Erik Eriksons Developmental Theory Case Study

Erik Eriksons Developmental Theory Case Study Human Development This human development assignment will discuss an overview of Erik Erikson’s background, theory and his eight developmental stages. Then this assignment will briefly discuss Mr Paki’s developmental stage and his experience .e.g. physical, emotional, cultural and social. Later it will discuss the actions and the support to assist Mr Paki with his situation. Part (A) Erik Erikson was a psychologist who developed his psychosocial development theory in 1963. He was born in 1902 in Germany; his biological father abandoned him before he was born. Erik Erikson studied arts and many different languages and after he graduated he worked as a professor. Moreover, in 1930 he married Joan Serson who was an artist and dancer but later on she helped Erik with his psychosocial development theory. Erikson was influenced by Freud’s development theory but Erikson also believed that human develop throughout their life span. However, Freud believed that our personality formed after the age of five (Bradley, 2002). Erik Erickson developed eight stages of human development and he also believed that each person go through every stages throughout life span. In each stage, Erikson believed that, â€Å"people experience a  conflict  that serves as a turning point in development. In Eriksons view, these conflicts are entered on either developing a psychological quality or failing to develop that quality. During these times, the potential for personal growth is high, but so is the potential for failure (Cherry, 2014.† The first stage is Trust versus Mistrust (birth to 1 year) in this stage an infant develops trust when a parent response to his/her needs. However, it can also lead to mistrust when a parent is not responding to them. Second stage is Autonomy versus shame and doubt (1 to 4 years) in this stage, children are learning to gain self-confident. For example, toilet training, children are learning to control their body’s function which can lead to self-independence and control. But if children who are not completing this stage, they are most likely to lose their confident. Third stage is initiative versus guilt (4 to 8 years), in this stage children begin to show their power and control over the world through sports and other social interaction. If a parent started to demand too much discipline they induce extreme guilt (Berk, 2010, p.17). Fourth stage is industry versus inferiority (8 to 12 years) in this stage, children start to gain confident to work with their peers cooperatively but inferiority begins when a child is not receiving encouragement from their parents, teachers or students which can lead to failure in the future (Berk, 2010, p.17). Fifth stage is identity versus role confusion (12 to 20 years) in this stage, children are started to identify their role in the world. For example, children are trying to find a way to fit into the society by creating a strong identity with interacting with others and relationships. Moreover, confusion occurs when a child has conflicts about his/her role in society (Berk, 2010, p.17). Sixth stage is intimacy and solidarity versus isolation (20 to 30 years) in this stage, young people enters into intimacy relationships in which they let other people see their physical characteristics of their nature. But young adult may feel isolated when they unable to become closer to others (Berk, 2010, p.17). Seventh stage is generativity versus self-absorption and stagnation (30 to 60 years) in this stage; middle aged adults provide help to the next generation, take place in community work and help others. According to Erickson the idea of generativity is that middle age adult’s attempts to produce something that makes a difference to society, for instance. Some middle adults may feel stagnation if they are not able to take responsibilities (Berk, 2010, p.17). Eighth stage is integrity versus despair (60 years to death) in this stage, late adults or older adults reflect back at their accomplishments and life satisfaction. For example, People feel proud of their achievements when completing this phase with no or few regrets. But people who do not succeed in this stage, they will have many regrets and might that feel their life has been wasted (Berk, 2010, p.17). Part (B) According to Erik Erickson’s theory of development Mr Paki is experiencing eighth stage which is integrity versus despair (60 years to death) because he is 70 years old. Moreover Mr Paki is more likely to experiencing the physical, emotional, cultural and social changes in his life. Physical When people get to this age group(60 years to death) they are more likely to experiencing respiratory system problems and Mr Paki is 70 years old and he has a history of Emphysema and it could be because of smoking or ageism. He also has fractured his right his and his movements are very limited. Barbeler (2013) mentioned that in this age, â€Å"their joints become less elastic and flexible with the loss and calcification of cartilage. The loss of bone density particularly affects long bones and vertebrae. The curve of the lower back changes resulting in a change to the centre of gravity.† (p. 233) Emotional In this stage older adults becomes more selective about whom they choose to spend their time with. In Mr Paki’s situation, he has lost his confidence and ability to cope with activities because of his fractured hip but his whanau visit him regularly and give him the support he need. Moreover he could be concerned and depressed about his wife who is dealing with early dementia. Cultural Ethnicity and linguistic diversity are can often create problems in one’s culture. A person with a diverse cultural background who is ageing in a different environment can face with many challenges (Barbeler, 2013). According to the scenario Mr Paki is Maori and he is been sent to rehabilitation, lack of cultural interaction and communication problems can lead to isolation and feelings of alienation. Social Mr Paki has limited movements because of his fractured right hip and he has lost his daily activity moments because of this Mr Paki is likely to be experiencing loss of confidence in his ability. He might be feeling lonely because there is no interaction between with his friends or community. He might be experiencing depression because in his age group, this is a serious condition and it can be linked with a loss of independent function, cognitive impairment, poor response to rehabilitation and diminished recovery. Older patients face many challenges as they go through the last stage of Erik Erikson’s theory which could be because of their retirement, changes in health status or relationships with friends and family. A nurse should always listen to their patients instead of making assumptions about what patient’s value or what they aim for in their life (Barbeler, 2013). According to the scenario a nurse will put in place actions and support to under physical, emotional, cultural and social to assist Mr Paki. Physical To assist Mr Paki with his physical condition, as he has fractured his right hip, he has limited movement and Mr Paki had lost his confident to cope with activities of daily living (ADL’s) References Bradley, M.E. (2002). Psyography: Erik Erikson. Retrieved from: http://faculty.frostburg.edu/mbradley/psyography/eriker ikon.html Barbeler, C. (2013). Older adulthood. In Koutoukidis, G., Stainton, K., Hughson, J. (2013). Tabbner’s Nursing Care: Theory and Practice. (pp 230-248). China: Libby Houston. Cherry, K. (2014). Eriksons Theory of Psychosocial Development: Psychosocial Development in Infancy and Early Childhood. Retrieved from: http://psychology.about.com/od/psychosocial theories/a/psychosocial.htm

