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Erikson

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Erik Erikson
Table de matière * Biographie * Théorie * Les huit stades d’Érikson * Confiance vs. Méfiance * Autonomie vs. La honte et le doute * Initiative vs. Culpabilité * Travail vs. Infériorité * Identité vs. Confusion ou diffusion des rôles * Intimité vs. Isolement * Générativité vs. La stagnation * Intégrité vs. Désespoir * Bibliographie
Biographie
* Née à Frankfort le 15 Juin 1902 * Enfance en Allemagne et puis pays d’Europe * Études
- Il étudia sous l’aile de Freud à Vienne
- Peter Blow étais son mentor pendant le début de sa carrière comme psychanalyste
Ses recherches
- Ses première recherche se base sur les enfant d’une école américaine à Vienne.
- Ses nombreuse recherche lui permet de rencontrer de grands anthropologues comme Mead, MeKeel, Benedict et Bateson. Diplôme
- Il reçoit un diplôme du « Vienna Psychoanatytic Institute » en 1933
- Il vie presque toute sa vie sans recevoir une formation universitaire formelle. Emploie * Il devient un recherchiste et enseignant pour les universités de Harvard, Standfort et l’université de la Californie
- Il continua par travailler avec des graduer de Harvard, des anciens combattants de la DGM, des défenseurs des droits civils et même des Indiens. * Il est un auteur respecter encore aujourd’hui par les gens qui s’intéresse dans son sujet dans sa théorie et ses recherches. * Il devient citoyens Américain en 1933 * Il mourras dans l’année 1994
Théorie

La théorie d’Erikson tiens compte de l’interaction constante entre les domaines biologique, psychique et socioculturels. * La theorie d’Erikson tien compte de l’interaction constante entre les domaines biologique, psychique et socioculturels. Elle se nomma La theorie psychosociale du développement humain. Cela demontra l’importance des influences sociales et culturelles. Sa theorie est former de huit stade qui nous demontre le developpement de chaque humain au courant de leur vie. * Chacun des stades comprend une crise de developement, dont le resultat depend de l’interaction entre la personne et l’environnement social et culturel. * Chaque crise contient les caractéristiques suivantes: * Deux pôles qui ont des compétences opposé * Il faut intégrer les deux aspects de la crise (les deux pôles) Chaque crise psychosociale n’est jamais résolue pour de bon
Chaque crise contient les caractéristiques suivantes: * Deux pôles qui ont des compétences opposé * Il faut intégrer les deux aspects de la crise (les deux pôles) * Aucun des huit stades son soit l’un ou l’autre. Pendant chacun des stades il faut avoir un équilibre entre les deux pôles. * Chaque crise psychosociale n’est jamais résolue pour de bon * Les aspects de confiance et de méfiance resteront toujours présent de chaque âge de la vie

Confiance vs. Méfiance fondamentale (Prime enfance 0-18 mois) * La bouche, stade oral selon Freud * Le moyen de contact avec l’extérieur est donc la bouche * L’enfant dépend et à besoin de l’affection constante de ses parents * L'enfant dépend totalement de ses parents * Besoin de l'affection constante de ses parents pour se sentir bien et avoir confiance en son environnement. * Inquiétude et hésitation pour la protection du bébé * Pour la protection du bébé il faut avoir des inquiétudes et des hésitations pour la protection du bébé * L’enfant commence à marcher et comprendre les mots * L'enfant commence à marcher et à comprendre des mots. * Exemples * Confiance * Exemple confiance : Le bébé fait confiance que la mère va lui nourrir puisqu’il ne peut pas se nourrir lui même * Méfiance * Exemple méfiance : Le bébé pleur car il a faim et a des inquiétudes qu’il va crever de faim
Autonomie vs. La honte et le doute (Première enfance 18 mois – 3 ans) * L’enfant commence à parler, communiquer et pose plusieurs questions * L'enfant commence à parler et à communiquer avec les gens. * L'enfant a une certaine autonomie de déplacement, de se nourrir, d'être propre, aussi de commencer à poser des questions pour découvrir ses allé-en-tour. * Il apprend aussi certaines règles de comportement en milieu social. * Il expérimente et joue avec son autonomie * Les parents continuent à assurer sa sécurité et ses besoins élémentaires, mais aussi à l'aider dans cette transition d'autonomie et exploration de l'environnement. * L'enjeu de ce stade est de savoir si l'enfant va pouvoir devenir une personne autonome ou non * l'enfant expérimente et joue avec son autonomie. Cependant si l’équilibre penche trop vers l’autonomie il devient trop dépendant de sois même trop vite dans sa vie * Il apprend la propreté et à maitriser son sphincter * Stade anal selon Freud * l'enfant apprend la propreté. Il apprend aussi à maitriser son sphincter * Cependant si l'équilibre penche trop vers le doute ou la honte, l'enfant hérite d'un sentiment de ne pas être assez bon.

