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CHAPTER FIVE Karen Horney: Neurotic Needs and Trends LEARNING OBJECTIVES Describe the early family life of Karen Horney and how her childhood affected her theories of personality and her view of childhood needs. Compare and contrast Horney’s ten neurotic trends with Freud’s defense mechanisms. Explain the concepts of basic anxiety and how a neurotic person would respond in terms of personality formation. Describe the concept of womb envy and how this differs from Freud’s concept of penis envy. Explain the dilemma that women may have between motherhood and career and how the prevailing culture shapes these decisions. Describe the nature of the “tyranny of the shoulds,” and what has been seen concerning the research of Horney’s theories. OUTLINE The Life OF Horney (1885 - 1952) Karen Horney was trained as a psychoanalyst, although never a colleague of Freud. Considered an early feminist, Horney diverged from Freud in his psychological viewpoint of women. Horney was influenced by her gender and the social influences both in Europe and especially the changing attitudes towards women when she immigrated to the United States. Horney’s own childhood provided a backdrop in which she developed her concepts of basic anxiety and the neurotic needs that may exist in a person. At an early age, Horney experienced feelings of being unwanted by her parents, while also feeling unattractive and inadequate. Her quest for love in life was confusing, however, her career was very successful. Through consultation with Karl Abraham and through her own technique of self-analysis, Horney recognized a latent childhood Oedipal longing for strong men. Horney had a 20 year affair with the analyst, Erich Fromm, who was much younger than her. Horney also had affairs with young men she was supervising in practice. She developed her own theory of self-analysis which provides the framework for what we call feminine psychology today. The Childhood Need for Safety, Basic Anxiety, Neurotic Needs, and the Idealized Self A child has a need for safety and security early in life, according to Horney. Horney suggested early childhood trauma could unsettle the child, which may cause basic anxiety. This basic anxiety could become the basis of neurotic needs which follows the child in the form of negative patterns of behavior in adulthood. The ten neurotic needs are affection and approval, a dominant partner, power, exploitation, prestige, admiration, achievement or ambition, self-sufficiency, perfection, and narrow limits to life. These ten neurotic needs create three trends in personality development. These three trends are (a) the compliant type, (b) the aggressive type, and (c) the detached type of personality. For the neurotic person, one of these trends becomes the dominant way a person handles conflict and hostility. Horney was quick to suggest that these three trends may be perceived in normal people but become pronounced in neurotic persons. That is, conflict in the normal processes we use in life situations. Horney believed there was a conflict between our “real self” and the “idealized self.” The normal person understands their life goals and dreams in a realistic manner. A neurotic person perceives the traumas of life to be a challenge to perform perfectly, so that others will see how well they perform. This goal of perfectionism will not be obtainable. Hence, the neurotic person will only be frustrated as they attempt to unify their spirit. This “idealized self-image” becomes an illusion for neurotics, and not realistic nor satisfying for the person. The “tyranny of the shoulds” according to Horney, is the attempt to meet the unobtainable goals of perfectionism. Neurotics will externalize their frustrations for their unfulfilled goals of perfectionism by projecting blame on the world and people around them. If they blame others for their unrealized goals, externalization, then they will not have to take internal responsibility for their own actions or choices which may fail them. 4. Feminine Psychology: Mommy Track or the Career Path? While Freud believed, based on his clinical interviews with women, that women were frustrated and unhappy because they were not males, Horney took exception to this poor image of women and their inadequacy compared to men. Hence, Horney began her work in what is now called feminine psychology. Horney developed the concept of womb envy in boys to counter Freud’s concept of penis envy for girls. Horney rejected Freud’s notion of a woman having an inadequate superego, which comes from not being able to resolve the Oedipal conflict as a girl. Horney believed the Oedipal conflict produced conflicts between the parent and child. This may occur when the parent violates the child’s sense of security. Freud was very angry at Horney for taking oppositional viewpoints on his psychosexual theory of childhood. Horney became an advocate for women in