Erikson's Theory Of Identity Development
Erik Erikson's theory of psychosocial development was meant to provide society with a better understanding of the stages that an individual experiences across his or her life. Even with the fact that the first four stages described by Erikson are essential in a person's upbringing, it is only after these stages that he or she actually comes to understand society as a whole and starts to express interest in getting actively involved in the social order. It is actually probable that the first four stages are meant to prepare an individual to accumulate the experience needed for him or her to become a part of society.

The fifth stage provides the individual with the task of achieving "a sense of identity -- both who he or she is and what he or she will be" (Theories of personal development 254). While the individual was accustomed to simply…...

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Bibliography:

Aiken, Lewis R. "Human Development in Adulthood," (Springer, 1998)

"Theories of Personality Development"

Essay Topic Examples
1. Erikson's Stages of sychosocial Development: An Exploration of Contemporary Relevance
This essay would explore how Eriksons eight stages of psychosocial development remain relevant in today's society. It would examine current applications in various fields such as psychology, education, and counseling, reflecting on how each stage influences personal growth and identity formation in the modern world.

2. Identity Crisis and the Adolescent Journey: Insights from Eriksons Theory
Focusing on Erikson's fifth stage of development, 'Identity vs. Role Confusion,' this essay would delve into the challenges faced by adolescents within the context of the theory. The discussion could explore how contemporary issues such as social media and globalization affect the formation of adolescent identity.

3. The Impact of Early Childhood Outcomes on Adult sychosocial Health: An Eriksonian erspective
An evaluation based on Erikson's early stages, this topic would investigate the long-term effects of successful or unsuccessful completion of each stage on adult mental health…...

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Primary Sources

Erikson, Erik H. \"Childhood and Society.\" W.W. Norton & Company, 1950.

Erikson, Erik H. \"Identity: Youth and Crisis.\" W.W. Norton & Company, 1968.

Erikson, Erik H. \"The Life Cycle Completed.\" W.W. Norton & Company, 1982.

Erikson, Erik H. \"Insight and Responsibility.\" W.W. Norton & Company, 1964.

Erikson, Erik H. \"Identity and the Life Cycle.\" Psychological Issues, vol. 1, Monograph 1, International Universities Press, 1959.

The theory does not appear to allow for success in the workplace solely for the sake of workplace success. Instead, it appears to view procreation as the ultimate purpose of human life, with workplace success only a vehicle towards attaining success within the loving family circle.
To these ideas the authors add that the theory does not account for intimacy beyond the heterosexual and indeed beyond the sexual. As such, the theory is fundamentally inadequate to address the entire paradigm of successful adult individuation and attachment. Furthermore, the authors note that the theory is very limited in its connection between the biological and the psychological paradigms of differences between the male and female. While the theory does indeed better address the positive aspects of female development, it does so primarily in terms of the female drive to bear children, which substantiates the feminist view that the theory appears to be…...

Erikson
According to Erik Erickson's theory of psychosocial development, there are eight stages through which an individual should pass in the development from infancy through adulthood. If someone does not achieve the goal of a particular stage, s/he will be unable to move past it and will suffer the consequences for life. The goal of a stage is considered a personality trait; failure to reach the goal is considered to be the lack of a trait. For example, the final stage in Erikson's construct is "integrity vs. despair." A person who reaches that stage successfully is said to have integrity, while one who is not successful does not. Erikson referred to each stage as a "crisis." He did not use the word in the pejorative sense, but rather to express the idea of a turning point in one's life (Atalay, 2007, p. 16). In the sad case study of the four-year-old…...

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References

Atalay, M. (2007). Psychology of crisis: An overall account of the psychology of Erikson.

Ekev Academic Review 11(33), pp. 15-34.

Erikson Institute: Erik H. Erikson. (2011). Retrieved from  http://www.erikson.edu/default 

/aboutei/history/erikerikson.aspx

Erikson Leading in Times of Change
Erikson: Leading In Times Of Change

The Leadership Style of Carl-Henric Svanberg

The leadership style of Carl-Henric Svanberg can be explained in terms of the context of the leadership situation. Svanberg's appointment as CEO of Erikson was an unprecedented move in the history of the company because he was the first CEO to be brought in from outside the industry. This created some discomfort to people within the organization. But most external to the company also felt optimistic about his taking control of the affairs of the company. The company itself was passing through a historic crisis in the form of declining profitability and a shrinking market. Network operators had ceased expanding their infrastructure which was a big blow to the growth Erikson had been experiencing for almost a decade. Svanberg was sensitive to the unique position he and the company were in and sought to make…...

