Category: Erik Erikson

Andrew Clark, in ‘The Breakfast Club’, seems to be the obvious movie jock, specifically a wrestler. He is a popular guy in school, so naturally, he seems to be interested in the popular girl, Claire. He is the movie’s ‘good guy’ – the opposite of bad boy, John Bender. Andrew tries to prove he is a good guy on multiple occasions of standing up to Bender. Initially, this jock acts as the voice for the other students, saying things the others may be too afraid to say to Bender. After some time, it is unclear if he really is a good guy, or he is acting to impress his peers. Either way, throughout the movie, Andrew is the loudest voice of reason against Bender.

Apart from his physical characteristics, Andrew is a bit of a pushover. He struggles thinking for himself, which may be due to his overbearing father. He mentions in the movie that he often just does what people tell him to, which is ironic since he is vocal about opposing Bender during detention. For example, when the group escaped to get drugs from Bender’s locker, he put his foot down and decided they would go a different way to get back to the library (Tanen & Hughes, 1985).

Andrew does not seem to be the most thought provoking of the bunch, but he is the first to realize how easily life can come full circle. During one of their conversations, Andrew says, “My God, are we gonna be like our parents?”. This moment is one of real desperation from Andrew. He bullied another student to impress his father, despite knowing it was not the right thing to do. This quote from Andrew is the most important thing he says throughout the movie, as it reminds the viewer the importance of appropriate modeling for children. This essay will examine Andrew Clark and his attitude as it reflects Erik Erikson’s theory of psychosocial development, particularly the fifth stage of identity versus role confusion.

Summary

‘The Breakfast Club’ is a popular movie, set and created in 1985 that explores the complexity of life, love, and friendship. One Saturday, five students show up to Shermer High School for the only thing it seems they have in common, early morning detention. The students represent five of the main stereotypical high school students: Brian – the brainiac, Andrew – the jock, Claire – the princess, Allison – the basket case, and John Bender – the criminal. The movie opens up with the group’s response to Richard Vernon’s, the teacher, essay prompt of who they think they are.

The first half of their detention sentence consists of John Bender acting out, making Claire uncomfortable, and trying his best to irritate Vernon. After lunch, they get together and speak to each other about their home lives. The students and the audience get a deeper dive into the chaotic lives each of the students. Bender reveals he comes from an abusive home, Andrew has pushy father that guilts him into bullying students, Claire’s parents use her to get back at each other, Brian’s parents pressure him academically to the point he contemplates suicide, and Allison’s family don’t even acknowledge her (Tanen & Hughes, 1985).

After these revelations, the students begin to bond with each other, realizing they may have more in common than initially thought. Simultaneous to these conversation, John Vernon is having a cathartic conversation with Carl Reed, the school’s custodian. He reveals he acts so spitefully towards students because he believes they have changed over the years and grown more disrespectful as a generation. Carl forces Vernon to self-reflect, stating the problem isn’t the attitude of the students, but his lack of empathy that stems from disappointment with his place in life.

Ultimately, the students leave detention with the shared experience of detention and cathartic moments. Allison gets a makeover from Claire and ends up pairing with Andrew. Claire and Bender share an intimate moment in a closet, prompting her to give Bender her real diamond earring before she leaves. Brian is the one who seems to gain the least from his experience. He explores his emotions but gets laughed at anyway, ends up writing the essay for everyone, and leaves detention alone. It is unclear whether the students will remain friends come Monday morning, but the lessons they learn during their detention on Saturday morning are sure to last a lifetime.

Analysis

Andrew Clark is a prime example of what happens when parents fail to guide their child through Erikson’s stages of development. Although it is not explicitly mentioned, the audience can guess Andrew failed to pass through the fourth stage correctly. Industry versus inferiority must have been a tough stage for someone with a father that expects strength at all times. Through the ages of five and twelve, children are expected to gain a sense of competence by demonstrating certain skills (Berk, 2014). In Andrew’s case the most important skill in his life is athleticism. The constant verbal battery from his father may have left Andrew with an inferiority complex as an adolescence.

According to Erikson, adolescence is the time for a person to develop a sense of self (McLeod, 2018). Children begin thinking about their careers, future relationships, and more. This is where Andrew struggled with his father. His father pressured him into pursuing a career in wrestling, stressing the importance of winning a scholarship for college. He’s pushed Andrew so aggressively that Andrew doesn’t know how to tell his father he’s not interested in wrestling anymore. Who is Andrew Clark when he is not an athlete? Perhaps this is why he is so hesitant to reject wrestling – Andrew is afraid of what comes next.

During adolescence, we begin to develop our sense of morality (Berk, 2014). Andrew Clark is still in the childhood phase of his morality. Clair reveals that Andrew would likely ignore Allison and Brian come Monday morning, although Andrew won’t admit to it. Additionally, we learn that Andrew ended up in detention because he taped another student’s rear end together. Despite knowing it was immoral, he has that intense childish desire to indulge his father whatever the cost.

