ERIKSON’S PSYCHOSOCIAL STAGES OF DEVELOPMENT

Psychosocial Development

• There were two psychologists who had developed famous psychosocial

theories: Freud, and Erikson.
• Erikson believes that personality develops in a series of stages.
• Freud’s theory is well known but alsovery controversial.

Erikson’s Theory of Development

• Shows impact of social experiences across ones whole lifespan.
• There are eight stages over a lifespan showing the development.
• The main elements behind his theory is the identity of ones ego.
• According to his theory when conflicts arise people have the opportunity to
grow or fail equally

Trust vs. Mistrust

• Occurs in infancy. (birth18 months).
• Babies must learn to trust there parents care and affection.
• If not done the babies could develop a distrust and view the world as
inconsistent and unpredictable.
• Questions ones hope.

Autonomy vs. Shame and Doubt

• Occurs in the toddler age. (18 months-3 years).
• Child learns to feed themselves and do things on there own.
• Or they could start feeling ashamed and doubt their abilities.
• Questions the child's willpower.

Initiative vs. Guilt

• Preschool age (3-5 years old).
• Using initiative in planning or carrying out plans.
• Or develop a sense of guilt over misbehavior regarding parents limits. •
Questions ones purpose and role in life.

Industry vs. Inferiority

• School age (5-11 years of age).
• Learn to follow the rules imposed by schools or home.
• Or the child can start believing they are inferior to others.
• Questions competency. Identity vs. Role Confusion
• Adolescence (11-18 years of age).
• Acquire a sense of identity.
• Or can become confused about ones role in life.
• Questions who you are and if your happy. Intimacy vs. Isolation
• Young adulthood (18-40 years of age).
• Develop a relationship and joint identity with a partner.
• Or can become isolated and stay away from meaningful relationships. •
Questions if the person is ready for new relationships, or if there is a fear
of rejection.

Generativity vs. Stagnation

• Middle adulthood (40-65 years of age).
 • Making use of time and having a concern with helping others and guiding the
next generation.
• Or can become self centered, and stagnant.
• Questions what the person will do with their extra time. Integrity vs.
Despair
• Late adulthood (60-and up).
• Understand and accept the meaning of temporary life.
• Or complains about regrets, not having enough time, and not finding a
meaning throughout life.
• Questions ones overview of their entire life.

History of Psychosocial Theory

• Erikson was one of the first psychologists to become aware of the influence
of culture on behavior.
• He placed more emphasis on the external world, meaning depression and wars.
• The three key factors to Erikson’s theory are the interaction of the body,
mind, and cultural influences. Erikson’sPhilosophy
• His basic philosophy rests on two themes: – The world gets bigger as we go
along – And failure is cumulative.
• If an individual has dealt with a terrible past as a child, they might not
be able to cope with scenarios that life presents later on.
• However, human spirit can always be ignited and overcome these problems.
Overview
• Erikson has eight developmental stages that gives people an idea of what to
expect throughout life.
• Behavior is based on culture experiences.
• Each person has the ability to choose their path when it comes to his eight
stages

Kohlberg's stages of moral development

A Psychological Look at The Importance of Morality
Lawrence Kohlberg
• (October 25, 1927 – January 19, 1987)
• Was a Jewish American psychologist born in Bronxville, New York, who served
as a professor at the University of Chicago, as well as Harvard University.
• Having specialized in research on moral education and reasoning, he is best
known for his theory of stages of moral development.
• A close follower of Jean Piaget's theory of cognitive development,
Kohlberg's work reflected and extended his predecessor's ideas, at the same
time creating a new field within psychology: "moral development".
• Kohlberg was one of the most eminent psychologists of the 20th century

The Stages
• In a 1958 dissertation, Kohlberg wrote what are now known as Kohlberg's
stages of moral development.
• These stages explain the development of moral reasoning.
 • Created while studying psychology at the University of Chicago, the theory
was inspired by the work of Jean Piaget and a fascination with children's
reactions to moral dilemmas
• Kohlberg’s theory holds that moral reasoning, which is the basis for
ethical behavior, has six identifiable developmental constructive stages -
each more adequate at responding to moral dilemmas than the last

JUSTICE!
• He determined that the process of moral development was principally
concerned with justice and that its development continued throughout the life
span.