their ability to have children and a career. She recognized the issues of a woman having dignity and equality within the workplace and the conflict this might bring in raising a family. These issues have made more contemporary theorists re-introduce the theories of Karen Horney, especially in the area of Feminine Psychology. Horney also recognized that social and cultural influences can influence and even determine what a woman should do with her life goals. Self-realization, according to Horney, should be a life long goal. To this end, Horney believed in the importance of continuous self-analysis, in which she refined as a technique of therapy. Questions about Human Nature and the Assessment of Horney’s Theory On the question of human nature, Horney was more optimistic in her belief that biological forces do not necessarily lead us to conflict, anxiety, or neurosis. We have the capacity to shape our lives even into adulthood. Horney used dream analysis and free association, but desired the therapist to take a more active and friendly role with a patient. Free association was to unveil attitudes and feelings, not to be symbolic repressed references from infantile or childhood fantasies. This process was used to uncover layers of attitudes, experiences, and emotions which could reveal the person’s true self. Dreams were connected to what the patient felt about the dream, not symbolic representation. Research in Horney’s Theory Horney did not agree with others, such as Freud, Jung and Adler in the note-taking usage of verbatims in the therapy session. She used the case study method of validating her work. Horney did attempt to use hypotheses in formulating her opinions in the therapeutic session. Research tends to validate Horney’s theories in relation to her three neurotic trends. However, further research in feminine psychology gives conflicting conclusions with Horney’s rejection of penis envy in women, while giving some credibility towards poor ego development in women. In research with college students, students who tended to genuinely “want” to do, rather than “should” do scored significantly higher in general life satisfaction. Research with Horney’s culturally induced “neurotic competitiveness,” when using a self-report inventory of this concept, found that people who score high on competitiveness also had high factors in narcissistic behaviors and were low in self-esteem. Reflections on Horney’s Theory 1. Horney’s theories seem to have more relevance to problems in today’s culture. Her works have had a significant impact on others, such as Erik Erickson and Abraham Maslow. There has been renewed interest in her books since the women’s movement in the 1960s on the role of women and sexuality. Loyal followers still keep her works alive today within the publication of the American Journal of Psychoanalysis. http://www.springer.com/psychology/journal/11231 LECTURE TOPICS Lecture Topic 5.1 Horney and her reflections on early childhood. Horney’s theory on personality development is heavily influenced by her own childhood experiences. Not a very happy child, Karen Horney grew up in what we may call today a dysfunctional family. Horney’s family consisted of an absent father and a domineering mother. Being both second born and a girl, made her always desire to have the position of her older brother. While intellectually gifted as a child, she was rarely recognized to her satisfaction in the achievements she made academically. This feeling of not measuring up to her own expectations had influence in Horney’s development of “the tyranny of the should,” and the idealized self-image. Karen adored her father, but could never win the affection of this stern sea-captain. Her relationship with her mother was to play a role of the adoring child until that role did not give her pleasure or help her feelings of insecurity. Karen Horney needed affection, unconditional love, and intimacy in a time, culture and family where she could not receive what she desired. Karen Horney continued to seek this perfect love and affection in the arms of several men, who dissatisfied her. This dissatisfaction may have led Horney to her theories on Feminine Psychology. Belief in a woman’s abilities to be independent of others, feel adequate in their emotions, and strive to achieve their own personal goals with their families and careers, are reflected in the theories of Karen Horney. Have the class give their own reflection of their lives or someone they know who might parallel this story about Karen Horney. Internet Sites for Lecture Topic 5.1: http://webspace.ship.edu/cgboer/horney.html http://www.muskingum.edu/~psych/psycweb/history/horney.htm Lecture Topic 5.2 The need for safety is addressed by Horney as an important ingredient for further development of the adult personality. The Lecturer could address the topic of the need for safety and the additional needs of security and structure for a child. These three needs