Psychosocial Development Erikson, (1902-194), Concluded That A Humans

Psychosocial Development Erikson, (1902-194), concluded that a humans development is determined genetically and that in order to move through each stage of development than they must be biologically, socially and psychologically ready. Erikson believed that the child's genes resembled a timetable and it is this genetic timetable that determines the child's stages of development. ?Erikson extended this principle to social and psychological growth; it is human nature to pass through a predetermined sequence of psychosocial stages which are genetically determined'. Gross, (R), The Science of Mind and Behaviour. (1996) The Psychosocial Stages Erikson concluded that every personality has a certain amount of trust and mistrust that is essential to development through the stages. Erikson did however suggest that although the time to develop trust is in infancy he did suggest that under develop trust could be further develop in later life however it would be harder to do. Basic Trust Versus Mistrust (0-1): - This stage is essential to the child's development of trust toward not just it's parents particularly the mother, but how it trusts the rest of the world. If a child is well loved i.e. affection, cuddles etc. then it will develop an adequate of trust for the world, however should the child receive inadequate care then it will grow to mistrust. Trust enables the child to experience situations without fear whereas mistrust causes the child to fear, behaving with suspicion possibly even withdrawal. Autonomy Versus Shame and Doubt (1-3): - A this stage the child becomes mobile, curious and generally more independent. The ability to be able to see itself as it's own person separate from it's parents is known as, ?Autonomy'. It is at this point that all the parents should still ensure the child's well being they should still maintain a caring attitude and safe environment. At this stage if the child is put down or lead to believe it is a failure on a continual basis then the child may develop a feeling of shame and doubt in it's abilities and it's environment. Allowing the child to do things for itself and learning by its mistakes gives the child confidence and an increased self-esteem. Doing things for the child all the time and telling the child they are wrong will have the reverse effect. It is at this stage that if a child is not praised and allowed to do things for itself that insecurity appears i.e. in the form of attention seeking. Initiative Versus Guilt (3-5/6): -The child is discovering and developing new abilities and because of this the child's desire for knowledge is also increasing. The child should be encouraged to ask questions and adequate answers should be given. Play is also a crucial part in the child's mental and physical development. If the parent try's to stop this question asking or play the child will develop a feeling of guilt about it's desire to learn. Industry Versus Inferiority (7-12): - At this stage other adults othe r than parents begin to have significance in the child's development. The child becomes interested in the way things work, and are carried out. Relationships with other children should also be encouraged, as children need to compare themselves with others in order to develop their own identity. Failing to offer the child the right resources, amenities, guidance and encouragement will result in the child feeling inferior. Self Concept ?In the social jungle of human existence, there is no feeling of being alive without a sense of ego identity', Erik Erikson, (1963), Moonie, N, (1995). Self-concept is an individual's perception of their personality. Along with the self-concept is Self-awareness; this is how an individual imagines how others see them. The Self-concept can be divided into three interlocking components, Self-image, Self-esteem and the Ideal-self. Self Image: - This refers to the way we describe ourselves physically, mentally and emotionally, be it good or bad. Kuhn & McPo rtland (1954) Gross p.519 Suggest that the self image maybe broken into three categories, ?Social Roles', the aspects of our self-image that are objective i.e., student, employee, partner. Others can confirm these aspects they are definite aspects ?Personality Traits': - these aspects of our self-image that we perceive of ourselves may be