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References

Adler, N.J., 1996. Global women political leaders: An invisible history and increasingly important future. Leadership Quarterly, 7 (1), pp. 133-161.

Alvesson, M. And Svenningsson, S., 2003. The great disappearing act: Difficulties in doing "Leadership." Leadership Quarterly, 14 (3), pp. 359-381.

Barge, J.K. And Fairhurst, G.T., 2008. Living leadership: A systemic constructionist approach. Leadership, 4 (3), pp. 227-251.

Cranfield School of Management, 2007. Interview: Professor Keith Grint. [online] Available at: [Accessed 27 May 2012].

At school, he struggled with math academically, and occasionally had conflicts with his teachers. These conflicts were not characterized by anger, but at his teacher's frustration at what they saw as his lack of attentiveness and lack of class participation. He was often described (and still is) as quiet and reserved by teachers, friends, and family. He recalls resenting going to school many years, and did not get much positive reinforcement in terms of his academic intelligence. Although his academic performance was adequate, he says he did not feel particularly intelligent. This began to change in junior high, when his performance in sports grew stronger after a growth spurt. The growth spurt, the esteem this garnered him on the team and at school translated into a greater sense of self-worth in the classroom, and greater engagement and confidence when dealing with others. For the first time he succeeded in school,…...

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Works Cited

Cramer, Craig, Bernadette Flynn, & Ann LaFave. (1997). Erikson's stage 4: Latency.

Introduction to Stages. Erikson homepage. Retrieved 8 Nov 2008 at  http://web.cortland.edu/andersmd/ERIK/stage4.HTML

Erikson also states that the development of personality continued through the entire life cycle, rather than just during childhood as Freud has postulated. Finally, Erikson believed that each stage of development had both positive and negative elements.
Erikson's departure from the Freudian school was not readily accepted, even by those who were close to him and admired his work. In each of Erikson's developmental stages there is conflict with bipolar outcomes, as previously described. In Erikson's belief, each individual must experience both sides of the conflict in order to incorporate them into life and to synthesize these into a higher level of functioning. This differs from Freud's theory in that each stage has a name, rather than relation to pleasure from a body zone (oral, anal, etc.). According to Erikson, when the conflict is worked through in a constructive manner, this positive experience then becomes the more dominant part of…...

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Reference:

Chapman AJ, Foot HC, Smith JR. (1995) Friendship and Social Relations in Children. Transaction Publishers, New York.

Wallerstein, R.S. (1998). Erikson's Concept of Ego Identity Reconsidered. J. Amer. Psychoanal. Assn., 46:229-247

Leffert M. (2007) Postmodernism and its impact on psychoanalysis. Bull Menninger Clin. 71; 1:22-41.

Marzi a, Hautmann G, Maestro S. (2006) Critical reflections on intersubjectivity in psychoanalysis. Int J. Psychoanal 87; 1297-1314.

Erik Erikson Social Development Stage Activity ( points)Erik Erikson\\\'s Psychosocial Stages ActivityEach of the situations below represents a negative outcome of one of Erik Erikson\\\'s Psychosocial Stages. Determine which psychosocial stage resulted in the problems/issues they are currently facing. (1 point each=8)1) Jason is a student who moved to Saint Cloud this summer from another state. He has recently been referred to the school psychologist because of concerns about both his academic performance and school behavior. A review of his school records shows that Jason repeated kindergarten and third grade. His elementary school grades were primarilyS\\\'s (\\\"Satisfactory\\\") and N\\\'s (\\\"Needs Improvement\\\"). His current teachers state that they are unsure of Jason\\\'s academic skills because he typically does not turn in assignments and appears to \\\"clown around\\\" and not take exams and assignments seriously.Stage: Latency stage (industry vs. inferiority)2) Brenda is a 5th-year undergraduate student at the College of Saint Benedict.…...