combine to help a child feel warmth and affection by the parent(s). Address these three issues with the class and have the class members discuss specific issues which apply positively and/or negatively to helping a child to have these basic issues resolved as they go through different stages in life. Maslow’s Hierarchy of needs and Horney’s safety need could be discussed in regards to how they both apply to personality development. Have the students write a brief opinion paper or prepare a quiz to offer feedback from the students’ ability to compare and contrast these two theories of personality development. Internet Site for Lecture Topic 5.2: http://www.intelligenceforecasting.com/english/articles/2009/An%20Early%20Feminist%20on%20Safety%20and%20Satisfaction-Dec-6-2009.pdf STUDENT PROJECTS Student Project 5.1 A student may desire to write a paper concerning Horney's theories and feminist psychology. Those interested in the roots of feminist psychology may want to start further research with the following articles: Isis, March 2001 v92 i1 p242 The Unknown Karen Horney: Essays on Gender, Culture, and Psychoanalysis. (Review)_ (book review) MARI JO BUHLE. Record number A76576212 Smithsonian, August 1988 v19 n5 p127 (2) A Mind of Her Own: the Life of Karen Horney. (book reviews) Geraldine R. Foty. Record number A6576102 Internet Sites for Student Project 5.1: http://plaza.ufl.edu/bjparis/horney/intro.pdf http://www.questia.com/library/psychology/psychologists/karen-horney.jsp Student Project 5.2 Have a small group discussion concerning Horney’s theory of idealized versus the real image of the self. The discussion should center on the merits of having some idealized goals along with a more realistic idea of what a person is capable of succeeding. Questions should center on what advice you would give to a person. Each group could design a “self-help” plan for a person based on confronting her neurotic needs in a positive manner, rather than just rely on everyone else to “fix her.” What role would the therapist play if they were Karen Horney? Would Karen Horney say that this person is sabotaging his ability to have good social relations? What would the therapist act like in both therapy situations? Calculating, precise, and analytic or kind, approachable and determined to be their patient’s helping partner in therapy? Internet Sites for Student Project 5.2: http://www.ptypes.com/idealized_self.html http://www.pathwork.org/lectures/P083.PDF http://www.enneagramcentral.com/Explore/SelfImage.htm Student Project 5.3 Using these websites, students may learn of the further work of psychologists who follow the tenets of the personality theory of Karen Horney. Students could contact this site and set up an internet interview with a clinician and ask them about the important concepts they include in their therapy with clients, using Horney concepts. Internet Sites for Student Project 5.3: http://www.karenhorneyclinic.org/ http://www.feministvoices.com/karen-horney/ Student Project 5.4 The International Karen Horney Institute is a depository and center for current research into the concepts of Karen Horney. This would be a good research site for students to study for quizzes, exams, and to also write papers on her concepts of personality development. Internet site for Student Project 5.4: http://plaza.ufl.edu/bjparis/ ONLINE DISCUSSION BOARD KAREN HORNEY REVIEW: 1. (A) Describe your personality in terms of Horney's major adjustment techniques, below. (You can do an optional fictional person rather than about yourself). Do you move toward, against, or away from people with about equal frequency? If not, which of the three do you emphasize? (B) Using Horney's theory, attempt to explain why you use the major adjustment techniques the way you do. (A) Let's create a fictional character named Alex. Alex tends to utilize Horney's major adjustment techniques in the following ways: • Moving Toward People: Alex often seeks approval and affection from others. They are accommodating, nurturing, and strive to maintain harmonious relationships. Alex may prioritize the needs of others over their own and avoid conflict to preserve the connection. • Moving Against People: At times, Alex displays assertiveness and competitiveness. They may strive for power, recognition, and success. Alex can be ambitious, outspoken, and may confront challenges head-on rather than backing down. • Moving Away from People: In certain situations, Alex withdraws or becomes detached. They value independence, autonomy, and self-sufficiency. Alex may prefer solitude or distance from others to avoid potential conflicts or emotional entanglements. Overall, Alex tends to emphasize moving toward people more frequently than moving against or away from them. (B) According to Horney's theory, Alex's predominant use of moving toward people adjustment technique could stem from early experiences of insecurity or a lack of validation in their relationships. Perhaps