DOCSLIB.ORG

An Eriksonian Psychobiography of Martin Luther King Junior

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
An Eriksonian Psychobiography of Martin Luther King Junior View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by South East Academic Libraries System (SEALS) AN ERIKSONIAN PSYCHOBIOGRAPHY OF MARTIN LUTHER KING JUNIOR Sheri-Ann Pietersen Submitted in partial fulfilment of the requirements for the degree of Magister Artium In Counselling Psychology in the Faculty of Health Sciences at the Nelson Mandela Metropolitan University January 2014 Supervisor: Prof. C.N. Hoelson Co-supervisor: Ms. A. Sandison i DECLARATION I, Sheri-Ann Pietersen (nee Kemp), 203054601, hereby declare that the treatise An Eriksonian Psychobiography of Martin Luther King Junior for the Magister Artium in Counselling Psychology is my own work and that it has not previously been submitted for assessment or completion of any postgraduate qualification to another university or for another qualification. Sign Sheri-Ann Pietersen Date ii Photograph of Martin Luther King Junior Source:http://www.nobelprize.org/nobel_prizes/peace/laureates/1964/king-bio.html iii Acknowledgements I can do all things through Christ who strengthens me. Philippians 4:13 I would not have been able to complete this without the support of the following people: All glory and honour is due unto my Saviour, Jesus. I know that with you all things are possible. To my absolutely amazing husband, Gerald. Love, thank you so much for your enduring support and unwavering faith in me. Thank you for keeping me strong and sane throughout this process. I am so blessed. Samantha Naicker, thank you for all the sacrifices you made in support of me. I truly hold you dear. Melissa Romain, Ronique Brecht and Giselle Naidoo, thank you for encouraging me and listening to my research talk. Thank you for also understanding. And thank you to your husbands, of course. To my parents, George and Elda Kemp, You have always believed in me, and you have undoubtedly supported my every initiative. I am so grateful. Thank you to my brother, George. Your hugs made the world of a difference. To Aunt, Charline Witbooi, thank you for providing the inspiration of this research and for coming to the rescue when you did. To my grandmother, Ma Yvonne, thank you for your prayers and encouragement throughout my life. I am really so blessed. To all my family who listened, encouraged and supported me, I am grateful for that. iv To my Disability Unit team: Prof Iona Wannenburg, Ruth Sauls and Tanita Kemp. You guys are the best cheerleaders. Thank you for listening to my frustrations and encouraging me to keep going. A huge thank you to my supervisor Prof. Hoelson and co-supervisor, Alida Sandison. You have truly gone out of your way to help me get this research done. Thank you for your guidance, your professional advice and for accommodating me in the way that you did. v Table of Contents Declaration i Photograph of Martin Luther King Junior. ii Acknowledgements iii Table of Contents v List of Appendices xi Abstract xii Chapter 1 Introduction Chapter Preview 1 Orientation to the Research Study 1 The Psychobiographical Approach 1 The Life of Martin Luther King Junior 2 Overview of the Theoretical Framework 5 Aim of the Research 6 Overview of the Treatise 6 Chapter 2 Erikson’s Psychosocial Development Theory Chapter Preview 7 Significant Life Events which Contributed to the Development of Erikson’s Theory 7 The Development of Personality: Erikson’s Perspective 11 The Fundamentals of Erikson’s Psychosocial Approach 12 The epigenetic principle. 12 vi Lifespan development. 13 Ego development and identity. 14 The Eight Psychosocial Stages 15 Trust versus mistrust (birth to about 18 months). 15 Autonomy versus shame and doubt (18 months to about three years). 17 Initiative versus guilt (three years to five years). 18 Industry versus inferiority (five years to 13 years). 20 Identity versus role confusion (13 years to 21 years). 21 Intimacy versus isolation (21 years to 40 years). 22 Generativity versus stagnation (40 years to 60 years). 24 Integrity versus despair (60 years and onwards). 25 Critique of Erikson’s (1950) Psychosocial Theory 26 Erikson the idealist and theory too idealistic. 27 Gender assumptions in Erikson’s work. 27 The developmental stages. 28 Conclusion 29 Chapter 3 The Life of Martin Luther King Junior Chapter Preview 30 The Life of Martin Luther King Junior 30 The Childhood Years (1929-1947). 30 Family of origin. 30 Fatherly influence. 31 King as a boy. 32 King at school. 33 vii Questioning. 34 Tough experiences. 34 College years. 35 Influences during college. 36 Becoming a man (1947 - 1950). 37 Minister after all. 37 Continued studies. 37 Influences and beliefs while at seminary. 38 Philosophy of nonviolence. 39 The emergence of King (1950 – 1953). 40 King as the diligent student. 40 King on a social level. 41 King meets Coretta Scott. 42 Leader in reverend’s cloak (1953 - 1957). 44 Where to go and what to do. 44 Life as a reverend. 45 Thought and word into action. 47 Freedom with responsibility leaves a legacy (1957 - 1968). 