Erik and Joan Eriksons' Approach to Human Development in Counseling
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A Descriptive Study of Erikson's Psychosocial
California State University, San Bernardino CSUSB ScholarWorks Electronic Theses, Projects, and Dissertations Office of aduateGr Studies 5-2021 THEORY AND DIVERSITY: A DESCRIPTIVE STUDY OF ERIKSON’S PSYCHOSOCIAL DEVELOPMENT STAGES Anastasiya Samsanovich Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd Part of the Social and Behavioral Sciences Commons Recommended Citation Samsanovich, Anastasiya, "THEORY AND DIVERSITY: A DESCRIPTIVE STUDY OF ERIKSON’S PSYCHOSOCIAL DEVELOPMENT STAGES" (2021). Electronic Theses, Projects, and Dissertations. 1230. https://scholarworks.lib.csusb.edu/etd/1230 This Project is brought to you for free and open access by the Office of aduateGr Studies at CSUSB ScholarWorks. It has been accepted for inclusion in Electronic Theses, Projects, and Dissertations by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. THEORY AND DIVERSITY: A DESCRIPTIVE STUDY OF ERIKSON’S PSYCHOSOCIAL DEVELOPMENT STAGES A Project Presented to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirements for the Degree Master of Social Work by Anastasiya Samsanovich May 2021 THEORY AND DIVERSITY: A DESCRIPTIVE STUDY OF ERIKSON’S PSYCHOSOCIAL DEVELOPMENT STAGES A Project Presented to the Faculty of California State University, San Bernardino by Anastasiya Samsanovich May 2021 Approved by: Joseph Rigaud, Faculty Supervisor, Social Work Armando Barragán, M.S.W. Research Coordinator © 2021 Anastasiya Samsanovich ABSTRACT Theories shape society and become a powerful influence on major social decisions. While society has changed over time, some theories—developed decades ago—have remained the same. Among them is the Psychosocial Development Theory developed in the early 1960s by German-American developmental psychologist and psychoanalyst Erik Erikson. -
A Study of the Application of the Concepts of Karen Horney in Leadership Development Within the National Management Association of the Boeing Company
Pepperdine University Pepperdine Digital Commons Theses and Dissertations 2010 A study of the application of the concepts of Karen Horney in leadership development within the National Management Association of the Boeing company Frank Z. Nunez Follow this and additional works at: https://digitalcommons.pepperdine.edu/etd Recommended Citation Nunez, Frank Z., "A study of the application of the concepts of Karen Horney in leadership development within the National Management Association of the Boeing company" (2010). Theses and Dissertations. 90. https://digitalcommons.pepperdine.edu/etd/90 This Dissertation is brought to you for free and open access by Pepperdine Digital Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Pepperdine Digital Commons. For more information, please contact [email protected], [email protected], [email protected]. Pepperdine University Graduate School of Education and Psychology A STUDY OF THE APPLICATION OF THE CONCEPTS OF KAREN HORNEY IN LEADERSHIP DEVELOPMENT WITHIN THE NATIONAL MANAGEMENT ASSOCIATION OF THE BOEING COMPANY A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Education in Organizational Change by Frank V. Nunez November, 2010 Susan Nero, Ph.D.– Dissertation Chairperson This dissertation, written by Frank V. Nunez under the guidance of a Faculty Committee and approved by its members, has been submitted to and accepted by the Graduate Faculty in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Doctoral Committee: Susan Nero, Ph.D., Chairperson Rogelio Martinez, Ed.D. Kent Rhodes, Ph.D. © Copyright by Frank V. Nunez (2010) All Rights Reserved TABLE OF CONTENTS Page LIST OF TABLES ........................................................................................................... -
Play and the Young Child: Musical Implications. PUB DATE [88] NOTE 23P