He is still stuck in his concept of who he should be and falls into what his clique expects. According to Berk (2014), “If young people’s earlier conflicts were resolved negatively… they are likely to appear shallow, directionless, and unprepared for the challenges of adulthood”. Andrew is quietly shallow in this movie with his taste in girls. As previously mentioned, he instinctively pays attention to Claire, despite not knowing her at all. Moving forward, even after getting to know Allison on a deeper level, he expresses no romantic interest in her until she is given a makeover by Claire. The movie tries to play this off as Andrew changing and becoming a better person, however it actually suggests that physical appearance still plays a more important role in his partner selection than personality. Andrew falls for her now that she looks like someone he should be with.

Andrew is now reaching the age where Erikson’s sixth stage of development takes place. Intimacy versus isolation begins at approximately eighteen years old. During this stage, our internal conflict focuses on forming intimate, loving relationships with other people (McLeod, 2018). One can predict that Andrew and Allison may struggle with their relationship as peer expectations begin to affect him. Successful completion of this stage can result in happy relationships and a sense of commitment and safety (McLeod, 2018). This may cause Andrew to leave Allison for someone that his friends accept in an effort to feel emotionally safer around his friends.

Conclusion

Andrew Clark is more than a student athlete or a ‘jock’. He is a student whose father failed to navigate him through Erikson’s stages of development. Andrew has been pushed into something he no longer enjoys and does not realize it until he attends detention on a Saturday morning. He struggles with emotional independence because his father instilled a feeling of inferiority in him unless every wrestling match was won. He leaves detention with an unexpected love interest, but only after she conformed to his standards. Andrew is an example of how easily psychosocial development can be hurt even if there is no physical abuse taking place. If not addressed, poor navigation through Erikson’s fourth and fifth stage can lead to a lifelong identity crisis.

Erikson says if stages are not successfully resolved young adults may have trouble developing and maintaining relationships with others (Friedman, 1999). ‘The Breakfast Club’ provides a valuable lesson for the viewer – taking time to speak with people that are not like oneself can lead to interesting discoveries. Developing relationships with others is the best way to grow into an adult, establish our values, and gain a sense of self.

Probably the most intensely moving documentary is “Dying at Grace” (2003) which was directed by Allan King. It is a film where five terminal cancer patients, in a Palliative Care Unit at Toronto’s Grace Hospital, quite literally fade right in front of us; some are surrounded by friends and family, and some are alone. This is not a movie that would ever be recommended, simply for the reason that it makes one feel mortal, in the worst sense. It is painted heavily with regret, bitterness, and hopelessness in a way never seen before in film, and is incredibly life-changing. The documentary is filmed without any narration or interviews, it is simply an observation over the course of fourteen weeks as each person comes closer to their death day. One patient, Eda Simac, was convinced that she would move out and get a new apartment but was shocked when she received the news that she no longer had that option. The regret experienced by all five patients is palpable, and it feels almost suffocating. It is quite blatant that although the patients have come to terms with their mortality, they are drowning in regret knowing that certain hopes and dreams can never be accomplished. This in turn mirrors the theories put forward for despair by Erikson in stage eight of psychosocial development: ego integrity vs. despair.

The study of death has always been stimulating. Human mortality has raised many concerns, but it has always led to personality development, which can be positive or negative (Westerhof, Bohlmeijer & McAdams, 2017). Considering the various types of media that portray the phenomenon that is ego integrity vs. despair, it is safe to say that it is an integral part of our lives. The YouTube video “Adolescence” by Crash Course on Psychology aptly sums this up as “…sense of integrity and completeness from a life well lived…or retrospective disappointment can ruin old age with depression…” There is an old saying stating ‘the fear of death follows from the fear of life, a man who lives fully is prepared to die at any time’. This complements Erikson’s theory on ego integrity vs. despair, as those who live well accept their final days, whereas those who don’t become bitter, fearful, and anxious. On that note, heed Ernest Hemingway’s advice, “Live the full life of the mind, exhilarated by new ideas, intoxicated by the romance of the unusual.”

Erikson felt that developing intimate, dedicated connections with others was essential. These emotionally close interactions play a crucial part in a person’s emotional well-being as they approach adulthood. Intimacy is defined as having close, loving relationships. Romantic and sexual relationships can be significant at this time, but intimacy is defined as having close, loving interactions. It can involve romantic partners and refer to long-term friendships with people who are not related to you. Because I believe in Erikson’s theory, it is critical to explain his perspective on this subject to comprehend the critical elements of the process.

To be intimate, one must be able to share their feelings, listen to and encourage others. These are reciprocal partnerships in which a person shares personal interests with a partner. Acquiring another person’s support, closeness, and company when this is accomplished is essential in this case (Kacerguis & Adams., 2017). However, things may not constantly develop as planned initially as one may be rejected or receive other reactions that make them withdraw from the relationship. It might damage their self-esteem and confidence, consequently making a person wary of putting themselves in the future.

Furthermore, striving at this age might lead to feelings of loneliness and isolation. They may never have profound intimacy with their partners, or they may find it difficult to form any connections. This aspect is especially challenging for these people as they watch their peers and acquaintances fall in love, marry, and start children (Kacerguis & Adams., 2017). Loneliness may have a variety of adverse effects on one’s overall health. Socially isolated persons, for example, have unhealthier diets, exercise less, have more daytime weariness, and get less sleep (Kacerguis & Adams., 2017). As a result, isolation and loneliness can have a variety of harmful health implications.

