INTRODUCTION:
Erikson studied the influence of social process on the personality. He describe eight stages of life cycle during which individual struggle with “developmental crisis”. Specific tasks associated with each stage must be completed for resolution of the crisis and for emotional growth to occur.
LIFE HISTORY OF ERIK ERIKSSON:
- 15 June, 1905- Erik hamburger Erikson was born in Karlsruhe, Germany.
- 1993- Erikson immigrated to U.S. Conducted research at university of California in the influence of culture on the child development.
- 1950- As a result of his above studies and including his anthropological work, he published a book “childhood and society”. In these book he presented a psychosocial theory of development that describes crucial steps in person’s relationship with the social world, based on the interplay between biology and society.
- 1994- He died
ERIK ERIKSON’S PSYCHOSOCIAL THEORY
ERIKSON’S STAGES OF PERSONALITY DEVELOPMENT:
Erikson’s conception of the eight stages of ego development across the life cycle is the centrepiece of his life’s work. The eight stages represent points along a continuum of development in which physical, cognitive, instinctual and sexual changes combine to trigger an internal crisis. Whose resolution or growth and development of specific virtues.
STAGE 1: TRUST VERSUS MISTRUST (BIRTH TO 18 MONTH)
MAJOR DEVELOPMENT TASK: To develop a basic trust in mothering figure and learn to generalize it to others.
ACHIEVEMENT OF THE TASK: Results in self confidence, optimism, faith in the gratification of needs and desires and need for the future. The infant learns to trust when basic needs are met consistently.
NON ACHIEVEMENT RESULT: Results in emotional dissatisfaction with self and others, suspiciousness, and difficulty with interpersonal relationships. The task remain unresolved when primary caregivers fail to respond to the infant’s distress signals promptly and consistently.
STAGE 2 AUTONOMY VERSUS SHAME DOBT (18 TO 3 YRS):
MAJOR DEVELOPMENT TASK: To gain some self control and independence within the environment.
ACHIVEMENT OF THE TASK: Result in a sense of self control and the ability to delay gratification and a feeling of self confidence in one’s ability to perform. Autonomy is achieve when parents encourage and provide a opportunity for independent activity.
NON-ACHIVEMENT: result in a lack of self confidence and a lack of pride in the ability to perform a sense of being control by others and a rage against self. The task remains unresolved when primary care givers restrict independent behaviour both physically and verbally set the child up for failure with unrealistic expectation.
STAGE 3 INITIATIVE VERSUS GUILT (3-6 YEARS)
MAJOR DEVELOPMENT TASK: To develop a sense of purpose and the ability to initiate and direct own activities.
ACHIEVEMENTS: Task results in the ability to exercise restraint and self control of inappropriate social behavior. Assertiveness and dependability increase and the child enjoys learning and personal achievement. The conscience develops, thereby controlling the impulsive behaviors of the id. Initiative is achieved when creativity is encouraged and performance is recognized and positively reinforced.
NON ACHIEVEMENT: Results in feeling of inadequacy and a sense of defeat. Guilt is experienced to an excessive degree, even to the point of accepting liability in situations for which one is not responsible. The child may view himself/herself as evil and deserving of punishment. The task remains unresolved when creativity is stifled and parents continually expect a higher level of achievement has the child produces.
STAGE 4:INDUSTRY VERSUS INFERIORITY (6 TO 12 YEARS)
MAJOR DEVELOPMENT TASK: To achieve a level of self confidence by learning competing, performing successfully and receiving recognition from significant others, peers and acquaintances.
ACHIEVEMENTS OF THE TASK RESULTS: Results in a sense of satisfaction and pleasure in the interaction and involvement with others. The individual masters reliable work habits and develops attitudes of trustworthiness. He or she is conscientious, feels pride in achievement and enjoy play but desires a balance between fantasy and real world activities. Industry is achieved when encouragement is given to activities and responsibilities in school and community, as well as those within the home and recognition is given for accomplishment.
NON ACHIEVEMENT: results in difficulty in interpersonal relationships because of feelings of personal inadequacy. The individual can neither cooperates and compromise with others in group activities nor completes task successfully. He or she may become either passive and meek or overly aggressive to cover up for feeling of inadequacy. If this occurs, the individual may manipulate or violate the rights of others to satisfy his or her own needs. This task remains unresolved when parents set unrealistic expectations for the child, when discipline is harsh and tends to impair self esteem and when accomplishments are consistently met negative feedback.
STAGE 5: IDENTITY VERSUS ROLE CONFUSION (12 – 20 yrs):
MAJOR DEVELOPMENT TASK: To integrate the task mastered in the previous stages in to a secure sense of self.