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ReferencesSprouts (2017, April 23). 8 Stages of Development by Erik Erikson. [Video]. YouTube.   – Introduction to Psychologyhttps://www.youtube.com/watch?v=aYCBdZLCDBQ e-text

MILITAY DEPLOYED PAENT PECEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEI CHILDEN: A PHENOMENOLOGICAL STUDYbyLiberty UniversityA Dissertation Presented in Partial FulfillmentOf the equirements for the DegreeDoctor of EducationLiberty University2021MILITAY DEPLOYED PAENT PECEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEI CHILDEN: A PHENOMENOLOGICAL STUDYbyJohn G. BennettA Dissertation Presented in Partial FulfillmentOf the equirements for the DegreeDoctor of EducationAPPOVED BY:Ed.D. Committee ChairEd.D. Committee MemberABSTACTThe purpose of this qualitative transcendental phenomenological study is to explore the perceptions of deployed military parents regarding active involvement in their childs education. For this purpose, this study will develop an informed answer to the following research question: What are the perceptions of deployed militaryparents regarding active involvement in their childs education? The study will use the theory of Epstein regarding the triangle relationship between parents, teachers, and the community to help explore and make sense of the stories and experiences of parents who have or are currently…...

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Victimization and adversity among children experiencing war-related parental absence or deployment in a nationally representative US sample. Child abuse & neglect, 67, 271-279.United States Department of Defense (n.d.). Educator’s guide to the military child during deployment. Retrieved from https://www2.ed.gov/about/offices/list/os/homefront/homefront.pdf on 6 June 2019VA. (2020). What is deployment. Retrieved from  https://www.mentalhealth.va.gov/communityproviders/docs/deployment_operational_experiences.pdf Vaillant, G. E. (2000). Adaptive mental mechanisms: Their role in Oa positive psychology. American psychologist, 55(1), 89.Vijaya, Vijaya, & Rajeshkumar (2016). Parental involvement and academic achievement among high school students. Review of Research, 5(12), 11-14. Von Culin, K. R., Tsukayama, E., & Duckworth, A. L. (2014). Unpacking grit: Motivational correlates of perseverance and passion for long-term goals. The Journal of Positive Psychology, 9(4), 306-312.Webster, D., & Rivers, N. (2018). Resisting resilience: Disrupting discourses of self-efficacy. Pedagogy, Culture, & Society, 1-13.Whyte, K. L., & Karabon, A. (2016). Transforming teacher-family relationships: Shifting roles and perceptions of home visits through the funds of knowledge approach. Early Years, 36(2), 207-221.Wright, K. B. & Shields, S.M. (2018, Spring/Summer). The effects of teacher home visits on student behavior, student academic achievement, and parent involvement. School Community Journal, 28(1), 67.Yazan, B. (2015). Three approaches to case study methods in education: Yin, Merriam, and Stake. The Qualitative Report, 20(2), 134-152.Yin, R. K. (2014). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage.Yüksel, P., & Y?ld?r?m, S. (2015). Theoretical frameworks, methods, and procedures for conducting phenomenological studies in educational settings. Turkish Online Journal of Qualitative Inquiry, 6(1), 1-20. Retrieved from https://www.researchgate.net/publication/271833455_Theoretical_Frameworks_Methods_and_Procedures_for_Conducting_Phenomenological_Studies_in_Educational_SettingsAPPENDIX A: LIBERTY UNIVERSITY IRB APPROVALWill includes once Submitted and Approved SEEKING VOLUNTEERS FOR A RESEARCH STUDYThe purpose of study: To explore the experiences of deployed military parents regarding active involvement in their child’s education. Participation Requirements:To participate in the study you must currently be deployed or previously deployed within the past two years and have pre-K-12 school-aged children that are enrolled in school outside of the homeParticipation in this study involves:· Face-to-Face interview or online interview with the researcher (approximately 45-60 minutes). Interview will be audio-recorded, but pseudonyms will be used to maintain confidentiality.· Online focus group with several other participants. The session will be recorded for transcription. Pseudonyms will be used to maintain confidentiality· Document for Analysis: Participants will be ask to provide relevant documents (if available) for analysis. Pseudonyms will be used to maintain confidentiality.To find out more information about this study, please contact John Bennett at:Phone: (860) 213-4464Email: Study Title: Military Deployed Parents’ Perceptions Of Involvement In The Education Of Their Children While Deployed.Principal Investigator:John Bennett Research Study: Perception of Involvement in Childs EducationContact: John BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: John BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: John BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: John BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: John BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: John BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: John BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: John BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: John BennettPhone: (860) 213-4464 APPENDIX B: RECRUITMENT FLYERAPPENDIX C: INFORMED CONSENTCONSENT FORMMILITARY DEPLOYED PARENTS’ PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDYJohn G. BennettLiberty UniversitySchool of EducationGeneral Overview of Study: You are invited to be in a research study investigating the perceptions of deployed military parents regarding active involvement in their child’s education. You were selected as a possible participants because you are currently deployed or previously deployed and have pre-K-12 school-aged children that are currently enrolled in school. Please