49 Fame and its challenges. 49 The movement. 52 I have a dream. 54 Peace at a price. 58 The Legacy Lives On 58 Conclusion 59 viii Chapter 4 Psychobiographical Research Design and Methodology Chapter Preview 60 Overview of the Psychobiographical Research Design 60 Methodological Considerations of Psychobiographical Research 62 Analysing an absent subject. 62 Researcher bias. 64 Reductionism. 65 Elitism and easy genre. 66 Inflated expectations. 67 Psychobiographical Ethical Considerations 67 Research Design 68 The Psychobiographical Research Subject 68 Data Collection 69 Data Analysis 70 Alexander’s guidelines for the extraction of salient data. 71 Primacy. 71 Frequency. 71 Emphasis. 71 Uniqueness. 72 Negation. 72 Omission. 72 Error or distortion. 72 Isolation. 72 Incompletion. 72 ix Questioning the Data 73 Developing a Case Description 74 Reflexivity 75 Conclusion 75 Chapter 5 Findings and Discussion Chapter Preview 76 Findings 76 Basic trust versus mistrust (birth to 18 months). 77 Discussion of the first stage. 77 Autonomy versus shame and doubt (18 months to three years). 78 Discussion of the second stage. 78 Initiative versus guilt (three to five years). 79 Discussion of the third stage. 80 Industry versus inferiority (five to 13 years). 80 Discussion of the fourth stage. 81 Identity versus role confusion (13 to 21 years). 82 Discussion of the fifth stage. 83 Intimacy versus isolation (21 to 40 years). 86 Discussion of the sixth stage. 86 Conclusion 90 Chapter 6 Conclusion, Limitations and Recommendations Chapter Preview 91 Conclusions of the Study 91 x Limitations of Current Research Study. 91 Value of the Study 93 Recommendations for Future Research 94 Final Conclusion 95 References 96 xi List of Appendices: Appendix A A Matrix of Martin Luther King Junior’s Life and Erikson’s Theory of Psychosocial Stages 103 xii Abstract The aim of the current study was to conduct a psychobiography of the life of Martin Luther King Junior, who was born in 1929 and died in 1968. He was an American clergyman, husband, father, activist, and prominent leader in the African-American civil rights movement. King fought for civil rights for all people. His “I Have a Dream” speech raised public consciousness of the civil rights movement and established him as one of the greatest orators in the United States of America. His main legacy was to secure access to civil rights for all Americans, thereby empowering people of all racial and religious backgrounds, and promoting equality in the American nation. This is a psychobiographical research study which aimed to explore and describe the life of Martin Luther King junior’s psychological development according to Erik Erikson’s Psychosocial Developmental Theory. King was selected through purposive sampling on the basis of interest, value, and uniqueness to the researcher. Alexander’s model of identifying salient themes was used to analyse the data which were then compared to Erikson’s theory through a process of analytical generalisation. Limitations of the current study were identified and certain recommendations for future research in this field are offered. Key Concepts: Erik Erikson, Martin Luther King Junior, psychobiography, psychosocial development. 1 Chapter 1 Introduction Chapter Preview This chapter contains an introduction to the research study and provides a general orientation thereof. It provides a brief outline of the psychobiographical approach, a short account of the life of Martin Luther King Junior, and an overview of Erikson‟s (1950) Psychosocial Development Theory. The aim of the research is presented, and the chapter then concludes with an overview of all the chapters in the research study. Orientation to the Research Study Through the research method of psychobiography the researcher explores and describes the personality development of Martin Luther King Junior throughout his entire lifespan, utilizing Erik Erikson‟s (1950) Psychosocial Development Theory. The research is categorised as a psychobiographical case study which uses Erikson‟s psychosocial stages to restructure and highlight King‟s life, providing a comprehensive account of his psychological development. The Psychobiographical Approach The purpose of a psychobiography is to utilise psychological theory in a systematic way, so as to discover aspects of the subject‟s lived life (McAdams, 1994; Stroud, 2004). Roberts (2002) ascribed interest in the psychobiographical method in recent years to four different factors: a developing cynicism with static approaches to data collection; a growing interest in the life stages; an increased concern with lived experience and how best to express and reveal it, as well as the growth in popularity of qualitative research in general. Pillay (2009) suggests that various definitions and descriptions of psychobiography exist. Schultz (2005) describes psychobiography as the process of utilizing psychological theory and research to analyse the inner life of the subject. It looks at the entire life birth to death, to 2 determine and differentiate the main story of the subject‟s life (McAdams, 1994).
