epigenetic theory Erickson's personality development
Erickson's epigenetic theory of personality development
E. Erikson's epigenetic theory of development Erik Erikson (1902-1994) - an outstanding ego psychologist, was a follower of Z. Freud, although he moved away from classical psychoanalysis on some issues.
The central position of his theory of development was that a person during
life passes through several stages universal for all mankind. The process of deployment of these stages is regulated in accordance with the epigenetic principle of maturation: 1. the personality develops in steps, the transition from one stage to another is predetermined by the readiness of the personality to move in the direction of further growth, expanding the conscious social outlook and radius social interaction; 2. society, in principle, is arranged in such a way that the development of human social capabilities is accepted approvingly, society tries to contribute to the preservation of this trend, as well as to support both
Proper pace and correct sequence development (Ziegler and Kjell). Erickson divided human life into eight distinct stages
psycho social development ego. These stages are the result
The epigenetically unfolding "personality plan" that
inherited genetically. epigenetic concept development is based on the fact that each stage life cycle occurs at a certain time for it (critical period), as well as on
That a fully functioning personality is formed only by going through all the stages in its development. Each stage is accompanied by a crisis - a turning point
in the life of an individual, which arises as a result of reaching a certain level of psychological maturity and social requirements for the individual at this stage. Every crisis contains both positive and negative components.
Depending on how satisfactorily it is resolved. The central concept of Erickson's epigenetic theory of development is the ego modus - the predominant way the human "I" manifests in one way or another. life situation(personal plan).
Periods of psychosocial development according to Erickson: 1) oral stage (0-1 year) - infancy.
The ego mode is the mode of absorption (absorption) into oneself. At first
the child psychologically looks and impresses everything that he sees around him, but this is still a passive absorption. Then - active absorption (grabs different objects, examines them).
The main task is the formation and development of a sense of trust (distrust) in the world around. The interaction between mother and child is important, i.e. feeling
basic trust, which consists in the fact that the child trusts the world around him in the person of an adult (if it gets bad, then someone will come to the rescue). If there is no proper care, a basic distrust of the world is formed.
2) anal stage (1-3 years) - early age.
The ego modus is being transformed; for a growing organism, the possibilities of regulating retention (pushing out) become important; excretory processes (potty training). But it's happening
Not only physiologically, but also psychological level
– “can I be autonomous, self-manage. Either autonomy is formed, or a sense of shame and doubt (associated with the mechanism of publicity).
The child is already sufficiently autonomous in the sense of active
movement. Often people from the immediate environment
Can shame the child for uncleanliness, is formed
self-image as incapable of coping with
By yourself, i.e. as about a person acting shameful
Thus, the feeling of shame takes root. 3) phallic stage (3-6 years) - the age of the game.
The mode of the ego is intrusion (penetration somewhere).
There is an interest in one's gender and sexual differences. It is important that this is the age of the game.
The child develops either initiative, realizes himself, or the initiative is suppressed, narrow
limitations and feelings of guilt. Guilt is understanding oneself as the cause of wrong actions,
Evil, someone's loss (assessment of oneself as guilty). At this age, the superego is actively formed, because. appears
a huge number of restrictions.
4) latent stage (6-12 years) - industrial stage. At this stage, diligence, skill, mastery of work, creativity are manifested. The child's ability to
logical thinking and self-discipline, as well as the ability to interact with peers in accordance with the rules. Ego Identity - "I am what I have learned."
The opposite pole is incompetence, failure,
failure to.
5) adolescence (12-19 (20) years).
The main task is the formation of identity as a feeling
Continuous self-identity. A person spends the first 20 years of his life on entering the society in which he lives, mastering knowledge, accepting culture, becoming a full-fledged member of society, i.e. a harmonious “I-concept” (ego-identity) should be formed. In addition to the interest of adolescents in inter-gender relationships
(like Freud), for Erickson at this stage of development
More important is building a harmonious hierarchy
their roles (son, student, member of the company). If personality
Able to flexibly move from one role to another, then a harmonious identity is formed. Adolescents' inability to achieve personal identity leads to what Erickson called an identity crisis.