read this form and ask any questions you may have before agreeing to be in the study.John G. Bennett, doctoral candidate in the School of Education at Liberty University, is conducting this study.Background Information: The purpose of this study is to explore the perceptions of deployed military parents regarding active involvement in their child’s education. This will provide a foundation of understanding that can assist educational stakeholders and the military community in filling the void created by a deployed parent with the goal tohelp the student of the deployed parent.Procedures: If you consent to be a part of this study, you will be ask to do the following:1. Complete a questionnaire that includes preliminary demographic data, such as age, race, military affiliation and years of service. The questionnaire will also consist of three open-ended questions and should take approximately 30 minutes to complete2. Participate in a face-to-face or online interview with the researcher. Interviews will be conducted in a predesignated location (chosen by you). Each interview will last for approximately 45-60 minutes. Interview will be audio-recorded, but pseudonyms will be used to maintain confidentiality.3. Participate in an online focus group through which several prepared questions will be answered. Participants will be gathered in on online forum for 45-60 minutes using a videoconferencing software such as ZOOM. The online session will be recorded for transcription. Pseudonyms will be used to maintain confidentiality.4. Provide relevant document for analysis: You will be ask to provide (if available) documents such as journals, letters and email correspondence with teachers pertaining to your children. These documents will be analysis to gain further insight into the issues that deployed parents face. Pseudonyms will be used to maintain confidentiality.Risks: The risks involved in this study are minimal and are no more than what participants encounter in everyday life. If you experience discomfort while taking part in this study, you may choose to stop participating at any time.Benefits: The direct benefits participants should expect to receive from taking part in this study will be understanding the perceptions of other deployed military parents regarding active involvement in their child’s education. Though your participation may have potential benefits to education and military community as a whole, you many not receive any direct benefits from your participation. Compensation: Participants will not be compensated for participating in this study.Confidentiality: The records of this study will be kept private. In any sort of report I might publish, I will not include any information that will make it possible to identify a subject. Research records will be stored securely, and only the researcher will have access to the records. I may share the data I collect from you for use in future research studies or with other researchers; if I share the data that I collect about you, I will remove any information that could identify you, if applicable, before I share the data.· Procedures will be taken to protect the privacy of the all participants including the use of assigned pseudonyms and interviews conducted in locations where others will not easily overhear the conversation.· Data will be stored on a password-protected computer and all documents will be kept in a locked file cabinet. Data may be used in future presentations.· The researcher will transcribe interviews. Recordings will be stored on a password locked computer for three years and then erased. Only the researcher will have access to these recordings.· I cannot assure participants that other members of the online focus group will not share what was discussed with persons outside of the group.Voluntary Nature of the Study: Participation in this study is voluntary. Your decision whether or not to participate will not affect your current or future relations with Liberty University or your positions in the military. If you decide to participate, you are free to not answer any question or withdraw at any time without affecting those relationships.How to Withdraw from the Study: If you choose to withdraw from the study, please contact the researcher at the email address/phone number included in the next paragraph. Should you choose to withdraw, data collected from you, apart from focus group data, will be destroyed immediately and will not be included in this study. Focus group data will not be destroyed, but your contributions to the focus group will not be included in the study if you choose to withdraw.Contacts and Questions: The researcher conducting this study is John G. Bennett. You may ask any questions you have now. If you have questions later, you are encouraged to contact him at (860) 213-4464 or ebennett17@liberty.edu.If you would like to address questions or concerns to someone other than the researcher, you are encouragedto contact the researcher’s faculty chair, Dr. James Eller at (440) 319-1794 or jeller2@liberty.edu.Statement of Consent: I have read and understood the above information. I have asked questions and have received answers. I consent to participate in the study. The researcher has my permission to audio-record me as part of my participation in this study.Signature of Participant Date Signature of Investigator DateAPPENDIX D: RECRUITMENT LETTERFall 2019Dear Service Member, As a graduate student in the School of Education at Liberty University, I am conducting research as part of the requirements for a doctoral degree in Educational Leadership. I am writing to invite you to participate in my research study about the perceptions of military parents who are deployed regarding their active involvement in their child’s education. You\\\\\\\\\\\\\\\'re eligible to be in this study because you have been identified has having some experience with this particular issue. If you decide to participate in this