Alex learned to prioritize maintaining connections and seeking approval as a way to mitigate feelings of anxiety or rejection. This adjustment technique may have become ingrained as a coping mechanism for managing interpersonal dynamics and gaining a sense of security. On the other hand, Alex's occasional use of moving against people adjustment technique might be a response to situations where they feel threatened or challenged. This assertive approach could reflect a desire to assert control or protect their interests, potentially stemming from experiences of feeling powerless or overlooked in the past. Meanwhile, Alex's lesser emphasis on moving away from people adjustment technique could indicate a preference for maintaining connections rather than withdrawing completely. However, occasional tendencies towards detachment or solitude may arise from a need to recharge emotionally or assert independence in certain situations. In summary, Alex's use of Horney's major adjustment techniques reflects a complex interplay of past experiences, personality traits, and situational factors, shaping their approach to relationships and interpersonal interactions. 2. Respond to Freud's contention that "anatomy is destiny" from Horney's viewpoint and from your own; if this differs from either Freud or Horney. From Karen Horney's viewpoint, Freud's assertion that "anatomy is destiny" would likely be met with skepticism and criticism. Horney emphasized the importance of social and cultural factors in shaping human behavior and personality, rather than biological determinism. She believed that individuals are influenced by their social environment, early childhood experiences, and interpersonal relationships, rather than being solely determined by biological factors such as anatomy or innate drives. Horney would argue that Freud's emphasis on anatomy as destiny overlooks the complexity of human nature and the role of socialization in shaping individual development. She would likely highlight the ways in which societal expectations, gender roles, and cultural norms influence people's behaviors, desires, and self-concepts. From my own viewpoint, I also diverge from Freud's assertion that "anatomy is destiny." While biological factors certainly play a role in shaping human experiences and capabilities, they do not determine a person's entire destiny. I align more with Horney's perspective, emphasizing the importance of social, psychological, and environmental factors in shaping individual behavior and identity. Human beings are complex and multifaceted, and their destinies are influenced by a wide range of factors beyond mere anatomy. Social dynamics, personal experiences, cultural contexts, and individual agency all contribute to shaping who we are and what we become. Therefore, reducing human destiny to anatomy alone oversimplifies the rich tapestry of human existence. CHAPTER SIX Erik Erikson: Identity Theory LEARNING OBJECTIVES Describe the life of Erikson. Examine the Psychosocial Stages of Personality Development. Outline basic weaknesses. Analyze assessment in Erickson’s theory. Summarize research in Erikson’s theory. Reflect on Erikson’s theory. OUTLINE Erik Erikson The Life of Erik Erikson (1902 - 1994) Erikson was born in Germany under the name of his stepfather, Dr. Theodore Homburger. When Erikson immigrated to the United States when he was 37, he adopted the name of Erik Homburger Erikson. Erikson had Danish parents, and lived in Germany with his Jewish stepfather and Lutheran mother. Although Erikson followed his stepfather’s Jewish heritage, he converted to Christianity later in life. Erikson would describe his own childhood and adolescence as an identity crisis. To the end of his life, Erikson was ashamed of his illegitimate birth. Erikson trained as a psychoanalyst, was analyzed by Anna Freud, and became a member of the Vienna Psychoanalytic Institute. Erikson immigrated to Denmark and then Boston, where he became affiliated with Henry Murray’s Harvard clinic. Erikson did research on the cultural influences of child-rearing practices of the South Dakota Sioux Indians. Later, Erikson went to the University of California at Berkeley to expand his clinical experience, where he saw patients that were normal as well as those who were emotionally disturbed. During Erikson’s work with American Indians and in California, he noted that certain psychological symptoms appeared to be related to a sense of alienation from cultural traditions and resulted in the lack of a clear self-image or self-identity. This condition he called an identity crisis or confusion. Erikson retired in 1970 after teaching at Harvard for many years. He wrote a book on old age when he was 84. Psychosocial States of Personality Development According to Erikson, there are eight psychosocial stages. Erikson believed these stages were governed by the epigenic principle of maturation, which is internal and has genetic