DOCUMENT RESUME ED 358 934 PS 021 454 AUTHOR Brophy, Tim TITLE Play and the Young Child: Musical Implications. PUB DATE [88] NOTE 23p. PUB TYPE Information Analyses (070) EDRS PRICE MFOI/PC01 Plus Postage. DESCRIPTORS Child Development; Developmental Psychology; Early Childhood Education; *Learning Theories; Literature Reviews; *Music Education; *Orff Method; *Piagetian Theory; *Play; *Theory Practice Relationship ABSTRACT After noting the near-universal presence of rhythmic response in play in all cultures, this paper looks first at the historical development of theories of play, and then examines current theories of play and their implications in the teaching of music to young children. The first section reviews 19th and early 20th century theories of play, including Schiller's surplus energy theory, Hall's recapitulation theory. Groos's instinct-practice theory, Patrick's relaxation theory, and Froebel's insights into children's play and its importance in psychological and educational development. The next section provides an overview of more recent theories of play, including Parten's model of levels of social play and Freud's and Erikson's psychoanalytic theory of play. The paper pays particular attention to the role of play in Piaget's cognitive-development theory and Piaget's stages of play development from practice play to symbolic play to games with rules. The final theorist discussed is Sutton-Smith, who proposed the existence of rational and irrational play. The next section discusses the difficulty in integrating the many differing views of play and reviews Frost's efforts in this area. The final section focuses on early childhood music education, particularly Orff Schulwerk, in which play is used as a primary tool for learning. -
Finding Meaning in Later Life Janet Anderson Yang, Ph.D
Finding Meaning in Later Life Janet Anderson Yang, Ph.D. Krista McGlynn, Breanna Wilhelmi, Heritage Clinic, a division of the Center for Aging Resources [email protected] 1 Helping Clients develop Meaning • Meaningful roles in family & the community • Meaningful activities in the community and/or individually at home • Meaning as an attitude • Meaning & Hope intertwined 2 Later life’s losses can make it harder to find meaning: • Can make it harder (physically & mentally) to follow past meaningful pursuits • Can make it harder to develop new meaningful activities/roles • Can make it harder to find hope 3 Existential Meaning in the face of loss How can we help older clients build meaning and hope when faced with loss or decline? 4 Existential Meaning in the face of loss How can we help clients improve their mental health and quality of life through development of altered perspectives, existential meaning, wisdom, integrity, spirituality? 5 Viktor Frankl (1980) stated that there are 3 avenues to meaning 6 Existential Meaning • Victor Frankl (1980) stated that there are 3 avenues to meaning: – Creating a work or doing a deed; – Experiencing something or encountering someone; – Attitudes: “Even if we are helpless victims of a hopeless situation, facing a fate that cannot be changed, we may rise above ourselves, grow beyond ourselves and by so doing change ourselves.” 7 Existential Meaning in the face of loss Developing meaning is one approach which may help. 8 Meaning • Robert Neimeyer counsels helping bereaved clients develop and internalize sense of attachment security with newly constructed meaning. • Martin Horrowitz recommends following trauma, helping clients create new meaning in a world which allows/permits such trauma to occur. -
A Comparison of Classic Human Development Theorists and the Implications for a Model of Developmental Social Interaction
DOCUMENT RESUME ED 407 125 PS 025 355 AUTHOR 011hoff, Jim TITLE Human Development Theories: A Comparison of Classic Human Development Theorists and the Implications for a Model of Developmental Social Interaction. PUB DATE Jun 96 NOTE 20p. PUB TYPE Information Analyses (070) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Child Development; *Friendship; *Individual Development; *Interaction; *Interpersonal Relationship; Models; *Theories IDENTIFIERS *Developmental Theory; Erikson (Erik); Fowler (James); Freud (Sigmund); Kohlberg (Lawrence); Piaget (Jean); Selman (Robert) ABSTRACT This paper explores several theories of human development, with particular attention to the development of social interaction. Part 1 compares and contrasts major developmental theories, including those of Freud, Erikson, Piaget, Kohlberg, Kegan, Fowler, and Selman. From birth to 1 year, infants are laying the foundation that will guide their later social interactions. Between years 2 and 5 the beginnings of autonomy and the dominance of egocentrism can be observed. Children ages 6 to 12 show concrete thinking, the emergence of the self-concept, the freedom from impulses, and the need to be successful. Youth, age 13 and older, show many precursors of adult attitudes and behaviors, with identity formation as a major issue, the possibility of abstract thought, and the beliefs of the community as a source of strength. Part 2 applies those theories to the expanding understanding of friendship, emphasizing the friendships of school-age children. Self-acceptance plays a crucial role in social interaction development. In Stage 1 of friendships, birth to 2 years, children play in each other's presence rather than with each other. Stage 2, ages 2 to 5, involves quickly changing friendships, characterized by creativity, joint fantasy, and shared imagination. -