study, you will partake in a face-to-face or online recorded interview, take part in an online focus group and be ask to provide relevant documents (if available) for analysis. You should be able to complete your participation in approximately two to three weeks, with it taking four to five hours of time to complete all procedures. Your name and/or other identifying information will be requested as part of your participation, but the information will remain confidential.To participate, please respond to my email with your desire to be a possible participant. Following your response to participate, I will then contact you for an interview and provide the consent form for you to sign. The consent document contains additional information about my research.Sincerely,John G. BennettDoctoral CandidateLiberty UniversityAPPENDIX E: QUESTIONNAIREThe purpose of this qualitative transcendental phenomenological study is to explore the perceptions of deployed military parents regarding active involvement in their child’s education. This questionnaire is designed to obtain demographic information as well as to capture your perceptions and experiences of being a parent while deployed overseas in the military. 1. Name: ____________________________________________________________ 2. Age: _____________ 3. Ethnicity: ______________________ 4. Branch of Service: _____________________________________________ 5. Rank: __________________________________________________ 6. Age of spouse: ____________________________________________ 7. Spouse current profession: _______________________________________8. Highest degree earned ____________________________________________________ 9. How many school age children currently in your household: _______________________ 10. How many times have you been deployed: _____________________________________?11. If currently deployed, what is the duration of your deployment: ______________________12. If not currently deployed: When was your last deployment and how long________________13. Reflect on your experiences of being a parent while deployed in the military. Please provide a brief written response for each question.a. What word best describes your initial thought about deployment as it relates to your ability to be involve in your child’s education. Please explain b. What support (familial, financial, experience) have aided in maintaining a sense of involvement in your child’s educationc. What is the number one challenge (aside from distance) that hinders your ability to participate in child’s education? APPENDIX F: INTERVIEW GUIDESemi-Structured, Open-Ended Interview QuestionsCentral Research Question: What are the perceptions of deployed military parents regarding active involvement in their child’s education?Opening Questions 19. Please introduce yourself, describe yourself and your family 20. How long have you been serving in the military 21. In the past two years, how many times and for how long where you deployed22. What is the age and gender of your school age child or children 23. Please explain your experience in the military thus far Questions relating to participants perceptions 24. What is your definition of parental involvement, particularly as it relates to education 25. In what way (if any) does your definition of parental involvement change while deployed26. How would you compare and contrast your role in your child’s education when not deployed and while deployed 27. What changes have you experienced in your child’s behavior, focus, and attitude towards learning while deployed?28. What are some ways or methods used to participate in your child’s education while deployed, and how do they differ from method used when not deployed29. How has your deployment impacted your spouse, particularly as it relates to his/her ability to be involved in your child’s education 30. Reflect on the first time you spoke with your child about their education when you were deployed. What was that experience like? 31. Reflect on your child’s education. What is your perception of your child’s sense of how his or her learning is impacted by your deployment?Questions relating to participants’ perceptions of challenges32. Describe a time (while deployed) when you encountered a barrier or challenge that prevented you from being involved in their education? 33. Describe a time when you felt that you could be more involved in your children’s education while deployed. Were you able to come up with a solution? If so, please describe. 34. How does being deployed alters your interactions with your child’s teachers and other educators 35. What stage of deployment (pre-deployment, deployment, post-deployment) do you believe creates the most challenges in attempting to stay involve in your child’s education, please explain 36. What advice would you give a military parent who is deployed or may deploy in the futureAPPENDIX G: FOCUS GROUP QUESTION GUIDESemi-Structured, Open-Ended Focus Group QuestionsCentral Research Question: What are the perceptions of deployed military parents regarding active involvement in their child’s education?Opening Questions: 7. Will each individual please state your name, your military branch and length of serviceQuestions Relating to Challenges Parents experience while Deployed:8. As a parent, how would you describe your overall experience of being separated from your family while deployed9. What would you identify as the most difficult aspect of being a military deployed parent 10. From a parental standpoint, what are some examples of challenges you encountered while deployed, and how have you overcome themQuestions Relating to Participants involvement:11. How has your deployment affected your child’s performance in school12. How often and in what way do you interact with your child’s teachers or educator, what types of feedback have you received https://www.fhsdschools.org/UserFiles/Servers/Server_995699/File/2015-16/Parents/Epstein%20-%20Six%20Keys.pdf