factors. To Erikson, human development involves a series of personal conflicts, where each stage demands certain adaptations. When we confront our environment, the crisis involves a shift in perspective, requiring us to refocus our instinctual energy in accordance with the needs of each stage of life. Each confrontation of Erikson’s stages can have elements of being positive or negative. If the conflict at any stage remains unresolved, we are less likely to be able to adapt to later problems. Erikson also proposed eight basic strengths, or virtues that emerge once the crisis has been resolved in a particular stage of development. The eight basic strengths are hope, will, purpose, competence, fidelity, love, care, and wisdom. Trust versus Mistrust describes the oral-sensory stage of psychosocial development. Since the infant is totally dependent on the primary caregiver for survival, the positive or negative care given to the infant is crucial for trust now and in the child’s future. Autonomy versus Doubt and Shame occurs during the muscular-anal stage in the second and third year. Children rapidly learn language and develop a variety of physical and mental abilities. Children of this age like to have choices and how caregivers respond in allowing a child, within limits, to explore and exercise choice is important for the child’s future self-regulation. Initiative versus Guilt develops during the locomotor-genital stage, which occurs between ages 3 and 5. The child’s initiative can be channeled toward realistic and socially sanctioned goals in preparation for the development of adult responsibility and morality. Freud would call this the superego. Industriousness versus Inferiority occurs from ages 6 to 11 in the latency stage of psychosocial development. Here the child begins school and displays skills in playing by the rules, and doing good work for praise and for the satisfaction of successfully completing a task. The attitudes and behaviors of the caregivers and the teachers largely determine how well children perceive themselves to be developing and using their skills. This stage completes the four childhood psychosocial developmental stages of Erikson. Identity cohesion versus Role Confusion is the fifth stage of psychosocial development in which we must meet and resolve the crisis of our basic ego identity. We form our self-image during this stage and integrate what we think of ourselves and about what others think of us. People who emerge from this stage have a strong sense of self-identity. People who do not master this stage experience an identity crisis, which is a confusion of roles. Positive or negative persuasion can be found for an individual as they affiliate with peer groups, such as street gangs or religious youth groups. Intimacy versus Isolation extends from adolescence to about the age of 35. This is a time of independence and the establishment of intimate relationships. If a person avoids social contacts and rejects other people, then the person will develop feelings of isolation. Generativity versus Stagnation is a stage of maturity in which we need to be actively involved in teaching and guiding the next generation. A person between the ages of 35 to 55 may become stagnant, bored and be absorbed with their own personal needs and comforts, to the exclusion of others. The final stage of Erikson’s psychosocial development of maturity and old age is marked by Ego Integrity versus Despair. We evaluate and examine our whole life to either have a sense of fulfillment and satisfaction or feel we are failures in life. We possess ego integrity when we accept our place in life and our past. Basic Weaknesses Although the ego should consist primarily of the adaptive attitude, it will also contain a share of the negative attitude, which could be called basic weaknesses. In an unbalanced development, the ego consists solely of one attitude, either the adaptive or maladaptive one. This is a condition called maldevelopment. When only a positive tendency is present in the ego, it is called maladaptive, but when there is only a negative tendency, it is called malignant. Maladaptions can lead to neurosis and malignancies can lead to psychoses. Questions about Human Nature Erikson believed that although not everyone is successful in attaining hope, purpose, wisdom, and other virtues, we all have the potential to do so. According to Erikson, we are capable of resolving each situation in a way that is adaptive and strengthening. Even if we fail at one stage and develop a maladaptive response or a basic weakness, there remains hope for change at a later stage. The first four stages are determined partially through parents, teachers, and peer groups. We have more chance to exercise free will during the last four stages. Erikson believed we are guided more by learning and experiences than by heredity. Assessment in Erikson’s Theory Erikson believed that assessment techniques should be selected