(role mixing). It is characterized by the inability to choose a career or continue education, otherwise a diffuse identity is formed. Problems: a) you have to accept yourself as a man or a woman; b) it is necessary to form a time perspective (planning for the future); c) accepting one's role in the group (leader-follower); d) formation of attitude (hetero-, homo-, bisexuality); e) ideological attitudes.
If adolescents do not cope with these tasks, then a
diffuse identity. However, at the end of adolescence
There is a moratorium (extended ripening of self-identity). 6) Youth (20 - 35 years) - early maturity. The main task is to achieve intimacy with other people.
At this stage, there is a search for close relationships, the creation
Families. Intimacy requires trust. If in
in the past there were failures, unresolved problems (guilt, shame, incompetence) and if the formed identity is diffuse, then the search for intimacy may be unsuccessful. If a person has not formed himself, then it will not be possible to create a full-fledged family because of the inability to bear responsibility, trust, etc. Thus, at one pole, “intimacy” is formed as a feeling that we experience for spouses, friends, parents, etc. (the ability to merge
Your identity with the identity of another person without fear that something in yourself will be lost). At the opposite pole is formed
isolation, excessive self-absorption, avoidance of interpersonal relationships.
7) maturity (35 years - end of employment). The main task is the choice between productivity and inertia.
This implies generativity, creativity, influencing the next generation. The opposite pole is stagnation, i.e. a person can do little, there is no creativity, no care. For now
The period accounts for the "mid-life crisis", which is expressed
in a sense of hopelessness, the meaninglessness of life.
8) old age (from 60 and older) - late adulthood. The identity period is coming to an end. In this period
the personality integrates the events of the previous life (achievement of wisdom). There is an acceptance of one's life with all the successes and failures, and the result of life is assessed as positive,
Those. ego integration takes place. If the individual cannot
positively comprehend your life path, then there is despair, disappointment, a feeling of bitterness and regret, which entails depression, hypochondria, anger.
stage age psychosocial crisis forte oral 0-1 years Basic trust - distrust Hope anal 1-3 years Autonomy - shame and doubt will power phallic 3-6 years Initiative - guilt goal latent 6-12 years Diligence - incompetence competence adolescent 12-19 (20) Harmonious identity - diffuse identity fidelity youth 20-35 years closeness - isolation love maturity 35-60 years productivity - stagnation care old age 60 and older ego-integration - despair wisdom
Eric Erickson, a student of Freud, created a new theory based on Freud's teachings on the phases of psycho-sexual development. Erickson's theory is a theory of psycho-social development, it includes eight stages of development of the “I”, at each of which guidelines are worked out and refined in relation to oneself and to external environment. Erickson noted that the study of personal individuality is becoming the same strategic task of the second half of the twentieth century, which was the study of sexuality in the time of Z. Freud, at the end of the nineteenth century. The difference between Erickson's theory and Freud's theory is as follows:
First, Erickson's 8 stages are not limited to childhood, but include the development and transformation of personality. throughout life from birth to old age, arguing that both adult and mature age are characterized by their own crises, during which the tasks corresponding to them are solved.
Secondly, in contrast to Freud's pansexual theory, human development, according to Erickson, consists of three interrelated, albeit autonomous, processes: somatic development, studied by biology; development of the conscious self, studied by psychology; and social development, studied by the social sciences.
The basic law of development is the “epigenetic principle”, according to which at each new stage of development new phenomena and properties arise that were not at the previous stages of the process.
Erickson identifies 8 main tasks that a person, one way or another, solves during his life. These tasks are present at all age stages, throughout life. But each time one of them is updated with the next age crisis. If it is solved in a positive way, then a person, having learned to cope with such problems, then feels more confident in similar situations. Without successfully passing any age period, he feels like a schoolboy who does not know how to solve problems of some type: “suddenly they ask, suddenly they will convict that I can’t.”
This situation is not irreversible: it is never too late to learn, but it is complicated by the fact that the time allotted for solving this problem has been lost. New age crises bring new problems to the fore, each age stage “throws up” its tasks. And for old, familiar ones, there is often not enough strength, time, or desire already. And so they drag on in the form of negative experience, the experience of defeat. In such cases, they say that a “tail of problems” stretches behind a person. Thus, E. Erickson considers the correspondence between the stages of growing up and the problems that a person, having not solved at a certain stage, then drags along his whole life.