Landon Carter's Character through
Erik Erikson's stages of development

Erik Erikson was an American developmental psychologist who was born in Germany and went to postulate eight stages of psychological development. He developed a model that talked about the eight stages every human passes through as he grows. These stages depict and analyze a person's life from when they are baby till they die. It mentions how in every stage a person is presented with problems and challenges. Every stage depicts a crisis which has to be resolved or else it will create problems in the next stage. Thus, for a person to attain a positive personality they need to attain positive goals of that stage and progress smoothly to the next one. (osenthal, Gurney, & Moore 2)

A Walk to emember is a popular romantic drama movie released in 2002. With the setting in North Carolina, the movie revolves around the life…...

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References

A Walk to Remember. Dir. Adam Shankman. Perf. Mandy Moore, Shane West, Peter Coyote. Warner Bros. Pictures, 2002. DVD.

Beaumont, Sherry L., & Zukanovic, Ray. "Identity Development in Men and Its Relation to Psychosocial Distress and Self-Worth." Canadian Journal of Behavioral Science. January (2005) Web.

Elkind, D. "Erik Erikson's Eight Ages of Man." New York Times. New York Times, 5 April 1970. Web. 15 November 2012.

Gross, Francis L. Introducing Erik Erikson: An invitation to his thinking. Lanham, MD: University Press of America. 1987.Print

Psychosocial Development Theory
In the history of psychoanalysis, Sigmund Freud was the first to delve into the unknown recesses of the human mind to identify reasons for neuroses. As such, he identified infantile sexuality to lie at the heart of most problems in the relationship with the self and others and used the three-dimensional model of the id, the ego, and superego to describe the various ways in which these neuroses manifested themselves. Today, many theorists use Freud's theories to build their own derivative theories. Even though many today reject some or most of the early philosopher's ideas, it is thanks to him that these theories have a reason for existence in themselves. Today, the theory known as psychosocial development bases many of its concepts on the early ideas conceptualized by Freud. As such, theorists like Erik Erikson, Alfred Adler, and Karen Horney have developed their own concepts of what it…...

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References

Adler Graduate School. (2014). Alfred Adler: Theory and Application. Retrieved from:  http://www.alfredadler.edu/about/theory 

Beyers, W. And Seiffge-Krenke, I. (2010). Does Identity Precede Intimacy? Testing Erikson's Theory on Romantic Development in Emerging Adults of the 21st Century. Journal of Adolescent Research. 20(10). Retrieved from: https://biblio.ugent.be/input/download?func=downloadFile&recordOId=941691&fileOId=967467

Davis, D. And Clifton, A. (n.d.) Psychosocial Theory: Erikson. Retrieved from:  http://www.haverford.edu/psych/ddavis/p109g/erikson.stages.html 

Goodman, S.H., Connell, A.M., and Hall, C.M. (2011). Maternal Depression and Child Psychopathology: A Meta-Analytic Review. Clinical Child Family Psychological Review. 14. Retrieved from: http://psych.colorado.edu/~willcutt/pdfs/Goodman_2011.pdf

Adulthood -- According to Erikson
Define Adulthood

Adolescence is a time of transition that is pivotal to the development of the adult psyche and identity. My definition of adolescence maintains continued brain development as central, as it important to recognize that the human brain does not keep up with the development of the human body in the period of adolescence. While an adolescent may appear to be an adult by conventional measures: as adolescents enter their early 20s, they typically cease growing in stature, give evidence of secondary gender attributes, and fundamentally take care of basic individual needs -- generally, short of earning a living. While societies provide highly variable grace periods for further maturing, much of the foundation for adulthood is in place by the time individuals transition from the teen years to the twenties. However, as the scientific literature indicates, the adolescent brain will continue to develop for several…...

1. Erikson's Stages of sychosocial Development: Explore how Erik Erikson's theory outlines the eight stages of human development from infancy to old age, focusing on the conflicts at each stage and their resolution.

2. The Role of Identity vs. Role Confusion in Adolescence:
Analyze the fifth stage of Erikson's theory, discussing how identity formation impacts an individual's psychological development during teenage years.

3. Erikson's Theory in Modern Society:
Examine how Erikson's psychosocial stages apply to contemporary life, considering changes in societal structures and cultural norms.