and modified to fit the unique requirements of the individual patient. To collect his data, Erikson used play therapy, anthropological studies, and psychohistorical analysis. The form and intensity of the play therapy with children revealed aspects of the personality that might not be manifested verbally, because of a child’s limited powers of verbal expression. Psychohistorical analysis was essentially biographical studies, using his life-span theory of personality as a framework to describe the crises and the ways of coping of significant political, religious, and literary figures, such as Gandhi, Martin Luther, and George Bernard Shaw. Erikson did not use psychological tests. However, tests such as the Ego-Identity Scale have been used to measure ego identity in adolescence and the Loyola Generativity Scale is a self-report inventory for adults to measure levels of generativity or stagnation. Research in Erikson’s Theory Erikson used play therapy to conduct research on his theory, focusing on what he called play construction. In his studies, boys and girls constructed a scene for an imaginary movie using dolls, toy animals, automobiles, and wooden blocks. Girls tended to build low enclosures, while boys focused on exteriors, action, and height. According to Erikson, based on biological differences, girls build low enclosures in which people are walled in, and boys would build towers. Research today still persists that traditional gender stereotyping between girls and boys exists. Girls typically play with dolls, jewelry, and toy kitchen implements, while boys play with trucks, soldiers, and guns. Erikson emphasized the importance of developing an early sense of trust if we are to achieve feelings of well-being later in life. There is also strong support for this in research. There is support in research for Erikson’s Psychosocial Developmental Stages. Psychologists tested Erikson’s belief that positive outcomes in resolving the identity crisis are related to positive outcomes at prior developmental stages. Extensive research on Erikson’s adolescent stage of development identified five psychosocial types, or statuses, for that period, such as identity achievement, moratorium, foreclosure, identity diffusion, and alienated achievement. 5. In further studies with adolescents who play high-tech computer games and try different identity roles on the internet confirm Erikson’s idea for the necessity of role development through the use of virtual identities. While intensity of virtual roles increased, one suggests a danger towards the virtual identity replacing real-life interactions. 6. Erikson believed that social and historical factors affect the formation of ego identity, which in turn affects the nature of the personality. One such example of the work of social factors in personality development is the women’s movement. Studies have found that most adolescent women today include a career orientation as part of their ego identity. Also, a willingness and readiness to change may help women have ego resiliency. 7. Research in the area of identity crisis show that this stage may begin around 12 and be resolved by the time a person is 18. However, for some people, identity crisis resolution may not occur until as late as age 24, or perhaps, through the entire lifespan. 8. Research on the adulthood stage of psychosocial development has shown that generativity in middle-aged research participants is positively correlated with power and with intimacy motivation. 9. Erikson believed that people in the maturity and old age stage of psychosocial development spend time recalling and examining their life, accepting or regretting past choices. However, one study showed no significant differences between younger adults compared to older adults in reported frequency of life reflections. Younger people engaged in reflection to gain self-insight and find solutions to current problems, while older people used reflection of their past to evaluate their lives and achieve a sense of ego integrity. 10. While Erikson did not cover ethnic issues, research with Black adolescents shows strong relationships between racial identity and psychological health, well-being, life satisfaction, and self-esteem. Some research reports identity confusion for some Black and Hispanic women who may be attempting to emulate the predominant ideal of beauty, like the extreme thinness seen in the majority of White culture. This condition could lead these women into eating disorders. One model of ethnic identity suggests four stages of the psychological health of African-American adolescents. In the pre encounter stage, the adolescent lacks awareness of racial identity. Then the adolescent may encounter racism in the next stage. In the third stage, the adolescent may view everything White as evil in the Immersion-emersion stage. The internalization stage is consistent with a pro-Black Afrocentric perspective. 