* Exemples * Autonomie * Honte et le doute
Initiative vs. Culpabilité (âge préscolaire 3-6 ans) * L'enfant va à l'école primaire obligatoire. * L'enfant apprend à comprendre que les idées et les sentiments des autres sont différents des siens. * Après avoir acquis la conviction d'être une personne autonome, l'enfant est amené à définir ses ambitions et les rôles qu'il souhaite assumer. * Le développement de l'autonomie continue sous forme de l'initiative, qui permet de prévoir et de planifier en fonction d'un but, et d'entreprendre des tâches puis de les mener à bonne fin. * Base de la curiosité et de l’ambition * Base de la curiosité et de l'ambition * L’enfant doit définir ses ambitions et les rôles qu’il souhaite assumer * planifier ses actions avec la conscience que l'énergie mal canalisée peut avoir des conséquences fâcheuse * La culpabilité se montre quand l’enfant à peur d’être puni * L'enjeu de ce stade serait de pouvoir poursuivre des objectifs valables sans se laisser étouffer par la culpabilité ni par la crainte paralysante de la punition. * Mais il peut réussir et en avoir la satisfaction, ou au contraire échouer et se sentir coupable de l'échec. * Exemples * Initiative * Culpabilité
Travail vs. Infériorité (Seconde enfance 6-12 ans)

* Il veut se montrer bon, raisonnable, coopératif et travailleur * L'enfant diminue ses jeux au profit du travail scolaire. * Il a conscience qu’il a une identité différente de celle des autres mais ne la connais pas encore. * Il maitrise l'espace et le temps. * Il commence à s'habituer à des concepts abstraits et à des théories. * Il veut démontrer son indépendance mais aussi que l'on reconnaisse ses qualités. * Il devrait acquérir plus de rapidité intellectuelle, de patience et de persévérance. * Il veut se monter bon, raisonnable, coopératif et travailleur. * Montrer son indépendance en se montrant désobéissant et en se rebellant * d’obtenir la reconnaissance de ses parents, de ses maitres et de ses pairs par l’accomplissement de tâches: dessins, résolutions mathématiques, rédaction et autres * Il veut démontrer son indépendance en se montrant désobéissant, en parlant par derrière ou en se rebellant * Au contraire, s’il est moqué ou puni, il deviendra inapte à assouvir les attentes de ses maîtres et de ses parents: il développera un sentiment d’infériorité et aura tendance à s’isoler * L’école élémentaire est un moment critique dans le développement de la confiance en soi * Exemples * Travail * Infériorité
Identité vs. Confusion ou diffusion des rôles (Adolescence 12-20 ans)