Stages of development of the psyche according to Erickson :
I stage. Oral-sensory
Corresponds oral stage of classical psychoanalysis.
Age: first year of life.
Stage task: basic trust vs. basic distrust.
: energy and hope .
The extent of the infant's confidence in the world depends on the care shown to him. Normal development occurs when his needs are quickly met, he does not feel unwell for a long time, he is cradled and caressed, played with and talked to. The mother's behavior is confident and predictable. In this case, it produces confidence to the world into which he came. If he does not receive proper care, he develops mistrust, fearfulness and suspicion.
The task of this stage- work out the necessary balance between trust and distrust in the world. This will help, already as an adult, not to succumb to the first advertisement, but also not to be a “man in a case”, distrustful and suspicious of everything and everyone.
As a result successful passage of this stage, people grow up who draw vital faith not only in religion, but also in social activities and scientific studies. People who have not successfully passed this stage, even if they profess faith, in fact, with every breath express distrust of people.
II stage. Musculo-anal
matches with the anal stage of Freudianism.
Age 2nd - 3rd years of life.
Stage task: autonomy against shame and doubt.
Valuable qualities acquired at this stage: self-control and willpower.
At this stage, the development of independence based on motor and mental abilities comes to the fore. The child masters various movements. If the parents leave the child to do what he can, he develops the feeling that he owns his muscles, his impulses, himself, and, to a large extent, the environment. Independence appears.
If educators show impatience and rush to do for the child what he himself is capable of, modesty and indecision develop. If parents constantly scold a child for a wet bed, soiled panties, spilled milk, broken cup etc. - the child develops a sense of shame and insecurity in his ability to manage himself and his environment.
External control at this stage, he must firmly convince the child of his strengths and capabilities, and also protect him from anarchy.
Exodus this stage depends on the ratio of cooperation and self-will, freedom of expression and its suppression. From feelings of self-control, how freedom to manage oneself without loss self-respect, takes a firm start feeling of goodwill, readiness for action and pride in their achievements, self-esteem. From a feeling loss of freedom manage yourself and feel someone else's over control going steady tendency to doubt and shame.
III stage. Locomotor-genital
Stage infantile genitality corresponds to the phallic stage of psychoanalysis.
Age: 4 - 5 years - preschool age.
Stage task: initiative (enterprise) versus guilt.
Valuable qualities acquired at this stage: direction and purposefulness .
By the beginning of this stage, the child has already acquired many physical skills, begins to invent activities for himself, and not just respond to actions and imitate them. Shows ingenuity in speech, the ability to fantasize.
The preponderance of qualities in character largely depends on how adults react to the child's undertakings. Children who are given initiative in the choice of activities (running, wrestling, messing around, cycling, sledding, skating), they develop entrepreneurial spirit. It reinforces her parents' willingness to answer questions (intellectual enterprise) and not interfere with fantasizing and starting games.
If adults show the child that his activities are harmful and undesirable, the questions are intrusive, and the games are stupid, he begins to feel guilty and takes this feeling of guilt into adulthood. Danger this stage - in the emergence of feelings of guilt for their goals and actions in the course of enjoying a new locomotor and mental power, which require vigorous curbing. Defeat leads to resignation, guilt and anxiety. Overly optimistic hopes and wild fantasies are suppressed and restrained.
At this stage, the most important separation between the potential triumph of man and potential total destruction occurs. And it's right here baby forever becomes divided within itself: for a children's set that maintains an abundance of growth potentials, and a parent's set that supports and enhances self-control, self-government and self-punishment. Feeling develops moral responsibility.
A child at this stage tends to learn quickly and eagerly, to mature rapidly in the sense of sharing duties and affairs. Wants and can do joint things, together with other children invents and plans things. Mimics ideal prototypes. This stage binds dreams early childhood with the goals of an active adult life.
IV stage. Latent
Corresponds to the latent phase of classical psychoanalysis.
Age 6 - 11 years old.
Stage task: industriousness (skill) versus feelings of inferiority.
Valuable qualities acquired at this stage: system and competence .
Love and jealousy are at this stage in a latent state (which is what its name says - latent). These are the years elementary school. The child shows the ability to deduce, organized games, regulated activities. Interest in how things are arranged, how to adapt them, master them. During these years, he resembles Robinson Crusoe and is often interested in his life.