11. Another area of recent study, consistent with Erikson’s identity stages; is in the area of gender preference identity. Gays who score high on self-report measures of well-being express no desire to alter or hide their same-sex gender preference from others. G. Reflections on Erikson’s Theory 1. Erikson’s contributions to psychology include the recognition of personality development throughout the life span, the concept of the identity crisis in adolescence, and the incorporation in his theory of the impact of cultural, social, and historical forces. While some of his concepts, such as an incomplete description of the developmental stage of maturity and sex differences in his interpretation of play-constructions have come under attack by critics, Erikson showed little interest in responding to these opinions. His influence grew through books and the work of succeeding generations of psychologists, psychiatrists, teachers, and counselors who found in his ideas useful ways to describe personality development from infancy through old age. LECTURE TOPICS Lecture Topic 6.1 The instructor should prepare two charts to show the differences and the similarities of Freud’s psychosexual stages of development and the first four stages of Erikson’s psychosocial stages of development. This topic could also be a class or group discussion of how both Freud and Erikson relied on case studies, and for Erikson, broader observation. While Freud worked almost exclusively with neurosis, Erikson was also concerned about the development of so-called normal people. Questions to be considered in the class discussion: what is observable in young children from both Freud’s and Erikson’s developmental stages? Are there gender differences entwined with Freud’s and Erikson’s theories? If the developmental stages of Freud and Erikson are left incomplete, what are the potential problems later on in life? Take a specific developmental stage of childhood and have the students construct a person experiencing pathology in Freud’s psychosexual stages and then construct a maladaptive person during the same stage of Erikson’s psychosocial development. Lecture Topic 6.2 Have the students work in groups or in pairs to analyze in which of Erikson’s psychosocial stages of development a particular disorder manifests itself. When does this disorder become pervasive and present? Is this the same stage, or can the students perceive family situations, crises, individual personality factors, and parenting styles in another earlier stage that relate to this disorder? Are there any prevention skills the students could suggest for a young child and his/her parents to implement in earlier psychosocial stages of development to combat eating disorders, such as in adolescence? Lecture Topic 6.3 A lecture, class discussion, or group discussion could center on Erikson’s psychosocial stages of development and possible outcomes and crises resulting from unresolved stages. After the instructor gives a detailed lecture of the stages and their positive and negative outcomes, the students are to discuss (as whole class, small groups, or an individual assignment) the stage of psychosocial development that they might be experiencing at the present time. Each student or group is to list detailed scenarios of crises that could occur in that stage. What crises could happen in relationships, school, or on the job? What kinds of natural, physical, or accidental crises affect your well-being during this stage of psychosocial development? Students could devise vignettes to construct their own scenarios of crises for a person. The Vignettes could also be used as an out of class assignment to complete, either in small groups or individually. STUDENT PROJECTS Student Project 6.1 Student may need some help to resolve their present psychosocial stage of development in a positive way, especially in the area of stress reduction. Have the students come up with a Five-point "system" to help to reduce stress. Internet sites for Student Projects 6.1: http://www.helpguide.org/mental/stress_management_relief_coping.htm http://www.helpguide.org/mental/stress_relief_meditation_yoga_relaxation.htm Student Project 6.2 The following two articles will help the student who is interested in further research into the theory of Erikson’s psychosocial development, especially in children: Gifted Child Today, Wntr 2001 v24 i1 p54 Gifted Children and Erikson's Theory of Psychosocial Development. Tracy L. Cross. Record number A71761785 The Journal of Men's Studies, Fall 1998 p133 (1) Exploring Erikson's Psychosocial Theory of Development: Generativity and Its Relationship to Paternal Identity, Intimacy, and Involvement in Childcare. (Psychologist Erik Erikson)(Faithful Fathering: Spiritual Narratives and Religious Meanings) Shawn L. Christiansen; Rob Palkovitz. Record number A5323381 Seeing a Counselor: http://www.cmhc.utexas.edu/stress.html Internet Site for Student Project 6.2 http://www.thecenteredself.com/mhlinks.htm