* Subisse des pression et accepte d’expérimenter des idéaux différent des sien * L’adolescent est concentrer sur comment les autres le perçoivent. * Il change beaucoup physiquement avec la puberté et l'influence des hormones. * L'adolescent est plus autonome ou il fait des essais et choisit sa voie avec une influence ou un aide plus ou moins grand de ses parents, qui s’oppose souvent à lui * Il découvre des appartenances à des groupes, à des idéaux politiques ou religieux. * Il se fabrique un système de valeurs un peu différent de celui qui lui est imposé. * Il prend conscience de ses désirs, de ses opportunités ou de ses aspects imaginaires ou absurdes. * D’autres fois, les adolescents subissent des pressions et acceptent d’expérimenter une voie alors que d’autres le tenteront d’eux-mêmes * L’adolescent pèse le pour et le contre * Dans cette transition entre enfance et monde adulte, l’adolescent pèse le pour et le contre dans les rôles qu’il pourrait jouer plus tard * Il construit peu à peu son identité * Il construit peu à peu son identité. * Le sens de l’identité sexuelle se développe également vers la fin de l’adolescence * Exemples * Identité * Confusion * Diffusion * Identité : Quand les adolescents se questionne sur nos vie et prend en conscience tous les possibilités et les options * Confusion : Quand les adolescents demande trop de question et se perd dans leurs identité et se questionne trop * Diffusion : Quand les adolescents ne demande aucune question et suit les pat des autres
Intimité vs. Isolement (Jeune adulte 20-45 ans) * Ce stade débute lorsque le stade de l’identité vs. La confusion ou diffusion des roles est en bonne voie * Le jeune adulte continue à confronter son identité mais principalement à des amis et à la société qui l'entoure, notamment au travail. * Effrayer par les possibilités du rejet * Ils ont effrayés par les possibilités de rejet ou de ruptures. * Il accepte des compromis pour conserver ces relations sociales. * Il va peu à peu se forger un environnement personnel dans ce milieu social. Au contraire il peut s'isoler et en subir une frustration. * S’ils ont établi leur identité, ils peuvent commencer des relations d’intimité * Ceux qui ont bien établi leur identité peuvent alors se lancer dans des relations d’intimité réciproque (et avec leurs propres ressources intérieures). * Ces relations peuvent être durables (amitié proche, mariage...) et ils peuvent faire preuve des sacrifices et des compromis nécessaires à ce type de relation * S’ils ne peuvent pas s'ouvrir à de telles relations, un sentiment d’isolation peut en résulter * Au cas où ces mêmes personnes ne pourraient pas s’ouvrir à de telles relations, un sentiment d’isolation peut en résulter. * Exemples * Intimité * Isolement
Générativité vs. La stagnation (Adulte 45-65 ans) * C'est le stade d'accomplissement de soi (selon Maslow). * La personne à maintenant une situation social établi * La personne a maintenant une situation sociale établie : métier, famille. * Le souci de génération est le questionnement du stade suivant * La principale tâche est d’apporter sa contribution à la société et d’aider la génération * La principale tâche du développement est d’apporter sa contribution à la société et d’aider la génération. * Lorsque les personnes apportent des contributions à leur famille, amélioration à la vie de la société ou au développement de leur sens générationnel qui apport une sens de productivité et d’accomplissement * Si la personne ne contribue pas il développe un sentiment de stagnation et d’insatisfaction * À l’opposé, une personne trop autocentrée, qui ne voudrait ou ne pourrait aider la société développe un sentiment de stagnation et d’insatisfaction. * Exemples * Générativité * Stagnation
Intégrité vs. Désespoir (Séniors 65 - …) * Ce stade final est celui de la rétrospection, nous avons tendance à moins faire de projets et diminuer nos actions, et à regarder la vie au plan du passé. * En vieillissants, nous avons tendance à baisser dans notre productivité et regardons la vie du point de vue du retraité. * Ils peuvent développer un sentiment de réussit et de satisfaction s’ils estiment avoir une vie riche et remplis * Nous pouvons faire le point des réalisations, développer un sentiment de réussite et de satisfaction si nous estimons avoir une vie riche et remplie. * C’est durant ce laps de temps que nous pouvons contempler nos aboutissements et sommes capables de développer un sentiment d’intégrité si nous estimons avoir une vie riche et remplie. * À l’opposer, ils développent un sentiment de regret face à une vie inachevé et à la paralyse sociale * A l’opposer, nous risquons de développer un sentiment de regret face à une vie ressentie comme inachevée et à la paralysie sociale, face à la crainte de la mort. * Dans le cas contraire, nous développons un sentiment de désespoir menant à la dépression face à une vie ressentie comme inachevée. * Exemples * Intégrité * Désespoir
Bibliographie
Maurice Aumond, Les dynamises du vieillissement et le cycle de la vie : L’approche d’Erikson, [En ligne], http://pages.infinit.net/grafitis/PDF/Voc1/Erickson_vieillissement.pdf, Le vendredi 11 septembre 2015
Stassan Berger, K., Psychologie du développement, Montréal, Modulo, 2011, page 26 à 28