1 Towards a Deeper Understanding of Epistemic Beliefs Development
1 Towards a deeper understanding of epistemic beliefs development: The contribution of threshold concepts and implications for understanding the ways of knowing and being of experienced educational developers Julie A. Timmermans Department of Educational and Counselling Psychology McGill University, Montreal November 2011 A dissertation submitted to McGill University in partial fulfillment of the requirements of the degree of Doctor of Philosophy in Educational Psychology © Julie A. Timmermans 2011 2 ACKNOWLEDGEMENTS I have had the privilege of great company for the journey of completing this dissertation. My life has been enriched in so many ways by knowing and working with my supervisor, Dr. Cynthia Weston. Cynthia, my graduate school experience has been stimulating, exciting, and fulfilling thanks to your expert guidance. Your thoughtful questions and feedback have encouraged me to clarify my assumptions and explore new directions for my thinking. I am also deeply grateful for your support of my decisions to make time for (new) life during my studies. You are a model of intelligence, integrity, and grace, and I would be honoured if, one day, someone were to compare me to you. I am grateful to Dr. Alenoush Saroyan for inspiring me to do my best work. Alenoush, you are a model of an intelligent, articulate, and thoughtful professor. Your expert teaching and advising have encouraged rigorous and creative thinking. I came away from your courses feeling transformed as a scholar. I am also deeply grateful for the steadfast support you have shown for my work throughout my doctoral studies, supporting my grant proposals and fellowship applications. It is an honour to have Dr. -
Erikson's Theory of Psychosocial Development
Erikson 1 Erikson’s Theory of Psychosocial Development Moin Syed University of Minnesota Kate C. McLean Western Washington University To appear in: E. Braaten & B. Willoughby (Eds.), The SAGE Encyclopedia of Intellectual and Developmental Disorders Contact: [email protected] or [email protected] Erikson 2 Erik Erikson’s theory of psychosocial development is the first, and arguably most influential, lifespan theory of development. Erikson’s writings are extensive and complicated, covering quite a bit of conceptual ground. He mixed detailed treatments with vague proclamations, and returned to the same themes repeatedly throughout his career. These qualities of his work have led some to refer to his work as having “Rorschach‐like” qualities, where different readers glean and interpret his words based on their own interests and views. Thus, it is a fool’s task to attempt to represent Erikson in full or to detail the “true” nature of Erikson’s theory. Accordingly, this article contains a description of the primary thematic elements of the theory. Erikson was highly influenced by Freud’s psychoanalytic theory of development, but extended it in two substantial ways. First, Freud’s focus was limited to childhood, arguing that the bulk of personality is formed around age five (following the phallic stage). In contrast, Erikson developed a lifespan theory; that is, he theorized about the nature of personality development as it unfolds from birth through old age. Second, Freud’s theory is considered a psychosexual theory of development, emphasizing the importance of sexual drives and genitalia in how children develop. Erikson’s theory is considered psychosocial, emphasizing the importance of social and cultural factors across the lifespan. -
1 the Eight Stages of Development, Created by Erik Erikson (1956), Is a Widely Used and Universally Accepted Model Explaining Th
