Psychosocial Theory Photo: Ted Streshinsky/Corbis FIGURE 3.1 Although Erik Erikson’s name is typically associated with psychosocial theory, the work is a product of an active collaboration between Erik and his wife Joan.

The Rationale for Emphasizing Psychosocial Theory Addresses growth across the life span Assumes that individuals have capacity to contribute to their own psychological development Takes into consideration the active contribution of culture to individual growth

Stages of Development Figure 3.2 Erikson’s Model of the Psychosocial Stages of Development (Erikson, 1963)

The 11 Stages of the Lifespan Figure 3.4 The 11 Stages of the Lifespan

Basic Concepts of Psychosocial Theory Psychosocial evolution Proposed by Julian Huxley Range of abilities that allows us to gather knowledge from our ancestors and transmit it to our descendants E.g. child care, education, modes of communication APA Goal 1: Knowledge Base of Psychology This slide discusses psychosocial theory as one of the major theoretical perspectives in psychology and applies to the APA suggested learning outcome 1.2.

Basic Concepts of Psychosocial Theory Six basic concepts Stages of development Developmental tasks Psychosocial crisis The central process for resolving the psychosocial crisis at each stage A radiating network of significant relationships Coping behavior

Stages of Development Erikson proposed eight stages of development A period of life that is characterized by a specific underlying organization These stages follow the epigenetic principle Biological plan for growth allows each function to emerge systematically until the individual has fully developed The themes of earlier stages may reemerge at any point APA Goal 1: Knowledge Base of Psychology This slide demonstrates one of the major theoretical perspectives in psychology and applies to the APA suggested learning outcome 1.4.

Psychosocial Crises Psychosocial crises State of tension that results from discrepancies between the person’s competences at the beginning of the stage and society’s expectations From these conflicts, new social capabilities are produced APA Goal 1: Knowledge Base of Psychology This slide demonstrates one of the major theoretical perspectives in psychology and applies to the APA suggested learning outcome 1.4. This slide also presents psychosocial theory to help explain psychological phenomena (APA suggested learning outcome 1.3).

Psychosocial Crises of the Life Stages Most people experience both positive and negative elements of the continuum Contributes to the person’s adaptive capacities Outcome of the crisis is integration of the two opposing forces Succession of crises occurs in a predictable sequence Epigenetic principle APA Goal 1: Knowledge Base of Psychology This slide presents psychosocial theory to help explain psychological phenomena (APA suggested learning outcome 1.3).

Psychosocial Crises What is the purpose in conceptualizing life in terms of crises? Table 3.3 The Psychosocial Crises

Developmental Tasks Havighurst’s concept of developmental tasks Process by which humans learn tasks required by society to which they are adapting Society has age-graded expectations Tasks change with age

Developmental Tasks Sensitive periods Periods of development when an individual is most ready to acquire a new ability Teachable moments Developmental tasks may reflect gains in physical, cognitive, social, and emotional development APA Goal 1: Knowledge Base of Psychology This slide uses the overarching theme of sensitive periods in development and applies to the APA suggested learning outcome 1.2.

Developmental Tasks Associated with the Life Stages Table 3.2 Developmental Tasks Associated with the Life Stages

Developmental Tasks Associated with the Life Stages Table 3.2 Developmental Tasks Associated with the Life Stages (continued)

Developmental Tasks Describe a developmental task that may have changed in content from the time of your grandparents to your time What are some of these changes? What led to the changes? Developmental Tasks Associated with the Life Stages

The Central Processes for Resolving the Psychosocial Crises Psychosocial crisis Reflects discrepancy between developmental competencies at the beginning of a stage and new societal pressures Central process Suggests a way that the person takes in cultural expectations and changes self-concept Example: Imitation in toddlerhood APA Goal 1: Knowledge Base of Psychology This slide presents psychosocial theory to help explain psychological phenomena (APA suggested learning outcome 1.3).

The Central Process for Resolving Each Psychosocial Crisis Table 3.4 The Central Process for Resolving Each Psychosocial Crisis

Radius of Significant Relationships Age-related demands on individuals are communicated through significant relationships Over the lifespan, the radius of the circle expands In adulthood, the radius condenses to a few significant relationships APA Goal 1: Knowledge Base of Psychology This slide discusses relevant levels of analysis (i.e., system instead of individual; APA suggested learning outcome 1.2).

