Erikson’s Stages For this assignment, you will write a paper focusing on Eriks

Erikson’s Stages

For this assignment, you will write a paper focusing on Erikson’s eight psychosocial stages in your own development. You will explore Erikson’s stages of development in your own life by constructing a “lifeline”. Each of Erikson’s eight psychosocial stages involves a crisis which is resolved in a social context. The resolution of a crisis means finding a healthy balance between the two pols, hopefully with a significant tendency for resolution toward the positive end. Your application of Erikson’s theory should acknowledge both ends of the continuum for each of the eight stages of the theory and describe the balance you believe you have achieved between these poles.

Your life line will begin with your birthday and end with your projected date of death. You will describe several important events your life. For example, you may list an accident, a family move, a birthday party, your first day of elementary or high school or a special holiday memories. For the stages you have not yet experienced, you will be asked to foresee possible experiences and resolutions for yourself. For example, you may want to discuss things you would like to accomplish during early, middle, and late adulthood, including what your retirement will be like and what you want to do before you die.

In order to complete this assignment, you will need to interview someone who is familiar with your early development (parent, grandparent, caregiver, etc) and you may need to refer to Baby books or other records of your development.

The following pages include:
A scoring rubric which will help you determine if you have included all required pieces of the assignment, and the scores you will receive depending upon the extent to which you met expectations for this assignment. – AND- A descriiption of proper format.
A Guide to Erikson’s Stages of Psychosocial Development which will help you better understand the stages of the theory. This guide can be used to supplement your textbook and information provided in lecture.

Format:
At least 4 pages in length, double-spaced with 1” margins, 12 point Times New Roman font
Stages should be identified with headings
Paragraphs for each stage should contain a brief descriiption of the stage (in your own words), and the application of this stage to your own life.
Paper must be submitted in Canvas using Turnitin.

ERIKSON APPLICATION PAPER SCORING RUBRIC

Points break down:
40 points for application of theory
5 points for organization,
5 points for clarity and mechanics
Total = 50 points possible

Application of the theory
Stage Application is thorough, thoughtful and accurate. Stages are identified and clearly related to examples. Developmental examples show introspection and originate from own experience (40-30 points)
Application is accurate, though lacking somewhat in thoroughness or elaboration. Developmental examples are vague or not clearly related to the stage. (29-20 points)
Application is incorrect or incomplete. Stage may be identified but not supported by an example OR examples may be discussed but not related to the stage. (19-0 points)

Organization
Clear progression of ideas, appropriate use of paragraphs, inclusion of introductory, transition and conclusive sentences, stages in chronological order (5 points)
Fairly clear progression of ideas, some inconsistency or ineffectiveness in use of paragraphs and/or intro/transition/conclusion sentences, stages in chronological order (2.5 points)
Lacking organization or effective use of paragraphs, intro/transition/conclusion sentences, and/or stages skipped or not in chronological order. (0 points)

Clarity Coherent
Logical sentence structure, word choice is concise and appropriate, conclusions are logical and well-supported. Spelling, syntax, and punctuation are appropriate to college-level writing (5 points)
Fairly coherent, logical sentence structure, word choice is sometimes informal, “flowery,” or jargon, conclusions are mostly logical and well-supported. Minor errors in grammar, spelling, syntax and/or punctuation; writing level average (2.5 points)
Sentence structure leaves doubt about the writer’s meaning, word choice is poor, informal and/or inappropriate, and conclusions do not make sense or are not supported. Frequent errors in grammar, spelling, syntax and/or punctuation; writing below college-level (0 points)

A GUIDE TO ERIKSON’S STAGES OF PSYCHOSOCIAL DEVELOPMENT

Each of Erikson’s stages involves a crisis, with some balance of either a successful/positive or an unsuccessful/negative resolution. Stages build on one another and are, in a sense, cumulative. The negative or unsuccessful resolution of one stage may lead to conflicts in later stages, making these more difficult to resolve in a positive manner. However, a more negative resolution of a stage may be modified by experiences later in life.

