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 S elf-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 5 Identity 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