When children are encouraged tinker, build huts and model aircraft, cook, cook and craft when they are allowed finish what you started, praised for the results, then the child develops skill, the ability to technical creativity.
When parents see one thing in their child's work activity " pampering" And " dirty”, this contributes to the development of a feeling of inferiority in him. Danger this stage - a feeling of inadequacy and inferiority. If a child despairs of his tools and work skills or his place among comrades, then this may discourage identification with them, the child considers himself doomed to mediocrity or inadequacy. He learns to win confession doing useful and necessary work.
The environment of the child at this stage is already not limited to home. Influence not only of the family, but also of the school. Attitude towards him at school has a significant impact on the balance of the psyche. Being left behind causes a feeling of inferiority. He had already learned from experience that there was no feasible future in the bosom of the family. Systematic training- occurs in all cultures at this stage. It is during this period that the wider society becomes important in relation to providing the child with opportunities to understand meaningful roles in society's technology and economy.
Freud calls this stage the latent stage, because violent drives are dormant. But this is only a temporary lull before the storm of puberty, when all the earlier instincts reappear in a new combination to become subordinate to genitality.
V stage. Adolescence and early adolescence
Classical psychoanalysis notes at this stage the problem of "love and jealousy" for one's own parents. A successful decision depends on whether he finds the object of love in his own generation. This is a continuation of the latent stage according to Freud.
Age 12 - 18 years old.
Stage task: identity versus role confusion.
Valuable qualities acquired at this stage: dedication and loyalty .
The main difficulty at this stage is identification confusion, the inability to recognize one's "I".
The teenager matures physiologically and mentally, he develops new views on things,
new approach to life. Interest in other people's thoughts, in what they think of themselves.
The influence of parents at this stage is indirect. If a teenager, thanks to his parents, has already developed trust, independence, enterprise, and skill, then his chances of identification, i.e. on the recognition of one's own identity increase significantly.
The opposite is true for a teenager who is incredulous, insecure, filled with feelings of guilt and a sense of his inferiority. Difficulties in self-identification show symptoms role confusion. This is often the case with juvenile delinquents. Girls who show promiscuity in adolescence very often have fragmented view about their personality and their promiscuous connections do not correlate either with their intellectual level or with the system of values.
The isolation of the circle and the rejection of "strangers". Identification marks of “ours” - clothes, make-up, gestures, words. This intolerance (intolerance) is a defense against the “clouding” of identity consciousness. Teenagers stereotype themselves, their ideals, their enemies. Adolescents often identify their self with the opposite of what their parents expect. But sometimes it's better to associate yourself with "hippies" and the like than not to find your "I" at all. Teenagers test each other's ability to be faithful. Readiness for such a test explains the attraction for young people of simple and rigid totalitarian doctrines.
VI stage. early adulthood
Freud's genital stage.
Age: courtship period and early years family life. Late adolescence to early middle age. Here and below, Erickson no longer clearly states the age.
Stage task: closeness versus isolation.
Valuable qualities acquired at this stage: affiliation and love .
By the beginning of this stage, a person has already identified his “I” and is involved in labor activity.
Closeness is important to him - not only physical, but also the ability to take care of another person, to share everything essential with him without fear of losing himself. The newly minted adult is ready to show moral strength in both intimate and comradely relationships, remaining faithful even if significant sacrifices and compromises are required. Manifestations of this stage are not necessarily in sexual attraction, but also in friendship. For example, close ties are formed between fellow soldiers who fought side by side in difficult conditions - a model of closeness in the broadest sense.
stage danger -avoidance contacts that oblige to intimacy. Avoiding the experience of intimacy out of fear of losing the ego leads to feelings of isolation and subsequent self-absorption. If neither in marriage nor in friendship does he achieve intimacy - loneliness. No one to share your life with and no one to take care of. Danger This stage consists in the fact that a person experiences intimate, competitive, and hostile relations with the same people. The rest are indifferent. And only having learned to distinguish the fight of rivals from a sexual embrace, a person masters ethical sense - hallmark adult person. It's only showing up now true genitality. It cannot be considered a purely sexual task. It is an amalgamation of mate selection, cooperation, and competition.