Thus, according to the presented information, it would be logical to conclude that Erikson’s view of intimacy and how it affects personality includes various aspects of human psychology. Specifically, this is the main reason to believe in the effectiveness of such views for a researcher. Furthermore, it is essential to analyze various life stories in order to understand the process in a more multifaceted way.

Reference

Kacerguis, M. A., & Adams, G. R. (2017). Erikson stage resolution: The relationship between identity and intimacy. Journal of Youth and Adolescence, 9(2), 117-126. Web.

According to Erikson’s theory, a healthy person should go through eight stages from birth until death. The steps develop naturally due to each person’s culture and environment (Kurt, 2021). Curiosity arises as humans encounter a variety of needs at each phase (Kurt, 2021). Essentially, this leads to a lot of self-reflection on the part of the individual. People who cannot adapt to new situations are more likely to face difficulties in the future.

Identity versus role confusion, Erikson’s fifth stage, discusses adolescence. During this stage, one learns they have different social roles in society and must identify where they fit (Kurt, 2021). At this phase, many people have identity crises and need their parents or guardians to let them explore various things. Many teens often feel inferior and lose motivation if this does not happen. Role confusion can occur later in life, affecting many aspects of life, like a career choice. However, having peers and role models around can help them build a sense of societal fidelity and thus help improve the community.

James Marcia proposed a method for evaluating identity formation. Marcia felt, like Erikson, that some situations and experiences act as catalysts for development. Essentially, to grasp Marcia’s theory, one must recall Erikson’s fifth stage of development, identity vs. role confusion. As a result of expanding on Erikson’s theory, Marcia concluded that a balance between identity and uncertainty evolves around committing to a particular specification (Cherry, 2022). Generally, identity is a person’s view of their values, beliefs, occupational roles, past and present experiences, strengths and weaknesses.

The two theorists also had conflicting views about psychological development. Marcia recognizes that there are many ways to find identity, not just one or being role confused, as Erikson suggested. As a result, Marcia discovered four distinct identity states corresponding to the different conceivable dedication and exploration dimensions (Paris et al., 2022). Marcia emphasized the need to examine and commit to one’s identity and discussed how to tell if a person has discovered meaningful options.

I have passed through the first four stages of Erickson’s theory. First, trust vs. mistrust; infants develop trust when shown affection by their parents. In most cases, disregarding the infant’s needs leads to distrust (Kurt, 2021). Second, early childhood autonomy versus doubt or shame. A child’s “can do” attitude is essential at this age, and parents should nurture it (Kurt, 2021). For example, if one laughs when a child says something extraordinary, they may hurt their self-esteem, which causes shame and doubt. The third stage is initiative vs. guilt, where preschoolers take the initiative to do activities and may feel guilty if they fail. Essentially, this stage has helped me explore and develop new skills in life. The fourth stage is the industry vs. inferiority that occurs in preteens. The term “industry” refers to where children learn to socialize with peers, set goals, and accomplish their plans (Kurt, 2021). In contrast, inferiority occurs when a child thinks they are being bullied and is prevented from being rude or arrogant towards others.

When I started college, I felt overwhelmed because I had to choose a major and career. Erikson calls this stage identity vs. role confusion in development. After much research and classes, I decided on a major based on my own experiences. Since I explored and worked on my identity, I know my strengths and what I want to be. According to Erikson, competence motivates behavior and actions when discovering oneself. I have gained self-worth and life competence by developing my skills. Therefore, Erikson’s theory of psychosocial development fits all the stages I have experienced before and now.

References

Cherry, K. (2022). Could you be experiencing an identity crisis? Verywell Mind. Web.

Kurt, S. (2021). Erikson’s stages of psychosocial development. Educational Technology. Web.

Paris, J., Ricardo, A., & Rymond, D. (2022). Child growth and development. College of the Canyons. Web.

Psychosocial affected his scholarly work in many ways, having been born in an extra-marital relationship. He was born at a time when extra marital sex was not allowed in society in Europe. Erikson is the father of identity formation theory.

He admired the postulations of psychosexual theory and went ahead to develop his own theory that was more accepted in society. He extended Freud’s analysis in four major ways. He increased our understanding on the ego by showing that the ego is a creative problem solve, which emerges out of genetic, cultural and historical contexts.

Furthermore, the scholar elaborated Freud’s five stages of psychosexual theory by giving it a social dimension, which was only implied in Freud’s theory but was never clearly stated. Furthermore, he extended the concept of human personality development to embrace the entire life span from infancy to old age. Finally, he explored the impact of culture, society and history on personality development.

Each of the developmental stages has a name, which is referred to as task. The stages of development are based on emotional polarity, which he referred to as conflict. An individual encounters conflicts in each developmental stage. Emotional polarity is usually symbolized by two terms.

Each of the terms explains the expected achievement in every stage. Optimal time is presented in a way that each stage occurs in an individual’s life. If the individual develops too much emotional tasks, then he or she is likely to experience negative tasks. This condition is referred to as malignancy. The outcome of each stage can result to malignancy, mal-adaption or balance. If an individual strikes a good balance, then a virtue or psychosexual strength emerges.