Load more

Recommended publications
  • Differential Diagnosis: a Primer
    Personality, Psychopathology, and Psychotherapy: Theoretical and Clinical Perspectives Henry Kellerman, Series Editor Psychopathology and Differential Diagnosis: A Primer VOLUME ONE on or publication of History of Psychopathology personal use only. Citati Henry Kellerman and Anthony Burry rums. Nutzung nur für persönliche Zwecke. tten permission of the copyright holder. material prohibited without express wri express without prohibited material Propriety of the Erich Fromm Document Center. For Eigentum des Erich Fromm Dokumentationszent Veröffentlichungen – auch von Teilen – bedürfen der schriftlichen Erlaubnis des Rechteinhabers. Rechteinhabers. des Erlaubnis der schriftlichen – bedürfen von Teilen – auch Veröffentlichungen <a? Columbia University Press New York Burry, A., and Kellerman, H., 1988: Psychopathology and differential diagnosis, Vol. 1: History of psychopathology, New York (Columbia University Press) 1988, 270 p. CONTENTS Preface ix Acknowledgments xvii on or publication of Part I: Antiquity 1. The Historical Roots of Psychopathology and Diagnosis 3 2. Hippocrates: The First Classifier 11 personal use only. Citati 3. The Later Greek Philosophers 19 rums. Nutzung nur für persönliche Zwecke. 4. The Roman Period 31 tten permission of the copyright holder. Part II: The Middle Ages and the Renaissance 5. The Middle Ages 43 6. The Renaissance 52 Part III: The Modern World material prohibited without express wri express without prohibited material Propriety of the Erich Fromm Document Center. For Eigentum des Erich Fromm Dokumentationszent Veröffentlichungen – auch von Teilen – bedürfen der schriftlichen Erlaubnis des Rechteinhabers. Rechteinhabers. des Erlaubnis der schriftlichen – bedürfen von Teilen – auch Veröffentlichungen 7. The Modern World and the Study of Psychopathology 65 8. The Age of Enlightenment: The Eighteenth Century 72 9. Nineteenth-Century Interest in the Nature of Psychopathology 82 Part IV: Nosological Systems and the Appearance of Sigmund Freud 10.
    [Show full text]
  • Basic Concepts I
    Basic Concepts I A LIFE COURSE PERSPECTIVE ON AGINGdistribute or post, copy, not Do - RonTech2000/iStockphoto.com Multigenerational families provide a vivid illustration of the life course perspective: Aging is a gradual, lifelong process we all experience, not something that happens only in later life. Proof Draft 1 Copyright ©2017 by SAGE Publications, Inc. This work may not be reproduced or distributed in any form or by any means without express written permission of the publisher. 2 AGING Learning Objectives After reading Basic Concepts I, “A Life Course Perspective on Aging,” readers will: 1. Understand aging as a lifelong experience that is multifaceted and shaped by the contexts in which individuals live. 2. Be familiar with the central theories developed to understand and explain aging. 3. Be able to identify the main biological processes thought to regulate the aging process. 4. Appreciate the ways in which social construction and historical factors influencedistribute our understandings of age, aging, and later life. or hen we think about “aging,” we often call to mind the image of an old person. But the process of aging actually begins much earlier in life. We cannot fully under- W stand what old age means unless we understandpost, it as part of the entire course of human life, and this approach is called the life course perspective (Fuller-Iglesias, Smith, & Antonucci, 2009; Settersten, 2003). Often our image of old age is misleading. For example, try to conjure a mental image of a college student. Now imagine a recent retiree, a grandmother, and a first-time father. Hold those images in mind and then considercopy, the following facts: • Each year, half a million people over age 60 are studying on college campuses.
