Related: Be an "authoritative" parent, rather than an authoritarian or a permissive one. We're combining two practices here, but they're related. Meantime, make it clear that you expect them to study through college, too. We've all heard of parents whose marriages were failing but who decided to stay together for the sake of the kids. That might be admirable, but it matters more that they have good relationships with each parent, and with siblings if they have any. I certainly remember my mom drilling me on multiplication tables as a kid.
Not kidding: " Three nines? Two sixes? Five fifteens? You've probably read about the idea of adopting a growth mindset versus a fixed or scarcity mindset. Short version: For your kids, you want a growth mindset. Based on his research, Bill Murphy Jr. Entrepreneur Media, Inc. In order to understand how people use our site generally, and to create more valuable experiences for you, we may collect data about your use of this site both directly and through our partners. The table below describes in more detail the data being collected. By giving your consent below, you are agreeing to the use of that data.
12 Ways to Prepare Your Kids to Lead Happy, Successful Lives
John Rampton. VIP Contributor. May 5, 10 min read. Opinions expressed by Entrepreneur contributors are their own. More from Entrepreneur. Book Your Session. Jumpstart Your Business. Rather, this simply puts the two perspectives alongside each other to show how similar aspects could could inter-relate. Judge for yourself. We might also use the Erikson model to help explain what happens in Maslow's theory when a particular trauma sweeps away a part of someone's life perhaps due to redundancy, divorce, social exclusion, bankruptcy, homelessness , which causes the person to revisit certain needs and internal conflicts crises which were once satisfied earlier but are no longer met.
According to both Erikson's and Maslow's theories, anyone can find themselves revisiting and having to resolve needs or crisis feelings or experiences from earlier years. Later Erikson developed clearer ideas and terminology - notably 'Maladaptations' and 'Malignancies' - to represent the negative outcomes arising from an unhelpful experience through each of the crisis stages.
In crude modern terms these negative outcomes might be referred to as 'baggage', which although somewhat unscientific, is actually a very apt metaphor, since people tend to carry with them through life the psychological outcomes of previously unhelpful experiences.
Psychoanalysis, the particular therapeutic science from which Erikson approached these issues, is a way to help people understand where the baggage came from, and thereby to assist the process of dumping it.
To an extent these negative outcomes can also arise from repeating or revisiting a crisis, or more realistically the essential aspects of a crisis, since we don't actually regress to a younger age, instead we revisit the experiences and feelings associated with earlier life. This chart is laid out with the crisis in the centre to aid appreciation that 'maladaptations' develop from tending towards the extreme of the first 'positive' disposition in each crisis, and 'malignancies' develop from tending towards the extreme of the second 'negative' disposition in each crisis.
A maladaptation could be seen as 'too much of a good thing'. A malignancy could be seen as not enough. Erikson was careful to choose words for the maladaptations and malignancies which convey a lot of meaning and are very symbolic of the emotional outcomes that are relevant to each stage. In each case the maladaptation or malignancy corresponds to an extreme extension of the relevant crisis disposition for example, 'Withdrawal' results from an extreme extension of 'Mistrust'. Thinking about this helps to understand what these outcomes entail, and interestingly helps to identify the traits in people - or oneself - when you encounter the behavioural tendency concerned.
Malignancies and maladaptations can manifest in various ways. Here are examples, using more modern and common language, to help understand and interpret the meaning and possible attitudes, tendencies, behaviours, etc. In each case the examples can manifest as more extreme mental difficulties, in which case the terms would be more extreme too. These examples are open to additional interpretation and are intended to be a guide, not scientific certainties. Neither do these examples suggest that anyone experiencing any of these behavioural tendencies is suffering from mental problems.
Erikson never established any absolute measurement of emotional difficulty or tendency as to be defined as a malignancy or maladaptation. In truth each of us is subject to emotional feelings and and extremes of various sorts, and it is always a matter of opinion as to what actually constitutes a problem. All people possess a degree of maladaptation or malignancy from each crisis experience.
Not to do so would not be human, since none of us is perfect. It's always a question of degree. It's also a matter of understanding our weaknesses, maybe understanding where they come from too, and thereby better understanding how we might become stronger, more productive and happier. This section explains how some of the model's terminology altered as Erikson developed his theory, and is not crucial to understanding the model at a simple level. Erikson was continually refining and re-evaluating his psychosocial theory, and he encouraged his readers and followers to do likewise.