According to Erikson, there are eight stages of human development. The first stage is infancy or oral sensory stage. The optimal time is 0-12 months. Emotional polarity is oral sensory. The task is trust vs. mistrust. For the child, the duty is to develop hope without eradicating the capability of doubt.

If an individual develops too much trust, then he or she develops a sensory malfunction. Such individuals are easily convinced since they believe that no one will harm them. If the individual develops mistrust, he or she develops a malignant tendency referred to as withdrawal.

Such individuals develop depression, psychosis and paranoia in adulthood. If proper balance is achieved between trust and mistrust, then the individual develops a virtue referred to as hope. The second stage is anal muscular or early childhood. The duty in this period is to develop a degree of self-sufficiency while minimizing indignity and uncertainty. The child should learn to take control of anal related behavior.

The child can develop either independence or shame. Mal-adaptive tendency in this stage is referred to as impulsiveness, where an individual jumps into doing things without proper consideration of the outcomes. Malignant tendency is compulsiveness. This is a condition where an individual feels that everything must be done perfectly. Determination signifies balance in this stage. This is realized when an individual exercises freedom and restrains from bad behavior.

The third stage is the genital locomotive stage. The optimal time in this stage is 3-6 years. The problem facing every youngster is to master new things in society. At this stage, children are active in their environments. The dominant social modality is intrusive in nature meaning that the bodies intrude into the social space. Children at this stage tend to channel activities towards specific goals and achievements. The intrusion is not only on sexual organs but also on other things.

Children try to find out why things are the way they are. The child is largely influenced by the family setting. Mal-adaptive tendency is ruthlessness, whereby an individual acts without taking caution. Malignant tendency is inhibition. Inhibited person will not try things because he or she has a negative attitude towards society. A good balance results to a social strength referred to as purpose. Purposefulness enables an individual to develop a sense of reality.

Latency or school age is the fourth stage of development according to Erikson. The optimal time is 6-12 years. The duty is to develop the capability for diligence whereas keeping away from extreme sense of inferiority. During school age, children in all cultures receive systematic instructions in form of skills, which would be needed in society. Skills help children to attain a sense of mastering. There are new demands placed upon the child at this stage.

Mal-adaptive propensity results to constricted talent. This occurs when an individual focuses on one area only. Malignant tendency is referred to as inertial. It is a condition where an individual suffers from inferiority complex. Individuals feel incompetent because they do not venture in new things. Proper balance amounts to competency. Children at this age need to develop a sense of competence, which entails the use of intelligence and skills to complete tasks that are of value to society.

The first four stages are important in human development. Other stages include adolescence stage, young adulthood, middle adulthood and late adulthood stages. It should be noted that Erikson is a Freudian theorist. He drew many of his conclusions from Freud’s theory.

The origin of the psychoanalysis theory is traced back to the end of XIX – the beginning of XX century and is closely connected to the works of famous Austrian psychologist Sigmund Freud. His works gave impulse to the further development of this field of psychological study. Erik Erikson, the outstanding American researcher in psychoanalysis, continued the work on the issue of personality development, motives of it development and the impact of social order on personality.

The aim of this essay is to present a bio-sketch of Erik Erikson, to characterize his contribution to the development of psychoanalysis and the understanding of human personality.

Erik Erikson was born on 15 June 1902 in Frankfurt am Mein, Germany. His future life and scientific work would be closely connected to the story of his family and his memories from childhood. Karla Abrahamsen, his mother, was Jewish. At the time when she had already been married with Waldemar Isidor Salomonsen, she had a liaison with Danish citizen.

As a result of this extramarital relationship, she gave birth to Erik who was given Salomonsen surname. A few years later Karla Abrahamsen moved to another town where she married Theodor Homburger who adopted Karla’s child and gave Erik his surname.

In 1930s Erik Homburger met Joan Mowat Serson, a Canadian dancer, who became his wife later. The pair immigrated to the United States where Erik started his new life with the change of his surname to Erikson. In such a way, he, so to say, adopted himself. His brilliant work as psychoanalyst started in this country. Initially, his work in the field was primarily concentrated on psychological practice and later he devoted himself to the scientific work which resulted in his famous theory of identity.

Strozier (2011) mentioned that “in America, Erikson soon established his reputation as a child analyst and became acquainted with people like Margaret Mead” (Strozier, 2011, p. 31). It is important to note that he became interested in the analysis of personality and the determination of factors influencing its development far earlier, when he studied in Vienna Psychoanalytic Society. Soon after graduation, Erikson together with historian George Kennon issued his essay on Hitler (Strozier, 2011).

The theory of identity is, perhaps, the most important contribution which Erikson made to the development of psychoanalysis. It is frequently argued that the essence of the theory is interconnected with the author’s own life experience.

When he was a child, he was influenced by his mother who encouraged all family members to obey all the postulates and customs of Judaism, including the regular visit to synagogue and strict observance of Jewish traditions. However, the boy appearance, his blue eyes and blond hair, told about his Danish roots. That is why it was rather difficult for a child to realize his origin. Besides, his Jewish and German classmates teased him for his roots reminding of his mental problem.

