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psychosocial theory Flashcards

1
Q

What is the goal of psychosocial theory?

A

to explain the changes in self-understanding, social relationships, and one’s relationship to society based on biological, physiological, and social systems (expands beyond adolescence into adulthood)

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2
Q

How is development produced?

A

the continuous interaction of the individual and social environment

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3
Q

Who developed the theory?

A

Erik Erikson, with his wife Joan
Professor at Berkeley
Childhood an Society - published in 1950 and revised in 1963
Analytical work shaped his stages of development theory

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4
Q

Define psychosocial evolution

A

human abilities that allow people to gather knowledge from their ancestors a pass it on to future generations
still learn how to acquire new info, ways of thinking, and ways of teaching to others

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5
Q

What are the key concepts of psychosocial theory?

A
  • stages of development
  • psychosocial crisis
  • radius of significant relationships
  • prime adaptive ego qualities
  • core pathologies
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6
Q

stages of development

A
  • developmental stage: a period of life differentiated by characteristics that propose a specific direction for development
  • accomplishments from the previous stage allow individuals to overcome new challenges in the next stage (ego strengths emerge)
  • follow the epigenetic principle
  • stages can be revisited and reinterpreted later in development
  • intensity of themes varies between individuals
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7
Q

epigenetic principle

A
  • a biological plan for growth that allows each function to emerge systematically until the fully functioning organism has developed
  • stages form a sequence
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8
Q

8 stages of development and their psychosocial crises

A
  1. basic trust vs mistrust
    - oral sensory
    - is it safe?
    - mother
  2. autonomy vs shame and doubt
    - muscular anal
    - self confidence and doubt
  3. initiative vs guilt
    - locomotor genital
    - can i do this
    - influenced by family
  4. industry vs inferiority
    - latency
    - hardworking or loss of motivation
  5. identity vs role confusion
    - puberty and adolescence
    - children, friends, students
  6. intimacy vs isolation
    - young adulthood
    - can we love?
  7. generativity vs stagnation
    - adulthood
    - will next gen survive?
  8. ego integrity vs despair
    - maturity
    - how have I done?
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9
Q

psychosocial crisis

A
  • the state of tension that results from the discrepancies between the person’s abilities at the beginning of a stage and the society’s expectations for behaviour at that period
  • most experience positive and negative ends of the continuum (spectrum)
  • outcome of the crisis at each stage is the balance of the two opposing factors
    represented by impulses, fears and doubts, and learning empathy
  • provides ego strengths and meets demands of next crisis
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10
Q

is development a smooth process?

A

no, it requires dynamic tension that reflects struggles and challenges being faced which contributes to the range of capabilities

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11
Q

radius of significant relationships

A
  • the channel through which age-related cultural and community expectations are communicated
  • number of relationships grows with development
  • relationships influence how psychosocial crises are experienced and resolved
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12
Q

Prime adaptive ego qualities

A

consistent efforts to face and cope with crises result in the formation of basic adaptive capacities
develop from the positive resolution of crises and provide resources for coping with the next
emergence of enduring strength
mental states that form a basic orientation toward the interpretation of life experiences
contribute to worldview

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13
Q

what is each stages’ prime adaptive ego qualities?

A

infancy - hope
toddlerhood - will
early school age - purpose
middle childhood - competence
early adolescence - fidelity to others
early adulthood - love
middle adulthood - care
later adulthood - wisdom

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14
Q

core pathologies

A

the result of ineffective, negatively balanced crisis resolution
guide orientations for behaviour
characteristics like distant, uninterested in interpersonal relations, obstruct the resolution of other crises

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15
Q

what is each stages’ core pathology?

A

infancy - withdrawal
toddlerhood - compulsion
early school age - inhibition
middle childhood - inertia (no interest in achievements)
early adolescence - dissociation
adulthood - repudiation
middle adulthood - rejectivity
later adulthood - disdain

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16
Q

new directions

A

integrates 2 additional constructs: developmental tasks and a central process for resolving psychosocial crises
3 new life stages: prenatal development, early adolescence, elderhood

17
Q

additional psychosocial stages

A

Prenatal development
- interaction of genetically guided plan for fetal development and environment
- environment is influenced by social and cultural contexts
2 adolescence stages
- split due to onset of puberty, need for education before entering the world of work, changes in the structure of the educational system, and the variety of life choices available
early adolescence
- focus on social and group identity
- ties to psychosocial transitions associated with puberty
- group identity vs. alienation
later adolescence
- focus on individual identity
- an effort to find a meaningful integration of one’s roles that is acceptable and valued by society
elderhood
- adaptive strategies that characterize people who have exceeded the life expectancy of their birth cohort
- transcending mortality vs. death
- immortality vs. extinction

18
Q

integration of developmental tasks

A

tasks consisting of skills and competencies that contribute to increased mastery over one’s environment
reflect areas of of accomplishment in physical, cognitive, social, self-concept, and emotional development
bridges individuals and society
teachable moments: times when a person is most ready and likely to expend effort to acquire a new ability
mastery of tasks is influenced by resolution of crises in stages before

19
Q

central process for resolving the psychosocial crisis

A
  • a way the person makes sense of cultural expectations and undergoes adaptive modifications of the self
  • recognizes new social pressures and expectations, gives expectations personal meaning, and gradually changes
20
Q

what are the stage’s central processes?