This developmental approach enabled the useful extension of the model to its current format. Some of what is summarised here did not initially appear clearly in Childhood and Society in , which marked the establishment of the basic theory, not its completion. Several aspects of Erikson's theory were clarified in subsequent books decades later, including work focusing on old age by Joan Erikson, Erik's wife and collaborator, notably in the revised edition of The Life Cycle Completed: A Review. The Eriksons' refinements also involved alterations - some would say complications - to the terminology, which although presumably aiming for scientific precision do not necessarily aid understanding, especially at a basic working level.
For clarity therefore this page sticks mostly with Erikson's original and other commonly used terminology. Basic Trust v Basic Mistrust is however shortened here to Trust v Mistrust, and Ego Integrity is shortened to Integrity, because these seem to be more consistent Erikson preferences. The terms used on this page are perfectly adequate, and perhaps easier too, for grasping what the theory means and making use of it.
Erikson's Theory of Human Development
Here are the main examples of alternative terminology that Erikson used in later works to describe the crisis stages and other aspects, which will help you recognise and understand their meaning if you see them elsewhere. Erikson's psychosocial theory very powerful for self-awareness and improvement, and for teaching and helping others. While Erikson's model emphasises the sequential significance of the eight character-forming crisis stages, the concept also asserts that humans continue to change and develop throughout their lives, and that personality is not exclusively formed during early childhood years.
This is a helpful and optimistic idea, and many believe it is realistic too.
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It is certainly a view that greatly assists encouraging oneself and others to see the future as an opportunity for positive change and development, instead of looking back with blame and regret. The better that people come through each crisis, the better they will tend to deal with what lies ahead, but this is not to say that all is lost and never to be recovered if a person has had a negative experience during any particular crisis stage. Lessons can be revisited successfully when they recur, if we recognise and welcome them.
Everyone can change and grow, no matter what has gone before. And as ever, understanding why we are like we are - gaining meaningful self-awareness - is always a useful and important step forward. Erikson's theory, along with many other concepts featured on this website, helps to enable this meaningful understanding and personal growth. Erikson's psychosocial theory should be taught to everyone - especially to school children, teachers and parents - it's certainly accessible enough, and would greatly assist all people of all ages to understand the connections between life experiences and human behaviour - and particularly how grown-ups can help rather than hinder children's development into rounded emotionally mature people.
Erikson was keen to improve the way children and young people are taught and nurtured, and it would be appropriate for his ideas to be more widely known and used in day-to-day life, beyond the clinical and counselling professions. Hopefully this page explains Erikson's psychosocial theory in reasonable simple terms. I'm always open to suggestions of improvements, especially for a challenging and potent area like this one.
Or read any of Erikson's books - they are very accessible and rich in ideas, and they do have a strong resonance with much of what we face in modern life. His natural father departed before the birth, and his mother subsequently married Dr Theodor Homberger, Erik's paediatrician. Erik changed his surname later in life, seemingly on becoming an American citizen. A degree of uncertainty about personal identity and direction apparently characterised Erik's childhood and early adult years - not surprisingly given his circumstances - which reflected and perhaps helped inspire his life work.
After wandering and working around Europe as an artist, Erikson came to psychoanalysis almost by accident. Around aged 25 he took a teaching job at an experimental school for American children in Vienna run by psychoanalyst Dorothy Burlingham daughter of New York jeweller Charles Tiffany incidentally - she initially came to Vienna for psychoanalysis. This appointment was pivotal: it introduced Erikson to Montessori education methods, to psychoanalysis, to Anna Freud lifelong friend and collaborator of Dorothy Burlingham , and also to the Vienna Psychoanalytic Society, Sigmund Freud's centre of psychoanalytical excellence.
The work and teachings of Sigmund Freud and daughter Anna were to prove hugely significant in the development of Erikson's own ideas and direction, and all from an inconspicuous teaching appointment. Erikson's early specialisation was child analysis, in which his interest and research grew following his emigration to the USA in , where he also engaged in clinical work and teaching at Harvard, Yale, and later Berkeley California.
Erik Erikson's early work focused chiefly on testing and extending Freudian theory in relation to the effect of social and cultural factors upon human psychology, with a strong emphasis on how society affects childhood and development. This research entailed detailed anthropological studies of children in societies, notably conducted in with the Oglala Lakota Sioux and Yurok Native American people. These experiences especially helped Erikson to realise that Freudian ideas lacked vital social dimensions, and provided a key for his 'biopsychosocial' perspective. He subsequently moved to the University of California, continuing his focus on child welfare, and also practised at the San Francisco Veterans Hospital treating trauma and mental illness.