Stroizer (2011) states the following,

“Most of Erikson’s work has focused on adolescence and its concomitant crisis of identity. Some would even say that he helped create the identity crisis as almost a rite of passage for adolescents, who seem to wear their crises on their sleeves, whether Edwardian or leather” (Stroizer, 2011, p.32).

The theory of identity explains the process of personality development considering it in respect to the particular stage which the person goes through in their life. Childhood is the starting point of personality development. At this stage an individual absorbs the information about surrounding reality and the notions about what is right doing and what is wrong doing which are taught by parents. That is why the identity of personality began to develop even in the period of childhood.

Later, when being a teenager, an individual continues to develop the perception of personal identity but at this age this perception is taking the form of the own actions concordance with the attitude of others to them. It is the key in the understanding of Erikson’s theory of identity. This interpretation of the personal development conception emphasizes the fact that the personal identity is influenced not only by psychological factors but also by social ones. Erikson (1975) states

“It is a state of being and becoming that can have a highly conscious (and, indeed, self-conscious) quality and yet remain, in its motivational aspects, quite unconscious and beset with the dynamics of conflict. This, in turn, can lead to contradictory mental states, such as a sense of aggravated vulnerability and yet also an expectation of grand individual promise” (p.19).

The significance of the results of Erikson work over identity conception is proved by its broad view on the concept of personality itself. In contrast to the previous works in this sphere and the Sigmund Freud theories, in particular, Erikson’s conception uncovers the personality development as a more dynamic and complex process. Erikson gives us an idea that the mature personality is a result of hard mental and emotional process which an individual goes through. Furthermore, it is a result of the influence of social factors.

Modern theory of psychoanalysis is based on the identity concept presented by E. H. Erikson to the large extent. Nowadays, his theory is applied to the study of the urgent social phenomena, even such as terrorism or drug abuse. In addition, the conception of identity became the scientific background for the development of the social identity theory concentrating more attention on the identity as a variable in the international relations (Hymans, 2002).

It can be stated that the field of the international politics became the sphere of the theory application. Undoubtedly, the ideas presented by Erikson motivated scholars to study the conception further, analyzing it from other perspectives. The results of Erikson’s work are applied to explain the differences in morality between people, “the control approach to the identity process”, all of which, in turn, assist in explanation of the roots of modern financial crisis, Wall Street intentions and values (Stets & Carter, 2011).

Taking into account the times when Erikson lived, we can conclude that his theory of identity was, unarguably, influenced by the historical factors. The World War II influenced his work not only in the context of the “crisis of identity” but also it “lent great impetus to national character studies” (Friedman, 2000).

In addition, Erikson’s interest in the identity of personality resulted from his own memories from childhood and adolescence. It can be said that the author developed his famous theory while being in search of himself. Friedman (2000) says that “the stepson’s identity of “mixed” and confused parentage, religion, and nationality had produced a person who felt himself living precariously “on the line” and having to navigate multiple broader crossing” (p. 49).

In summary, Erik Erikson was an outstanding researcher in the sphere of psychoanalysis. His works broadened and deepened the understanding of the identity conception and his psychological analysis of historic leaders helped to find out which factors contributed to their personalities development. Overall, Erik Erikson’s works provided a solid fundamental to further investigation of the determinants of the personal identity.

References

Erikson, E.H. (1975). Life history and the historical moment. New York, USA: Vail-Ballou Press.

Friedman, L. J. (2000). Identity’s Architect: A Biography of Erik H. Erikson. Cambridge, Harvard University Press: Harvard University Press

Hymans, J E.C. (2002). Applying social identity theory to the study of international politics: a caution and an agenda. Paper originally prepared for presentation at the International Studies Association convention, New Orleans, Louisiana, March 24-27, 2002.

Stets, J. E., & Carter, M. J. (2011). The moral self: applying identity theory. Social psychology quarterly, 74(2), 192-215.

Strozier, Ch.B. (2011). Leader: psychological essays. Northbrook, USA: Springer.

The idea of searching for one’s own identity is far from being new; as a matter of fact, people noticed quite long ago that at certain age, one starts to pick all sorts of various attitudes, trying to figure out which one suits him-/her better and helps survive in the given environment the most.

However, it is really hard to imagine what the entire humankind would be doing without Erik Erikson’s theory about the identity crisis and how it affects people’s behavior.

Learning more about the biography and the theoretical findings of the psychologist, one can see how incredibly helpful Erikson’s pieces of advice were, are and will be for the majority of the humankind.

Erikson was one of those people whose life track one could predict since the day they were born. Even being a little kid, he was extremely interested in the way people interact and the way things influence them as they grow up (Erikson).

However, his passion did not boil down to guesswork; even being a boy, he experienced enough identity-related issues to have certain idea of the results at the very beginning of his future research.

As the psychologist recalled, “having been born a Dane and having had to stand the scorn of German children against a foreign-born child” (Friedman 40).

Weirdly enough, Erikson did not consider his talents as something out of the ordinary for the first time and, when choosing the track for his studies, picked arts.

