PSY 3314, Psychology of Personality An Eriksonian Analysis of Boyhood Developmen

PSY 3314, Psychology of Personality
An Eriksonian Analysis of Boyhood
Developmental psychology is a very popular subfield of study, as numerous theoretical constructs have been used to explain how changes across the lifespan. Moreover, these theories have made a significant impact applying interventions and explanation of applied phenomena like education, the criminal justice system, medicine, and social issues (e.g., equality among the gender spectrum). Developmental theory tends to characterize the changes of seven age periods in terms of biosocial, cognitive, and psychosocial changes based on the work of Erik Erikson and his epigenetic theory. The greatest thing about Boyhood (Linklater, 2014) is its attempt to artistically (and realistically) show how a child develops from the age of six to eighteen (which, cinematically is a really cool longitudinal “experiment” in art imitating life). While the film focuses on child-parent interactions Erikson’s theory of epigenetic development may be a good guide on Mason’s progression through the film (Linklater, 2014). Erikson believed that any changes in one’s cognitive and emotional behaviors are a result of an interaction between nature and nurture. On the inside, we have predetermined (genetic or subconscious), psychic forces that create “crises” with which we must face and cope by using environmental (or sociocultural) influences to effectively resolve the inner conflict. While the conflicts are universal, each person has their own individual environments to alleviate the conflict (for better or for worse), and each person has their own ways of coping (suggesting that we are all different despite universal motivation). It should also be noted that any adaptive behavior from previous stages can have lingering influences upon future stages of development (e.g., Steinberg & Morris, 2001).In Boyhood (Linklater, 2014), the following “crises” should be evident in the film’s protagonist (i.e., Mason Jr):
Initiative vs. Guilt: By the age of six, parental encouragement is important, as children become very creative and attempt to try new things (good or bad). Based on feedback from the parents, one should form a sense of purpose (i.e., the willingness to try new approaches with a purpose). Please note that Mason, Jr. starts at the age of 6 for the film, so analyses of this stage is better served by discussing how his parents interact with Mason, Jr. (with some assumptions on how much of the crisis the boy has experienced).
Industriousness vs. Inferiority: When a child reaches the age for elementary school, he or she is faced with experiences that get evaluated by parents AND new influences (e.g., teachers and peers). Based on feedback from all of these sources, a child evaluates their level of competence in school, sports, the arts, etc. If successful, the child develops a healthy self-concept in areas from positive (but genuine) feedback.
Identity cohesion vs. Role Confusion: During adolescence, the MAIN social influences are one’s peers. This is the point in life when a “spotlight effect” takes over one’s cognitive views and guides social behavior. The drive to “fit into one’s skin” is important in terms of dress, behaviors towards others, social interests, and possibly vocational interests. If one does not achieve a healthy identity (and an approach to maintaining that identity), then one could face foreclosure (the false sense of an identity based on unrealistic expectations); moratorium (pushing off who one really is to a later time in life); diffusion (a complete lack of drive to have an identity) or alienation (an antagonistic view of having any identity).
Intimacy vs. Isolation: Towards the end of high school/beginning of college, one may stay in the above crisis or feel the need to genuinely share themselves with others. If so, then one must have the faith and trust in another person so that intimacy (physical or otherwise) may develop.
Using the “developmental window” that the film provides, the following are elements of your film analysis:
Introduction: Consider how the personality is a formation across one’s lifespan. How are the ages (and corresponding crises) evident in the real world? Please attempt to characterize (with general examples) the key milestones in any person’s life during the ages that were discussed above.
Fim/Resource Analysis: What evidence from the film shows Erikson’s crises in Mason Jr? Are Mason Jr’s behaviors reflective of empirically supported litertature? To answer these questions, you must provide evidence from both the film AND from at least four primary sources in the scientific literature (one per stage) and link them to your assertion (that Erikson’s theory holds up in the film and in real life). Please abide by all citation guidelines from the American Psychological Association (APA) when making these analyses.
Conclusion: While the film takes a longitudinal approach (for realism), Mason Jr., who was followed throughout the film is considered a child who is part of Generation Y? How do the principles in your analysis hold up to the new Generation Z? Explain using real-world observations to support your point.
Your assignment will be evaluated by a rubric that covers the following:
a.) Organization of thought (i.e., how well you develop your argument and support your points)..10 points
b.) Relevance of your film examples (how well your sources support your assertion)…30 Points
c.) Reflective abilities (how well can you tie together your analysis via your proposed conclusion)….10 points
Reference:
Linklater, R. (Director). (2014). Boyhood [Film]. IFC Productions, Universal Pictures
Steinberg, L, & Morris, A.S. (2001). Adolescent development. Annual Review of Psychology, 52, 83-110