A

infancy - mutuality with a caregiver
toddlerhood - imitation
early school age - identification
middle childhood - education
early adolescence - peer pressure
later adolescence - role experimentation
early adulthood - mutuality among peers
middle adulthood - person/environment fit and creativity
later adulthood - introspection
elderhood - social support

21
Q

identity status

A

crisis and commitment
crisis
- period of questioning
- role experimentation
- active decision making
commitment
- personal involvement in activities
- relationship that reflect beliefs and values in occupational choice, religion, political ideology, interpersonal bonds
- reflects male oriented culture (later revised)

status is assessed as identity achieved, foreclosed, moratorium, or diffused

22
Q

identity achieved

A

experienced a time of questioning and exploration
have made occupational and ideological commitments
greater ego strength and sense of identity

23
Q

foreclosed

A

have not experienced crisis but demonstrate strong occupational and ideological commitments
often reflect parents
if commitments are based off of parents then little self-understanding has been done
greatest need for social approval
ex. arranged marriage

24
Q

psychosocial moratorium

A

involved in ongoing crisis
an active open time for gathering information and figuring out how one fits in certain roles
no commitments are made

25
Q

identity diffused

A

may or may not have experienced a crisis and demonstrate a lack of commitment
generally have low self esteem
procrastinate
lack of direction

26
Q

developmental progression of identity status

A

progression from diffusion to foreclosure, moratorium, and finally achievement
regression if status moves back towards diffusion
once identity is achieved, status can move back to moratorium
extreme events may cause regression

27
Q

types of identity exploration

A

exploration in breadth: range of options
exploration in depth: based on personal values
Ruminative exploration: never-ending exploration

28
Q

later-added identity status typologies

A

carefree diffused: no commitment and aren’t bothered by it
troubled diffusion: no commitment causes anxiety
undifferentiated status: score moderately in all status models

29
Q

how does identity formation apply to men and women

A

women: deeper exploration with more moratorium focus
men: carefree diffusion is more common

30
Q

what is the direction of change over time? how does the theory account for patterns of change and continuity?

A

systematic changes in ego development reflected in self-understanding, identity formation, social relationships, and worldview

human development is a product of ongoing interactions between an individual’s biological and psychological needs and societal expectations

Predicts an orderly sequence of change in ego development and social relationships from infancy through late life

life stages bring abilities and coping strategies to help navigate social relationships and adapt to society

addresses issues of continuity and change through life

resolution of crises results in the development of prime adaptive ego qualities and core pathologies

radius of significant relationships in each life stage

tendency to anticipate issues of stages ahead

31
Q

what are the mechanisms that account for growth?

A

psychosocial crisis

epigenetic principle creates tension due to the gap between competencies and societal demands

strive to reduce tension by using familiar and learning new coping strategies

32
Q

what are predictable hypotheses or predictions that emerge from this analysis?

A

Predict that at each stage a crisis occurs and a central process resolves it
positive resolution strengthens ego
negative resolution creates core pathologies

Predict that a crisis is associated with each stage

33
Q

how relevant are early experiences for later development? what evidence is offered to support the theory?

A

early experiences are important for later development

strengths and abilities by achieving developmental tasks and resolving crises help overcome future challenges

positive ego qualities vs. core pathologies

34
Q

How do the environmental and social contexts affect development?

A

focus on continuous interaction between individual and society

personal development and societal functioning are mutually dependent and ongoing

society influences development through radius of significant relationships

reflect positive and negative resolution of crises

35
Q

what factors place individuals at risk at specific periods of the lifespan?

A

negative pole of crises experienced as it leads to the development of a core pathology

positive resolution depends on ego maturity and well being of caregivers

societal conditions can also be a risk factor

36
Q

what are some practical implications of psychosocial theory?

A

key themes for each stage of life can guide intervention

counseling identifies potential sources of conflict and offers way to understand how earlier life stages may lead to core pathologies that offer present challenges

37
Q

what are strengths of the theory?

A
  • broad integrative framework within which to study the life span
  • directions of healthy development across life span
  • basic ideas have been operationalized
  • concept of crises offers a model of individual differences within normal development
  • crisis identifies predictable tensions between socialization and maturation
  • longitudinal studies support the general direction of development
38
Q

what are weaknesses of the theory?

A
  • explanations for crisis resolution and stage progression need to be developed
  • specific number of stages and link to genetic plan for development
  • dominated by male, eurocentric perspective
  • too much emphasis on individuality rather than connection and social relatedness
  • lack of elaboration as to how culture encourages and inhibits development

Human Development (8 decks)

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