Goal Setting Theory Essay

The idea that human behavior is motivated and regulated by goals and aspirations has long been recognized by psychologists. Goal-Setting Theory can be traced back to Edwin Locke and Gary Latham; they elaborated on the basic notion of goal setting and have described how this drives behavior in organization. Goal-setting theory helps to explain individual differences in motivation and performance. Goals are defined as the desired outcomes in terms of level of performance to be attained on a task rather that the desire to take specific section (Muchinsky, 2005). It is thus a person’s intention to attain developed goals that can serve as a principal determinant of motivation. For instance, as a student I have a goal of attaining an A grade on this subject which would motivate me to study well and participate more in class in order to achieve my goal. According to Locke, goals have motivational value for three reasons which are: goals serve to direct and focus our attention particular direction; goals help us to maintain task persistence; and the existence of goals tends to facilitate the development task strategies. Attributes of goals that make them motivating are the difficulty, acceptance, specificity and feedback to motivate performance. It has been viewed that goals that are difficult are more motivating than easier goals. For instance, a salesperson is going to be more motivated if he has a goal of making $10,000 in commission, rather than a goal of $5,000. The second attribute is the goal acceptance, wherein a person would believe that he can attain a particular goal set to him or by him. Goals are much more motivating when they are specified in a particular level of performance, example, an individual must be able to sell 10 units of apartments in the next month rather than ‘be a good salesperson’ which is very vague motivation. Attaining a goal is often a hard process; thus it is important that employees receive feedback regarding their progress and once a goal is accomplished a pleasurable emotional state called job satisfaction will be experience. Principles of goal-setting theory has been a very influential approach and one of the most valid and practiced theories of employee motivation in organizational psychology.