THE IMPACT OF EXPOSURE TO DOMESTIC VIOLENCE ON CHILD DEVELOPMENT The Eight Stages of Development, created by Erik Erikson (1956), is a widely used and universally accepted model explaining the developmental tasks involved in the social and emotional development of children that continues into adulthood.2 Each developmental stage includes a major crisis that the individual must resolve in order to move to the next stage as a socially and emotionally healthy individual. If crises are not overcome, pathology or developmental difficulty may result. The five stages of development included below are: Infancy, Early Childhood, Play Age, School Age, and Adolescence. Erikson’s model also includes three stages (Young Adulthood, Middle Adulthood, and Later Adulthood) that are not covered in this document due to the focus on childhood exposure to domestic violence. Exposure to domestic violence at any age can create delays in the accomplishment of important developmental tasks. 7 However, there are several outside factors that mitigate the impact of childhood exposure including: • The severity and duration of trauma, 11 • Developmental maturity (how far along the child is in his or her personality development when the trauma occurs), 8, 11 • Temperament, 11 • Personality make-up • Cognitive and emotional capacity, 7, 9 • Achievement, 7 • Self-esteem • Characteristic coping style, 5, 7 • Parental interpretations or expressions of parental distress, 10 • Availability of support, 5 and • Age.8 In addition, children in shelters may have higher levels of trauma symptomology given the added stressors of moving suddenly, being separated from family, friends, school, and community, and the often chaotic experience of shelter life.6 The charts below provide bulleted lists describing the potential signs or symptoms of trauma that may result from childhood exposure to domestic violence. -
Wisdom Development of Leaders: a Constructive Developmental Perspective
WISDOM DEVELOPMENT OF LEADERS: A CONSTRUCTIVE DEVELOPMENTAL PERSPECTIVE John E. Barbuto, Jr. California State University at Fullerton, USA Michele L. Millard Creighton University, USA This paper proposes a framework linking constructive development theory and the development of wisdom in leaders. Kegan’s (1982) theory of constructive development – consisting of five stages (Level 1 – Impulsive; Level 2 – Instrumental; Level 3 – Interpersonal; Level 4 – Institutional; Level 5 – Inter- individual) – is linked with the development of wisdom in leaders. A reciprocal relationship between constructive development and wisdom development is proposed. As leaders increase their capacity for constructive development, they will concurrently develop wisdom. Future research and potential implications of this proposed framework are also discussed. he concept of wisdom has gained increased attention in the literature with attempts to define, operationalize and measure this complex and multidimensional construct T (Webster, 2007; Sternberg, 2007). The concept of wisdom, explored from both explicit and implicit perspectives, has evolved from work in the conceptual realm as well as empirical research. Conceptual studies have explored wisdom using the constructs of compassion (Ardelt, 2004), procedural knowledge and life span contextualism (Baltes & Staudinger, 2000), mental attention and consciousness (Pascual-Leone, 2000), seeing through illusion (McKee & Barber, 1999) and ability to find deeper meanings (Sternberg, 2005a). Empirical studies have complemented this research by exploring constructs of moral reasoning (Pasupathi & Staudinger, 2001), life experience analysis (Bluck & Glück, 2004), integration and embodiment (Yang, 2008b), age and performance (Mickler & Staudinger, 2008), self-transcendence (Le, 2008), scale development (Greene & Brown, 2009), wisdom-related performance (Glück & Baltes, 2006), and age and culture (Takashashi & Overton, 2002). -
A Case Study Utilizing Music
THE EVOLVING SELF: A CASE STUDY UTILIZING MUSIC LYRICS TO STUDY EGO IDENTITY by KENT STEWART MICHAEL STEVE THOMA, COMMITTEE CHAIR DEBORAH CASPER SARA TOMEK JAMES JACKSON RICK HOUSER A DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Educational Studies in Psychology, Research Methodology, and Counseling in the Graduate School of The University of Alabama TUSCALOOSA, ALABAMA 2019 Copyright Kent Stewart Michael 2019 ALL RIGHTS RESERVED ABSTRACT Musicians have written about developmental transitions and the associated struggles for as long as language has been acquired and they have had the means by which to document their lyrics. Modern lyricists have ached about childhood and yearned for home as they enter young adulthood, while others have been preoccupied with romantic interests gained and lost during adolescence and beyond. Some musicians have even delved into questioning social issues, theological paradigms, decisions made by governments, and moral dilemmas in lyrics. Regardless of the developmental crisis being discussed, lyrics have been a medium in