Eric Erickson (1903-1994) is an American neurologist, developmental psychologist and psychoanalyst. He put forward the theory of social psychological development of personality, divided psychological development into eight stages and pointed out the special social psychological tasks of each stage; It is believed that there is a special contradiction in each stage, and the smooth resolution of the contradiction is the premise of the healthy development of personality. 1903 Born in Germany, Frank Eriksson.
Foucault, both parents are Danish. My biological father left home before Eriksson was born. When he was three years old, his mother married a pediatrician named Cicedo Heimberger. Eriksson didn't know Humboldt was not his real father when he was a child. But he always has a feeling that he doesn't belong to his parents anyway, imagining that he is the son of a "better parent". Eriksson has used his stepfather's surname for many years, and even used Eric Heimberger's name when writing his first paper. It was not until 1939 became an American citizen that he changed his surname to Eriksson. Eriksson's mother and stepfather are Jews, which aggravated his feeling of not belonging to his family, but because of his Scandinavian origin, he is tall, blue-eyed, blond and blue-eyed. At school, people said he was a Jew, but in his stepfather's ancestral hall, he was called a heretic. Therefore, it is not surprising that the concept of "identity crisis" can become one of the most concerned issues in Eriksson's theory later. After graduating from college preparatory course, he went against his stepfather's wish to become a doctor, engaged in art major and traveled all over Europe. On the whole, Eriksson is not an excellent student at school, but he has artistic talent.
Turning point in life
1927 is a turning point in Eriksson's life. That year, he was invited by an old classmate named Peter poros to work in a small school in Vienna. The students in the school were all children of Freud's patients and friends. At first, he was hired as an artist and later served as a tutor. Finally, anna Floyd asked him if he was willing to be trained as a child psychoanalyst. Eriksson accepted Anna's proposal and accepted Anna's psychoanalysis training, on the condition that she paid a training fee of seven dollars per month. Anna Floyd's psychoanalytic theory and his father Eric Erickson
Pro's theory is different, and it has a unique creation in many aspects, which has a far-reaching impact on Eriksson. 1964, Eriksson presented his book Insight and Responsibility to Anna to show his gratitude. The situation is very favorable for Eriksson. He was invited to join a group that was rejected by medical institutions at that time. By joining this abandoned organization, he can keep his identity as an outsider. On the other hand, because the function of this group is to help people in distress, he can at least indirectly satisfy his stepfather's wish to become a doctor. He got a diploma from Montessori School when he graduated from college preparatory course, and received the training of children's psychoanalysis in anna Floyd, which was the only formal school he got. Because Eriksson didn't get an advanced degree, he can be a typical example of Freud's view that psychoanalysts don't have to study medicine. 1929, Eriksson married Joan Kallsen, a Canadian teacher who taught in the same school. 1933 In response to the growing Nazi threat, Eriksson (with two children) moved to Denmark, and then moved to Boston, Massachusetts, where he started his career as a psychoanalyst. In addition to his private practice, Eriksson is a researcher in the Department of Neuropsychiatry of Harvard Medical School, which is chaired by Henry Murray. Eriksson was admitted to Harvard Medical School as a doctoral candidate in psychology, but he gave up this plan only a few months later. From 1936 to 1939, Eriksson worked in the Department of Psychiatry of Yale University, studying normal children and children with emotional disorders. It was also during this period that he had contact with anthropologists ruth benedict and margaret mead. 1938, he visited Songji, the home of Cosu Indians in South Dakota, and observed the fact that Siu Indians raised children. Such anthropological research made Eriksson further realize the importance of social and cultural factors to the formation of personality. This understanding permeates his whole theory extremely strongly. 1939, Eriksson moved to California and worked as a research assistant at the California Institute. He has been Eric Eriksson and his wife since 1942.
Professor of science, but in 1950, he was removed from his post as a professor because he refused to sign the oath of allegiance. Later, the University of California found him "politically reliable" and re-awarded him a professor of psychology, but Eriksson refused to accept it because other professors were also dismissed for the same "crime". From 65438 to 0950, he left California and published his masterpiece Childhood and Society in the same year, which highly emphasized the importance of social and cultural factors to human development. The book also discusses the function of self in detail and creates "self-psychology", which is called a new discipline. From 195 1 to 1960, Eriksson lived in Stockbridge, Massachusetts, where he served as a senior consultant at Austin-Riggs Center and a professor of psychiatry at the University of Pittsburgh School of Medicine. From 65438 to 0969, Eriksson returned to Harvard Medical School as a professor of human development, teaching "Human Life Cycle", which is a very popular course for graduate students.
