Latihan Teori Perkembangan sosio emosi Erik Erikson.

1) Berikut adalah situasi-situasi yang benar. Namakan peringkat konflik emosi Erik-Erikson
pada situasi situasi-situasi tersebut.
a) JoAnna was terrified to play the Trust Walk activity in Ms. Brown's class. Her panic got
so high that she had to leave for the clinic. When Ms. Brown asked her if she was okay she
said "Yes, I just always feel a surge of panic when in a situation where I have to rely on
someone else. I've always been this way." Which crisis has JoAnn most likely completed
negatively.
Peringkat konflik emosi/krisis:
Ciri-ciri:

b) Mr. and Mrs. James are so proud of the note the teacher sent home with their son Manuel.
The teacher stated that "Manuel is showing such leadership abilities! He always steps up to
ask if someone wants to play or choose a game the students should play on the playground.
He starts all his tasks on time and always follows through. I see signs of a leader in him on a
daily basis even though he is still so young." Which stage/crisis is Manuel most likely in?
Peringkat konflik emosi/krisis:
Ciri-ciri:

c) The following is a journal entry from Patricia, after reading it decided which stage/crisis
she is most likely in:
Dear Journal,
Who am I??? I can't seem to figure it out. Some days I love my parents, my friends and feel I
know what I want to do in college. But, just yesterday I changed my mind AGAIN on my
college application checklist. I mean - do I even WANT to go to college? Ugh - I'm so lost
and confused. Of COURSE I'm going to college, but what do you study when everything and
nothing at all excites you?
Sincerely,
The girl who is lost
Peringkat konflik emosi/krisis:
Ciri-ciri:

d) Dianna is in Middle School and is doing great academically and athletically. Her parents
and teachers have been incredibly supportive of her and her abilities in every area. Dianna
enjoys doing tasks because she knows if she applies herself she will do great - it just takes
effort. Which stage/crisis is Dianna most likely in?
Peringkat konflik emosi/krisis:
Ciri-ciri:
e) Louisa is being potty trained! As she gets better she is gaining a sense of personal control
over her environment. Her parents are so proud - even though it can be challenging when
she tries to exert her independence by saying "NO!!!" for everything. Which crisis/stage is
Louisa currently in?
Peringkat konflik emosi/krisis:
ciri-ciri:

f) Eddie doesn't want to be alone forever - but learning how to be in a long term relationships
is HARD! He knows he loves his girlfriend Erica though and is willing to do whatever it takes
to make it work. He wants to build a strong relationship with her, full of openness, trust and
support as they reach goals together. Who knows? Maybe one day he will even propose?
What stage/crisis is Eddie most likely in?
Peringkat konflik emosi/krisis:
Ciri-ciri:

g) Lucas is the proud father of 3 boys and 1 girl. He is also a loving husband to his wife of 10
years. While Lucas enjoys working at his job, his main satisfaction comes from his ability to
provide and care for his family. He spends every weekend teaching his children everything
he knows about living a good life and how to solve problems and be strong and
independent. He always tells his wife that he sees in his children his legacy and dreams and
future. His every moment seems to be devoted for caring for his household. What
stage/crisis is Lucas most likely in?
Peringkat konflik emosi/krisis:
ciri-ciri:

h) Liza and Chris have been married for over 50 years! They have 8 great grandchildren, 6
grandchildren and 3 children. They have lived a life full of love, trust, intimacy and caring. As
they approach their last few years on earth together they feel a sense of satisfaction and
peace. They have lived a life worth living and have finished the race strong. People from all
around come to them for wisdom on how to live a life with such purpose. What stage/crisis
are they most likely in?
Peringkat konflik emosi/krisis:
Ciri-ciri:

i) Implikasi of Teori Perkembangan sosio emosi Erik-erikson.

Below is a list of possible arguments that belong to the six stages. Decide which stage each
scenario belongs to and explain why. Then think of a word or two that would best describe
the values/actions presented by the particular argument and stage of moral development as
proposed by Kohlberg.

Stage one (obedience): Heinz should not steal the medicine because he will consequently be
put in prison which will mean he is a bad person. Or: Heinz should steal the medicine
because it is only worth $200 and not how much the druggist wanted for it; Heinz had even
offered to pay for it and was not stealing anything else.

Stage two (self-interest): Heinz should steal the medicine because he will be much happier if
he saves his wife, even if he will have to serve a prison sentence. Or: Heinz should not steal
the medicine because prison is an awful place, and he would probably languish over a jail cell
more than his wife's death.

Stage three (conformity): Heinz should steal the medicine because his wife expects it; he
wants to be a good husband. Or: Heinz should not steal the drug because stealing is bad and
he is not a criminal; he tried to do everything he could without breaking the law, you cannot
blame him.

Stage four (law-and-order): Heinz should not steal the medicine because the law prohibits
stealing, making it illegal. Or: Heinz should steal the drug for his wife but also take the
prescribed punishment for the crime as well as paying the druggist what he is owed.
Criminals cannot just run around without regard for the law; actions have consequences.

Stage five (human rights): Heinz should steal the medicine because everyone has a right to
choose life, regardless of the law. Or: Heinz should not steal the medicine because the
scientist has a right to fair compensation. Even if his wife is sick, it does not make his actions
right.

Stage six (universal human ethics): Heinz should steal the medicine, because saving a human
life is a more fundamental value than the property rights of another person. Or: Heinz should
not steal the medicine, because others may need the medicine just as badly, and their lives are
equally significant.
Scenario:
Mr Dawaon’s eighth grade American history class is learning about the large cotton
plantation prevalent in the Southern States before the Civil War. Mr. Dawson explains that
such plantations probably would not have been possible without the thousands of slaves who
picked the cotton.
“Sometimes the slaves would run away” he says. “and when they did, White people who
believed that slavery was wrong would hide them or help them escape to the North. But
helping runaway slaves was against the law; a person could be put in jail for doing so. Was it
right for these people to help the slaves? Would you hae helped a slave run away?’
“I dont think I would,” says Mark. “ Some of the plantation owners might have been my
friends, and I wouldnt want them to get angry at me.”
“ I dont think I would either,” sayas Lacy. “ After all, it was against the law. I’d get punished
if I broke the law. I wouldnt want to end up in jail.”
‘I think I might do it,” says Kevin, “ but only if I was sure I wouldnt get caught,”
“I agree with you Kevin,” says Pam. “ Besides, if I were really nice to the slave, he might
help me around the house or in my garden.”
Mr Dawson is appalled at what his students are telling him. Where is their sence of injustice
about enslavement of human beings? Isnt the very notion of slavery in consistent with the
idea that all people are created equal?
 Are you as surprised as Mr. Dawson is? What stages of moral reasoning are evident in
the opinions of these four students?