When McCarthy demanded California academics sign the 'loyalty oath' in , Erikson moved to Massachusetts, where he taught and worked for ten years until moving to Harvard. He retired from clinical practice, but not from research and writing, in , back to Massachusetts, and died in Erik's Canadian wife Joan M Erikson, whom he met and married in Vienna, was also keenly interested and expert in the life stages theory and its application to childhood development and psychoanalysis.
She collaborated in Erikson's clinical and teaching work and in the development and writing of his ideas too. She died in , three years after her husband. They had two sons and a daughter.
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Erikson's first and arguably most important book, Childhood and Society, was published in , in which he first explained his eight stage theory of human development, and incidentally also established the concept of the 'identity crisis' in adolescence. Later books reflected his interest in humanistic and society perspectives and his own passage through later life stages, and included Young Man Luther , Identity and the Life Cycle , Insight and Responsibility , Identity: Youth and Crisis , Gandhi's Truth - which won the Pulizter Prize, and Dimensions of a New Identity Erickson's book The Life Cycle Completed: A Review was revised in by Joan Erikson in which she extended the stages of old age within the life cycle model.
The book Vital Involvement in Old Age , which revisited people and life stages first studied forty years earlier, was jointly written with Joan Erikson and Helen Kivnik. Business and Lifestyle. Other Trivia. Remember username. Log in using your account on. Back to course 0.
Back to Self Management. Previous Activity. Next Activity. Follow Us. Share this page. Erikson's Theory of Human Development Erik Erikson's psychosocial life cycle model - featuring the eight stages of human development. Printer-friendly version. Table of contents 1. Erikson's Psychosocial Development Theory  1. Erik Erikson's psychosocial crisis life cycle model - the eight stages of human development 1.
Eight Stages 1. Summary Diagram 1. Overview 1. Freud's Influence 1. Freud's Psychosexual Stages 1. Psychosocial Crisis Stages 1. Meanings and Interpretations 1. Positive Outcomes 1. Maslow 1. Negative Outcomes 1. Terminology 1. Conclusion 1. Erik Erikson 1. Related materials 1. Erikson's Psychosocial Development Theory  Erik Erikson's psychosocial crisis life cycle model - the eight stages of human development Erikson's model of psychosocial development is a very significant, highly regarded and meaningful concept. The theory is helpful for child development, and adults too.
Eight Stages Like other seminal concepts, Erikson's model is simple and elegant, yet very sophisticated. The Freudian stages of psychosexual development , which influenced Erikson's approach to the psychosocial model. Erik Erikson biography briefly N. Summary Diagram Here's a broad introduction to the main features of Erikson's model.
Freudian psychosexual stages - overview Erikson's psychosocial crisis stages age guide 1. Oral Stage - Feeding, crying, teething, biting, thumb-sucking, weaning - the mouth and the breast are the centre of all experience. The infant's actual experiences and attachments to mum or maternal equivalent through this stage have a fundamental effect on the unconscious mind and thereby on deeply rooted feelings, which along with the next two stages affect all sorts of behaviours and sexually powered drives and aims - Freud's 'libido' - and preferences in later life.
Anal Stage - It's a lot to do with pooh - 'holding on' or 'letting go' - the pleasure and control. Is it dirty? Is it okay? Bodily expulsions are the centre of the world, and the pivot around which early character is formed. Am I pleasing my mum and dad? Are they making me feel good or bad about my bottom? Am I okay or naughty? Again the young child's actual experiences through this stage have a deep effect on the unconscious and behaviours and preferences in later life.
Autonomy v Shame and Doubt yrs, toddler, toilet training 3. Phallic Stage - Phallic is not restricted to boys. This stage is focused on resolving reproductive issues. This is a sort of dry run before the real game starts in adolescence. Where do babies come from? Can I have a baby? Why has dad got a willy and I've not?
Why have I got a willy and mum hasn't? Why do they tell me off for touching my bits and pieces down there? Boys I'm going to marry mum and maybe kill dad. Girls I'm in love with my dad. If you want to know more about all this I recommend you read about Freud, not Erikson, and I repeat that understanding Freud's psychosexual theory is not required for understanding and using Erikson's concepts. Initiative v Guilt yrs, pre-school, nursery 4. Latency Stage - Sexual dormancy or repression. The focus is on learning, skills, schoolwork. This is actually not a psychosexual stage because basically normally nothing formative happens sexually.
Experiences, fears and conditioning from the previous stages have already shaped many of the child's feelings and attitudes and these will re-surface in the next stage. Industry v Inferiority yrs, early school 5. Genital stage - Puberty in other words. Glandular, hormonal, and physical changes in the adolescent child's body cause a resurgence of sexual thoughts, feelings and behaviours.