Erickson's epigenetic theory is an eight-stage concept that describes how personality develops and changes throughout life. This is a set of views that explain the nature of the formation of the individual from the moment of his conception and up to old age. She influenced the understanding of how children develop in childhood and later in life.
As each person advances in the social environment, from infancy to death, he encounters various problems that can be overcome or can lead to difficulties. Although each stage builds on the experience of earlier stages, Erickson did not believe that mastering each period was necessary in order to move on to the next. Like other theorists of similar ideas, the scientist believed that these steps occurred in a predetermined order. This action became known as the epigenetic principle.
Similar principles
Erickson's epigenetic theory has some similarities with workFreud on the psychosexual stage, but with some key differences. His teacher focused on the influence of the Id (It). Freud believed that the personality was largely formed by the time the child was five years old, while Erickson's personality spanned the entire lifespan.
Another important difference is that while Freud emphasized the importance of childhood experiences and unconscious desires, his follower paid more attention to the role of social and cultural influences.
Analysis of parts of the theory
There are three key components of Erickson's epigenetic theory:
- Ego-identity. An ever-changing sense of self that comes from social interactions and experiences.
- The power of the ego. It develops when people successfully manage each stage of development.
- Conflict. At each stage of formation, people face some type of disagreement, which serves as a turning point in the process of progressive advancement.
Stage 1: Trust vs. Distrust
The world is safe and predictable, dangerous and chaotic. Erickson's epigenetic theory states that the first stage of psychosocial development focused on answering these important questions.
The baby enters the world completely helpless and dependent on caregivers. Erickson believed that during these first two critical years of life, it is important that the baby learns that parents (guardians) can be trusted to meet all needs. When a child is cared for and his or her needs are adequately met, he or shedevelops a sense that the world can be trusted.
What happens if a toddler is neglected or his or her needs are not met with any real consistency. In such a scenario, he may develop a sense of distrust of the world. It can feel like an unpredictable place, and the people who are supposed to love and care for a child cannot be reliable.
Some important things to remember about the stage of trust and distrust:
- If this stage is completed successfully, the child will appear with the virtue of hope.
- Even when problems arise, a person with this quality will feel that they can turn to loved ones for support and care.
- Those who fail to acquire this virtue will experience fear. When a crisis occurs, they may feel hopeless, anxious, and insecure.
Stage 2: Autonomy versus shame and doubt
According to the following statement in E. Erickson's epigenetic theory, as babies enter their childhood years, they become more and more independent. They not only begin to walk independently, but also master the processes of performing a number of actions. Children often want to make more choices about things that affect their lives, like certain foods and clothes.
These activities not only play an important role in becoming a more independent person, they also help determine whether individuals are developing a sense of autonomy or doubts about their abilities. Those who are successfulwill go through this stage of psychosocial development, show willpower or a sense that they can take meaningful actions that will affect what happens to them.
Children who develop this autonomy will feel confident and comfortable within themselves. Caregivers can help toddlers succeed at this stage by encouraging choice, allowing them to make decisions, and supporting this increased independence.
What actions can lead to failure at this stage is an interesting question. Parents who are too critical, who do not allow their children to make choices, or who are too controlling can contribute to shame and doubt. Individuals tend to emerge from this stage without self-esteem and self-confidence, and may become overly dependent on others.
Some important things to remember about the stages of autonomy and shame and doubt:
- This period helps set the course for future developments.
- Children who do well at this time of growing up will have a greater sense of their own independence.
- Those who fight hard may feel ashamed of their diligence and ability.
Stage 3: Initiative vs Guilt
The third stage of E. Erickson's epigenetic theory is connected with the development of a sense of initiative in children. From this point on, peers become more important as little personalities begin to interact more with them in their neighborhood or in the classroom. Children start morepretend to play games and socialize, often inventing fun and scheduling activities with others like themselves.
At this stage of Erickson's epigenetic theory of development, it is important for the individual to make judgments and plan his actions. Children also begin to assert more power and control over the world around them. During this period, parents and guardians should encourage them to explore as well as make appropriate decisions.
