1. Self-Esteem Throughout the Human Lifespan
Week Five

2. Agenda Erik Erikson’s Psychosocial Stages of Development
Sigmund Freud’s Psychosexual Stages of Development
John Bowlby’s Theory of Attachment

3. Erik Erickson’s Psychosocial Stages of Development
Basic Conflict
Age
Goal or Achievement
Symptoms
Basic Trust vs. Mistrust
0-1
Hope
Dependency or Paranoia
Autonomy vs. Shame & Doubt
2-3
Will
Obsessive/ Impulsive or Avoidant
Initiative vs. Guilt
4-5
Purpose
Constricted or Antisocial/ Narcissistic
Industry vs. Inferiority
6-12
Competency
Helplessness or Shallowness
Identity vs. Role Confusion
13-19
Fidelity
Identity Diffusion or Fanaticism
Intimacy vs. Isolation
20-24
Love
Promiscuity or Exclusion
Generativity vs. Stagnation
25-64
Care
Stagnation or Overextension
Ego Integrity vs. Despair
65+
Wisdom
Presumption or Disdain

4. Sigmund Freud’s Psychosexual Stages of Development
Basic Conflict
Age
Goal or Achievement
Symptoms
Oral Stage Weaning
0-1
Trust & Comfort
Dependency & Aggression
Anal Stage Control Bodily Needs
1-3
Sense of accomplishment & independence
Anal-expulsive vs Anal-retentive
Phallic Stage Genitals
3-6
Identify with same-sex parent
Inferiority
Latency Stage Ego & Superego
6-12
Intellectual pursuits & social interactions
Social and communication skills and self-confidence
Genital Stage Sexual Interest
13+
Interest in the welfare of others
Should now be well-balanced, warm, and caring

5. John Bowlby’s Theory of Attachment
Primarily the seeking of proximity to an attachment figure in stressful situations.
Infants become attached to adults who are sensitive and responsive in social interactions with them
Children use attachment figures (familiar people) as a secure base to explore from and return to.
Parental responses lead to the development of patterns of attachment; these, in turn, lead to internal working models which will guide the individual's feelings, thoughts and expectations in later relationships.
Separation anxiety or grief following the loss of an attachment figure is considered to be a normal and adaptive response for an attached infant

6. Self-Esteem in Infancy (birth to 1 year)
Erikson:
Parents provide reliability, care, and affection.
A lack of this will lead to mistrust
Freud:
Infant develops a sense of trust and comfort through feeding.
Deficit= Issues with dependency or aggression
Infancy (birth to 18 months) Trust vs. Mistrust Feeding Children develop a sense of trust when caregivers provide reliabilty, care, and affection. A lack of this will lead to mistrust.
-when the parents present consistent, adequate, and nurturing care, the child develops basic trust and realizes that people are dependable and the world can be a safe place. The child develops a sense of hope and confidence; this is a belief that things will work out well in the end
-when the parents fail to provide these things, the child develops basic mistrust, resulting in depression, withdrawal, and maybe even paranoia

7. Self-Esteem in Infancy (birth to 1 year)
Branden:
Basic safety & security… satisfaction of physical needs, protection from the elements, & basic caretaking
Nurturing through touch, which conveys love, caring, comfort, support, nurturing