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1950 children and society 1958 young Luther: psychoanalysis and historical research 1964 understanding and responsibility Eric Eriksson
1968 Identity (Teenagers and Crisis) 1969 Gandhi's Truth: On the Non-violent Roots of Militarism1973 * * Research on the Same Point 1974, New Identity Dimension 1975, Life History and Historical Moment/kloc-.
Edit this self-development theory
abstract
Erickson's personality evolution theory Epegenetic principle divides the formation and development of individual self-consciousness into eight interrelated stages.
The first stage is to gain basic trust and overcome basic distrust.
From birth to eighteen months or so is infancy. This is the stage of gaining basic trust and overcoming basic distrust. The so-called basic trust means that the baby's needs are consistent with the satisfaction of the outside world. At this stage, the baby expresses trust in the mother or other agents. The baby feels that the environment is a safe place and the people around him can trust it, which will expand into trust in ordinary people. Eric Erickson's theory
If the baby can't get the care and attention of the people around him, he will have fear and doubt about the outside world, especially the people around him, which will affect the smooth development of the next stage.
The second stage is to gain a sense of autonomy and avoid a sense of doubt and shame.
Childhood is from eighteen months to three or four. This is the stage of gaining a sense of autonomy and avoiding a sense of doubt and shame. Individuals are in a state of strong dependence in the first stage, and everything is taken care of by adults. In the second stage, children began to have independent requirements, such as dressing, eating, walking and holding toys, and began to explore the world around them. At this time, if parents and other adults who take care of them allow them to do what they can independently and praise their work, they can cultivate their willpower and gain a sense of autonomy and self-control On the contrary, if adults love them too much, they do everything, do nothing, and do nothing; Or too harsh, which is not allowed and is not allowed. If you make a mistake, you will be rudely reprimanded or even corporal punishment. For example, if a child accidentally breaks a cup and wets his pants, adults will beat and scold him, so that the child will experience many failures and he will feel self-doubt and shame.
The third stage is to gain the initiative and overcome the guilt.
Four to five years old is preschool. This is the stage of gaining initiative and overcoming guilt. At this stage, the individual's muscle movement and speech ability develop rapidly, and he can participate in running, jumping, riding and other sports, say some coherent words, and expand the scope of activities outside the family. In addition to imitating behavior, individuals are curious about the surrounding environment (including their own bodies), know their gender and know whether animals are male or female. He often asks questions. At this time, if adults do not obstruct children's curiosity and exploration behavior, let them have more opportunities to participate in various activities freely and answer their questions patiently instead of laughing; Prohibit, not blame, then children's initiative will be further developed; Show great enthusiasm and enterprise. Eric Erickson
Conversely; If parents take a negative and depressing attitude towards their children, children will think that their games are not good, their own problems are clumsy and annoying in front of their parents; It will lead to children's sense of guilt and failure (the so-called sense of guilt means doing something wrong and doing something bad), and it will also affect the development of the next stage.
The fourth stage is to gain a sense of diligence and avoid inferiority.
From the age of six to the age of eleven or twelve, it is preschool. This is the stage to gain a sense of diligence and avoid inferiority. At the beginning of school age, children's intelligence has been continuously developed, especially their logical thinking ability has developed rapidly. Their problems are extensive and have a certain depth. Their ability is also developing day by day, and their activities have extended to the society outside the school. At this time, the biggest influence on them is not their parents, but their peers or neighbors, especially the teachers in the school. They are very concerned about the structure, use and properties of objects, and are also interested in tool technology. If these aspects can be supported, helped and praised by adults, they can further strengthen their sense of diligence and make them more interested in these aspects. Eriksson advised parents not to take their children's efforts as trouble, otherwise the children will form an inferiority complex and think that they are inferior to others. They should encourage children to work hard, work hard to complete tasks, stimulate children's awareness of diligence and competition, and have confidence in achieving good results; We should also encourage them to make efforts to get in touch with the people around them, make social contacts, and convince them that they are capable, smart and can do everything well. Even if they take part in the competition, they will think they are running fast. In short, it gave them a sense of accomplishment.
