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Erik Erickson made the PSYCHOSOCIAL THEORY OF DEVELOPMENT which define each stages of human development with crisis and conflict. Each crisis and conflicts either gets resolved or may be left unresolved, resulting in favorable or unfavorable outcomes
Оригинальное название
Development and Stages in Middle and Late Adolescence (1)
Erik Erickson made the PSYCHOSOCIAL THEORY OF DEVELOPMENT which define each stages of human development with crisis and conflict. Each crisis and conflicts either gets resolved or may be left unresolved, resulting in favorable or unfavorable outcomes
Erik Erickson made the PSYCHOSOCIAL THEORY OF DEVELOPMENT which define each stages of human development with crisis and conflict. Each crisis and conflicts either gets resolved or may be left unresolved, resulting in favorable or unfavorable outcomes
PSYCHOSOCIAL THEORY OF DEVELOPMENT • Erik Erickson made the PSYCHOSOCIAL THEORY OF DEVELOPMENT which define each stages of human development with crisis and conflict. Each crisis and conflicts either gets resolved or may be left unresolved, resulting in favorable or unfavorable outcomes PSYCHOSOCIAL THEORY OF DEVELOPMENT STAGES INFLUENTIAL CONFLICT OR FAVORABLE UNFAVORABLE FIGURE CRISIS RESULTS RESULTS INFANCY Parents TRUST vs. • Being able • Mistrusting (birth to 18 MISTRUST to trust others, months) others when withdrawal, primary estrange- caregiver ment provide caring, attention and love PSYCHOSOCIAL THEORY OF DEVELOPMENT STAGES INFLUENTIAL CONFLICT OR FAVORABLE UNFAVORABLE FIGURE CRISIS RESULTS RESULTS EARLY Parents AUTONOMY • Develops self- • Compulsive CHILDHOOD vs. SHAME control and self-restraints (18months to 3 AND DOUBT physical skills, or compliance years) and sense of • Willfulness independence and defiance without • Failure will losing self- result in esteem feelings of • Ability to shame and cooperate doubt and to express oneself • Develop feeling of autonomy PSYCHOSOCIAL THEORY OF DEVELOPMENT STAGES INFLUENTIAL CONFLICT OR FAVORABLE UNFAVORABLE FIGURE CRISIS RESULTS RESULTS LATE Parents and INITIATIVE vs. • Learns that • When using CHILDHOOD Teacher GUILT being too much (3-5 years) assertive power or using power, control, might and being experience purposeful disapproval can influence resulting in their lack of self- environment confidence • Develops and self guilt sense of • Pessimism, purpose fear of being • Starts to wrongly evaluate judged one’s behavior PSYCHOSOCIAL THEORY OF DEVELOPMENT STAGES INFLUENTIAL CONFLICT OR FAVORABLE UNFAVORABLE FIGURE CRISIS RESULTS RESULTS SCHOOL AGE Parents and INDUSTRY vs. • Learns how to • Loss of hope, (6-12 years) Teacher INFERIORITY cope with the sense of being school mediocre environment • Develops and its feeling of demands inferiority • Learns how to • Withdrawal create, from school develop and and peers manipulate • Develop sense of competence and perseverance PSYCHOSOCIAL THEORY OF DEVELOPMENT STAGES INFLUENTIAL CONFLICT OR FAVORABLE UNFAVORABLE FIGURE CRISIS RESULTS RESULTS ADOLESCENC TEACHERS IDENTITY vs. • Develops • Feeling of E (12-20 and ROLE sense of self confusion, years) SIGNIFICANT CONFUSION or identity indecisiveness OTHERS • Plans to and anti social actualize behavior one’s ability • Weak sense of • Develops the self ability to stay true to oneself PSYCHOSOCIAL THEORY OF DEVELOPMENT STAGES INFLUENTIAL CONFLICT OR FAVORABLE UNFAVORABLE FIGURE CRISIS RESULTS RESULTS YOUNG Friends INTIMACY vs. • Develop a • Impersonal, ADULTHOOD ISOLATION strong need to weak (20-25 years) form an relationship intimate, loving • Avoidance of relationship with a group of relationship, people or with career, or another person lifestyle • Develop strong commitments relationship • May result to • Learns isolation and commitment to loneliness work and with another person or group PSYCHOSOCIAL THEORY OF DEVELOPMENT STAGES INFLUENTIAL CONFLICT OR FAVORABLE UNFAVORABLE FIGURE CRISIS RESULTS RESULTS ADULTHOOD Community GENERATIVITY • Nurture things • Self- (25-65 years) vs. that will outlast indulgence, STAGNATION them either by self-concern, having children lack of interest or creating a positive change and that benefits commitments others • Shallow • Creatively, involvement