Important points about initiative versus guilt:
- Children who make it through this stage take the initiative, while those who don't may feel guilty.
- The virtue at the center of this step is purpose, or the feeling that they have control and power over certain things in the world.
Phase 4: Encirclement vs Inferiority
During the school years through adolescence, children enter a psychosocial stage that Erickson, in epigenetic developmental theory, calls "environment versus inferiority." During this time, they focus on developing a sense of competence. Not surprisingly, the school plays an important role at this stage of development.
As children mature, they acquire the ability to solve increasingly complex problems. They are also interested in becoming proficient and proficient in a variety of activities, and tend to learn new skills and solve problems. Ideally, children will receive support and praise for doing various activities such as drawing, reading, and writing. Receiving this positive attention and reinforcement,growing personalities begin to build the self-confidence needed to succeed.
So what happens when kids don't get praise and attention from others for learning something new is an obvious question. Erickson, in his epigenetic theory of personality, believed that the inability to master this stage of development would eventually lead to feelings of inferiority and self-doubt. The core virtue that results from the successful completion of this psychosocial stage is known as competence.
Basics of psychosocial development by industry:
- Supporting and encouraging children helps them learn new skills while gaining a sense of competence.
- Children who struggle at this stage may have self-confidence issues as they get older.
Step 5: identity and role confusion
Anyone who clearly remembers the turbulent teenage years can probably immediately understand Erickson's stage of epigenetic personality theory versus role and current events. At this stage, teenagers begin to explore the basic question: "Who am I?". They are focused on exploring how they feel about themselves, figuring out what they believe in, who they are and who they want to be.
In the epigenetic theory of development, Erickson expressed his opinion that the formation of personal identity is one of the most important stages of life. Progress in sense of self serves as a kind of compass that helps guide each person throughout his or her life. What does it take to develop a good personality is a question that worries many. It takes the ability to explore, which needs to be nurtured with support and love. Children often go through different phases and explore different ways of expressing themselves.
Important in the stage of identity and confusion:
- Those who are allowed to go through this personal exploration and successfully master this stage emerge with a strong sense of independence, personal involvement, and a sense of self.
- Those who fail to complete this stage of formation often enter adulthood confused about who they really are and what they want from themselves.
The basic virtue that emerges upon the successful completion of this stage is known as loy alty.
Stage 6: Intimacy vs Isolation
Love and romance are among the main concerns of many young people, so it is not surprising that the sixth stage of E. Erickson's epigenetic theory of personality focuses on this topic. This period begins at about 18 and 19 years of age and continues until the age of 40. The central theme of this stage is centered on forming loving, lasting, and sustaining relationships with other people. Erickson believed that the sense of self-reliance, which is established during the stage of identity and role confusion, is vital in the ability to form strong and loving relationships.
Success during this period of development leads to strong bonds with others, while failure can lead to feelings of isolation and loneliness.
Basic virtue at this stage inE. Erickson's epigenetic theory of personality is love.
Phase 7: performance versus stagnation
The later years of adulthood are marked by the need to create something that will continue after the person has passed away. In fact, people begin to feel the need to leave some kind of lasting mark on the world. This may include raising children, caring for others, or making some kind of positive impact on society. Career, family, church groups, social organizations, and other things can contribute to a sense of accomplishment and pride.
Important points to remember about the epigenetic focus of Erickson's theory:
- Those who master this stage of development present themselves with the feeling that they have made a significant and valuable impact on the world around them and develop the basic virtue that Erickson called caring.
- People who do not do this effectively can feel left out, unproductive, and even cut off from the world.
Stage 8: Honesty vs. Despair
The final stage of E. Erickson's epigenetic theory of personality development can be briefly described in several key points. It lasts from about 65 years to the end of a person's life. This may be his last stage, but still an important one. It is at this time that people begin to reflect on how they went through their life path, most of them ask themselves: “Have I lived a good life?” Individuals who remember important events with pride and dignity will feelsatisfied, while those who look back with regret will experience bitterness or even despair.