The fifth stage is to gain a sense of identity and overcome the confusion of identity.
Adolescence is from eleven or twelve to seventeen or eighteen. The core issues at this stage are the determination of self-awareness and the formation of self-role. The concept of "identity" is an important part of Eriksson's self-development theory, which has a very broad meaning. It can be understood as the unity of society and individual, the unity of individual subject and object, the unity of individual's understanding of historical tasks and his subjectivity and desire; It can also be understood as a person's past, present and future, that is, a person can fully realize that the subject of consciousness and action is himself or can grasp himself, that is, "true self" or "core self" under any circumstances. Teenagers have new observations and new ways of thinking about the world around them. They often think about who they really are. They gradually recognize themselves from the attitudes of others and the various social roles they play. At this time, they gradually alienated their parents, got rid of their dependence on their parents, and established close friendship with their companions, so as to further understand themselves, have an inherent continuity in their past, present and future, and also know their similarities and differences with others in appearance and personality. Knowing the relationship between your present and future in social life is identity, that is, psychological and social identity. Eriksson believes that this sense of identity can help teenagers understand themselves and their relationship with various people, things and things, so as to enter adulthood smoothly. Otherwise, there will be confusion of identity. Such as: doubt the consistency between self-knowledge and others' understanding of themselves; Doing things carelessly, you can't see the relationship between effort and achievement. The confusion of identity is also manifested in the inability to see the similarities and differences between the leader and the led, or opposition or blind obedience. On the issue of gender, there will also be identity confusion, and the identity and differences between the two sexes will not be recognized.
The sixth stage is to gain intimacy and avoid loneliness.
Early adulthood is from 17 to 8 to 30 years old. This is the stage of establishing family life, gaining intimacy and avoiding loneliness. Intimacy is the intimate relationship between people, including friendship and love. The social significance of intimacy lies in that individuals can share joys and sorrows with others and care for each other. Intimacy often develops into a feeling of mutual commitment in an emergency, which is established in the process of completing tasks together. If a person can't share happiness and pain with others, he can't communicate with others in thoughts and feelings; If you don't care and help each other, you will fall into a lonely and distressed situation.
The seventh stage is to gain creativity and avoid "self-concentration"
This is middle age, but also the prime of life, and it is the stage of marriage. This is to get a sense of creativity and avoid the "self-focus" stage, Eric Eriksson.
. There are two possibilities for development at this stage. One possibility is to develop in a positive direction. In addition to caring about family members, individuals will also care about other people in society and the happiness of the next generation and even future generations. They have the courage to create in their work and pursue the success of their careers, not just to meet their personal needs; Another possibility is to develop on the negative side, that is, the so-called "self-centeredness", that is, only care about the happiness of yourself and your family, regardless of the difficulties and pains of others, even if you create, its purpose is entirely for your own interests.
The eighth stage is to get a sense of perfection and avoid disappointment.
This is old age, which is maturity. This is the stage to get a sense of perfection and avoid disappointment. If there are more positive elements than negative elements in the first seven stages, they will converge into a sense of completeness in old age. In retrospect, the students felt that this life was very valuable and meaningful. On the contrary, if there are more negative factors than positive ones, you will be disappointed, feel that you have lost many opportunities in life, gone in the wrong direction, feel that it is too late to start over, and feel very painful, so you will feel desperate, listless and just so-so. Eriksson put forward some positive suggestions when analyzing the elbow joint at various stages. For example, he thinks that one should not trust anyone, and distrust is also useful. With distrust, he will be prepared for the dangers of the outside world and expect unpleasant things from the outside world, otherwise he will feel incredible or helpless when he encounters social setbacks, which is not conducive to self-growth. However, Eriksson believes that there should be a certain proportion of trust and distrust in interpersonal relationships, and trust should be more than distrust, which is conducive to psychological development. He also believes that self-consciousness cannot develop indefinitely, and there must be a certain sense of doubt and shame. If you trust yourself too much, you will not easily adapt to social norms and become arbitrary in the future. Eriksson believes that self-induction is more powerful than doubt and shame. Children should also have a little experience of failure in their sense of diligence, so that they can bear the frustration of failure in the future, but they can't suffer from failure too often. Frequent failures will produce a sense of inferiority.
