Erik Erikson believed that all basic drives were those of social origin. To him, maturing and developing is a process of resolving different conflicts at separate stages in our lives to create our own identities and to foster meaning ful relationships with others (thus, the social aspect kicks in). His psychosocial (rather than psychosexual) stages of life didn't just end after puberty, but continued on through old age because, according to Erikson, we keep on growing as individuals until the day we die. (Glassman 246)
Trust vs. Mistrust (0-18 months old): developing trust in others and self. (Glassman 247)
During this stage in my life I trusted others a lot. I didn't hesitate to go up to strangers and crawl into their arms to be handled and, whether or not the person was actually trustworthy, I allowed them to feed me whatever or do whatever to me. I was a rollie-pollie, chubby baby that knew if I had to get anything done (since I had limited skills) I had to learn to trust larger, bigger, adult-like people to do things for me. I figured that out fast, and I don't really have trust issues because I overcame that conflict fast.
Autonomy vs. Shame (18 months - 3 years old): learning self-control. (Glassman 247)
I seem to mention that I was a biter in all my posts, but I guess it comes into play with psychodynamic theories. My biting habit was one that had no reason or initial fire behind it except for my curiosity. However, I can even say that it got out of control. I bit everything! From the sidewallk to bugs to people. And that's where the line had to be drawn. Eventually, I learned, through external forces teaching me acceptable social behavior (thus, psychosocial again) to abstain from unnecessary chomping (by the power of shame in a society). I didn't learn this until later in this stage, possibly making me fixated on chewing, whcih I regress back into in certain situations (see previous blog entry).
Initiative vs. Guilt (3-5 years old): learning to plan and initiate new actions. (Glassman 247)
Over christmas break I visited a friend who had two boys ages 3 and 5. It was clear they were progressing through this stage of psychosocial development by the things they did and ways they interacted with me (a person they had never seen before). One of the first things one of them did when I arrived (without introduction) was to give me a book and say, "Read this to me." I laughed, and read him the book, thinking all along to myself what a motivated, assertive young kid he was. Looking back, I guess he was just initiating his own actions for his own benefit, instead of relying on others to do it for him (like in the trust stage). The other boy (3 years old), later, felt guilty for dragging dirt into the house and having someone else (mom) recognize his mistake when I knew he wanted to try to get away with his beahvior on his own! Little kids...
Industry vs. Inferiority (5-12 years old): absorption in outside activities; developing a sense of competence. (Glassman 247)
This stage is when I know I started to develop a specific work ethic and social understanding that I would carry with me the rest of my life. As a good student in elementary and middle school I overcame the conflict with inferiority by becoming an industrious member of society (however cheesy that sounds). School was my life, and every activity I was invloved in revolved around it (sports, after school classes, music, etc...). Thus, I developed a really good sense of self-competence with the world around me, and I created unconscious strategies of how to deal with it too. I learned the system, and have been living through it successfully ever since, due to my motivation and comprehension of what my part is in my educational years.
Identity vs. Role Confusion (12-20 years old): forming a clear sense of self-identity. (Glassman 247)
So after figuring how to work the system in middle school, and how to get by as just another student in the grand scheme of things, it was time to delve into myself. I am still on this "journey" if you will, but have gotten a lot further than I expected by now. However I know I will continue to change with the times and places I go. Who am I? Why am I going through this? What is important to my? Why? These are all questions I have asked myself multiple times, and I still don't know the answer to any of them, although I know what I am not. I am not a lot of things, but most of all I am not anyone else! I am an individual, and I have come to realize how individualistic I actually am (for example, I don't like it when people emulate me or when I am forced to be like others in everyday life). And I clearly know what I like: everything from theater to fine cuisine, wine to roller coasters, 60s music to lying on the grass in the sun. But I can't wait to see how I will grow and mature in this stage over the next couple of years (especailly after I start going to college in a different town with different people).
Sources:
Glassman, William E. and Marilyn Hadad. Approaches to Psychology. New York: Open University Press, 2004.
Trust vs. Mistrust (0-18 months old): developing trust in others and self. (Glassman 247)
During this stage in my life I trusted others a lot. I didn't hesitate to go up to strangers and crawl into their arms to be handled and, whether or not the person was actually trustworthy, I allowed them to feed me whatever or do whatever to me. I was a rollie-pollie, chubby baby that knew if I had to get anything done (since I had limited skills) I had to learn to trust larger, bigger, adult-like people to do things for me. I figured that out fast, and I don't really have trust issues because I overcame that conflict fast.
Autonomy vs. Shame (18 months - 3 years old): learning self-control. (Glassman 247)
I seem to mention that I was a biter in all my posts, but I guess it comes into play with psychodynamic theories. My biting habit was one that had no reason or initial fire behind it except for my curiosity. However, I can even say that it got out of control. I bit everything! From the sidewallk to bugs to people. And that's where the line had to be drawn. Eventually, I learned, through external forces teaching me acceptable social behavior (thus, psychosocial again) to abstain from unnecessary chomping (by the power of shame in a society). I didn't learn this until later in this stage, possibly making me fixated on chewing, whcih I regress back into in certain situations (see previous blog entry).
Initiative vs. Guilt (3-5 years old): learning to plan and initiate new actions. (Glassman 247)
Over christmas break I visited a friend who had two boys ages 3 and 5. It was clear they were progressing through this stage of psychosocial development by the things they did and ways they interacted with me (a person they had never seen before). One of the first things one of them did when I arrived (without introduction) was to give me a book and say, "Read this to me." I laughed, and read him the book, thinking all along to myself what a motivated, assertive young kid he was. Looking back, I guess he was just initiating his own actions for his own benefit, instead of relying on others to do it for him (like in the trust stage). The other boy (3 years old), later, felt guilty for dragging dirt into the house and having someone else (mom) recognize his mistake when I knew he wanted to try to get away with his beahvior on his own! Little kids...
Industry vs. Inferiority (5-12 years old): absorption in outside activities; developing a sense of competence. (Glassman 247)
This stage is when I know I started to develop a specific work ethic and social understanding that I would carry with me the rest of my life. As a good student in elementary and middle school I overcame the conflict with inferiority by becoming an industrious member of society (however cheesy that sounds). School was my life, and every activity I was invloved in revolved around it (sports, after school classes, music, etc...). Thus, I developed a really good sense of self-competence with the world around me, and I created unconscious strategies of how to deal with it too. I learned the system, and have been living through it successfully ever since, due to my motivation and comprehension of what my part is in my educational years.
Identity vs. Role Confusion (12-20 years old): forming a clear sense of self-identity. (Glassman 247)
So after figuring how to work the system in middle school, and how to get by as just another student in the grand scheme of things, it was time to delve into myself. I am still on this "journey" if you will, but have gotten a lot further than I expected by now. However I know I will continue to change with the times and places I go. Who am I? Why am I going through this? What is important to my? Why? These are all questions I have asked myself multiple times, and I still don't know the answer to any of them, although I know what I am not. I am not a lot of things, but most of all I am not anyone else! I am an individual, and I have come to realize how individualistic I actually am (for example, I don't like it when people emulate me or when I am forced to be like others in everyday life). And I clearly know what I like: everything from theater to fine cuisine, wine to roller coasters, 60s music to lying on the grass in the sun. But I can't wait to see how I will grow and mature in this stage over the next couple of years (especailly after I start going to college in a different town with different people).
Sources:
Glassman, William E. and Marilyn Hadad. Approaches to Psychology. New York: Open University Press, 2004.
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