Formation of Identity Flashcards
Sigmund Freud
created the 5 stages of development
believed in personality and emotional growth
Libido (sex drive) - present at birth
Fixation
occurs when a child is overindulged or overly frustrated during a stage of development
Neurosis
a response to fixation
a mental disorder a child forms which shows a personality pattern based on that particular stage
Oral Stage
ages: 0 - 1
sucking, biting, putting objects in mouth
fixation can lead to excessive dependency
libidinal energy is centered on the mouth
gratification is obtained primarily though putting object in mouth, sucking and biting
Anal Stage
ages: 1 - 3
Toilet training occurs during this time; fixation can lead to excessive orderliness or messiness
libidinal energy is centered on the anus
gratification is gained through the elimination and retention of waste materials
Phallic stage
ages: 3 - 5
oedipal or electra conflict is resolved during this stage
male child envies his fathers intimate relationship with his mother and fears castration at his fathers hands.
(feeling Guilty) wishes to eliminate the father and possess his mother.
sublimates
divert or modify (an instinctual impulse) into a culturally higher or socially more acceptable activity
penis envy
the jealousy little girls feel towards boys and the resentment towards their mothers (whom they blame for not having a penis)
latency stage
libido is largely sublimated during this stage
genital
begins at puberty
if previous stages have been successfully resolved, the person will enter into normal heterosexual relationships
Ericksons stages
trust VS mistrust autonomy VS shame and doubt initiative VS guilt industry VS inferiority identity VS role confusion intimacy VS isolation generativity VS stagnation
trust VS mistrust
age: 0 - 1
trust: child will come to trust his environment as well as himself
mistrust: child will often be suspicious of the world, possibility throughout his life
autonomy VS shame and doubt
age: 1 - 3
favorable outcome: autonomy: feeling able to exert control over the world and to exercise choice as well as self - restraint
unfavorable outcome: a sense of doubt and persistent external locus of control
initiative VS guilt
age: 3 - 6
Initiative (favorable): sense of purpose, the ability to initiate activities and the ability to enjoy accomplishment
Guilt: child will be so overcome by the fear of punishment that the child may either unduly restrict himself, or may overcompensate by showing off
industry VS inferiority
age: 6 - 12
industry (favorable): child will feel competent, be able to exercise his or her abilities and intelligence in the world and be able to affect the world in the way that the child desires.
inferiority (unfavorable): results in a sense of inadequacy, a sense of inability to act in a competent manner, and low self esteem
identity VS role confusion
age: 12 - 20
“physiological revolution”
favorable (identity): outcome is fidelity, the ability to see oneself as a unique and integrated person with sustained loyalties
unfavorable: confusion about ones identity and an amorphous personality that shifts from day to day
intimacy VS isolation
age: 20 - 40
favorable (intimacy): love, the ability to have intimate relationships with others and the ability to commit oneself to another person and to ones own goals
unfavorable: avoidance of commitment, alienation, and distancing of oneself form others and ones ideals.
generatively VS stagnation
age: 40 - 65
favorable (generatively): individuals capable of being productive,c bring and contributing member of society
unfavorable: not overcome, one acquires a sense of stagnation and mat become self - indulgent, bored and self centered with little care for others.
integrity VS despair
age: above 65
favorable (integrity): you will see wisdom (dispatched concern with life itself), dignity, readiness to face death
unfavorable: bitterness about ones life, feeling that life has been worthless, fear over ones death
Kohlberg’s stages of
moral development
describes the approaches of individuals to resolving moral dilemmas.
we progress through 6 stages divided into 3 main phases: precvoncentional, conventional and post conventional
Vygotsky described the development of
language, culture and skills
Zone of proximal development
proposed by Vygotsky
describes those skills that a child has not yet mastered and require a more knowledgeable other to accomplish
common ways children lear from others:
imitations and role taking
reference group
our self concept depends on this
a group to which we compare ourselves