ACHIEVEMENTS OF THE TASK RESULTS: in a sense of confidence emotional stability, view of self as a unique individual. Commitment related to career and relationship with members of both genders. Identity is achieved when adolescence are allowed to experience independence in decision making that influence their lives. Parents should be available to offer support when needed but should gradually relinquish control to the maturing individuals in an effort to encourage the development of an independent sense of self.
NON ACHIEVEMENT: results in a sense of self consciousness, doubt, and confusion about one’s role in life. Personal values and goals for ones lie are absent. Commitment to life are nonexistent instead are superficial and brief. A lack of self confidence is often expressed by delinquent and rebellious behaviour. Entering adulthood with its accompanying responsibilities may be an underlying fear.
STAGE 6: INTIMACY VERSUS ISOLATION (20 TO 30 YEARS)
MAJOR DEVELOPMENT TASK: to form an intense lasting relationship or a commitment to another person, a cause, an institution or creative efforts.
ACHIEVEMENTS OF THE TASK RESULTS: in the capacity for mutual love and respect for two people and the ability of an individual to pledge the total commitment to another. The intimacy goes beyond the sexual contact between the two individual. Personal sacrifices are made for each other. The intimacy achieved when an individual developed the capacity for giving oneself to another. And this is learned when one has been the recipient of his type of giving within the family unit.
NON ACHIEVEMENT: results in withdrawal, social isolation and loneliness, the individual is unable to form lasting intimate relationships, often seeking intimacy through numerous superficial sexual contacts. No career is established; he may have the history of occupational changes. The task remains unresolved when love in the home has been deprived through the younger years. One fail to achieve the ability to give the self without having been the recipients early on from the primary caregivers.
STAGE 7:GENERATIVITY VERSUS STAGNATION(30 TO 65 YEARS)
MAJOR DEVELOPMENT TASK: to achieve the life goals established for oneself while also considering the welfare of future generations.
ACHIEVEMENTS OF THE TASK RESULTS in a sense of gratification from personal and professional achievements and from meaningful contribution to others. The individual is active in the service of the society. Generativity is achieved when the individual expresses satisfaction with his stage in life and demonstrates responsibility for leaving the world a better place in which to live.
NON ACHIEVEMENT: results in lack of concern for the welfare of others and total preoccupation with the self. He become withdrawn, isolated, highly self indulgent, with no capacity for giving of the self to others. The tasks remain unresolved when earlier developmental tasks are not fulfilled and the individual doesn’t achieve the degree of maturity. Required to achieve gratification out of personal concern for the welfare of others.
STAGE 8: EGO INTEGRITY VERSUS DESPAIR :(65 YEARS TO DEATH)
MAJOR DEVELOPMENT TASK: review one’s life and derive meaning from both positive and negative events while achieving a positive sense of self.
ACHIEVEMENTS OF THE TASK RESULTS: in a sense of self worth and self acceptance as one’s reviews life goals accepting that some were achieved some where not. The individual derives a sense of dignity from his or her life experiences. And doesn’t fear death, rather viewing it as another phase of development .ego integrity is achieved when individuals have successfully completed the developmental tasks of the other stages and have little desire to make major changes in how their lives have progressed.
NON ACHIEVEMENT: results in a sense of self contempt and disgust with how life has progressed. The individual would like to start over and have a second chance at life. He or she feels worthless and helpless to change. Anger, depression and loneliness are evident. The focus maybe on past failures or perceived failures. Impending death is feared or denied or ideas of suicide may prevail. The task remains unresolved when earlier tasks are not fulfilled, self confidence, a concern for others and a strong sense of self identity is achieved.
ERIKSON’S CONTRIBUTION IN TREATMENT:
Among his most important contributions is his belief that establishing a state of trust between doctor and patient, which is the basic requirement for successful therapy. When psychopathology stems from basic mistrust (e.g. depression) a patient must reestablish the trust with therapist, whose task as that of the good mother may be sensitive to the patient’s need. The therapist must have a sense of self trustworthiness that may be transmitted to the patient.
RELEVANCE OF PSYCHOSOCIAL DEVELOPMENT THEORY TO NURSING PRACTICE:
Erikson’s theory is particularly relevant to nursing practice in that it incorporates sociocultural concepts in to the development of personality. Erikson provides a systematic, stepwise approach and outline specific tasks that should be completed during each stage. This information can be used quietly readily in psychiatric health nursing. Many individuals with mental health problems are still struggling to achieve the task froe a number of developmental stages. Nurses can plan care to assist these individuals to fulfill this tasks and move on to a higher developmental level.
No comments:
Post a Comment