Effect Of Sleep On Adolescents - 1131 Words

The notion that mood can affect performance of everyday tasks has been highly suggested by broad amounts of research such as the study done by Haack and Mullington at Department of Neurology, Beth Israel Deaconess Medical Center and Harvard Medical School in 2005, where they found that deprivation of sleep has a negative effect on mood regulation as well as the physical being of an adult (Mullington 2005). However, these studies cannot be applied to the adolescent person because of the differences of the maturity in the brain from an adolescent person to an adult person (Ryan 1992). The effect deprivation of sleep on adolescents’ mood may suggestion that school during the formative years should start later because students would be†¦show more content†¦Short and Luca studied the participants for three consecutive nights at the Sleep Laboratory of the Centre for Sleep Research, from four p.m. on the first day until eight p.m. fourth day (2015). What they found was that their analyses revealed depressed mood, anxiety, anger, confusion, fatigue, and energy were worsened after only one night without sleep when compared to the normal sleep pattern days, baseline days (Short and Louca 2015). Their research suggests that while mood worsens during the night, the participants’ mood didn’t seem to recover the following day; in fact, the mood seemed even worse about five a.m. and stayed low throughout the day (Short and Louca 2015). Short’s and Louca’s research suggests a surprising effect on adolescent females, as they showed a heightened sensitivity to mood deficits following the deprivation of sleep; particularly females had a significant elevation of anxiety and depressed mood after one night without sleep (2015). Short and Louca believe that this surprise may suggest that females are more affected than males to the deprivation of sleep on mood, which they believe may account for the higher amounts of anxiety and depressed m ood in adolescent females than that of adolescent males (2015). This study done by Short and Louca suggests a causal relationship between sleep deprivation and depression. It suggests that even by one night of being not well-rested for an adolescent plays a huge role in

Essay on How do the later war poets differ in their...

How do the later war poets differ in their treatment of war from early war poets? World War I was noticeable for the vast amounts of poetry that was produced from many of the soldiers. The poets wrote vastly over the years 1914-1918 and they all expressed many different opinions. It was a way of getting their views across to other people. Some of the poems even made aware of the fact and the true horror of the war. During the first half of World War I, the poems that were produced had a very patriotic and glorious view to them. As the war progressed, the poems became more bitter as the true extent of what was really going on, was unveiled. Some of the poets we will be looking at include Wilfred Owen and Laurence Binyon. For†¦show more content†¦The Soldier has two versus to this poem. The first verse has eight lines and is called an octet; the second verse has six lines and is called a sestet. Therefore, this poem is a sonnet. It has a rhyme scheme of ABABCDCDEFGEFG. This gives the poem a regular flow and a constant beat. This is much easier for the reader to understand. Fall In is another patriotic poem yet again and this is shown throughout the poem. This poem has four versus and the rhyme scheme is ABABCDCDEFEFGHGH and continues like this until the end of the poem. This rhyme scheme has a regular and beat which makes the every second line of the poem stand out to the reader. The next poem we studied was Rendezvous written by Alan Seeger and it is quite a dull poem about death. This poem also is a personification, like For the Fallen. Only this time, the personification is of death. It, yet again, has a constant rhyme scheme. Only this time, it is very effective. Because the poem is a dull poem, the constant beat keeps the reader interested in the main topic of the poem. You could say, if you wish, that most of the pre-war poems we have studied are very similar. They are patriotic and they promote the war. They also dont tell you what the war is really like. As the war progressed, the hideousness of the war became more apparent. With poets like Sasson being produced, people could see the war for what it really was. There were a number of poets that wereShow MoreRelatedImagery in Poems â€Å"Daddy† and â€Å"Lady Lazarus† by Sylvia Plath1470 Words   |  6 Pageshostile imagery, gloomy atmosphere as well as recurring theme of suicide, but the poems differ in respect of the speaker’s point of view and attitude towards addressed person or unfavorable surroundings. These elements are employed by Plath in order to intensify the impact on her audience and convey all extreme emotions. Another issue that is considered to be worthy of thinking over is the question why the poet refers to Holocaust and the suffering of the Jews in Nazi concentration camps. 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