VII stage. adulthood
This and subsequent stages classical psychoanalysis no longer considers, it covers only the period of growing up.
Age: mature.
Stage task: generativity versus stagnation.
Valuable qualities acquired at this stage: production and care .
By the time this stage is reached, a person has already firmly associated himself with a certain occupation, and his children have already become teenagers.
This stage of development is characterized by universal humanity - the ability to be interested in the fate of people outside the family circle, to think about the life of future generations, the forms of the future society and the structure of the future world. To do this, it is not necessary to have your own children, it is important to actively take care of young people and to make life and work easier for people in the future.
Those who have not developed a sense of belonging to humanity focus on themselves, and their main concern becomes the satisfaction of their needs, their own comfort, self-absorption.
Generativity - the central moment of this stage - is an interest in the organization of life and the guidance of a new generation. Although there are individuals who, due to failures in life or special gifts in other areas, do not direct this interest to their offspring. generativity includes productivity And creativity, but these concepts cannot replace it. Generativity - most important stage both psychosexual and psychosocial development.
When such enrichment can't reach, there is a regression to the need for pseudo-intimacy, with a sense of stagnation and impoverishment of personal life. The man begins to pamper myself as if he were his own child. The very fact of having children or the desire to have them is not yet generative.
Reasons for the backlog- excessive selfishness, intense self-creation of a successful person at the expense of other aspects of life, lack of faith, trust, feeling that he is a welcome hope and concern of society.
VIII stage. Maturity
Age: pension.
Stage task: ego integrity versus despair.
Valuable qualities acquired at this stage: self-denial and wisdom.
The main work in life is over, it is time for reflection and fun with the grandchildren.
The feeling of wholeness, meaningfulness of life arises in someone who, looking back at the past, feels satisfaction. To whom the life lived seems to be a chain of missed opportunities and unfortunate blunders, he realizes that it is already too late to start all over again and the lost cannot be returned. Such a person is overcome by despair at the thought of how his life could have developed, but did not. Hopelessness. Absence or loss accumulated integrity expressed in the fear of death: the one and only life cycle is not accepted as the end of life. Despair expresses the consciousness that there is little time left to live in order to try to start new life and experience other paths to wholeness.
Disgust hides despair, albeit in the form of a “mass of small disgusts” that do not add up to one big remorse.
Comparing this stage with the very first, we see how the circle of values closes: integrity (integrity) of an adult and infantile trust, confidence in honesty (integrity) Erickson designates with the same word. He argues that healthy children will not be afraid of life if the old people around them have sufficient integrity not to be afraid of death.
The name of the theory comes from the Greek words: "epi" - over, over, after and "genesis", which means origin.
According to the model Erik Erickson, human existence depends on three interrelated processes: biological, mental and social.
“Each stage of the life cycle is characterized by a specific task that is put forward by society. Society also determines the content of development at different stages of the life cycle.
Solution of the problem, according to E. Erickson, depends both on the already achieved level of psychomotor development of the individual, and on the general spiritual atmosphere of the society in which this individual lives. As a result of the struggle of positive and negative tendencies in solving the main tasks, the main qualities of the personality are formed throughout epigenesis.
The task of infancy is the formation of basic trust in the world, overcoming feelings of disunity and alienation.
A task early age- struggle against feelings of shame and strong doubts in their actions for their own independence and self-reliance.
The task of the "playing" (preschool) age is the development of an active initiative and at the same time experiencing a sense of guilt and moral responsibility for one's desires.
During the period of study at school, a new task arises - the formation of industriousness and the ability to handle tools, which is opposed by the awareness of one's own ineptitude and uselessness.
In adolescence and early adolescence, the task of the first integral awareness of oneself and one's place in the world appears; the negative pole in solving this problem is the lack of confidence in understanding one's own "I" […]
The task of the end of youth and the beginning of maturity is the search for a life partner and the establishment of close friendships that overcome the feeling of loneliness.
The task of the mature period is the struggle of the creative forces of man against inertia and stagnation. The period of old age is characterized by the formation of the final integral idea of oneself, one's life path as opposed to possible disappointment in life and growing despair.