Just to think what could have happened to the identities of millions of people if Eriksson became an accomplished artist he wanted to… However, the Providence made him bump into Anna Freud one day, which predetermined his further track as the world’s renowned psychologist.

As Friedman explains, talking to Anna Freud took Erikson to the place long forgotten – his own childhood, and the memories of how fun it was to learn about the human nature took their toll: “When they both were in analysis with Anna Freud […] this advice to take charge had called to mind a woodcut he had completed of himself as a little boy on a ship looking away from Theodor and Karla and toward the captain” (80).

However, as time passed, Erikson managed to show what he was capable of; not only did he defeat is fears, but also researched them thoroughly and uncompromisingly, coining the term “identity crisis” and showing the ways out of this psychological problem.

As the author of the term explained himself, identity crisis was “the temporary absence of ‘a sense of what one is, of knowing where one belongs, of knowing what one wants to do’” (Friedman 161).

Thus, it is obvious that Erik Erikson has contributed a lot to the further development of psychology and helped to understand the peculiarities of people’s psychological development at certain stages.

Owing to the findings of the psychologist, modern teenagers have a plenty of excuses for their deviant behavior, which alone proves that learning more about Erikson is a worthy thing to do.

In addition, Eriksson proved that the deviation can be considered a way to adjust to the rules of the society, which proves that people are meant to be social animals and that a rebellion is a part of being a human, and it is by far not its worst part.

Jokes aside, solving the mysteries of a human nature is a hard task, and Eriksson deserves appreciation for what he did for psychology and its further development, as well as for the entire humankind.

Works Cited

Erikson, Erik H. Identity: Youth and Crisis, New York City, NY: W. W. Norton & Company, 1994. Print.

Friedman, Lawrence Jacob. Identity’s Architect: A Biography of Erik Eriksson. Harvard, MA: Harvard University Press, 2000. Print.

Bereavement causes a profound effect on the development of the adolescent. During this stage of development, the main task the young adult has is developing self-identity. However, the parents and guardians, who should guide them through this stage, are also busy grieving.

Their peers are not best suited to help them overcome this type of grief. Therefore, they experience a crisis, which seriously hampers the development of self-identity. In explaining the development of self-identity, the author analyzes Erik Erikson’s theory of development. The theory majorly argues that the manner in which families bring up their children determines how their adolescents interact with peers and the environment in the process of developing self-identity.

The first thing the author notes about Erikson’s definition of self-identity is its “multi-dimensionality, broadness and inclusiveness” (Hyatt, 2010, p. 30). He acknowledges that the development of self-identity is a continuous process: it occurs throughout the life of individuals as they meet and overcome challenges in every stage of the development process (Hyatt, 2010). The author also takes note of Sigmund Freud’s influence on Erikson’s ideas.

He argues that the emphasis on the interaction between the individual and the environment was Freud’s idea (Hyatt, 2010). According to him, Erikson argues that the development of the self is a result of epigenetic steps: one step leads to the other (Hyatt, 2010). He also learns that a healthy individual develops due to a proper mastery of the environment, integrating all aspects of personality and accurately viewing the world ((Hyatt, 2010)).

The second thing the author learns from Erikson’s theory is that it is an expansion of Freud’s psychosexual stages of development (Hyatt, 2010). According to the author, each of the eight stages Erikson proposes entails a conflict the individual must solve in order to develop into a healthy individual (Hyatt, 2010). In addition, he learns that overcoming the conflicts helps adolescents develop strong egos.

He also learns that the self develops from the interaction between peers, parents, the society, caregivers and the environment and that the adolescent must integrate all past experiences to overcome future challenges (Hyatt, 2010). Poor integration leads to stagnation, which may be mild or serious depending on how individuals handle the conflicts (Hyatt, 2010). Hence, they may not be able to achieve their development goals.

Thirdly, the author learns that Erikson believes that adolescence begins at the age of 12 (Hyatt, 2010). During this period, teens are in a stage Erikson calls “identity versus role confusion”. They seek to know who they are and their attention shifts from their parents to peers: they listen to their friends more than their parents (Hyatt, 2010).

The author also learns that the role of the family is very critical at this stage: if the family properly handles the stages that precede adolescence, the individual will know how to relate with peers. Otherwise, he or she might end up in wrong groups. He also learns that the adolescent should get rid of old values and practices without anxiety and embrace new ones in the process of acquiring self-identity (Hyatt, 2010).

Developing a mutual relationship helps the adolescent avoid isolation and achieve autonomy (Hyatt, 2010). The writer also notes that this relationship helps the adolescent learn how to share intimacy without difficulties and fear (Hyatt, 2010). He further notes Erikson’s suggestion that adolescents should question what adults do because such questions help them develop into responsible adults.

The author also learns that Erikson’s theory does not explore the role of gender diversity in the development of self-identity (Hyatt, 2010). According to him, Erikson puts too much emphasis on the role of the mother at the expense of the father. He also learns that Erikson describes a streamlined and universal process of self-development (Hyatt, 2010).

He insists that the process is non-linear and varies from one person to the other. In addition, he argues that every individual has different personalities: the professional self, the friendly self and the private self (Hyatt, 2010). The writer asserts that these categories are not pathological in any aspect (Hyatt, 2010).