    [Show full text]
  • The Relationship Between Ego Integrity and Death Attitudes in Older Adults
    American Journal of Applied Psychology 2013 ; 2(1) : 7-15 Published online January 20, 2013 (http://www.sciencepublishinggroup.com/j/ajap) doi: 10.11648/j.ajap.20130201.12 The relationship between ego integrity and death attitudes in older adults Daniel W. Parker Ave Maria University, San Marcos, Carazo, Nicaragua Email address: [email protected] (D. W. Parker) To cite this article: Daniel W. Parker. The Relationship Between Ego Integrity and Death Attitudes in Older Adults, American Journal of Applied Psychol- ogy. Vol. 2, No. 1, 2013, pp. 7-15. doi: 10.11648/j.ajap.20130201.12 Abstract: This study investigates how one’s ability to accept the past contributes to death attitudes within the el- derly population. 115 individuals (47 men and 68 women) participated by filling out self-report questionnaire pack- ets collected from a variety of residential settings. The Death Attitudes Profile – Revised (DAP-R) was used to assess the individuals attitude towards death and the Ability to Accept the Past scale (ACPAST) was used as a measure of ego integrity. A linear regression analysis was used to determine the predictive relationship between the two variables. The results indicate that scores on the ACPAST are significant predictors of DAP-R subscales Neutral Acceptance Fear of Death and Death Avoidance. The results did not show a significant relationship between the scores on the ACPAST and the DAP-R subscales Approach Acceptance or Escape Acceptance. Thus, the ability to accept the past was a significant predictor of Fear of Death, Death Avoidance, and Neutral Acceptance. Yet, accepting the past was not a significant predictor of Approach Acceptance or Escape Acceptance.
    [Show full text]
  • A Psychobiographical Study of Theodore Robert Bundy
    A PSYCHOBIOGRAPHICAL STUDY OF THEODORE ROBERT BUNDY Kelly Berene McGivern Submitted in partial fulfilment of the requirements for the degree of Magister Artium in Clinical Psychology in the Department of Psychology in the Faculty of Health Sciences at the Nelson Mandela Metropolitan University April 2016 Supervisor: Professor J.G. Howcroft ii Declaration Name: Kelly Berene McGivern Student number: 213381656 Degree: Magister Artium in Clinical Psychology I hereby declare that the treatise for the degree of Magister Artium in Clinical Psychology to be awarded is my own work and that it has not previously been submitted for assessment or completion of any postgraduate qualification to another University or for another qualification (see Appendix A for a summary of Turnitin Originality Report). KB McGivern Official use: In accordance with Rule G5.6.3. 5.6.3. A treatise/dissertation/thesis must be accompanied by a written declaration on the part of the candidate to the effect that it is his/her own work and that it has not previously been submitted for assessment to another University or for another qualification. However, material from publications by the candidate may be embodied in a treatise/dissertation/thesis. iii Photographs of Theodore Robert Bundy Online Images retrieved from: http://criminalminds.wikia.com/wiki/Ted_Bundy iv Acknowledgements “Owning our story can be hard but not nearly as difficult as spending our lives running from it. Embracing our vulnerabilities is risky but not nearly as dangerous as giving up on love and belonging and joy—the experiences that make us the most vulnerable. Only when we are brave enough to explore the darkness will we discover the infinite power of our light.” ― Brené Brown (2010, p.