Figure 3.9 The Radius of Significant Relationships

Coping Refers to people’s conscious, adaptive efforts to manage: Stressful events Emotions associated with the stressors Begins with appraisal Results in prime adaptive ego qualities or core pathologies APA Goal 1: Knowledge Base of Psychology This slide demonstrates concepts that describe antecedents and consequences of behavior from one of the major theoretical perspectives in psychology (APA suggested learning outcomes 1.3 and 1.4).

Prime Adaptive Ego Qualities Table 3.5 Prime Adaptive Ego Qualities APA Goal 1: Knowledge Base of Psychology This slide demonstrates concepts that describe antecedents and consequences of behavior from one of the major theoretical perspectives in psychology (APA suggested learning outcomes 1.3 and 1.4).

Core Pathologies Table 3.6 Core Pathologies (Based on Erikson, 1982) APA Goal 1: Knowledge Base of Psychology This slide demonstrates concepts that describe antecedents and consequences of behavior from one of the major theoretical perspectives in psychology (APA suggested learning outcomes 1.3 and 1.4).

Evaluation of Psychosocial Theory Strengths Highlights social nature of human development Provides broad, integrative context Weaknesses Explanations of the mechanisms are not well developed Number of stages and links to biological based development

Evaluation of Psychosocial Theory Table 3.7 Strengths and Weaknesses of Psychosocial Theory

A Recap of Psychosocial Theory Which phenomena is the theory trying to explain? What assumptions does the theory make? What does the theory predict?

The Six Basic Concepts of Psychosocial Theory Figure 3.13. The Six Basic Concepts of Psychosocial Theory

The Mechanisms for Positive and Negative Psychosocial Development Figure 3.14. The Mechanisms for Positive and Negative Psychosocial Development

Your Perspective Consider the radius of significant relationships Where do you fall on the radius in terms of your connections with others? What interconnections are there between these radii at this point of your life? APA Goal 4: Application of Psychology This slide demonstrates how psychological concepts, theories, and research findings can apply to everyday life and be used to explain and guide social issues (APA suggested learning outcomes 4.3 and 4.4).

Case Study – Erik Erikson Reflections Why did Erikson feel like a “stranger in his own culture?” What are the biological, psychological, and societal factors that contributed to Erikson’s identity crises? What factors from childhood appear to be influencing Erikson’s experiences as an adolescent? APA Goal 3: Critical Thinking Skills in Psychology This slide offers students the opportunity to use critical thinking effectively (APA suggested learning outcome 3.1) by evaluating the quality of information and behavioral claims, developing sound arguments, and articulating problems clearly (3.3 & 3.4). APA Goal 7: Communication Skills This slide provides students the opportunity to communicate effectively in a variety of formats such as writing, oral communication, interpersonal communication, and collaboration (APA suggested learning outcomes 7.1, 7.2, 7.4, and 7.5).

Case Study – Erik Erikson Reflections Who are the significant figures in Erikson’s life/the radius of significant others? What factors might have contributed to Erikson’s ability to cope with the challenges of this period of his life, eventually finding a direction and meaning to which he could commit his talent and energy? APA Goal 3: Critical Thinking Skills in Psychology This slide offers students the opportunity to use critical thinking effectively (APA suggested learning outcome 3.1) by evaluating the quality of information and behavioral claims, developing sound arguments, and articulating problems clearly (3.3 & 3.4). APA Goal 7: Communication Skills This slide provides students the opportunity to communicate effectively in a variety of formats such as writing, oral communication, interpersonal communication, and collaboration (APA suggested learning outcomes 7.1, 7.2, 7.4, and 7.5).

Case Study – Erik Erikson Reflections Based on Erikson’s account of his childhood and adolescence, how might his life experiences and his cultural context have influenced the nature and focus of his psychosocial theory? APA Goal 3: Critical Thinking Skills in Psychology This slide offers students the opportunity to use critical thinking effectively (APA suggested learning outcome 3.1) by evaluating the quality of information and behavioral claims, developing sound arguments, and articulating problems clearly (3.3 & 3.4). APA Goal 7: Communication Skills This slide provides students the opportunity to communicate effectively in a variety of formats such as writing, oral communication, interpersonal communication, and collaboration (APA suggested learning outcomes 7.1, 7.2, 7.4, and 7.5).