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...Analyzing Erik Erikson Erik Erikson brought to the field of psychology a great insight development of person through ones lifespan with his well-known concepts, the Stages of psychosocial development, as well as his Identity crisis at each stage. For Erikson, his theories were influenced by his childhood and his obsession over his identity. It led to the development of his theories. Erikson was born June 15, 1902 in Frankfurt, Germany. He never saw his birth father or his mother's first husband. His young Jewish mother raised Erik by herself for a time before marrying a physician, Dr. Theodor Homberger. The fact that Homberger was not in fact his biological father was held from him for many years. When he finally did learn the truth, he was left with a feeling of confusion about who he really was. This early experience helped spark his interest in the formation of identity.(Erik Erikson) In his stages of Psychosocial development, at the stage of Identity vs. Role confusion, Erikson stressed that this stage is important for the adolescent as he is transitioning to adulthood. The individual wants to belong to a society and fit in. It is during this stage that the adolescent will re-examine his identity and try to find out exactly who he or she is. During this period, they explore possibilities and begin to form their own identity based upon the outcome of their explorations. Failure to establish a sense of identity within society ("I don’t know what I want to be when I grow...

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Erik Erikson

...Erikson’s Psycho-Social Stages Ashley Haslam National University Erikson’s Psycho-Social Stages Erik Erikson’s seven stages of personal and social development describes a series of psychosocial crises that shape personality (Slaven, 2015). These social crises deal with a person’s personality as well as their relationships with other people (Slaven, 2015). Personal Stage The sixth stage of Erikson’s theory occurs sometime during young adulthood. It is during this stage that an adult either finds happiness in their relationships (both sexual and non-sexual) or becomes distant and standoffish which eventually leads to isolation (Slaven, 2015). Myself, I would fall into this, the Intimacy vs. Isolation Stage, as I am thirty years old. Throughout life it is necessary to form healthy bonds and relationships with other people in order to avoid isolation and loneliness. According to Slaven (2015), a relationship is healthy if all parties involved are enhanced without stifling the growth of each other. As an educator, being able to form meaningful relationships with students, parents, and coworkers. A teacher who is in this stage of development will be able to connect with the students and their families thus create a healthy, trusting relationship. A teacher who lacks the ability to bond with a student, will have a much more difficult time reaching the children on an academic level. Stages in the Classroom Building self-confidence and a sense of industry is the main goal...

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Erikson Sixth Stage

...The sixth stage that Erikson proposed was that of intimacy versus isolation, which is a sub-stage under Freud’s genital stage and takes place during the ages of eighteen and twenty-four (Engler, 2014). Erikson emphasizes intimacy in that one begins to focus on genital coupling and being able to find a close affiliation with another, and that work should not present as a barrier to one developing their love for others (Engler, 2014). The latter trait, associated with this stage, is isolation, which is understood as self-absorption and isolation of others who seek intimate relations (Erikson, 1963). This is then sought in a balance due to the stress of productivity and success within a time that also stresses close affiliation with others (Engler,...

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