    [Show full text]
  • Psychosocial Development and Well-Being in Retirement: the Relationship Between Generativity, Ego Integrity, and Regret Among Canadian Retirees
    Wilfrid Laurier University Scholars Commons @ Laurier Theses and Dissertations (Comprehensive) 2019 Psychosocial Development and Well-being in Retirement: The Relationship Between Generativity, Ego Integrity, and Regret Among Canadian Retirees Shauna Spirling [email protected] Follow this and additional works at: https://scholars.wlu.ca/etd Part of the Developmental Psychology Commons Recommended Citation Spirling, Shauna, "Psychosocial Development and Well-being in Retirement: The Relationship Between Generativity, Ego Integrity, and Regret Among Canadian Retirees" (2019). Theses and Dissertations (Comprehensive). 2150. https://scholars.wlu.ca/etd/2150 This Thesis is brought to you for free and open access by Scholars Commons @ Laurier. It has been accepted for inclusion in Theses and Dissertations (Comprehensive) by an authorized administrator of Scholars Commons @ Laurier. For more information, please contact [email protected]. Running head: PSYCHOSOCIAL DEVELOPMENT, REGRET, AND WELL-BEING IN RETIREMENT PSYCHOSOCIAL DEVELOPMENT AND WELL-BEING IN RETIREMENT: THE RELATIONSHIP BETWEEN GENERATIVITY, EGO INTEGRITY, AND REGRET AMONG CANADIAN RETIREES by Shauna Spirling Bachelor of Arts (Hons.), York University, 2015 THESIS Submitted to the Department of Psychology in partial fulfillment of the requirements for Master of Arts In Psychology Wilfrid Laurier University © Shauna Spirling 2019` PSYCHOSOCIAL DEVELOPMENT, REGRET, AND WELL-BEING IN RETIREMENT i Abstract Transitions such as retirement may facilitate change in social and psychological dynamics, perhaps encouraging what Butler (2002) refers to as a life review: an introspective process encouraging reflection on the life course, potentially eliciting regret(s). Older adults may especially be tasked with coming to terms with the life they have lived given time constraints and perceivably less opportunity to rectify paths not taken.
    [Show full text]
  • Flourishing in Later Life: a Positive Psychology Training for Care-Workers
    FLOURISHING IN LATER LIFE: A POSITIVE PSYCHOLOGY TRAINING FOR CARE-WORKERS ZACHARY RHODENIZER B.A./B.Ed., University of Lethbridge, 2010 A Project Submitted to the School of Graduate Studies of the University of Lethbridge in Partial Fulfillment of the Requirements for the Degree MASTER OF EDUCATION – COUNSELLING PSYCHOLOGY FACULTY OF EDUCATION LETHBRIDGE, ALBERTA January 2014 Abstract Most careworkers would agree that continued engagement is important and necessary for residents of a long-term care facility; however, the manner in which careworkers can plan activities in order to be engaging and motivating to residents is less certain. A program based on positive psychology is presented that aims to promote meaningful, engaging, and intrinsically motivating activities that can benefit any resident living in care. The program demonstrates positive psychology and self-determination theory to careworkers and the manner in which this knowledge can be applied to older populations. The program then informs careworkers how to facilitate interventions that promote gratitude, forgiveness, hope, altruism, and apply signature strengths to meaningful pursuits. These interventions can be implemented regardless of physical limitations and can help residents to flourish in long-term care. iii Acknowledgments To my supervisor, Dr. Blythe Shepard, your patience with me and this project has been greatly appreciated. I shudder to think where I would be in this process if it were not for your guidance and direction. To Dr. Jennifer Thannhauser, your encouragement pushed me to attempt this endeavour in the first place. Knowing that you believed in my abilities helped me through the times when I did not. To the staff and residents at St.
    [Show full text]
  • Adult Cognitive Development from a Lifespan Developmental Perspective1
    明星大学心理学年報 2010，No.28，021－035 講演録原著21 Adult Cognitive Development from a Lifespan Developmental Perspective1 K. Warner Schaie Department of Psychiatry and Behavioral Sciences, University of Washington Abstract: A fairly concise lifespan perspective is presented on what some would call normal cognitive aging. The currently most useful theoretical frameworks that include statements about cognitive development from young adulthood to advanced old age are outlined. Psychologists are reminded that they must never confuse age differences that may largely represent cohort differences associated with rapidly changing environmental circumstances, with age changes that occur within individuals over their life course. A distinction is next made between normal and pathological aging, as is characterized by very different aging trajectories that distinguish individuals who follow average trajectories, those who decline early, those who develop neuro- or psycho-pathologies, and those favored few “super-aged” who remain fully functional until shortly before their death. Because changes in intellectual competence represent a central topic in the psychology of aging, examples of substantive data for such changes are then presented through adulthood. Little cognitive decline not associated with pathological processes is found prior to the decade of the 60s, but some genetically and environmentally disadvantaged individuals show decline in the late 40s or early 50s. Age difference data and differential cohort paths are also presented for different abilities over the past 70 years. Finally, I refl ect on the topic of ageism in the psychology of aging and suggest that the major infl uence for much professional stereotyping of the elderly may be found in the assumption of universal cognitive decline and movement towards negative personality traits with increasing age.