4. Generativity vs. Stagnation: A Midlife Crisis or Opportunity?
Discuss the seventh stage of Erikson's theory, exploring how adults in midlife can either contribute to society or become self-absorbed.

5. Erikson's Influence on Educational ractices:
Investigate how Erikson's stages inform educational strategies to support students' psychosocial development.

 

Essay Title Examples

1. Navigating Life's Stages: An Analysis of Erikson's sychosocial…...

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Primary Sources

Primary Sources

Erikson, Erik H. Childhood and Society.

Erikson, Erik H. Identity: Youth and Crisis.

Erikson, Erik H. The Life Cycle Completed.

Erikson, Erik H. Young Man Luther: A Study in Psychoanalysis and History.

Erikson, Erik H. Insight and Responsibility.

The theory describes stages as patterns of behavior which are typical for a certain development period and it leads to a different pattern that is more advanced and more unusual Olson & Byron, 1942()
The organismic meta-theory is represented by Erikson's theory of personality which illustrates an important feature of the development in an organismic viewpoint. At each stage of development, there is the resolution of a particular crisis which is a turning point and which serves as a healthy balance between the opposing traits of the particular stage of development. The resolution of this crisis leads to the development of a virtue which is a good thing. If the crisis goes unresolved, the person struggles with the crisis and this impedes the healthy development of the individual Hoogendyk & ichardson, 1980()

The organismic view is associated with the structural or qualitative changes. It states that a person is different in…...

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References

Courtright, J.A., Fairhurst, G.T., & Rogers, L.E. (1989). Interaction Patterns in Organic and Mechanistic Systems. The Academy of Management Journal, 32(4), 773-802.

Engel, M. (2004). What's Wrong with Contextualism, and a Noncontextualist Resolution of the Skeptical Paradox. Erkenntnis (1975-), 61(2/3), 203-231.

Glennan, S. (2002). Rethinking Mechanistic Explanation. Philosophy of Science, 69(S3), S342-S353.

Halliday, D. (2007). Contextualism, Comparatives and Gradability. Philosophical Studies: An International Journal for Philosophy in the Analytic Tradition, 132(2), 381-393.

(Psychopedia, 2014, p. 1)
Psychosocial Theory

Psychosocial theory is reported to combine internal psychological factors and social factors that are external with each stage building on the others and focusing on a challenge that needs to be resolved during that specific stage so that the individual can move on to the next stage of development. (http://www3.niu.edu/acad/fcns280/THEORY/sld008.htm)

VI. enefits of Counseling and Development Theories

The benefits of counseling related to theories of human development include assisting individuals in understanding how they got to where they are today and assist them in understanding how they can personally make changes or adjustments in their own life to achieve their personal life goals. It is reported that "According to develop mentalists, relationships among cognitions, emotions, and behaviors are interdependent and rooted in transactions with the environment (locher, 1980); therefore, while all humans possess inherent natures and abilities to mature, certain conditions must be present to facilitate the…...

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Bibliography

Muro, L. (2007) The Effects of Human Developmental counseling Application Curriculum on Content Integration, Application, and Cognitive Complexity for Counselor Trainees. Retrieved from:  http://digital.library.unt.edu/ark:/67531/metadc5138/m2/1/high_res_d/dissertation.pdf 

Counseling Psychology (2014) Lewis & Clark Graduate School of Educational Counseling. Retrieved from:  http://graduate.lclark.edu/departments/counseling_psychology/mental_health/about/ 

Psychosocial Theory (Erik Erikson) (2014) Retrieved from: http://www3.niu.edu/acad/fcns280/THEORY/sld008.htm

Learning Theory (2014) Princeton University. Retrieved from: https://www.princeton.edu/~achaney/tmve/wiki100k/docs/Learning_theory_(education).html

1. Piaget vs. Erikson A Comparative Analysis

2. The Cognitive vs. Psychosocial Perspectives in Developmental Theories

3. Piagets Stages of Cognitive Development vs. Eriksons Stages of Psychosocial Development

4. The Role of Interactions and Experiences in Piagets and Eriksons Developmental Theories

1. Divergent Perspectives: Piaget and Erikson's Approaches to Cognitive and Psychosocial Development

2. The Role of Society vs. Individuality: Piaget and Erikson's Socialization Models

3. Intellectual vs. Emotional Development: Contrasting Approaches of Piaget and Erikson

4. Piaget and Erikson's Theories: A Comparison of Developmental Stages

5. Piaget and....