The Key Figure in the Development of the Infant and the Psychosocial Virtues Exhibited - Case Study Example

Personal Case Study Erick Erickson Social Developmental Crisis Stage Infancy [From Birth to age 3 In this stage the parents should make the new born baby to develop trust (as it makes the child feels comfortable and that it is in a social world) but without removing the capacity for mistrust. They tend to develop withdrawal that is characterized by paranoia, psychosis and depression. Mother is the key figure in the development of the infant and the psychosocial virtues exhibited is faith and hope (Boeree, 2006). These characteristics are evident in the first stage of development, the child develops trust from the people surrounding her or him and if that trust is not developed, the child withdraws. At this stage I was much clingy to my parents as maybe i was afraid of the surroundings and the new people. Stage 2 (Early Childhood [18 months to age 3]) This stage is associated more with the aim of achieving independence degree and minimizing the doubt and shame. Children at this stage require more encouragements so that they can develop both self-esteem and self-control and they will also learn how to do things by themselves. The parents form a special part in the child and the psychosocial virtues desired are will and determination (Boeree, 2006). The child at this stage attempts to explore and own the things surrounding him or her; it is imperative to note that the child is learning and the parents play a critical role in shaping the child’s esteem. At this stage I was much active trying to learn how to walk and talk and maybe follow people around and mimic their talkings. Stage 3 (Play Age [From age 4 to 6]) This stage is much associated with confrontation as a child is supposed to learn initiative courageously without having any guilt. A child at this stage should have fantasy and lots of imagination as this is play time. The family plays a critical role in the development of the child and the psychosocial virtues needed are purpose and courage (Boeree, 2006). Play and making friends surrounds this stage; learning also takes a significant space in the child’s life (this is the period most of the children are beginning school). During this stage playing around with other children was what I had in mind, spent most of the time out because indoors seemed like a dull place to be. Stage 4 (School Age Child [From age 6 to 12]) During this stage there is more need for industry development while still trying as much as possible to avoid inferiority. At this stage the child should be able to differentiate pleasure and education hence the child should minimize (tame) imagination and focus more on education. The school and the neighborhood are significant relations and the psychosocial virtue includes competence (Boeree, 2006). Education and play become significant and the child spends most of the time is school than at home. School life influences the behavior of the child (choosing the right friends and doing what is required of them). At this stage I was afraid of going to school as I feared the teacher and I was afraid that I would not get much time to play. My first days in school proved very difficult and I preferred tobe with my parents but the thought of seeing so many children of my age playing together impacted the way I accepted school with time. Stage 5 (Puberty Stage [From age 18 to 20]) At this stage the child is trying as much as he/she can so as to achieve the ego identity and try as much to avoid confusion in their lives. When an adolescent is faced with role confusion he/she tends to suffer from identity crisis. Role models and peer groups become a part of the teenager and loyalty and fidelity is what the teenager looks for (Boeree, 2006). This is the critical stage because it characterized with intense conflict between the teenager and the people; this is so when people are not in the same mind as the teenager. The teenager attempts to gain some identity within the society and this identity is instilled through the ego. During this stage I was done with my high school education was heading to a college. Life at this stage is not that easy as i was trying to outgrow myself from what I knew to new adventures. I always felt my parents were not fair because to them, everything i was doing was not good to them. At one point I disagreed with my parents over which course I would take in college. While they wanted me to go into business or engineering, I wanted something to do with either psychology or philosophy considering my interests and what my friends though of philosophy. Stage 6 (Young Adulthood [From age 21to 30]) Adult stage is considered to be much fuzzier than in childhood stages. At this stage young adult is trying more to achieve some level of intimacy; this is in contrast to staying in isolation. Friends and partners become the significant relations and love plays an important role in these individuals (Boeree, 2006). An important stage after the development of ego identity; social interaction (including intimacy) become important to the young adult. Getting through with school and settling down to have a family are important features in this stage. At this stage i am trying very hard to have a good future and a family. At this everything seems so serious and one is torn between so many decisions to make as the decisions will determine my future. Still at this stage is when I will get married and start a family of my own. Stage 7 (Middle Adulthood [Mid-20s to Late-50s]) This stage is associated more with raising children; this stage is characterized by cultivation of appropriate balance between stagnation and generativity. The stage is also characterized by rejectivity, this is so when there is too much stagnation and too little generativity and the individual no longer takes part in the society. The significant relations are the workmates and the household and care becomes an important psychosocial virtue (Boeree, 2006). Instances of regret are evident especially if the past was built on the wrong found. The individuals settle down and there is little activity that is done; concentration is diverted to work and raising the children. At this stage probably I will be much busy taking care of my family (raising my kid). Nothing will revolve around me anymore as I will have people to take care of. Stage 8 (Late Adulthood [60 years and above]) The major task in this stage is the development of ego integrity by the small amount of despair. The stage is characterized mainly by the sense of biological uselessness; the body does not perform as it used to. The response to despair by the old people is through the preoccupation with the past. Mankind becomes the significant relation and the psychosocial virtue exhibited is wisdom (Boeree, 2006). Nothing seems to works in this stage; care is what is needed in the late adulthood. The individuals feels not worthy and much of the thoughts are occupied with the good past times. During this stage Piaget Intellectual Development Sensorimotor (Birth to Around Age 2) The child learns about his environment and himself through the reflex and motor actions. Movement and sensation is derived from the thought. The child becomes of the fact the environment (parents and the favorite toy) is separate from him or her and that they are out of reach though they continue to exist. Behavior is modified by making use of the senses such as soothing and stern voice (Springhouse Corporation, 1990). For example, my parents spent most of their times trying to correct my behavior through varied voice tones. Preoperational (Starts at the Time the Child Begins to Talk to Around Age 7) The application of the new knowledge of language is evident at this stage; the child starts to make use of the symbols to represent the objects and the personification of objects. The child has problems with conceptualizing time because he is oriented towards the present. Fantasy influences the thinking of the child and there is an assumption that other people have the same viewpoint as him or her. Information is taken and changed in the mind of the child in order to fit their ideas (Springhouse Corporation, 1990). For example, I was very much preoccupied with how things are and questions always arose regarding the existence of these things. Concrete (Around First Grade to the Early Adolescence) Accommodation increases in this stage and the child develops the capability to think in an abstract manner and judgments that are rational about the observable phenomena; the child wanted to manipulate the concrete physically in the past (Springhouse Corporation, 1990). For example, I was much aware and knowledgeable of the things that used to disturb me in the past. Teaching became an important part during my development because as a child I had many questions regarding the concrete; this permited me to manipulate information mentally. Formal Operations (Adolescence) The final form of the cognition is brought at this stage. The person no longer needs the concrete objects to make judgments that are rational. The person is capable of reasoning in a deductive and hypothetical manner. Teaching this person is extensive because there is wide range of perspectives to choose from (Springhouse Corporation, 1990). For example, I knew knows what I want and my choice ws oriented to a particular point such as choosing the desired career. References Boeree, G. (2006). Personality theories. Retrieved from http://webspace.ship.edu/cgboer/erikson.html Springhouse Corporation. (1990). Piaget’s cognitive stages. Retrieved from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/piaget.htm Read More