Identity Development (self-concept & self-description) Flashcards
Ego (Erikson)
The ego is an organizing capacity of the individual that leads to “that strength which can reconcile discontinuities and ambiguities”. It is a creative and adaptive as it comes to terms with the body, the mind and social processes. it is a part of the mind that gives coherence to experience (consciously or unconsciously). It does more than simply defend itself, it also learns skills and adaptive techniques. Although many aspects of ego functioning are unconscious, the ego has an overall unifying purpose that leads to consistent behavior and conduct. The way in which infants are handled and fed affects the development of his or her ego.
The development of the ego (Erikson)
first depends on the nurturance of the family, later other social models play a significant role. It is important that social organizations permit a child’s capacities and potentials to develop. The development of the ego is outlined in Erikson’s stages of the life cycle. At each stage the ego develops certain strengts or basic virtues that enable it to move forward. These ego strengths further lay for a set of ethical rules based on ideas that we can strive for.
Ritualizations
there is a ritualization peculiar to each stage. They are repetitive forms of everyday behavior, socially structured ways of doing or experiencing something, that assist us in becoming productive members of a community. In any culture, the ritualizations may become disorted and turn into ritualisms if they are rigidly employed.
The psychosocial stages of development (Erikson)
- Trust versus Mistrust
- Autonomy versus Shame and Doubt
- Initiative versus Guilt
- Industry versus Inferiority
- Ego Identity versus Role Confusion
- Intimacy versus Isolation
- Generativity versus Stagnation
- Ego Integrity versus Despair
Trust versus Mistrust (0-1)
Children learn whether or not they can trust the people around them.
When a baby cries, does his caregiver attend to his needs? When he is frightened, will someone comfort him? When she is hungry, does she receive nourishment from her caregivers?
Crying carries an important message. When a baby cries, there is some need that should be met with a response from caregivers, whether it involves providing food, safety, a fresh diaper, or a comforting cuddle.
By responding quickly and appropriately to an infant’s cries, a foundation of trust is established.
If a child successfully develops trust, he will feel safe and secure in the world. Caregivers who are inconsistent, emotionally unavailable, or reject the child contribute to feelings of mistrust in the children they care for. Failure to develop trust can result in fear and a belief that the world is inconsistent and unpredictable.
Autonomy vs. Shame & Doubt (1-3)
It is important for young children to begin developing a sense of personal independence and control. As they learn to do things for themselves, they establish a sense of control over themselves as well as some basic confidence in their own abilities.
Gaining a sense of personal control over the world is important at this stage of development.
Children at this age are becoming increasingly independent and want to gain more control over what they do and how they do it. There are a number of different tasks that are often important during the autonomy versus shame and doubt stage of development e.g: Toilet training plays a major role; learning to control one’s body functions leads to a feeling of control and a sense of independence.
Children who successfully complete this stage feel secure and confident, while those who do not are left with a sense of inadequacy and self-doubt.
Kids who have confidence in their skills are more likely to succeed in subsequent tasks such as mastering social, academic, and other skills. Offering reassurance and having faith in your child’s abilities is crucial to the development of a sense of autonomy and confidence.
Parents who are negative or who punish a child for simple mistakes can contribute to feelings of shame or self-doubt.
Initiative vs. Guilt
Children begin to assert their power and control over the world through directing play and other social interaction. Now it is important for kids to learn that they can exert power over themselves and the world. They need to try things on their own and explore their own abilities. By doing this, they can develop ambition and direction. Children need to begin asserting control and power over the environment by taking initiative by planning activities, accomplishing tasks and facing challenges.
During this stage, it is important for caregivers to encourage exploration and to help children make appropriate choices.
Caregivers who are discouraging or dismissive may cause children to feel ashamed of themselves and to become overly dependent upon the help of others. It is important that parents continue to enforce safe boundaries and encourage children to make good choices through the use of modeling and reinforcement.
Success in this stage leads to a sense of purpose, while failure results in a sense of guilt. Kids who fail to develop a sense of initiative at this stage may emerge with a fear of trying new things. When they do direct efforts toward something, they may feel that they are doing something wrong. While mistakes are inevitable in life, kids with initiative will understand that mistakes happens and they just need to try again. Children who experience guilt will instead interpret mistakes as a sign of personal failure, and may be left with a sense that they are “bad.
Fidelity
fidelity, a psychological virtue characterized by the ability to relate to others and form genuine relationships. It means to be faithful to an ideological point of view.
Role confusion
Kids who are not allowed to explore and test out different identities might be left with what Erikson referred to as role confusion. These individuals are not sure who they are or what they like. They tend to drift from one job or relationship to another, never really sure what they want to do with their lives. Instead of feeling a sense of personal cohesiveness, they are left feeling disappointed and confused about their place in life.
Ego identity vs role confusion
The process of forming an ego identity requires that one compare how one sees oneself with how significant others appear to expect one to be. One of the main elements of Erikson’s psychosocial stage theory is the development of ego identity. It is the conscious sense of self that we develop through social interaction, which is constantly changing due to new experiences and information we acquire in our daily interactions with others.
As teens seek to establish a sense of self, teens may experiment with different roles, activities, and behaviors. According to Erikson, this is important to the process of forming a strong identity and developing a sense of direction in life.
Parents and family members continue to exert an influence on how teens feel about themselves, but outside forces also become particularly important during this time. Friends, social groups, schoolmates, societal trends, and even popular culture all play a role in shaping and forming an identity.
Those who receive proper encouragement and reinforcement through personal exploration will emerge from this stage with a strong sense of self and a feeling of independence and control. Those who remain unsure of their beliefs and desires will remain insecure and confused about themselves and the future.
