Learning Goal: •I will able to explain the various aspects of development in adolescence and adulthood•I will be able to apply theories of development to adolescence and adulthood

Early Years

• went to Vienna to teach - didn’t even have a college degree

• studied psychoanalysis with Freud at the Vienna Psychoanalytic Institute

Early Professional Life

• became a prominent child psychoanalyst (new field)

• moved to U.S. in 1933• Boston’s first child analyst• position at Harvard• taught at Yale’s Institute of

Human Relations• first important book

published in 1950, Child-hood and Society

Later Years

• professor at the University of California

• Returned to Harvard until 1970

• became Sr. consultant in psychiatry, Mt. Zion Hospital, San Francisco

• Died in 1994, age 92

Career Milestones

• was considered most influential psychoanalyst alive

• addressed identity, status of women, developmental crises

• learned from Freud, but expanded theory

Development of Psychosocial Stages

• used psychohistorical method - studied Hitler, Kierkegaard, Gandhi

• used therapy situation to acquire information and check out ideas

• ego identity is main area of concern

• ego is mainly unconscious

• stresses influence of culture and social interaction

• eight stages, each has a negative (crises) and positive pole

Stage I

Trust vs. Mistrust (Hope)Ages 0 to 1 Year Infancy

• infants need to feel cared for and loved

• trust within and without - trust of self as well as others

• rejected children are more fearful, insecure, jealous, aggressive, hostile, isolated - mistrustful

Stage 2

Self-Reliance vs. Self-Doubt (will)

Ages 1 to 3 Years Early Childhood• awareness of emerging

skills develops• need to be taken seriously• positive resolution

includes acceptance of negative feelings - rage, anger, hatred - as well as independence

Stage 3

Initiative vs. Guilt (purpose)Ages 3 to 6 years Preschool Age

• child decides what kind of person to be

• initiative comes with freedom and opportunity to initiate motor play and intellectual pursuits

• guilt comes from being made to feel bad about self-initiated activities and ideas

Stage 4

Industry vs. Inferiority (competence)Ages 6 to 12 Years School Age

• academic tasks: reading, writing, math

• physical tasks: sports, manual dexterity

• social tasks: making friends, following rules, sharing ideas

• industry is orientation toward working, doing, producing

Stage 5Identity vs. Role-Confusion ( fidelity)

Ages 12 to 18 Years Adolescence & Teen• time of psychological and

physiological revolution• firm self-image is formed• must develop strong

identity - sexual, personal• time to select work goals,

career• lack of identity = inability

to progress successfully

Stage 6

Intimacy vs. Isolation (love)Ages 18 to 35 Years Early Adulthood• intimacy is the ability to

care deeply for another person

• the ability to share one’s true feelings

• the ability to give and receive affection

• isolation leads to self-absorption and “social death”

Stage 7

Generativity vs. Stagnation (care)Ages 35 to 55 Middle Age

• become more aware of eventual death

• question life-style, goals choices• motivation to have impact outside

of family• care represents concern for others

and need to give to next generation• stagnation reflects preoccupation

with self only

Stage 8

Integrity vs. Despair (wisdom)Ages 55 to 65 to death old age• wisdom comes from a

meaningful life• integrity reflects the life

well-lived• with integrity, one can

accept death • despair reflects a wish to

do it over correctly• with despair, one does

not find peace