Student Project 6.3 Students who are looking for a listing of Erikson’s books and resources concerning Erikson and his theory of psychosocial development may want to use the following web resources. Students can use these sites to research for papers, prepare for quizzes, or prepare a student group discussion on how each person in the group progressed through certain life stages and if there was any specific “Erikson” stage that seemed to be more or less important or crucial in their own personality development. Internet Site for Student Project 6.3: http://erikerikson.wikispaces.com/Resources Student Project 6.4 Erik Erikson made a visit to study the Oglala Lakota Indians. The following website is an account of his visit and a very thorough description of Erikson’s theory of personality. Students who’d like to study culture and diversity in the life span may want to research this site and develop a position paper on socio-cultural differences in the life span. Internet Site for Student Project 6.4: http://webspace.ship.edu/cgboer/erikson.html/ ONLINE DISCUSSION BOARD REVIEW OF ERIC ERIKSON: 1. Erikson is best known for his "Eight Stages of Personality Development". Choose one stage and (A) tell when this stage occurs, (B) give a general description of a positive and negative development of this stage, and (C) describe and give an example from real-life for a positive or negative resolution by the end of this stage. Sure, let's focus on Erikson's stage of "Industry vs. Inferiority," which occurs during the ages of 6 to 12 years. (A) "Industry vs. Inferiority" stage occurs during middle childhood, typically between the ages of 6 and 12 years. (B) In this stage, a positive development involves children gaining a sense of competence, productivity, and mastery over tasks. They develop a sense of industry by successfully completing tasks, achieving goals, and receiving recognition for their efforts. On the other hand, a negative development can lead to feelings of inferiority, incompetence, and inadequacy. Children may doubt their abilities, compare themselves unfavorably to others, and struggle to meet expectations, which can undermine their self-esteem and confidence. (C) A positive resolution of the "Industry vs. Inferiority" stage can be seen in a child who excels in school, sports, or creative activities, demonstrating a strong sense of competence and accomplishment. For example, a child who diligently practices playing a musical instrument and eventually performs in front of an audience may develop a sense of pride and confidence in their abilities, fostering a positive self-concept and identity. Conversely, a negative resolution may occur if a child consistently faces failure, criticism, or lack of support in their endeavors. For instance, a child who repeatedly struggles with academic tasks and receives little encouragement from teachers or parents may develop feelings of inferiority and inadequacy. This could lead to a diminished sense of self-worth and motivation to pursue future goals. 2. To minimize life's confusion, adolescents often idolize and over-identify with a teacher, a television or motion picture star, an athlete, or even a friend. Was there someone in your adolescent years you idolized; or at least, patterned your life after at that particular time? Why or why not? Was this over-identification helpful? Harmful? Explain your answer. During my adolescent years, I didn't idolize or over-identify with any specific individual in the way described. Instead, I drew inspiration and guidance from various sources, including family members, teachers, fictional characters in books, and historical figures. I admired qualities such as intelligence, creativity, compassion, and resilience, which I observed in different people and characters. While I didn't experience over-identification with a single idol, I did find role models and sources of inspiration valuable during my adolescent years. These influences helped shape my values, aspirations, and sense of self. They provided examples of excellence and virtue to strive towards, offering guidance and support as I navigated the challenges of adolescence. In hindsight, I believe this approach was beneficial rather than harmful. Drawing inspiration from diverse sources allowed me to cultivate a well-rounded perspective and develop my own identity based on a synthesis of different values and qualities. It also prevented me from becoming overly fixated on one individual or ideal, which could have led to disappointment or disillusionment if that person failed to live up to my expectations. Overall, while over-identification with a single idol can sometimes provide a sense of direction and purpose, I found that drawing inspiration from multiple sources offered a more balanced and adaptable approach to personal growth and development Instructor Manual for Theories of Personality Duane P. Schultz , Sydney Ellen Schultz 9781111834531