8. Self-Esteem in Toddlerhood (Ages 1 through 3)
Erikson:
Personal control over physical skills and a sense of independence.
Success leads to feelings of autonomy
Failure results in feelings of shame and doubt
Freud:
Sense of accomplishment and independence; competent, productive, and creative adults
Deficit= Messy, wasteful, or destructive personality.
Deficit= Stringent, orderly, rigid, and obsessive
Early Childhood (2 to 3 years) Autonomy vs. Shame and Doubt Toilet Training Children need to develop a sense of personal control over physical skills and a sense of independence. Success leads to feelings of autonomy, failure results in feelings of shame and doubt.
-if parents guide children gradually and firmly, praise and accept attempts to be independent, autonomy develops. The result will be a sense of will which helps us accomplish and build self-esteem as children and adults
-if parents are too permissive, harsh, or demanding, the child can feel defeated, and experience extreme shame and doubt, and grow up to engage in neurotic attempts to regain feelings of control, power, and competency. This may take the form of obsessive behavior; if you follow all rules exactly then you will never be ashamed again. If the child is given no limits or guidance, the child can fail to gain any shame or doubt and be impulsive. Some is good, as it causes us to question the outcomes of our actions, and consider others' well-being. This may also result in Avoidance; if you never allow yourself to be close to others, they can never make you feel ashamed
The major conflict at this stage is toilet training--the child has to learn to control his or her bodily needs. Developing this control leads to a sense of accomplishment and independence.
According to Freud, success at this stage is dependent upon the way in which parents approach toilet training. Parents who utilize praise and rewards for using the toilet at the appropriate time encourage positive outcomes and help children feel capable and productive. Freud believed that positive experiences during this stage served as the basis for people to become competent, productive, and creative adults.
However, not all parents provide the support and encouragement that children need during this stage. Some parents' instead punish, ridicule, or shame a child for accidents. According to Freud, inappropriate parental responses can result in negative outcomes. If parents take an approach that is too lenient, Freud suggested that an anal-expulsive personality could develop in which the individual has a messy, wasteful, or destructive personality. If parents are too strict or begin toilet training too early, Freud believed that an anal-retentive personality develops in which the individual is stringent, orderly, rigid, and obsessive.

9. Self-Esteem in Toddlerhood (Ages 1 through 3)
Bowlby:
Healthy attachments enable the child to handle new types of social interactions
Continues to develop through adulthood, helping cope with friendships, marriage and parenthood, all of which involve different behaviors and feelings
Branden:
Acceptance of a child’s thoughts and feelings allows them to learn self-acceptance
Psychological Visibility is responding to and interacting with a child in a congruent way… acknowledges the shared reality and existence of the child

10. Self-Esteem in Pre-School (Ages 3 through 6)
Erikson:
Asserting control and power over the environment.
Success in this stage leads to a sense of purpose.
Children who try to exert too much power experience disapproval, resulting in a sense of guilt
Freud:
Children discover the differences between males and females
Deficit= Inferiority complex
Preschool (3 to 5 years) Initiative vs. Guilt Exploration Children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt.
-the child becomes curious about people and models adults. Erickson believed the child does attempt to possess the opposite sex parent and experience rivalry toward the same sex parent; however, a true Oedipal Complex only develops in very severe cases
-if parents are understanding and supportive of a child's efforts to show initiative, the child develops purpose, and sets goals and acts in ways to reach them
-if children are punished for attempts to show initiative, they are likely to develop a sense of guilt, which in excess can lead to inhibition. Too much purpose and no guilt can lead to ruthlessness; the person may achieve their goals without caring who they step on in the process

11. Self-Esteem in Pre-School (Ages 3 through 6)
Branden:
A child who is treated with love will internalize this and experience him/herself as lovable
An effective parent can convey anger or disappointment without signaling withdrawal of love
Age-appropriate nurturing requires parents to match their teaching and encouragement to the developmental needs of their child at each stage

12. Self-Esteem in Pre-Adolescence (Ages 6 through 12)
Erikson:
Cope with new social and academic demands.
Success leads to a sense of competence
Failure results in feelings of inferiority
Freud:
Concerned with peer relationships, hobbies, and other interests; intellectual pursuits and social interactions.
This stage is important in the development of social and communication skills and self-confidence
School Age (6 to 11 years) Industry vs. Inferiority School Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority.
-occurs during Latency, but Erickson did not think this was a rest period; the child begins school and must tame imagination and impulses, and please others. If adults support the child's efforts, a sense of competence develops
-if caretakers do not support the child, feelings of inferiority are likely to develop. Too much inferiority, and inertia or helplessness occurs (underachievers). Too much competency and the child becomes an adult too fast, and develops either into a Histrionic or Shallow person
development of the ego and superego contribute to this period of calm. The stage begins around the time that children enter into school and become more concerned with peer relationships, hobbies, and other interests.
The latent period is a time of exploration in which the sexual energy is still present, but it is directed into other areas such as intellectual pursuits and social interactions. This stage is important in the development of social and communication skills and self-confidence.