Highlights in the psychosocial developmental stage in the spirit of wholeness and desperation:
- People who successfully passed the last stage of life show themselves with a sense of wisdom and understand that they have lived a worthy and meaningful life, even though they have to face death.
- Those who have wasted years and they are meaningless will experience sadness, anger and regret.
Value description
Erickson's psychosocial theory is widely and highly regarded. As with any concept, it has its critics, but in general it is considered fundamentally significant. Erickson was a psychoanalyst as well as a humanist. Thus, his theory is useful far beyond psychoanalysis - it is essential for any study related to personal awareness and development - of oneself or others.
If we consider Erickson's epigenetic theory of personality development briefly, we can detect a noticeable, but not significant, Freudian element. Admirers of Freud will find this influence useful. People who disagree with him, and especially with his psychosexual theory, may ignore the Freudian aspect and still find Erickson's ideas to be the best. His set of views stands apart and independent of his teacher's concepts and is valued for reliability and relevance.
Besides Freudian psychoanalysis, Erickson developed his own theory mainly from his extensive practical fieldresearch, first with the Native American communities, and then also from his work in clinical therapy, associated with leading psychiatric centers and universities. He actively and meticulously carried out his work from the late 1940s to the 1990s.
Development of guidelines
If we briefly consider E. Erickson's epigenetic theory of development, we can highlight the key points that influenced the further formation of this doctrine. The concept strongly incorporated cultural and social aspects into Freud's biological and sexually oriented idea.
Erickson was able to do this because of his strong interest and compassion for people, especially the young, and because his research was carried out in societies far from the more mysterious world of the psychoanalyst's couch, which was essentially Freud's approach.
This helps Erickson's eight-step concept become an extremely powerful model. It is very accessible and obviously relevant to modern life from several points of view, to understand and explain how personality and behavior develop in people. Thus, Erickson's principles are of great importance in learning, parenting, self-awareness, managing and resolving conflicts, and in general, for understanding yourself and others.
Basis for the emergence of the future model
Both Erickson and his wife Joan, who collaborated as psychoanalysts and writers, were passionately interested in childhood development and its impact on adult society. His work is as relevant as when he first presented his original theory, in factconsidering modern pressures on society, family, relationships and the desire for personal development and fulfillment. His ideas are probably more relevant than ever.
Studying E. Erickson's epigenetic theory briefly, one can note the scientist's statements that people experience eight stages of psychosocial crisis, which significantly affect the development and personality of each person. Joan Erickson described the ninth stage after Eric's death, but the eight-stage model is most often referred to and regarded as the standard. (Joan Erickson's work on the "ninth stage" appears in her 1996 revision of The Completed Life Cycle: An Overview.). Her work is not considered canonical in the study of problems with the development of a person and his personality.
The appearance of the term
Epigenetic theory by Erik Erickson refers to "psychosocial crisis" (or psychosocial crises being plural). The term is a continuation of Sigmund Freud's use of the word "crisis", which represents an internal emotional conflict. One can describe this kind of disagreement as an internal struggle or challenge that a person must deal with and deal with in order to grow and develop.
Erickson's "psychosocial" term comes from two original words, namely "psychological" (or the root, "psycho", referring to the mind, brain, personality.) and "social" (external relations and environment). Occasionally one can see the concept extended to biopsychosocial, in which "bio"treats life as biological.
Creating Stages
Considering briefly Erickson's epigenetic theory, one can determine the transformation of the structure of his scientific work for personality assessment. Successfully moving through each crisis involves achieving a he althy relationship or balance between two opposing dispositions.
For example, a he althy approach in the first stage of formation (trust vs distrust) can be characterized as experiencing and growing through the crisis of "Trust" (of people, life and future development), as well as the passage and development of a suitable ability for "Distrust", where appropriate so as not to be hopelessly unrealistic or gullible.
Or experience and grow in the second stage (autonomy versus shame and doubt) to be essentially "Autonomous" (being your own person, not a mindless or awe-inspiring follower), but have enough capacity for "Shame and Doubt” to gain free-thinking and independence, as well as ethics, mindfulness and responsibility.