The balance achieved at each stage marks the acquisition new form ego identity and opens up the possibility of including the subject in a wider social environment.
When raising a child, one should not forget that "negative" feelings always exist and serve as dynamic countermembers of "positive" feelings throughout life.
The transition from one form of ego identity to another causes identity crises. Crises, according to E. Erickson, are not a personality disease, not a manifestation of a neurotic disorder, but turning points, “moments of choice between progress and regression, integration and delay.”
Psychology of development. Dictionary / Ed. A.L. Vengera, M., "Per'se", 2005, p. 45-46.
Eric Erikson, a student of Freud, based on Freud's theory of the phases of psychosexual development, created a new theory - psychosocial development. It includes eight stages of the development of the "I", at each of which guidelines are worked out and refined in relation to oneself and to the external environment (Erickson, 1996). Erickson noted that the study of personal individuality is becoming the same strategic task of the second half of the 20th century, which was the study of sexuality in the time of Freud, at the end of the 19th century. First of all, Erickson's theory differs from Freud's theory in the following ways:
8 stages according to Erickson are not limited only to childhood, but include the development and transformation of personality throughout life from birth to old age. Adult and mature age are characterized by their own crises, during which the tasks corresponding to them are solved.
Unlike Freud's pansexual theory, human development, according to Erickson, consists of three autonomous, albeit interconnected, processes: somatic development, studied by biology; development of the conscious self, studied by psychology; and social development, studied by the social sciences.
The basic law of development, according to Erickson, is the “epigenetic principle”, according to which at each new stage of development new phenomena and properties arise that were not at the previous stages of the process.
Stages of development of the psyche according to Erickson:
1. Oral-sensory. Corresponds to the oral stage of classical psychoanalysis. Age: first year of life. Stage objective: basic trust versus basic mistrust. Valuable qualities acquired at this stage: energy and hope.
The extent of the infant's confidence in the world depends on the care shown to him. Normal development occurs when his needs are quickly met, he does not experience long illness, he is cradled and caressed, played with and talked to. The mother's behavior is confident and predictable. In this case, trust is developed in the world into which he has come. If he does not receive proper care, distrust, timidity and suspicion are developed.
2. Musculo-anal. Coincides with the anal stage of Freudianism. Age - the second or third years of life. Stage objective: autonomy versus shame and doubt. Valuable qualities acquired at this stage: self-control and willpower.
At this stage, the development of independence based on motor and mental abilities comes to the fore. The child learns different movements. If the parents leave the child to do what he can, he develops the feeling that he owns his muscles, his impulses, himself, and, to a large extent, the environment. Independence appears.
The outcome of this stage depends on the ratio of cooperation and self-will, freedom of expression and its suppression. From a sense of self-control, as the freedom to dispose of oneself without loss of self-respect, a strong sense of goodwill, readiness for action and pride in one's achievements, self-esteem, originates. From the feeling of loss of freedom to dispose of oneself and the feeling of someone else's overcontrol comes a steady tendency to doubt and shame.
3. Locomotor-genital. The stage of infantile genitality corresponds to the phallic stage of psychoanalysis. Age - preschool, 4-5 years. The task of the stage: initiative (enterprise) against feelings of guilt. Valuable qualities acquired at this stage: direction and purposefulness.
By the beginning of this stage, the child has already acquired many physical skills, begins to invent activities for himself, and not just respond to actions and imitate them. Shows ingenuity in speech, the ability to fantasize.
The preponderance of qualities in character largely depends on how adults react to the child's undertakings. Children who are given the initiative in choosing an activity (running, wrestling, messing around, riding a bicycle, sledding, skating) develop entrepreneurial spirit. It reinforces her parents' willingness to answer questions (intellectual enterprise) and not interfere with fantasizing and starting games.
At this stage, the most important separation between the potential triumph of man and potential total destruction occurs. It is here that the child becomes forever divided within himself: into a childish set, which retains an abundance of growth potentials, and a parental set, which maintains and enhances self-control, self-government, and self-punishment. A sense of moral responsibility develops.
4. Latent. Corresponds to the latent phase of classical psychoanalysis. Age - 6-11 years. The task of the stage: diligence (skill) against feelings of inferiority. Valuable qualities acquired at this stage: systematic and competent.