    [Show full text]
  • Integrity, Despair and in Between: Toward Construct Validation of Erikson's Eighth Stage
    INTEGRITY, DESPAIR AND IN BETWEEN: TOWARD CONSTRUCT VALIDATION OF ERIKSON'S EIGHTH STAGE by Simon Hearn B.A., University of Toronto, 1977 M.Sc., Memorial University of Newfoundland, 1986 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in the Department of PSYCHOLOGY @Richard Simon Fairfax Hearn 1993 SIMON FRASER UNIVERSITY July 1993 All rights reserved. This work may not be reproduced in whole or in part, by photocopy or other means, without permission of the author. APPROVAL Name: R. Simon F. Hearn Degree: Doctor of Philosophy Title of Thesis: Integrity, Despair, and In Between: Towards Construct Validation for Eriksonts Eighth Stage Examining Committee: Chair: Dr. Jean Koepke r . James Marcia , Professor se-ervwr Dr. ~hondKoopman Associate Professor -- Dr. Stephen G.-llidav Adjunct Professor Dr. Elinor Ames, Associate Professor Internal External Examiner - ------ - Dr. Susan K. Whitbourne, Professor Department of Psychology University of Massachusetts External Examiner PARTIAL COPYRIGHT LICENSE I hereby grant to Simon Fraser University the right to lend my thesis, project or extended essay (the title of which is shown below) to users of the Simon Fraser University Library, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. I further agree that permission for multiple copying of this work for scholarly purposes may be granted by me or the Dean of Graduate Studies. It is understood, that copying or publication of this work for financial gain shall not be allowed without my written permission.
    [Show full text]
  • Ego-Identity and Long-Term Moratoria: Associations with College Attendance and Religious Volunteerism
    Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 5-2015 Ego-Identity and Long-Term Moratoria: Associations with College Attendance and Religious Volunteerism Mark A. Jackson Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/etd Part of the Social and Behavioral Sciences Commons Recommended Citation Jackson, Mark A., "Ego-Identity and Long-Term Moratoria: Associations with College Attendance and Religious Volunteerism" (2015). All Graduate Theses and Dissertations. 4615. https://digitalcommons.usu.edu/etd/4615 This Dissertation is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Theses and Dissertations by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. EGO-IDENTITY AND LONG-TERM MORATORIA: ASSOCIATIONS WITH COLLEGE ATTENDANCE AND RELIGIOUS VOLUNTEERISM by Mark A. Jackson A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in Family and Human Development Approved: _____________________________ ______________________________ Randall M. Jones, PhD Scot M. Allgood, PhD Major Professor Committee Member _____________________________ ______________________________ Troy E. Beckert, PhD E. Helen Berry, PhD Committee Member Committee Member _____________________________ ______________________________ Kay Bradford, PhD Mark R. McLellan, PhD Committee Member Vice President for Research and Dean of the School of Graduate Studies UTAH STATE UNIVERSITY Logan, Utah 2015 ii Copyright © Mark A. Jackson 2015 All Rights Reserved iii ABSTRACT Ego-Identity and Long-Term Moratoria: Associations with College Attendance and Religious Volunteerism by Mark A. Jackson, Doctor of Philosophy Utah State University, 2015 Major Professor: Dr.
    [Show full text]
  • UNIT 8 STAGES of DEVELOPMENT* Human Development
    Nature and Principle of UNIT 8 STAGES OF DEVELOPMENT* Human Development Structure 8.0 Introduction 8.1 Objectives 8.2 Stages of Development 8.2.1 Sigmund Freud’s Theory 8.2.2 Erik Erikson’s Psychosocial Theory 8.3 Let Us Sum Up 8.4 Glossary 8.5 Unit End Questions 8.6 Answers to Self Assessment Questions (SAQ) 8.7 References and Suggested Readings 8.8 References for Images 8.0 INTRODUCTION From the moment the human child is first conceived, to the day the individual dies, they keep changing constantly and developing. While some of the changes humans undergo are as a result of chance incidents and personal choices, the vast majority of life changes and stages the human passes through are due to certain common biological and psychological factors partly inherited and partly environmental and are shared by all people. Life span development deals with important common developmental stages that human beings pass through: birth, infancy, adolescence, adulthood, old age and finally death. As the humans grow up from stage to stage they learn to make use of their body parts, learn how to express themselves and communicate with others, how to form relationship with others, how to care for others, how to love and how to work. In this unit we will discuss two prominent theories of human development namely, Sigmund Freud’s theory of psychosexual development and Erikson’s theory of development. 8.1 OBJECTIVES After reading this unit, you will be able to: Articulate the importance of stage in human development; Know the Freud’s contribution in understanding developmental process; and Understand the eight stages of Erik Erikson’s theory of developmental process.
