Psychological development
Psychological development is a lifelong process that encompasses the changes in intelligence, learning, and personality traits individuals experience from birth through old age. This concept is rooted in the theories pioneered by developmental psychologists, including Erik Erikson, who proposed a framework of eight distinct stages, each characterized by a specific conflict that individuals must navigate. Successful resolution of these conflicts is believed to foster personal growth, while failure can lead to long-term difficulties.
Erikson’s stages begin in infancy, where trust is established through reliable caregiving, and evolve through early childhood, play age, and school age, emphasizing autonomy, conscience, and competence, respectively. Adolescence marks a critical turning point as individuals explore their identities and roles in society. As individuals transition to young adulthood, they seek intimate relationships, and in middle adulthood, they focus on contributing to society and nurturing the next generation. Finally, in old age, individuals reflect on their lives, which can lead to either wisdom or feelings of regret. This framework highlights the interplay of personal experiences and social expectations throughout one's life journey, emphasizing the importance of supportive environments in fostering healthy psychological development.
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Psychological development
Psychological development occurs throughout a person's life, from birth to old age. It is the process by which humans pass through various phases marked by developments in intelligence, learning comprehension, and personality traits as life progresses. Development psychologist Erik Erikson pioneered the theory of developmental psychology and mapped its stages as he observed them. He believed that every stage was marked by a conflict, and how a person reacted to each conflict shaped how they developed as a person.
Background
Erikson was a pioneer in epigenetic theory in 1968. In this theory, Erikson asserted that the stages of human psychological development exist implicitly from birth. He argued that all humans pass through these stages and that humans' reactions to these stages shape their moral character and general personality traits. Although he believed that the epigenetic phases were related to the genetic makeup of humans—primarily because they were present in all humans—he did not believe they were tied to any specific genes.
Other developmental psychologists have published similar views. For example, psychologist Jean Piaget proposed a set of stages for the psychological development of children. Other scientists have tied the stages of psychological development to the gradual development of brain anatomy throughout humans' lifetimes.
Overview
Erikson believed that psychological development could be divided into eight distinct stages. In each of these stages, a person is forced to confront some sort of conflict. The person's choices and environment then determine the effect that conflict will have on the person. Each stage offers a unique opportunity for personal growth and an opportunity to develop long-term difficulties.
According to Erikson, infancy is defined as the period before children begin to learn to speak. Infants learn that they can trust their parents and that they can trust other people to meet their physical needs. Infants' natural state is suspicion, and overcoming this suspicion is central to later stages of development. If infants' primary caregivers meet their needs in a consistent and predictable manner, infants will learn a sense of security. It will be easier for them to trust, to depend on others, and to maintain a sense of optimism throughout the rest of their lives. If their parents or guardians fail to meet these needs, infants will lack confidence and feelings of security and may develop anxiety.
In the next phase, early childhood, children begin to foster feelings of independence. They learn to walk, interact with household objects, speak, and dress themselves. Most importantly, they begin to learn to make their own choices. If parents allow this to continue—encouraging children, supporting their sense of independence, and showing tolerance for their failures—children will begin to develop a sense of autonomy. If parents overly criticize and control children, they will foster feelings of inadequacy, shame, doubt, and dependence upon others.
In Erikson's play age phase, children begin to use their accumulated knowledge. They want to explore and play. In this phase, many children use play as a way to explore theoretical situations before they occur. Erikson believed that children in this stage begin to experience the conflict between what they want and what society expects of them. Their parents begin disciplining them, and they learn the implications of being told "no." If children successfully navigate this phase, they begin to develop a conscience. If children fail to navigate this phase, they will be consumed by doubt and guilt.
The play age phase is followed by the school age phase. The school age phase is characterized by a conflict between industry and inferiority. Children take all the knowledge they gained in the play age and apply it to their own advancement. Children in the school age want to experience accomplishment, and parents should guide their children toward that goal. If children are properly supported and encouraged during this phase, they will develop ambition and feelings of competence. If children are not properly supported, they will develop feelings of inferiority to their peers and may become reluctant to pursue their goals.
The adolescent phase, typically occurring between ages twelve and eighteen, occurs after the school age. During this phase, children slowly mature into adults. They choose what roles they will occupy as adults and what type of identity they want to have. Adolescents have to learn to feel comfortable in their adult bodies. If they can achieve these goals, they will learn to accept both themselves and others. If they cannot, they can become overly rebellious. They may feel unsure of their place in society.
Adolescence is followed by young adulthood. During young adulthood, people begin to explore long-term romantic relationships with other adults. If young adults successfully embrace this new phase, they will find love and security in relationships. If they fail, they will feel lonely, isolated, and depressed.
Middle adulthood often begins around age forty and lasts until roughly age sixty-five. In middle adulthood, adults recognize that they are part of a larger society. They settle down, commit to their careers, begin their families, and raise their children. If these objectives are achieved, people feel content with their lives. If they fail, they may feel stagnant and unproductive.
Lastly, as people reach old age, they scale back some of the productivity reached in previous stages. In many cases, people retire and take the time to reflect on their lives. They review their accomplishments and may learn from their mistakes. According to Erikson, people who view their lives as productive, have accomplished their goals, and have let go of regret come to feel closure. They develop wisdom and the ability to face their own death. If people are dissatisfied with the lives they lived, however, they may feel depressed, lonely, and hopeless.
Bibliography
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