MISTRUST
This stage is all about fulfilling needs. The
baby needs to trust the world around them to
take care of their needs.
If we can trust someone now, then we can
trust others in the future.
This sense of trust or mistrust can affect us
throughout the rest of our lives.

20. 2. AUTONOMY VS. SHAME AND DOUBT
•2 – 3 years (Early Childhood)
–Learning to do things for
oneself
–Development of physical
activities (ex. walking)
–Important event: toilet training

21. AUTONOMY VS. SHAME & DOUBT
“It is OKAY to be me?”
stage.

22. AUTONOMY VS. SHAME & DOUBT
Autonomy means being your own boss. Here a
toddler tries to control their own bodies by toilet
training and their environment, by always saying
"NO!!!!". Sometimes they do poopy in their pants
or get yelled at by their parents, causing shame
and doubt in their own abilities. We are then able
to face the later challenges of life.

23. 3. INITIATIVE VS. GUILT
4 – 5 years (Preschool)
–Preschoolers learn to initiate
tasks
–One becomes more independent

24. INITIATIVE VS. GUILT
“is it okay for me to do
what I do?” stage

25. INITIATIVE VS. GUILT
Here the key word in a child's life changes from "No!" to
why?". In this stage children want to understand the
world and they ask too many darn questions!!!! If their
initiative in questioning the world is encouraged, then
they will feel comfortable with expressing their curiosity
throughout the rest of their life. If we discourage them
and tell them to shut up, then they will feel guilty about
their questioning and avoid being inquisitive later.

26. 4. INDUSTRY VS. INFERIORITY
6-12 years – (School Age)
–Child completes tasks
themselves
–Learning on your own
–Important Event: school

27. INDUSTRY VS. INFERIORITY
This is where most children begin formal education
(what we call school). For the first time children are
being formally evaluated. If a child raises their hand
in class and answers a question correctly, then
he/she will feel industrious (competent). If he/she
tries to answer a question but stutters to get out
the wrong answer, and other students all start
making fun of his/her speech impediment, then the
child will feel inferior.

28. 5. IDENTITY VS. ROLE CONFUSION
•13 - 19 years old – (Adolescence)
–Teens refine sense of self
–Test new roles and incorporate them
into an identity
–Important events: forming relationships
with friends

29. IDENTITY VS. ROLE CONFUSION
In adolescence, Erikson believed that a teenager’s
main social need is to discover his or her social
identity. While searching for your identity, you
may try out different roles, like trying to fit into
various social and support groups, soul
searching, late night thoughts and talks with
friends. You should be trying to find a stable
sense of self now, or Erikson believed you may
have an identity confusion later.

30. 6. INTIMACY VS. ISOLATION
•21-40 years old (Early Adulthood)
–Young adults develop intimate
relationships
–Gaining the capacity for intimate love
–Important event: forming love and/or
strong relationships

31. INTIMACY VS. ISOLATION
Young adults (early 20s into early 30s) are
trying to balance their career efforts (work,
school or self-improvement) with the need to
be in an intimate relationship with another
person. How much time should I spend
looking for a relationship? What if I don't find
anybody? What if I am all alone for the rest of
my life?

32. 7. GENERATIVITY VS. STAGNATION
•41 – 65 years old (Middle Adulthood)
–Middle-aged discover a sense of
contribution to this world
–Family and work oftentimes satisfy this
desire
–Supporting and satisfying future
generation
–Important event: Parenting

33. GENERATIVITY VS. STAGNATION
Erikson believed that by the time we reach our
mid 30s to mid 50s we start to really examine our
lives and see if it is going the way we planned it
or did it take a drastic turn. This is where some
people take drastic steps and change their lives.
You could see a lot of late divorces or extreme
changes in clothes or cars- we call this
experience a mid life crisis.

34. 8. EGO INTEGRITY VS. DESPAIR
•65 + (Late Adulthood)
–Reflection on entire life
–Did I contribute to this world?
–Sense of fulfillment

35. EGO INTEGRITY VS. DESPAIR
Towards the end of our lives we look back
and evaluate ourselves. Did we live a good
life? Leave behind a legacy of friends or
family? Or did we waste our time playing
Madden 2023 on Playstation 7?
If we feel like there were many lost
opportunities along the way we may fall into
despair.

36. EVALUATION OF ERIKSON’S THEORY
•Theory does attempt to show development
throughout life span
•Children and adults may overcome problems
that occur during development
•Stages are more descriptive than explanatory

37. Maddy Brink
What does Erik Erikson believe regarding identity?
• Even from infancy, babies are forming their identities
through their interactions with their mothers
• Identity is formed based on many series of conflicts
• People go through eight stages of conflicts in coming to
terms with the world
• In order to have a healthy sense of the world, children
must learn in each stage of life both a positive and
negative aspect of a conflict that arises from their
experience with the world, and emerge from each stage
with a favorable ratio of positive over negative. (ex. Trust

38. PREVIEW
•Imagine that your life has been chosen as
the subject of an upcoming television
show…
–Who are the main characters? What role do
they play?

39. JAMES MARCIA
Identity
Statuses

40. JAMES MARCIA
•created a structural interview designed
to classify adolescents into one of four
statuses of identity.
•The identity statuses are used to
describe and pinpoint the progression
of an adolescent's identity formation
process.

41. JAMES MARCIA’S VIEW OF
IDENTITY CRISIS
•Identity crisis occurs because individuals must
make commitments on important matters such
as occupation, religion, politics, etc.

42. According to James Marcia,
the criteria for attainment of a
mature identity are based on two
essential variables that Erikson
had already identified:
crisis/exploration
and
commitment

43. CRISIS/EXPLORATION
•refers to the time during adolescence when
the individual actively examines developmental
opportunities, identity issues, and questions
parentally defined goals and values, and begins
to search for personally appropriate
alternatives with respect to occupation, goals,
values, and beliefs.