Stage 1 Trust vs. Mistrust – Infancy
If an infant’s needs (including those for food, physical comfort, and emotional contact) are met in a warm and consistent manner by a dependable caregiver, a sense of trust will develop. A sense of trust leads to security and predictability, as well as a belief that the world is a good place. Infants whose caregivers are inconsistent, unresponsive, or neglectful may develop a sense of mistrust. This leads to feelings of apprehension and fear, and the belief that the world and people in it are not good and should not be trusted.

Stage 2 Autonomy vs. Shame and Doubt – Toddlerhood
In this stage, toddlers begin to realize that they have their own will and self-control. Autonomy and independence begin to be asserted. The toddler is developing control over many physical skills including walking and toilet training. If autonomy is encouraged, this sense will develop in the child. If toddlers are restrained, scolded, or punished for their independent efforts, they may develop a sense of shame and doubt their independent actions. In addition, if proper assistance, guidance, and support are not provided by the caregiver, and the child then feels vulnerable or insecure in times of need, a sense of doubt will develop.

Stage 3 Initiative vs. Guilt – Preschool
In this stage, children are often asked to take on responsibility for themselves, their behaviors, and their possessions. If a child accomplishes these responsibilities and are praised for them, a sense of initiative will be established. If a child is made to feel irresponsible through responses from a caregiver or makes many mistakes including harming objects or other individuals, a sense of guilt will be the result.

Stage 4 Industry vs. Inferiority – School age
As a child enters school, the focus shifts toward intellectual skills and learning. Teachers and caregivers may reinforce accomplishments, moving a child toward a sense of competency and productivity. This may include the production and completion of school work such as papers or art projects, leading to a sense of satisfaction with one’s products. Alternatively, negative comments or failures may lead to a child viewing themselves as incompetent, unproductive, and inferior.

Stage 5 Identity vs. Role Confusion – Adolescence
Who am I? What am I about? Where am I going? In this stage, adolescents attempt to determine their identity in many areas including occupational, relationship, spiritual, gender, political, etc. Caregivers may allow and encourage consideration of possible identities, allowing the adolescent to freely determine their own identity. In this way, an adolescent has healthy exploration and decision making, leading to a positive resolution and identity achievement. If identity is not explored because it is forced upon an adolescent by a caregiver or the caregiver restricts exploration, identity is not achieved and the adolescent remains confused.

Stage 6 Intimacy vs. Isolation – Early Adulthood
This stage involves forming relationships with significant others. Intimacy refers to healthy psychological relationships with others. According to Erikson, healthy relationships involve merging one’s own identity with that of another without fearing that the self will be lost. In some respects, it may be seen as balancing the identities of “me” and “we”.

Stage 7 Generativity vs. Stagnation – Middle Adulthood
Generativity involves establishing, assisting, and/or supporting the next generation. This may be through parenting, mentoring, or giving through a charitable cause. The key is developing a feeling that one has contributed to the betterment of the next generation. It may involve leaving a legacy that will continue to exist for the good of society after one’s death. If this is not established, a feeling of stagnation or self-absorption will develop. This is the result of not being involved for nurturing others.

Stage 8 Ego Integrity vs. Despair – Older Adulthood
This final stage involves the evaluation of life. If a person feels satisfied with their accomplishments and developed a positive resolution to most or all of the previous stages, a sense of integrity will be the result. There is a sense of acceptance of the self and a meaningful life. If there are many negative resolutions in earlier stages, or a feeling of doubt or regret in regards to life events, despair will be the result. They feel that mistakes or failures have been made but there is not tie to repair those. Death is viewed as an unwilling end to an unfinished life.
I am a 19-year-old girl in the Stage 6 Intimacy vs. Isolation part of her life so please use that information when wanting to write an experience about my life. In the future, I want to be a PA student and my birthday is July 30, 2004. When writing about an experience of mine please make it sound believable like a 19-year-old college girl would do that. I will be dropping pictures of the explanation of the assignment as well. Goodluck! BTW the textbook that she is referring to is “Experiencing the Lifespan” by Janet Belsky. 6th Edition

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