3 lEVELS OF MORAL REASONING

1. PRECONVENTIONAL MORALITY - STAGE 1 - OBEDIENCE AND PUNISHMENT
STAGE 2 - INDIVIDUALISM AND EXCHANGE
2. CONVENTINAL MORALITY - STAGE 3 - INTERPERSONAL RELATIONSHIPS
STAGE 4 - MAINTAINING SOCIAL ORDER
3. POST-CONVENTIONAL MORALITY - STAGE 5- SOCIAL CONTRACT AND INDIVIDUAL RIGHTS
STAGE 6 - UNIVERSAL PRINCIPLES

Moral Scenarios
• Kohlberg studied moral reasoning by presenting subjects with moral dilemmas.
• He would then categorize and classify the reasoning used in the responses, into
one of six distinct stages, grouped into three levels: pre-conventional,
conventional and post-conventional. Each level contains two stages.

1. PRECONVENTIONAL MORALITY
❖ (age 4 - 10)
❖ a person is motivated by obedience to authority.
❖ commonly associated with young children
❖ involves little thought about morality.
❖ moral code is shaped by the standards of adults and the consequences of
following or breaking their rules.

A. Stage 1 - Obedience & Punishment

❖earliest stage of moral development
❖common in young children
❖children see rules as fixed and absolute.
❖Obeyingthe rulesis important to avoid punishment.
❖morality is motivated solely by punishment

B. Stage 2 - Individualism & Exchange

❖children account individual points of view
❖judge actions based on how they serve individual needs.
❖Reciprocity is possible but only if it serves one's own interests.
❖children recognize that there is not just one right view and that different
individuals have different viewpoints.
❖ different focuses on individualism and perspectives,
❖the goal is to avoid punishment.

2. CONVENTIONAL MORALITY

❖(age 10 - 13)
❖people focus on following social norms and customs.
❖begin to internalize the moral standards of valued adult role models.
❖Reasoning is based on the norms of the group to which the person belongs.

C. Stage 3 - Interpersonal Relationships

❖Also known as "good boy-good girl" orientation
❖focused on living up to social expectations and roles
❖emphasis on conformity, being "nice,"
❖consider how choices influence relationships.
❖emphasizes the maintenance happy interpersonal relationships and pleasing
others. ❖a need to avoid rejection, disaffection, or disapproval from others.

D. Stage 4 - Maintaining Social Order

❖consider society as a whole when making judgments
❖focus is on maintaining law and order by following the rules, doing one’s
duty and respecting authority.
❖please individuals to maintaining social order by following social norms,
customs, and laws.
❖becomes aware of the wider rules of society to avoid guilt.
❖a need to not be criticized by a true authority figure

3. POST-CONVENTIONAL MORALITY
❖(adolescence - adulthood)
❖people look beyond convention to determine moral norms and appropriate
social interactions.
❖judgment is based on self-chosen principles
❖moral reasoning is based on individual rights and justice

E. Stage 5 - Social Contract & Individual Rights

❖begin to account the differing values, opinions and beliefs of other people.
❖Laws are important but members of the society should agree upon these
standards. ❖becomes aware there are times when they will work against rules
or the interest of particular individuals
❖emphasis on the social contract and the maintenance of individual rights

F. Stage 6 - Universal Principles

❖reasoning is based on universal ethical principles and abstract reasoning
❖follow these internalized principles of justice, even if its against the law
❖moral judgment is motivated by one's own conscience
❖People have developed their own set of moral guidelines which may or may not
fit the law.
❖search for universal principles.

Level 1 (Pre-Conventional) – Child’s level.

(However, some adults act out of this level.)
– People at this level judge the morality of an action by its direct
consequences. – solely concerned with the self in an egocentric manner.
– Person has not yet adopted or internalized society's conventions regarding
what is right or wrong, but instead focuses largely on external consequences
that certain actions may bring
1. Punishment avoidance and Obedience orientation (How can I avoid
punishment?) 2. Individualism & Exchange (What's in it for me?) (Paying for a
benefit)

Level 2 (Conventional) – typical of adolescents and adults.

Those who reason in a conventional way judge the morality of actions by
comparing them to society's views and expectations. – At this level an
individual obeys rules and follows society's norms even when there are no
consequences for obedience or disobedience. – Adherence to rules and
conventions is somewhat rigid, however. 3, Good Boy/Good girl: Interpersonal
accord and conformity (Social norms) (The good boy/good girl attitude)
4, Law & Order: Authority and social-order maintaining orientation (Law and
order morality)

Level 3 (Post-Conventional)
– There is a growing realization that individuals are separate entities from
society, and that the individual’s own perspective may take precedence over
society’s view; they may disobey rules inconsistent with their own
principles. – These people live by their own abstract principles about right
and wrong—principles that typically include such basic human rights as life,
liberty, and justice. Because of this level’s “nature of self before
others”, the behavior of postconventional individuals, especially those at
stage six, can be confused with that of those at the pre-conventional level.
5, Social contract orientation
6. Universal ethical principles

THATS ALL