productivity, of on the world usefulness and accomplishmen t and concern for others PSYCHOSOCIAL THEORY OF DEVELOPMENT STAGES INFLUENTIAL CONFLICT OR FAVORABLE UNFAVORABLE FIGURE CRISIS RESULTS RESULTS MATURITY Community INTEGRITY vs. • Sense of • Sense of loss (65 years to DESPAIR fulfillment as • Regret, death) one looks back bitterness and in one’s life despair develops feeling of wisdom • Acceptance of worth and uniqueness of one’s own life • Acceptance of death SKILLS AND TASK APPROPRIATE FOR MIDDLE AND LATE ADOLESCENCE • Adjust to sexually maturing body and feelings • Develop and apply abstract thinking skills • Develop and apply new perspective on human relationships • Develop and apply new coping skills in areas such as decision-making, problem solving and conflict resolution • Identify meaningful moral standards, values and belief systems SKILLS AND TASK APPROPRIATE FOR MIDDLE AND LATE ADOLESCENCE • Understand and express more complex emotional experiences • From friendships that are mutually close and supportive • Establish key aspects of identity • Meet the demands of increasingly mature roles and responsibilty • Renegotiate relationships with adults in parenting role Adjust to sexually maturing bodies and feelings • Being aware of the body changes happening • Managing sexual feelings • Engaging in healthy sexual behaviors • Establishing sexual identity and developing skills for romantic and meaningful relationships Develop and apply abstract thinking skills • Effectively understand and coordinate abstract ideas • Thinking out possibilities • Trying out theories • Planning ahead • Reflecting on how and what they are thinking • Coming out on their own personal philisophies Develop and apply a new perspective on human relationships • Developing the capacity for compassion, learning how put themselves in “somebody’s else’s shoes” • Looking at relationship in different perspectives • Learning how to resolve conflicts in a relationships Develop and apply new coping skills in areas such as decision-making, problem solving and conflict resolution • Acquire new thinking capabilities • Able to project toward the future and see the consequences of their decisions Identify meaningful standards, values and beliefs systems • Develop more complex understanding of morality, justice, and compassion that leads to the formation of their own beliefs systems that will guide their decisions and behaviors Understand and express more complex emotional experiences • More in touch with their emotions and see the complex variances among strong emotions and feelings • Understanding emotions and feelings of other persons • Learning how to detach themselves from emotional situations whenever the need arises From friendships that are mutually close or supportive • Learn how to trust others is an important tasks for an adolescent to development Establish key aspects of identity • Encouraged to develop their own healthy self- concepts that reflects their uniqeness in relation to themselves, families, friends and community Meet the demands of increasingly mature roles and responsibilities • Emerging adult to acquire skills and knowledge that will provide him with meaningful careers and jobs and to live up to the expectations regarding commitment to family, community and nation-building Renegotiate relationships with adults in parenting • Communicate with their parents their need for a certain degree of independence as they mature Developing occupational skills • Develop responsibility as a preparation for gainful employment ahead Self-reliance • Ability to identify their own skills and knowledge, capabilities and resources to engage in meaningful activities and not to rely too much on others Ability to mange their finaces • Be able to discern what is the difference between wants and needs • Learning self-control in handling their finances Social responsibility • Adolescents should be able to see beyond themselves • Take consideration the great community around them • See their role in improving and developing the community Personal responsibilities • Fully responsible for their own decisions and actions Positive attitudes toward work • Developing positive and healthy attitude toward work