Love and jealousy are at this stage in a latent state, which is what its name says - latent. These are the elementary school years. The child shows the ability for deduction, organized games, regulated activities. Interest in how things are arranged, how to adapt them, master them. During these years, he resembles Robinson Crusoe and is often interested in his life.
When children are encouraged to make crafts, build huts and aircraft models, cook, cook and needlework, when they are allowed to complete the work they have begun, they are praised for the results, then the child develops skill, the ability for technical creativity.
When parents see only “pampering” and “dirty” in the child’s labor activity, this contributes to the development of a sense of inferiority in him. The danger of this stage is the feeling of inadequacy and inferiority.
5. Adolescence and early youth. Classical psychoanalysis notes at this stage the problem of "love and jealousy" for one's own parents. A successful decision depends on whether a person finds an object of love in his own generation. This is a continuation of the latent stage according to Freud. Age - 12-18 years. Stage objective: identity versus role confusion. Valuable qualities acquired at this stage: dedication and fidelity.
The main difficulty at this stage is the confusion of identification, the inability to recognize one's "I". A teenager matures physiologically and mentally, he develops new views on things, a new approach to life, an interest in the thoughts of other people, in what they think of themselves.
The influence of parents at this stage is indirect. If a teenager, thanks to his parents, has already developed trust, independence, enterprise and skill, then his chances of identification, i.e., awareness of his own individuality, increase significantly.
6. Early adulthood. Freud's genital stage. Age: Courtship and early years of married life, from late adolescence to early middle age. Here and below, Erickson no longer names age limits. Stage objective: intimacy versus isolation. Valuable qualities acquired at this stage: affiliation and love.
By the beginning of this stage, a person has already identified his "I" and is involved in labor activity.
Closeness is important to him - not only physical, but also the ability to take care of another person, to share everything essential with him without fear of losing himself. The newly minted adult is ready to exercise moral strength in both intimate and comradely relationships, remaining faithful, even if significant sacrifices and compromises are required. Manifestations of this stage are not necessarily sexual attraction, but also friendship. For example, close ties are formed between fellow soldiers who fought side by side in difficult conditions - a model of closeness in the broadest sense.
The danger of the stage is the avoidance of contacts that oblige to intimacy. Avoiding the experience of intimacy for fear of losing the ego leads to feelings of isolation and subsequent self-absorption. If neither in marriage nor in friendship does he achieve intimacy, loneliness awaits him, he has no one to share his life with and no one to take care of. The danger of this stage is that a person experiences intimate, competitive, and hostile relationships with the same people. The rest are indifferent to him. And, only having learned to distinguish the fight of rivals from a sexual embrace, a person masters an ethical sense - a hallmark of an adult. Only now does true genitality emerge. It cannot be considered a purely sexual task. This is a combination of methods for selecting a partner, cooperation and rivalry.
7. Adulthood. Classical psychoanalysis no longer considers this and the subsequent stage, it covers only the period of growing up. Age: mature. Stage objective: generativity versus stagnation. Valuable qualities acquired at this stage: production and care.
By the time this stage is reached, a person has already firmly associated himself with a certain occupation, and his children have already become teenagers.
This stage of development is characterized by universal humanity - the ability to be interested in the fate of people outside the family circle, to think about the life of future generations, the forms of the future society and the structure of the future world. To do this, it is not necessary to have your own children, it is important to actively take care of young people and to make life and work easier for people in the future.
Those who have not developed a sense of belonging to humanity focus on themselves, and their main concern becomes the satisfaction of their needs, their own comfort, self-absorption.
Generativity, the central point of this stage, is an interest in the order of life and the guidance of a new generation, although there are individuals who, due to failures in life or special gifts in other areas, do not direct this interest to their offspring. Generativity includes productivity and creativity, but these concepts cannot replace it. Generativity is the most important stage of both psychosexual and psychosocial development.
8. Maturity. Age: retired. Stage objective: integrity versus despair. Valuable qualities acquired at this stage: self-denial and wisdom. The main work in life is over, it is time for reflection and fun with the grandchildren. The feeling of wholeness, meaningfulness of life arises in someone who, looking back at the past, feels satisfaction. The one to whom the life lived seems to be a chain of missed opportunities and unfortunate blunders, realizes that it is already too late to start all over again and the lost cannot be returned. Such a person is overcome by despair at the thought of how his life could have developed, but did not. The absence or loss of the accumulated integrity is expressed in the fear of death: it is not perceived as a natural and inevitable completion of the life cycle. Despair expresses the consciousness that there is little time left to try to start a new life and experience other paths to wholeness.
