Nursing

This term-paper should include on a condition, situation, scenario specific
to a stage in the life-span (ex. Crises, aging, “failure to launch”, marriage/divorce, empty nest, sandwich generation, etc.) The term paper must be typed with 1” margins, double spacing and a 12 point Times Roman font. The paper should also include a reference list. A minimum of five references must be utilized. The American Psychological Association format must also be utilized
for the paper. The paper should be between 4-6 pages in length (not including cover page, abstract, references, exhibits, etc.) -I choose the life crises for my term related and based on Erickson’s Theory I; one possible topic could be:
*Positive outcomes of early life crises help put people on the path to positive development. Life crises emphasizes on the importance of human choice and their decision. (Please read the instructions carefully, thank you I appreciate it.)

ANSWER

Unlike other psychologists, Erik Erikson specialized in development theories which became so popular and predominant. His theory majored in psychological evolution, he believed in the growth of personality in a chain of stages. He explained the effect of social incidences across the lifespan of a human being. Erik’s major concern was how social interconnectivity and alliances played significant roles in the development and growth of human beings. The stages discussed in Erik’s development theory include Infancy, Early childhood, Preschool, School Age, Adolescence, Young Adulthood, Middle Adulthood, and Maturity. Erik believed that people encounter a conflict in each stage of development which acts as a turning point within the development series. A fruitful encounter with the conflicts guarantees psychological strengths that benefit the next stages. This paper bases its discussion on the stages documented in the psychologist’s development theory with a key aim of doing a precise analysis and evaluation to understand it much better (Syed & McLean 2017).

The first Infancy stage which occurs between birth and 1 year of age is also known as the trust and mistrust stage; it is the most fundamental stage in life. This is because a child is entirely dependent thus having a trust is entirely based on the quality and dependability of the custodian. Failure of the parent/guardian to deliver adequate and quality love and care will lead to mistrust by the child towards the mature/adult caretaker. Some of the outcomes of this stage are security and fear, development of trust by the child will make him/her feel safe in their surroundings. The outcomes of mistrust will lead to fear and unpredictability in their environments. The theory states that no child is capable of developing 100% trust or doubt thus a fruitful development only implies striking an equilibrium between the two contradicting sides. Early childhood is the second stage (between 2-3 years old), it is also described as the autonomy versus shame and doubt stage. This stage involves the growth of personal control over physical skills through a sense of independence. Potty training is the primary theme of this stage since it plays a major obligation in ensuring the children develop autonomy (Dunkel & Harbke 2017).

Erik believed that toilet training is such an important stage in this stage, unlike other psychologists, he believed the ability to control one’s bodily functions creates a sense of control and independence. Other events include control of food decisions, clothing selection, and toy choices. The key outcomes in this stage are loss of personal control especially to children who undergo difficulties and get embarrassed by their accidents. Success enhances autonomy while failure contributes to embarrassment and doubt. Those children who successfully pass through this stage develop a sense of security and self-confidence while those who fail undergo inefficiency and self-doubt. Achieving a balance between shame, autonomy and doubt result in will hence the children are capable of developing limits, reason, and objective.

The preschool stage (3-5 years old) also known as initiative versus guilt involves the assertion of control and authority via social interactions and games. Successful children in this stage develop leadership skills and qualities, failures end up with a sense of guilt, lack of initiative, and self-doubt. The key outcomes are the development of authority and power over their environment, the successful children develop justification. Those who exercise excessive power become victims of disapproval. The ego equality of purpose results once an equilibrium of individual initiative and willingness is achieved. The school-age (5-11 years old) which involves industry versus inferiority is the fourth stage. This stage demands children to tolerate new social and academic demands, successful ones acquire a sense of competence while failures acquire inferiority feelings. The key results in this stage are belief in personal skills as a result of commendation and encouragement by teachers and parents, those who get less encouragement from the respective persons doubt their skills and ability to compete and be successful. Acquisition of a balance results in competence, thereby the children can believe in their capabilities to handle various errands (Robinson, Demetre & Litman 2017).

The adolescence stage (12-18 years old) also known as the identity versus confusion stage is the fifth stage. Erik believed that this stage plays a significant role in acquiring a sense of personal identity and character for the rest of a person’s life. Successful children stay true to themselves while failures get confused and weak. The stage enables children to explore their authority and independence hence developing a sense of self. Identity involves beliefs, ideals, and values that play key roles in shaping and guiding a person’s life. Ego identity (conscious sense of self) is developed through social interaction thus very pivotal in the identity versus confusion stage. Erik says the ego identity changes with respect to encounters and experiences acquired in the daily interactions.

Young adulthood (19-40 years old) also known as the intimacy versus isolation stage is the sixth stage; it involves the formation of intimate relationships among young adults. The successful form strong relationships while failures achieve loneliness and isolation, it is identified with the exploration of personal relationships. Erikson believed in the development of fundamental and close committed relationships among adults. The key outcomes are love and lasting secure relationships, a strong sense of personal identity is vital for the evolution of intimate relationships. Those with less self-belief are prone to less committed engagements thus likely to be victims of emotional isolation, depression, and loneliness (Darling-Fisher 2019).

Middle adulthood (40-65 years old) also known as the generativity versus stagnation stage is the second last stage. It involves the creation, nurturing, and work, usually identified with having children and the creation of beneficial changes to others. The successful feel utilized and accomplished while failures get limited engagement on earth. The successful are always active at home and the entire community while failures feel unproductive and less involved in the world. Successful handling of this stage results in care, pride in watching the young children mature into adults. Finally, maturity (65-death) also known as integrity versus despair is the last stage. It is usually a reflection of the other stages hence one can tell of success or failure in their early stages of life. The successful feels wise while the failures feel bitterness and despair. The primary outcomes are pride and regrets, those satisfied with their lives will be proud of themselves while those who are not will be regretful of their lives. The successful attain wisdom thus confronting death with a sense of confidence.

References

Darling-Fisher, C. S. (2019). Application of the modified Erikson psychosocial stage inventory: 25 years in review. Western Journal of Nursing Research, 41(3), 431-458.

Dunkel, C. S., & Harbke, C. (2017). A review of measures of Erikson’s stages of psychosocial development: Evidence for a general factor. Journal of Adult Development, 24(1), 58-76.

Robinson, O. C., Demetre, J. D., & Litman, J. A. (2017). Adult life stage and crisis as predictors of curiosity and authenticity: Testing inferences from Erikson’s lifespan theory. International Journal of Behavioral Development, 41(3), 426-431.

Syed, M., & McLean, K. C. (2017). Erikson’s theory of psychosocial development.

Zock, H. (2018). Human development and pastoral care in a postmodern age: Donald Capps, Erik H. Erikson, and beyond. Journal of religion and health, 57(2), 437-450.