The author also criticizes Erikson’s work for lacking enough facts to support it. According to him, Erikson based his work on “clinical experience and metaphor” rather than research (Hyatt, 2010, p. 32). In other words, the theory is very impractical and is not based on real-life occurrences. He thinks Erikson should have done more research using real-life situations before publishing his research findings.

In summary, the writer learns that Freud’s psychoanalytic theory had a profound impact on Erikson’s ideas. Erikson argues that what adolescents become at the end of the adolescence stage depends on how they interact with their parents, peers, the society and the environment.

As the writer explains, if they properly interact with these factors, they will successfully go through the process of self-development. However, if families do not shape their children’s behaviors, they will find themselves in the company of wrong friends. Worse still, they will poorly interact with their environment, leading to poor self-development.

Reference

Hyatt, E. (2010). Development in Crisis: Adolescent sibling bereavement (Unpublished doctoral dissertation). University of Pennsylvania, Philadelphia.

Introduction

The first three years are very important to the development of an individual. I am a first-born in a family of five. I had a very healthy childhood; there were no complications in the first 18 months of my life. I was brought up in a stable family with both parents; this is what made me develop confidence and optimism about a better tomorrow. When I was three years old, I joined the elementary school. This played a major role in my development.

The school environment helped me develop self-esteem as I learned new skills. I started developing friendships with other children and I was able to know what is wrong and what is right (Erikson, 3). The care and support that I received while in school made me be fond of education and that love for education has enabled me to accomplish what I have attained as far as education is concerned.

Main body

When a child is between the ages of 3 to 5, he or she faces a desire to do what the adults do; at this point, one wants to behave like an adult (Erikson, 7). When I was 4 years old, I forced my parents to buy me a bicycle. Most adults in my hometown rode bicycles; I wanted a bicycle so that I could ride like them. When I was five years old, I lost my pet friend, a cat and I was hurt by the demise of the Cat. At this level, I had started to develop emotional links with individuals and animals in my vicinity. I was in a position to show affection, and I had realized the importance of family love (Erikson, 10).

During a child’s development, the foundations of one’s competencies are laid at the ages between 6 and 12; the experiences that a child is exposed to at this stage will determine how competent the child will be as an adult (Erikson, 20). At the age of six, I had developed an interest in playing football, so I decided to join the school team. The football coach did not offer enough encouragement, and I lost interest.

This could have been a career but due to lack of support, I developed low esteem as far as football was concerned and I never attempted to play football again (Erikson, 18). At the age of ten, I had a serious fight with a friend over an argument we had started. I wanted to assert myself and proof a point physically. This led to my shoulder bone dislocation. I became very afraid of fighting and I have never indulged in fighting again. At the age of 12, my brother died and I was terrified of his death but it helped strengthen the family bond in me.

Between the ages of 13 to 18 an individual transits from childhood to adulthood, this stage is full of confusion and as one tries to identify him/her self (Erikson, 62). At the age of 15, I indulged in teenage smoking, although it did not last for long. I was influenced into smoking by the media my friends. My parents were supportive of me, they helped me learn the negative effects of smoking, I decided to quit before I became an addict (Erikson, 59).

I was also arrested for reckless driving, it was my first time to be arrested, and I learned that if one misbehaves in society there are forces that will impose a punishment. When I joined the university as a young adult, it helped my development as I was associating with successful people. I started visualizing myself as a successful person in the future (Erikson, 87).

The development of an individual as a young adult is marked with settlement in life and love (Erikson, 151). I want to get a nice job, buy a house, and develop a serious relationship leading to marriage before I attain 30 years. I want to self-actualize myself in the field of education in my twenties. I am also intending to get married and have children before I attain 45 years (Erikson, 151).

A middle-aged adult involves one having more responsibilities, other people depending on you, such as your children, if you are a boss your employees depend on your decisions (Erikson, 534). I want to have a family that depends on me at this stage. I also should be financially stable and indulge in so many projects that will make people around me to be proud of what I am. I want to offer my family the best environment for their development, and be supportive to any person who has a realistic dream (Erikson, 300). By the time I retire from active work, I should have investments that will build my legacy.

Conclusion

The last stage of human development is the late adult stage, at this point, an individual is above 65 years, and at this point, one reflects on his achievements, legacies, and failures (Erikson, 350). Every person believes in achievements. I want to have legacies all over when I am 65 years old. I want to see my children succeed in life; I want to see so many people dependent on my development. I want people to appreciate what I have done with my life. If I will achieve all this, I will be ready to die peacefully.

Development Trajectory from 40’s

• A man will be very active at this age. He is laden with responsibility that range from family, work and self development.
• The person’s social experiences across his lifespan reflects growth and development. Erik Erickson’s theory of development outlines the gradual growth and development of human beings through a trajectory path.
• Sigmund Freud outlines human is growth and development through a psychosexual development theory, which is about the ego or human personality. In contrast, both theories use ego development as a key element.
• We will observe this person’s from Erik Erickson’s and Sigmund Freud’s perspectives.