44. COMMITMENT
•pertains to the extent that the
individual is personally involved in, and
expresses allegiance to, self-chosen
aspirations, goals, values, beliefs, and
occupation

45. Four Identity
Statuses in James
Marcia's theory

46. Identity Diffusion Moratorium
Foreclosure Identity Achievement
No
Commitment
Commitment
No
Exploration Exploration

47. 1. IDENTITY DIFFUSION
•The individual has not yet resolved their
identity crisis, failing to commit to any goals or
values and establish future life direction. In
adolescents, this stage is characterized by
disorganized thinking, procrastination, and
avoidance of issues and action.

48. IDENTITY CONFUSION OR
DIFFUSION
No Crisis / No Commitment

49. Identity Diffusion
“I don’t know what I
believe”
“I don’t worry about values ahead of time; I
decide things when they happen.”
Identity diffuse people do not know how they will
end up, nor do they care. They are just living for the
moment and give little thought to the future.
If diffuse people do not mature by adulthood – bad
news. They have little self-esteem and little
autonomy; they are usually disorganized,
complicated, and somewhat unethical. They are
withdrawn, wary of peers, and unfavorably received

50. 2. IDENTITY FORECLOSURE
•This occurs when teenagers accept traditional
values and cultural norms, rather than
determining their own values. In other words,
the person conforms to an identity without
exploration as to what really suits them best. For
instance, teenagers might follow the values and
roles of their parents or cultural norms. They
might also foreclose on a negative identity, the
direct opposite of their parent's values or

51. IDENTITY FORECLOSURE
No Crisis / Commitment

52. FORECLOSURE
“I’ve known since I was
young what I wanted to
be.”
Foreclosed people commit to an identity, but they commit
to an identity that has been handed to them, usually by
some authority. This is natural at a young age, but often in
young adulthood, children of wealthy parents accept the
predetermined identities that their parents give them.
Foreclosed adults are characterized by a need for social
approval, poor results in stressful situations, stereotypical
relationships.

53. 3. IDENTITY MORATORIUM
•This postpones identity achievement by
providing temporary shelter. This status
provides opportunities for exploration, either in
breadth or in depth. Examples of moratoria
common in American society include college or
the military.

54. IDENTITY MORATORIUM
Crisis / No Commitment

55. MORATORIUM
People in the moratorium status are exploring
their identities, but they have not yet
committed to any certain ideology yet. They
are experimenting and searching for a set of
ideas and beliefs to call their own.

56. MORATORIUM
Moratoriums are characterized by anxiety,
high self-esteem, internally oriented behavior,
cultural sophistication, a need for both
rebellion and acceptance, short deep
relationships, and favorable reception from
others.

57. 4. IDENTITY ACHIEVEMENT
•This status is attained when the person has
solved the identity issues by making
commitments to goals, beliefs and values after
extensive exploration of different areas.

58. IDENTITY ACHIEVEMENT
Crisis / Commitment

59. Identity Achieved
People who achieved their identity have explored
their options and have committed to a certain
ideology that fits them. They have taken on a set of
values and beliefs that are all their own. “They
know not only who they are, they know how they
became that, and that they had a hand in the
becoming.” - James Marcia
These people are independent, smart, and
confident. They are generally well-received by

60. Identity Diffusion Moratorium
Foreclosure Identity Achievement
No
Commitment
Commitment
No
Exploration Exploration

61. OBJECTIVE MEASURE OF EGO IDENTITY STATUS
1. I haven’t chosen the occupation I really want to
get into, and I’m just working at what is available
until something better comes along.
2. When it comes to religion I just haven’t found
anything that appeals and I don’t really feel the
need to look.
3. My ideas about men’s and women’s roles are
identical to my parents’. What has worked for
them will obviously work for me.
4. There’s no single “life style” which appeals to me
more than another.

62. OBJECTIVE MEASURE OF EGO IDENTITY STATUS
5. There are a lot of different kinds of people. I’m
still exploring the many possibilities to find the
right kind of friends for me.
6. I sometimes join in recreational activities when
asked, but I rarely try anything on my own.
7. I date only people my parents would approve of.
8. My folks have always had their own political and
moral beliefs about issues like abortion and mercy
killing and I’ve always gone along accepting what
they have.

63. FOUR IDENTITY STATUSES: EXAMPLES
Identity Status Character from TV, Movie, or Book
Diffusion ?
Moratorium ?
Foreclosure ?
Achievement ?

64. Performance Task 2
1. Interview JHS and SHS students about their
Psychosocial Development Stages (what was created
in them) and we’ll see if we could determine what
Stage of Identity Status they are in.
2. Interview your PARENTS who can look back on their
lives to see the different stages, and how they
progressed from one to the next.

65. Interviews for JHS and SHS
Students.
• Determine what was created in their Psychosocial
Development and their identity status at present.
•Find characteristic behaviors/thought patterns in
each status
•See how much parents influence the children, even
as the children are no longer children
•See what types of crises made people change.

66. Interviews for Elementary Pupils.
•Determine status
•See who influences this age group the most
•Know why they believe what they believe
•Are they independent in their thoughts?

67. Interview for your Parents
•Did they have to go through all four statuses?
•What was the order of statuses?
•What caused them to move from one status to
another?
•What was a big crisis they faced and how did it
effect them?

68. INTERVIEW REQUIREMENTS
•1. WELL-DOCUMENTED
A. Questions and Answers in the interview will
be placed in a short bond paper with a White
Folder.
•2. VOICE RECORDER (supporting material)
•3. GROUFIE DURING AND AFTER INTERVIEW