13. Self-Esteem in Pre-Adolescence (Ages 6 through 12)
Branden:
A concern with morality or ethics arises naturally in the early stages of our development, much as our other intellectual abilities develop, and progresses in step with the normal course of our maturation.
Praise and criticism…
“evaluative praise” is judgmental and discourages internal evaluation
“appreciative praise” is factual and descriptive, and leaves the child to do the evaluating
Respect in the forms of dignity and courtesy

14. Self-Esteem in Adolescence (Ages 13 through 19)
Erikson:
Develop a sense of self and personal identity.
Success leads to an ability to stay true to yourself
Failure leads to role confusion and a weak sense of self
Freud:
Interest in the welfare of others grows during this stage.
If the other stages have been completed successfully, the individual should now be well-balanced, warm, and caring.
Adolescence (12 to 18 years) Identity vs. Role Confusion Social Relationships Teens needs to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self.
-young adults attempt to develop identity and ideas about strengths, weaknesses, goals, occupations, sexual identity, and gender roles. Teens "try on" different identities, going through an identity crisis, and use their friends to reflect back to them. Marcia offers four resolutions: Identity Achievement (crises and commitment), Moratorium (crises and commitment later), Foreclosure (commitment without crises), and Identity Diffusion (no crises, no commitment)
-if they resolve this crisis, they develop fidelity, "the ability to sustain loyalties freely pledged in spite of the inevitable contradictions of value systems" (can be friends with very different people)
-if they fail to resolve the crisis, they develop identity diffusion; their sense of self is unstable and threatened; too little identity and they may join cults or hate groups, too much identity and they may show fanaticism

15. Self-Esteem in Young Adulthood (Ages 20 through 24)
Erikson:
Form intimate, loving relationships with other people.
Success leads to strong relationships
Failure results in loneliness and isolation
Young Adulthood (19 to 40 years) Intimacy vs. Isolation Relationships Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation.
-intimacy is the ability to be close, loving, and vulnerable with romances and friends. It is based in part upon identity development, in that you have to know yourself to share it. The virtue gained here is love. Failure to develop intimacy can lead to promiscuity (getting too close too quick and not sustaining it), or exclusion (rejecting relationships and those who have them)

16. Self-Esteem in Middle Adulthood (Ages 25 through 65)
Erikson:
To create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people.
Success leads to feelings of usefulness and accomplishment
Failure results in shallow involvement in the world
Middle Adulthood (40 to 65 years) Generativity vs. Stagnation Work and Parenthood Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world.
-if you have a strong sense of creativity, success, and of having "made a mark" you develop generativity, and are concerned with the next generation; the virtue is called care, and represents connection to generations to come, and a love given without expectations of a specific return
-adults that do not feel this develop a sense of stagnation, are self-absorbed, feel little connection to others, and generally offer little to society; too much stagnation can lead to rejectivity and a failure to feel any sense of meaning (the unresolved mid-life crises), and too much generativity leads to overextension (someone who has no time for themselves because they are so busy)

17. Self-Esteem into Maturity (Age 65 and beyond)
Erikson:
Look back on life and feel a sense of fulfillment.
Success at this stage leads to feelings of wisdom
Failure results in regret, bitterness, and despair
Maturity(65 to death) Ego Integrity vs. Despair Reflection on Life Older adults need to look back on life and feel a sense of fulfillment. Success at this stage leads to feelings of wisdom, while failure results in regret, bitterness, and despair.
-this entails facing the ending of life, and accepting successes and failures, ageing, and loss. People develop ego integrity and accept their lives if they succeed, and develop a sense of wisdom a "detached concern with life itself in the face of death itself"
-those who do not feel a sense of despair and dread their death; it's too late to change their lives (Ebenezer Scrooge just managed to avoid it) Too much wisdom leads to presumption, too much despair to a disdain for life

18. Share your problems with someone special
Educate yourself to make good choices
Learn to respect yourself and others, too
Follow the advice of people you love
Expand your unique talents with practice
Stay safe – stay away from gangs, alcohol, and other drugs
Think before you act – you can be a problem solver
Earn the respect of your family by acting responsibly
Everyone makes mistakes – don’t stop trying
Make the best of who you are – your dreams will come true