Those who are successful develop fidelity, a psychological virtue characterized by the ability to relate to others and form genuine relationships. It means to be faithful to an ideological point of view. Kids who are not allowed to explore and test out different identities might be left with what Erikson referred to as role confusion. These individuals are not sure who they are or what they like. They tend to drift from one job or relationship to another, never really sure what they want to do with their lives. Instead of feeling a sense of personal cohesiveness, they are left feeling disappointed and confused about their place in life.
Industry vs. Inferiority (6-11)
If children emerge from the preceding stages with a basic sense of trust, autonomy, and initiative, they are ready for the industrious labor that school
Presupposes. School and social interaction play an important role during this time of a child’s life. A child’s social world expands considerably as they enter school and gain new friendships with peers. Through social interactions, children begin to develop a sense of pride in their accomplishments and abilities.
Friends and classmates play a role in how children progress through the industry versus inferiority stage. Through proficiency at play and schoolwork, children are able to develop a sense of competence and pride in their abilities. By feeling competent and capable, children are able to also form a strong self-concept.
During social interactions with peers, some children may discover that their abilities are better than those of their friends or that their talents are highly prized by others. This can lead to feelings of confidence. In other cases, kids may discover that they are not quite as capable as the other kids, which can result in feelings of inadequacy.
During the industry versus inferiority stage, children become capable of performing increasingly complex tasks. As a result, they strive to master new skills.
Children who are encouraged and commended by parents and teachers develop a feeling of competence and belief in their abilities. Those who receive little or no encouragement from parents, teachers, or peers will doubt their ability to be successful. Children who struggle to develop this sense of competence may emerge from this stage with feelings of failure and inferiority. This can set the stage for later problems in development. People who don’t feel competent in their ability to succeed may be less likely to try new things and more likely to assume that their efforts will not measure up under scrutiny.
This stage is vital in developing self-confidence. Kids who do well in school are more likely to develop a sense of competence and confidence. They feel good about themselves and their ability to succeed. Children who struggle with schoolwork may have a harder time developing these feelings of sureness. Instead, they may be left with feelings of inadequacy and inferiority. At this stage, it is important for both parents and teachers to offer support and encouragement. However, adults should be careful not to equate achievement with acceptance and love. Unconditional love and support from adults can help all children through this stage, but particularly those who may struggle with feelings of inferiority. Children who are overpraised, on the other hand, might develop a sense of arrogance. Clearly, balance plays a major role at this point in development. If the children’s development has left heavy residues of mistrust, doubt, and guilty, they may have difficulty performing at an optimal level; feelings of inadequacy and inferiority will develop.
Intimacy vs isolation (19-40)
Having grown beyond the beginnings of establishing his own identity, the young adult is able to overcome the fear of ego loss and form a close affiliation with another individual. The love emerges as an ego strength - the individual is able to transform the love he received as a child
and begin to care for others. Erikson believed it was vital that people develop close, committed relationships with other people. These emotionally intimate relationships as people enter adulthood play the critical role in the intimacy versus isolation stage. Such relationships are often romantic in nature, but Erikson believed that close friendships were also important. Erikson described intimate relationships as those characterized by closeness, honesty, and love. People who are successful in resolving the conflict of the intimacy versus isolation stage are able to develop deep, meaningful relationships with others. They have close, lasting romantic relationships, but they also forge strong relationships with family and friends. Success leads to strong relationships, while failure results in loneliness and isolation. Adults who struggle with this stage experience poor romantic relationships. They might never share deep intimacy with their partners or might even struggle to develop any relationships at all. Those who struggle to form intimacy with others are often left feeling lonely and isolated.
Generativity versus Stagnation (40-65)
During this time, adults strive to create or nurture things that will outlast them; often by parenting children or contributing to positive changes that benefit other people. Contributing to society and doing things to benefit future generations are important needs at the generativity versus stagnation stage of development. Generativity - the ability to be productive and creative in many areas of life, particularly those showing a concern for the welfare of ensuing generations The adult actively participates in those elements of his culture that will ensue its maintenance and enhancement. A person is generative when making a contribution appropriate to his particular potential, be it children, products, ideas, or works of art. Erikson considers a procreative drive to be instinctual. The ego strength that emerges during the middleyears is care - doing something for somebody. Adults need to teach and nurture the youth of their society in order to sustain their own identities and the truth of their world. Those who are successful during this phase will feel that they are contributing to the world by being active in their home and community. Failure to actively participate in maintaining his culture leads to feelings of stagnation, boredom, and interpersonal impoverishment
Ego Integrity versus Despair 65+
Ego integrity - the ability to reflect on one’s life with satisfaction;death is not feared but accepted as one among facets of one’s existence represents the fruit of the seven stages that have preceded and the ego’s culminating ability to perceive life as orderly and meaningful in
a spiritual sense. Individuality finds its ultimate test as each person must face death alone yet owes it to the next generation to face it with strength The virtue of this stage is wisdom - it enables an individual to bring his life to an appropriate closure. Negative outcome leads to despair - regret over missed and unfulfilled opportunities at a time when it is too late to begin again.
Three-factor Model of Identity (Crocetti, Rubini & Meeus)
Pivotal (crucial) identity processes:
“ Commitment: the choice made in areas relevant to identify and as the extent to which one feels certain about or identifies with this choice
“ In-depth exploration
“ Reconsideration of c: the extent to which adolescents actively deal with current commitments, reflect on their choices, look for new information, and talk with others about these commitments
“ Reconsideration of commitment: the comparison between current commitments and other possible alternatives, and to youths’ efforts to change present commitments