abstract
The above are the eight stages of Eriksson's self-development, from which we can see the relationship between self-formation and social and cultural factors, as well as the role of self and social life in the development of individual personality. His eight stages are the summary of his clinical experience, and there is still no strict scientific fact as the basis. However, compared with Freud's biological viewpoint that emphasizes instinct, he pays more attention to the role of social and cultural factors in the formation and development of self-awareness. His theory is reasonable and has considerable influence in western psychological circles. Studies have shown that Eriksson's eight stages of self-development are somewhat ahead in the division of specific age groups, so if you see that your psychological development stage is less than your physiological age, you don't have to be depressed.
On the gradual formation of identity in editing this paragraph
Theoretical base point
Eriksson's theory was formed in a turbulent era. The Great Depression and social activities in American capitalist society in 1930s made the whole society present a morbid state. Faced with the current social situation, Eriksson deeply felt that Freud's psychoanalytic theory could not meet the social needs at that time, so he founded a new psychoanalytic theory along the line of anna Floyd's emphasis on self-adaptation function. Eriksson changed the personality structure in human development, that is, the focus of the whole psychological process, from Freud's instinctive process to self-process, and extended human development motivation from subconscious to conscious field, from innate instinctive desire to realistic relationship. Eriksson believes that in the process of people's psychological development, self and social environment interact. The personality gradually formed in human development is biological, psychological and social-Eriksson.
The unity of three factors. In the process of personality development, it can be divided into different stages according to the main conflicts. He divided a person's life from birth to death into eight interrelated stages. Each stage contains two specific psychological and social tasks to oppose bipolar struggle. In the process of struggling and solving development tasks, individuals transition to the next stage in order. Whether the development task in each stage is solved smoothly or not directly affects the specific aspects of individual's future personality and life. If the development task is not well solved at a certain stage, then children can also get the opportunity to overcome maladjustment through education and get compensation at the next stage.
Conceptual explanation
Identity is a core concept in Erickson's theory. As early as 1930s, he put forward his own concept of identity, and systematically expounded the concepts of personality development and identity in Childhood and Society published by1950 (revised by1963). In Identity: Teenagers and Crisis published by 1968, the theory of the gradual formation of identity is elaborated in detail. About the concept of identity. Eriksson said: "So far, I have carefully used the word unity in several different senses. It seems that he once refers to the consciousness of individual uniqueness, once refers to the subconscious pursuit of experience continuity, and once refers to the unity of collective ideals. " Self-development is first produced through the process of mental input and projection, then through the role of self-identity, and then through the formation of identity. These methods are not stages of self-development, but forms of self-formation and transformation. The spiritual input mentioned here refers to the combination of parents' orders and appearances in early childhood, which depends on the emotional * * * of children and adults (mainly mothers) due to satisfaction in the care process. This initial emotional crying provides a safe pillar for the self, and then extends to another pillar, that is, the "object" that the child initially loves. The role of self-identity in late childhood and early youth provides children with a meaningful role level and forms identity. However, neither inner efforts nor self-identity can explain true identity. True identity is not the sum of the first two, but the integration and coordination of one's own essence, belief, state and external environment. To put it bluntly, it is the inevitable discontinuity between different levels of personality development. "From the perspective of occurrence, the process of identity formation is like an evolving gestalt (that is, structure, editor's note)-a gestalt gradually established through self-synthesis and re-synthesis throughout childhood. It is this gestalt that gradually integrates institutional endowment, special needs, favorable ability, meaningful self-reliance, effective defense, successful sublimation and coherent role. " Eriksson believes that "only a solid inner identity marks the end of the youth process, and this is the real condition for further maturity."
classify
According to different latitudes, identities can be classified in different ways. For example, relative to the relationship between individual and collective, there are individual identity and collective identity. From the perspective of consciousness and unconsciousness, there are self-identity (a person's awareness of "my" body, personality and various roles) and self-identity (belonging to the unconscious, who can consciously get its job, but can't get its own sum process for a while). Eriksson believes that self-identity is one of a person's self-boundaries. The concept corresponding to self-identity is identity confusion, which is manifested in the confusion of children's self-awareness in the process of re-recognizing themselves, their social status and roles, especially in emotional obstacles.