which musicians have publicly wrestled with their existential existence. Unfortunately, there is lack of representation in analyzing musical lyrics and other forms of pop culture for personality development in psychological research. This study illustrates a procedure for coding manifestations of three psychosocial stages in music lyrics from an artist’s first album to the most recent album. More specifically, identity, intimacy, and generativity themes were analyzed in John Mayer’s lyrics written during his adolescence, young adulthood, and emerging middle adulthood. Erik Erikson’s psychosocial stage theory is utilized to explain Mayer’s personality at the time each album was released and the development of personality over time. -
HDC 6130 Developmental Counseling Psychology
VANDERBILT UNIVERSITY PEABODY COLLEGE OF EDUCATION Department of Human and Organizational Development Human Development Counseling Program Instructor: Andy Finch HDC 6130: Developmental Counseling Psychology COURSE DESCRIPTION Developmental Counseling Psychology is a course intended to give students a broad overview of human nature/behavior through knowledge of life span developmental theory, personality development, modern and postmodern approaches to the study of human nature/behavior, and learning theory. Throughout the course, close attention will be given to human ecology or those social/historical/cultural/environmental forces furthering or impeding development. The course approaches foundational works of developmental theory through both a chronological and conceptual complexity progression. Rather than examining human development from the perspective of the human life span, this course will follow the evolution of developmental theory itself as it pertains to the human life span. Learning any new field involves learning its vernacular, and thus each class will contain a lesson in language. The semester is divided into four parts: foundations of developmental counseling, theories with a biological-maturation emphasis, theories with a cognitive-structural emphasis, and theories with a social-contextual emphasis. PREREQUISITES There are no prerequisites for this course. This is a core requirement for all HDC students, and it is designed for master’s-level work. TEXTBOOKS AND MATERIALS Required textbook. Estimated cost ranges are based on prices for used copies found online. Additional readings will be posted in electronic reserves. Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press. ISBN: 9780674445888. ESTIMATED COST: $12.00–$30.00 Siegel, D. -
Impact of Abuse Throughout a Child's Psychological Development Michael Wurdeman Winona State University
Winona State University OpenRiver Counselor Education Capstones Counselor Education 5-22-2015 Impact of Abuse Throughout a Child's Psychological Development Michael Wurdeman Winona State University Follow this and additional works at: https://openriver.winona.edu/counseloreducationcapstones Recommended Citation Wurdeman, Michael, "Impact of Abuse Throughout a Child's Psychological Development" (2015). Counselor Education Capstones. 27. https://openriver.winona.edu/counseloreducationcapstones/27 This Capstone Paper is brought to you for free and open access by the Counselor Education at OpenRiver. It has been accepted for inclusion in Counselor Education Capstones by an authorized administrator of OpenRiver. For more information, please contact [email protected]. Running head: IMPACT OF ABUSE ON DEVELOPING CHILDREN 1 Impact of Abuse Throughout a Child’s Psychological Development Michael Wurdeman A Capstone Project submitted in partial fulfillment of the requirements for the Master of Science Degree in Counselor Education at Winona State University Spring 2015 Running head: IMPACT OF ABUSE ON DEVELOPING CHILDREN 2 Winona State University College of Education Counselor Education Department CERTIFICATE OF APPROVAL __________________________________ CAPSTONE PROJECT _____________________________ Impact of Abuse Throughout a Childs Psychological Development This is to certify that the Capstone Project of Michael Wurdeman Has been approved by the faculty advisor and the CE 695 – Capstone Project Course Instructor in partial fulfillment of the requirements for the Master of Science Degree in Counselor Education Capstone Project Supervisor: Dawnette Cigrand, Ph.D. Approval Date: May 22, 2015 Running head: IMPACT OF ABUSE ON DEVELOPING CHILDREN 3 Abstract The effects of childhood abuse on development from infancy through adulthood have been studied for many years.