Erickson called these successful balanced results "Core Virtues" or "Core Benefits". He identified one particular word that represents their power acquired at each stage, which is commonly found in psychoanalyst diagrams and written theory, as well as other explanations of his work.
Erickson also identified a second supporting word "strength" at each stage, which, along with basic virtue, emphasized a he althy outcome at each stage and helped convey a simplevalue in summaries and charts. Examples of core virtues and sustaining strong words are "Hope and aspiration" (from the first stage, trust versus mistrust) and "Willpower and self-control" (from the second stage, autonomy versus shame and doubt).
The scientist used the word "achievement" in the context of successful results, because it meant getting something clear and permanent. Psychosocial development is not complete and irreversible: any previous crisis can effectively return to anyone, albeit in a different guise, with successful or unsuccessful results. Perhaps this helps to explain how the successful can fall from grace and how the hopeless losers can end up achieving great things. No one should be complacent and there is hope for all.
System Development
Later in his life, the scientist sought to warn against interpreting his work in terms of an "achievement scale", in which the stages of crisis represent the only safe achievement or the goal of an extreme "positive" option, provided once and for all. This would rule out a number of possible personality assessment errors.
E. Erickson, in the epigenetic theory with age periods, noted that at no stage can a good be achieved that is impervious to new conflicts, and that it is dangerous and inappropriate to believe in this.
The stages of a crisis are not well-defined steps. Elements tend to overlap and blend from one stage to the next and to the previous ones. This is a broad basis and concept, not a mathematical formula that is preciselyreproduces all people and situations.
Erickson's epigenetic theory of personality development sought to point out that the transition between stages overlapped. Crisis periods connect to each other like intertwined fingers, not like a row of neatly stacked boxes. People don't wake up suddenly one morning and enter a new life stage. Change does not occur in regulated, clear steps. They are graded, blended and organic. In this respect, the feel of the model is similar to other flexible human development frameworks (eg Elisabeth Kübler-Ross' Cycle of Grief and Maslow's Hierarchy of Needs).
When a person unsuccessfully passes through the stage of psychosocial crisis, he develops a tendency towards one or another of the opposing forces (either syntonic or dystonic, in the language of Erickson), which then becomes a behavioral tendency or even a mental problem. Roughly speaking, you can call it the "baggage" of knowledge.
Erickson emphasized the importance of both "reciprocity" and "generation" in his theory. The conditions are linked. Reciprocity reflects the influence of generations on each other, especially in families between parents, children and grandchildren. Each potentially influences the experience of others as they go through various stages of crisis. Generativity, actually named location within one of the stages of crisis (generativity versus stagnation, stage seven), reflects a significant relationship between adults and the best interests of individuals - their own children and in some ways everyone else, and even the next generation.
Influence of pedigree and family
Erickson's epigenetic theory with age periods notes that generations influence each other. It is obvious that the parent shapes the psychosocial development of the child by his example, but, in turn, his personal growth depends on the experience of communicating with the child and the pressure created. The same can be said for grandparents. Again, this helps explain why, as parents (or teachers, or siblings, or grandparents), people go out of their way to get along well with a young person in order to resolve their emotional issues.
The psychosocial stages of Erickson's epigenetic theory clearly demarcate the onset of new periods. However, depending on the individual, their period may vary. In a sense, development really peaks at stage seven, as stage eight is more about appreciation and how one has used life. The perspective of giving and making positive change for future generations resonates with the scientist's humanitarian philosophy, and it is this, perhaps more than anything else, that has allowed him to develop such a powerful concept.
Summing up
E. Erickson's epigenetic theory of personality development marked a significant difference from many earlier ideas in that it was focused on the phased development that accompanies a person throughout his life. Many psychologists today prefer concepts that are less focused on a set of predetermined steps and recognize that individualdifferences and experiences often mean that development can differ markedly from one person to another.
Some criticism of Erickson's theory is that it says little about the root causes of each formative crisis. He also tends to be somewhat vague about the distinctions between events, which mark the difference between success and failure at each stage. In addition, there is no objective way in theory to determine whether a person has passed a particular stage of development.
