Analyzing Erikson's Theory
Erik Erikson’s Theory Erik Erikson’s developmental theory is similar to that of Sigmund Freud’s. However, in contrast to Freud’s sexual development, Erikson's developmental theory are stages of psychosocial development throughout an individual’s life. The eight stages in their respective order are: Hope, Will, Purpose, Competency, Fidelity, Love, Care, and Wisdom. Each stage has what is called a “Psychosocial Crisis” within each stage. These crises in their respective order are: Trust versus Mistrust, Autonomy versus Shame, Initiative versus Guilt, Industry versus Inferiority, Ego Identity versus Role Confusion, Intimacy versus Isolation, Generativity versus Stagnation, and Ego Integrity versus Despair. Each stage happens at a certain time
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At the age of 13, the beginning of my eighth grade year, I had identified with a specific friend group until the end of my eighth grade year where I had started talking to anyone and everyone within my classes. This still exemplifies my adolescence as a way of searching for my identity. Transitioning into high school at the age of 14, I had mostly identified with two friend groups although I had managed to start opening up to other people and expanding my bonds and relationships. In turn, my transition into high school demonstrates what Learning Theories’ (n.d.) quotes as a “struggle to discover and find his or her own identity, while negotiating and struggling with social interactions and “fitting in”...”. Towards the end of my freshman year in high school otherwise known as ninth grade , I had expanded my friend group to not only to all of the people in my grade, but to those in other grades. Although I had expanded this friend group, my behavior still conformed or changed when interacting with certain types of students. Again, this demonstrates what Learning Theories (n.d.) had quoted before about
At the age of 13, the beginning of my eighth grade year, I had identified with a specific friend group until the end of my eighth grade year where I had started talking to anyone and everyone within my classes. This still exemplifies my adolescence as a way of searching for my identity. Transitioning into high school at the age of 14, I had mostly identified with two friend groups although I had managed to start opening up to other people and expanding my bonds and relationships. In turn, my transition into high school demonstrates what Learning Theories’ (n.d.) quotes as a “struggle to discover and find his or her own identity, while negotiating and struggling with social interactions and “fitting in”...”. Towards the end of my freshman year in high school otherwise known as ninth grade , I had expanded my friend group to not only to all of the people in my grade, but to those in other grades. Although I had expanded this friend group, my behavior still conformed or changed when interacting with certain types of students. Again, this demonstrates what Learning Theories (n.d.) had quoted before about