-          Erikson 8 stages:

-Trust vs. mistrust ( birth- 18 months)

- Autonomy vs. shame and doubt (18 months-3 years

- Initiative vs. guilt (3- 6 years)

- Industry vs. inferiority (6-12 years)

- Identity vs. role confusion (12-20 years)

- Intimacy vs. isolation (20-30 years)

- Generativity vs. stagnation (30-65 years)

- Ego integrity vs. despair (65-death)

to develop a basic trust in the mothering figure and learn to generalize it to others 

o   to gain some self-control and independence within the environment. Non-achievement results in a lack of self confidence, the task remains unresolved when the parent s restricts independent behaviors. 

o   to achieve a sense of self-confidence by learning, competing, performing successfully, and receiving recognition from significant others, peers, and acquaintances. Industry is achieved when encouragement is given to activities and responsibilities in the school and communities and recognition is given for accomplishments. 

 to integrate the tasks mastered in the previous stages into a secure sense of self. Achievement in this task results in a sense of confidence, emotional stability, and a view of the self as a unique individual. Identity is achieved when adolescents are allowed to experience independence by making decisions that influence their lives. Nonachievement results in a sense of insecurity about ones role in life. Long term commitments with others are non-existent. A lack of self-confidence is shown by delinquent and rebellious behaviors. 

o   to form an intense, lasting relationship or a commitment to another person, cause, institution, or creative effort. It describes a commitment in which personal sacrifices are made for another. Intimacy is achieved when an individual has developed the capacity of giving oneself to another. Nonachievment results in withdrawal, social isolation and aloneness. The  individual is unable to form lasting intimate relationships, often seeking intimacy through numerous sexual contacts.  

o   to achieve the life goals established for oneself, while also considering the welfare of future generations. Generativity is achieved when the individual expresses satisfaction with this stage in life and demonstrates responsibility for leaving the world a better place in which to live. Nonachievement results in lack of concern for the welfare of others and total preoccupation with the self. 

o   to review one’s life and derive meaning from both positive and negative events, while achieving a positive sense of self-worth. Accepting that some goals were achieved and some were not. Does not fear death but sees it as another step of development. Nonachievement results in a sense of self contempt and disgust with how life has progressed the individual would like to start over and have a second chance at life. The focus is on past failures or perceived failures. It is a problem when earlier tasks are not fulfilled such as: identity, need to help others etc. 

-          Object relations: things that imprint on how you act and react to situations according to how people have responded to you. 

o   fulfillment of basic needs for survival and comfort. The infant exist in a half-sleeping, half-waking state and does not perceive the existence of other people or an external environment.  

§  a type of psychic fusion of mother and child. The child views the self as an extension of the mother. Mahler said that absence of, or rejection by, the maternal figure at this phase can lead to symbiotic psychosis. 

o   commencement of a primary recognition of separateness from the mothering figure. “physical movement away from his mother”

o   increased independence through locomotor functioning; increased sense of separateness of self. The child experiences feelings of exhilaration from increased independence. A sense of omnipotence is manifested. 

o   extremely critical to the child’s healthy ego development. During this time the child becomes increasingly  aware of his or her separateness from the mothering figure, while the sense of fearlessness and omnipotence diminishes. The need is for the mother to provide emotional refueling on demand. Critical to this phase is the mothering figures response to the child. If she is available to fulfill emotional needs as they arise the child develops a sense of security. If emotional needs are inconsistently met feelings of rage and a fear of abandonment develop and often persist.

o   a definite individuality and sense of separateness of self are established. A degree of object constancy is established as the child is able to internalize a sustained image of the mothering figure as enduring and loving while maintain the perception of her as a separate person in the outside world.

-          Piaget’s stages of cognitive development

-Sensorimotor (birth-2years)

- Preoperational (2-6 years)

 -Concrete operations (6-12 years)

 - Formal operations (12-15 years)

o   with increased mobility and awareness, development of a sense of self as separate from the external environment; the concept of object permanence emerges as the ability to form mental images evolves. 

o   learning to express self with language; development of understanding of symbolic gestures; achievement of object permanence. Is characterized by egocentrism, the child is unable to accept the differing viewpoints of others. Language development progresses, as does the ability to attribute special meaning to symbolic gestures. Ability to have mental reps of objects or people. 

 learning to apply logic to thinking; development of understanding of reversibility and spatiality; learning to differentiate and classify; increased socialization and application of rules. The concept of a lawful self is developed at this stage as the child becomes more socialized and rule conscious. Egocentrism decreases, the ability to cooperate increases. 

 learning to think and reason in abstract terms; making and testing hypotheses; capability of logical thinking and reasoning expand and are refined. Cognitive maturity achieved.

-Preconventional (ages 4-10)

-Conventional (10-13 years)

-Postconventional (adolescence on)

Preconventional (ages 4-10)

(Punishment and obedience orientation) 

o   Preconventional (ages 4-10)

(Instrumental relativist orientation) 

§  behavior motivated by egocentrism and concern for self. They are guided by egocentrism and concern for self. There is an intense desire to satisfy ones own needs. 

o   Conventional (10-13 years)

(Interpersonal concordance orientation)

§  Behavior motivated by expectations of others; strong desire for approval and acceptance. “I do it bc it will help you.. bc it will please you”

Conventional (10-13 years)

(Law and order orientation)

Postconventional (adolescence on)

(Social contract legalistic orientation)

§  behavior motivated by respect for universal laws and moral principles; guided by internal set of values. They hold the idea that the laws are subject to scrutiny and change as needs within society evolve.

Postconventional (adolescence on)

(Universal ethical principle orientation)

§  behavior motivated by internalized principles of honor, justice, and respect for human dignity; guided by conscience. “Ill do it bc I believe it is the right thing to do although it is illegal and I will be imprisoned for doing it.”  

o   the selfish part of your sub conscious, wants what it wants now.

o   the voice of morality, constantly tells you when you are wrong.

o   mediates between the id and the super-ego

o   covering up real or perceived weakness by emphasizing a trait one considers more desirable. Ex: handicap cant participate in sports so become a great scholar

o   refusing to acknowledge the existence of a real situation or the feelings associated with it.

o   integrating the beliefs and values of another individual into ones own ego structure. 

o   integrating the beliefs and values of another individual into ones own ego structure. 

o   preventing unacceptable or undesirable thoughts or behaviors from being expressed by exaggerating opposite thoughts or types of behavior. Ex: hates nursing school but speaks about how great it is at a career day

o   retreating in response to stress to an earlier level of development and the comfort measures associated with that level of functioning.

o   involuntarily blocking unpleasant feelings and experiences from one’s awareness.

o   rechanneling or drive or impulses that are personally or socially unacceptable into activities that are constructive

o   the voluntary blocking of unpleasant feelings and experiences from ones awareness.