    [Show full text]
  • Susan Krauss Whitbourne, Ph.D., ABPP
    Susan Krauss Whitbourne, Ph.D., ABPP Adjunct Professor of Gerontology University of Massachusetts Boston Professor Emerita University of Massachusetts Amherst 413-237-4376 [email protected] Board Certified in Geropsychology EDUCATION: Ph.D. Columbia University, 1974, Developmental Psychology B.A. State University of New York at Buffalo, 1970, Psychology Professional Licensure: Massachusetts License #4701 APPOINTMENTS AND POSITIONS: 2017- Adjunct Professor of Gerontology and Faculty Fellow, University of Massachusetts Boston; Professor Emerita, University of Massachusetts Amherst 2017- Scholarship Coordinator, University of Massachusetts, President’s Office 1989-2017 Professor, Department of Psychological and Brain Sciences, University of Massachusetts Amherst. 1999-2017 Director, Office of National Scholarship Advisement, Commonwealth Honors College, University of Massachusetts Amherst 1988 Visiting Scientist, Max Planck Institute for Human Development, Berlin, Germany 1988-1989 Associate Professor, Department of Psychology, University of Massachusetts at Amherst. 1984-1988 Visiting Associate Professor, Department of Psychology, University of Massachusetts, at Amherst. 1984-1986 Visiting Associate Professor, Graduate School of Education and Human Development, and Department of Psychology, University of Rochester. 1975-1984 Assistant to Associate Professor, Center for Counseling, Family and Worklife Studies, Graduate School of Education and Human Development, and Department of Psychology, University of Rochester. 1974-1984 Research Consultant - Veterans Administration Hospital, Bath, New York. 1974-1984 Part-time Instructor, Department of Preventive Medicine, University of Rochester. 1974-1975 Assistant Professor, Psychology, State University of New York at Geneseo. 1973-1974 Instructor, Psychology, State University of New York College at Geneseo. 1971 Interviewer, National Survey of Housing for the Elderly, Philadelphia Geriatric Center. 1970 Research Assistant. Comprehensive Health Planning Council Western New York, Buffalo, NY.
    [Show full text]
  • Memento Mori: Reflecting on Mortality to Inspire Vitality and Meaning in Life
    University of Pennsylvania ScholarlyCommons Master of Applied Positive Psychology (MAPP) Master of Applied Positive Psychology (MAPP) Capstone Projects Capstones 7-2020 Memento Mori: Reflecting on Mortality to Inspire Vitality and Meaning in Life Jodi Wellman Follow this and additional works at: https://repository.upenn.edu/mapp_capstone Part of the Other Psychology Commons Wellman, Jodi, "Memento Mori: Reflecting on Mortality to Inspire Vitality and Meaning in Life" (2020). Master of Applied Positive Psychology (MAPP) Capstone Projects. 181. https://repository.upenn.edu/mapp_capstone/181 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/mapp_capstone/181 For more information, please contact [email protected]. Memento Mori: Reflecting on Mortality to Inspire Vitality and Meaning in Life Abstract The practice of memento mori– acting on the Latin phrase that translates to “remember we must die,” has the profound potential to wake us up and breathe more life into our lives. While focusing on the end of our days may sound more morbid than meaningful, the contemplation of death allows us to appreciate the scarcity of the very time we’re looking to make the most of. In a world consumed with expanding the length of our lives, cultivating a more intimate familiarity with death can help us expand the metaphoric width and depth of our lives as well. We make our lives wider when we fill them with vitality and gusto– expanding the breadth of the pleasurable experiences that life has to offer while blasting us out of our autopilot tendencies. We make our lives deeper when we infuse them with meaning and purpose– elevating ourselves out of empty or mundane existences into lives that feel like they matter.
    [Show full text]