Impacts of social experiences across this individual’s lifespan reflect growth and development. Throughout his life, he has been learning and achieving distinctive skills. What will his future be like? Erik Erickson’s theory of development outlines the gradual growth and development of human beings through a trajectory path. Sigmund Freud outlines human is growth and development through a psychosexual development theory, which is about the ego or human personality. In contrast, both theories use ego development as a key element.

What is seen in a man then?

• The individual will achieve various distinctive social status. This could be wealth, social standings, new job, own a business, own a home and be a parent to teenagers.
• The person develops aptitude to reason and behaves maturely. Within this stage, pride and emotions that go along with such attributes hardly surface in this persons life.
• The person is surrounded by people who are looking up at him. Life is more defined to him than earlier. He is a parent, an educator, a worker and a person in a self crisis.
• The desire to achieve surpasses his emotional needs, hence the person is oblivious of his emotions and rather intends to uphold his moral and societal values (Karen, 1998).

While Sigmund Freud projects life as a crisis, Eriksson defines, human’s development of abilities to resolve and tackle arising life situations as crisis as well. Within the society, life becomes more constrained. Various factors become elements of change in our lives. This is observed in mid-adulthood and throughout the rest of lives as active members of the society. These elements include gender, environment, culture, and ethnicity.

The trajectory phases

• Parenting;
• Social class;
• Property;
• Investments;
• Business;
• Savings;
• Work and challenging positions in employment.

Within mid-adulthood, the individual is responsible of many faculties that include family life, societal roles, work, and taking care of children while securing his future through investments. At this stage, this person productive and always in the process of giving back. Passing through this stage means a healthy passage. Looking at modern lifestyle for someone working and drawing a salary that sustains the mentioned roles, life is tedious and the person is focused.

Gender and sex Influences

• As a man, this individual is in a crisis where in he needs to emulate successful males. Sexually, finding his identity through aggressive approach to life becomes his way (Brannon, 2002).
• He has to show his children and other young members of the society that he can be emulated.
• This is through upholding social values, being a co-educator, succeeding both as a parent and as an entrepreneur and worker.
• On the other hand, other males are looking up at him as a role model and a partner in the greater society. Within Freud’s context, our sexuality drives us to perform tasks that help us draw lines around our territory (Brannon, 2002).

Most notable is the persons mutual and generative effort s and subscriptions. Generative refers to his efforts to attain credible material wealth. What is he generating mutually, both to the society and to his personal life? While the society part is less significant, his role as a father has more responsibility hence he need to generate more. Erickson depicted ‘generative as a disposition within our life stages or crises. Mutuality in Erickson’s context refers to social generations and cultural factors affecting one’s life. This applies particularly on families, society, and our personal lives. Indeed, everyone affects the others experience as they pass each stages of life.

Cultural and environmental influences

• Culture is observed as what has been the norm or the habit of our fore fathers. Culture is what the environment demands be done continuously and as per the guideline.
• It is the role of the father to discipline, educate and even find suitable jobs for his children. It is a culture that fathers should provide for the family, that they should accumulate wealth, build a home and invest (Piaget, 1965).
• Our society is in an environment that demands we generate enough to bring sustenance of lifestyle. The father will have to build a home, provide and save for the children’s future. He should pile a significant inheritance (Marcia, 1976).
• This person is in a stage where he has to exhibit his morality, social values and objectiveness to portray the society as an important environment (Piaget, 1965).

Success in our lives, social dispositions, and status greatly affect our ego. This individual will find it satisfying when his children look healthy, are well dressed and performing well in school. children from stable backgrounds are confident and able to progress through their stages. This is an outcome of our ego, relationships, marriages and other affiliations. Self-absorption, conservative behavior, and at times inertia pull us down though. Our generative roles force us to identify ways to survive emerging crisis, which involve our teenage children, our careers, and investments.

Other influences

Ethnicity propels an individual to fit within his class and affiliations. This individuals wants to rise above racial and social barriers and be indentified as a role model.

His efforts within this stage will determine the outcome of his ego and allow the materialization of his principal objectives in adulthood, both as a parent and a member of the society (Gilligan, 1982).

This is possible through Eriksson’s projection that during this stage of midlife, we are more productive, intuitive, and focused (Kohlberg & Turiel, 1971).

The objective of this stage is to manipulate remotely, life to fit our trajectory in a refined manner. Our children are in school and we want the best for them. We want to own properties, have stocks and investments, and have our own homes. These objectives cannot be wished away; they are necessities and will determine our future

Reference list

• Brannon L. (2002): Gender Psychological Perspectives Allyn & Bacon.
• Gilligan, C. (1982). In a different voice: Psychological theory and women’s development. Harvard University Press: Cambridge.
• Karen. T (1998): Gender and Psychology. Ed.. London: Arnold.
• Kohlberg, L. & Turiel, E. (1971). Moral development and moral education. In G. Lesser, ed. Psychology and educational practice. Scott Foresman.
• Marcia J.E. (1976) Identity Six Years After: A Follow-Up Study. Journal of Youth and Adolescence, 5, p. 145-160.
• Piaget, J. (1965). The moral judgment of the child. The Free Press: New York.