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1. Psychoanalytic theory of Z. Freud describes the stages of psychosexual development of a person based on the manifestation of libido (sexual energy) and the way to satisfy it. Unsatisfied libido leads to a halt in the development or fixation of certain personality traits, which may be irremovable or are clearly manifested in the process of subsequent education. At the oral stage(first year of life) libido is satisfied by feeding. At the anal stage(1-3 years) libido is satisfied in the sensual enjoyment of the processes of excretion. At the phallic stage(3-5 years) libido is associated with the genitals and the awareness of sexual differences. The child experiences a strong unconscious attraction to the parent of the opposite sex. The Oedipus complex develops in boys (rivalry with the father) and the Electra complex in girls (rivalry with the mother). Latent stage (5-12 years old) accompanied by a decrease in the sexual strength of the libido, it is transferred to the development of universal human experience in the process of learning and socialization, to the development of relationships with peers. On thegenital stage(12-18 years) during adolescence, the libido power associated with the genitals returns. A gender identity is formed, seeking to satisfy its need with the opposite sex. The purpose of this period is the formation of mature sexuality, the ability to love another person.
2 . 3 stages of Horney's theory. Stage 1 - work on female psychology, written in the 1920s and early 1930s years, Horney tried to modify Freud's ideas about penis envy, female masochism, female development, while remaining within the framework of orthodox theory. Thanks to the work "Female Psychology", she was recognized as the "first lady of psychoanalysis". Second phase identified with the neo-Freudian school, ( E . Fromm, G . Sullivan, K . Thomson and A . Cardiner ) . In The Neurotic Personality of Our Time (1937) and New Ways of Psychoanalysis, Horney broke with Freud and developed a psychoanalytic paradigm according to which culture and disturbed human relations considered as the most important causes of neurotic development. This formed the basis of therapy based on the “here and now” principle. In the 1940s, Horney completed the development of her mature theory - stage 3. In the books "Internal Conflicts" (1945) and "Neuroses and human development"(1950) Horney argues that a person struggles with anxiety caused by a sense of danger, the knowledge that he is not loved and appreciated, giving up his true feelings and carefully developing defense strategies that alienate them from reality. Wow"I". Founder humanistic psychology.
3. Individual psychology of A. Adler. U a disciple of Z. Freud and the founder of individual psychology. The stimulus is not sexual desire, but striving for excellence. Sociality, goal-setting, integrity, subjectivity, self-determination - this unity creates in individual psychology the idea of a person as an indivisible unit.
4. Epigenetic theory of E. Erickson has a central concept "identity" - how "subjective... sense of identity and integrity", which is formed throughout life and goes through a series of stages. Driving force development- be yourself in your own eyes and in the perception of others. Each stage of development- this is a struggle, a dynamic ratio of positive and negative development options. Purpose of the fight- the inclusion of the subject in a wider social environment. INinfancy in communication with the mother, the contradiction between hope and hopelessness is resolved, the positive formation is the basic trust in the world, and the destructive neoplasm is the withdrawal from communication and activity. INearly childhood in communication with parents, the contradiction between independence and dependence is resolved: a positive neoplasm is will, and destructive ones are impulsiveness or conciliation. INage of the game a child under the influence family relations in the struggle of personal initiative against feelings of guilt and fear, in a favorable case, purposefulness is formed, in an unfavorable case, inhibition. INschool age among classmates and teachers there is a choice of personality or in the direction of enterprise, competence, skill or a sense of inferiority and inertia. Contradiction adolescence resolved among peers. Identity versus identity confusion results in either the capacity for fidelity or shyness and negativism. In youth(21-25 years old) among friends, sexual partners, rivals and employees are made a choice between intimacy and isolation.
In general, the result of the development of personal identity will lead, in a positive case, to the ability to love, in an unfavorable resolution, to the exclusion of someone (or oneself) from the circle of intimate relationships.