Eric Erikson epigenetic theory of development. Epigenetic theory of personality development. III stage. Locomotor-genital

Erickson's epigenetic theory is an eight-stage concept that describes how personality develops and changes throughout life. This is a set of views that explain the nature of the formation of the individual from the moment of his conception and up to old age. It has influenced understanding of how children develop in childhood and later in life.

As each person advances in the social environment, from infancy to death, he encounters various problems that can be overcome or can lead to difficulties. Although each stage builds on the experience of earlier stages, Erickson did not believe that mastering each period was necessary in order to move on to the next. Like other theorists of similar ideas, the scientist believed that these steps occurred in a predetermined order. This action became known as the epigenetic principle.

Similar principles

Erickson's epigenetic theory shares some similarities with Freud's work on the psychosexual stage, but with some key differences. His teacher focused on the influence of the Id (It). Freud believed that the personality was largely formed by the time the child was five years old, while the personality of Erickson covers the entire duration of life.

Another important difference is that while Freud emphasized the importance of childhood experiences and unconscious desires, his follower paid more attention to the role of social and cultural influences.

Analysis of parts of the theory

There are three key components of Erickson's epigenetic theory:

1. Ego identity. An ever-changing sense of self that emerges through social interactions and experiences.
2. The power of the ego. It develops when people successfully cope with each stage of development.
3. Conflict. At each stage of formation, people face some type of disagreement, which serves as a turning point in the process of progressive advancement.

Stage 1: Trust vs. Distrust

The world is safe and predictable, dangerous and chaotic. Erickson's epigenetic theory states that the first stage of psychosocial development focused on answering these important questions.

The infant enters the world completely helpless and dependent on caregivers. Erickson believed that during these first two critical years of life, it is important that the baby learns that parents (guardians) can be trusted to meet all needs. When a child is cared for and his or her needs are properly met, he or she develops a sense that the world can be trusted.

What happens if a toddler is neglected or his or her needs are not met with any real consistency. In such a scenario, he may develop a sense of distrust of the world. It can feel like an unpredictable place, and the people who are supposed to love and care for a child cannot be reliable.

Some important things to remember about the stage of trust and distrust:

1. If this stage is completed successfully, the child will appear with the virtue of hope.
2. Even when problems arise, a person with this quality will feel that they can turn to loved ones for support and care.
3. Those who fail to acquire this virtue will experience fear. When a crisis occurs, they may feel hopeless, anxious, and insecure.

Stage 2: Autonomy vs. Shame and Doubt

According to the following statement in E. Erickson's epigenetic theory, as babies enter their childhood years, they become more and more independent. They not only begin to walk independently, but also master the processes of performing a number of actions. Children often want to make more choices about things that affect their lives, like certain foods and clothes.

These activities not only play an important role in becoming a more independent person, they also help determine whether individuals develop a sense of autonomy or doubts about their abilities. Those who successfully go through this stage of psychosocial development will show willpower or a sense that they can take meaningful actions that will affect what happens to them.

Children who develop this autonomy will feel confident and comfortable within themselves. Caregivers can help toddlers succeed at this stage by encouraging choice, allowing them to make decisions, and supporting this increased independence.

What actions can lead to failure at this stage is an interesting question. Parents who are too critical, who do not allow their children to make choices, or who are too controlling can contribute to shame and doubt. Individuals tend to emerge from this stage without self-esteem and self-confidence, and may become overly dependent on others.

Some important things to remember about the stages of autonomy and shame and doubt:

1. This period helps set the course for further development.
2. Children who do well at this time of growing up will have a greater sense of their own independence.
3. Those who fight hard may feel ashamed of their diligence and ability.

Stage 3: initiative versus guilt

The third stage of the epigenetic theory of E. Erickson is associated with the development of a sense of initiative in children. From this point on, peers become more important as little personalities begin to interact more with them in their neighborhood or in the classroom. Children begin to pretend to play games and socialize more, often inventing fun and planning activities with others like themselves.

At this stage of Erickson's epigenetic theory of development, it is important for the individual to make judgments and plan his actions. Children also begin to assert more power and control over the world around them. During this period, parents and guardians should encourage them to explore as well as make appropriate decisions.

Important points about initiative versus guilt:

1. Children who successfully navigate this stage take the initiative, while those who do not may feel guilty.
2. The virtue at the center of this step is purpose, or the feeling that they have control and power over certain things in the world.

Stage 4: Environment vs Inferiority

During the school years to adolescence, children enter a psychosocial stage that Erickson, in epigenetic developmental theory, calls "environment versus inferiority." During this time, they focus on developing a sense of competence. Not surprisingly, the school plays an important role at this stage of development.

As children grow older, they acquire the ability to solve increasingly complex problems. They are also interested in becoming skillful and proficient in various things, and tend to learn new skills and solve problems. Ideally, children will receive support and praise for doing various activities such as drawing, reading, and writing. With this positive attention and reinforcement, rising individuals begin to build the self-confidence needed to succeed.

So what happens if children do not receive praise and attention from others for learning something new is an obvious question. Erickson, in his epigenetic theory of personality, believed that the inability to master this stage of development would eventually lead to feelings of inferiority and self-doubt. The core virtue that results from the successful completion of this psychosocial stage is known as competence.

Fundamentals of psychosocial development depending on the industry:

1. Support and encouragement helps children learn new skills while gaining a sense of competence.
2. Children who struggle during this stage may develop self-confidence issues as they get older.

Stage 5: Identity and Role Confusion

Anyone with a clear memory of the turbulent teenage years can probably immediately understand the stage of Erickson's epigenetic theory of personality versus role and current events. At this stage, teenagers begin to explore the basic question: "Who am I?". They are focused on exploring the sense of self, figuring out what they believe in, who they are and who they want to become.

In the epigenetic theory of development, Erickson expressed his view that the formation of personal identity is one of the most important stages of life. Progress in sense of self serves as a kind of compass that helps guide each person throughout his or her life. What does it take to develop a good personality is a question that worries many. It takes the ability to explore, which needs to be nurtured with support and love. Children often go through different phases and explore different ways of expressing themselves.

Important in the stage of identity and confusion:

1. Those who are allowed to go through this personal exploration and successfully master this stage emerge with a strong sense of independence, personal involvement, and a sense of self.
2. Those who fail to complete this stage of development often enter adulthood confused about who they really are and what they want from themselves.

The primary virtue that emerges after the successful completion of this stage is known as loyalty.

Stage 6: intimacy versus isolation

Love and romance are among the main concerns of many young people, so it is not surprising that the sixth stage of E. Erickson's epigenetic theory of personality focuses on this topic. This period begins at about 18 and 19 years of age and continues until the age of 40. The central theme of this stage focuses on the formation of loving, lasting and supportive relationships with other people. Erickson believed that the sense of self-reliance, which is established during the stage of identity and role confusion, is vital in the ability to establish strong and loving relationships.

Success during this period of development leads to strong bonds with others, while failure can lead to feelings of isolation and loneliness.

The main virtue at this stage in E. Erickson's epigenetic theory of personality is love.

Stage 7: performance vs. stagnation

The later years of adulthood are marked by the need to create something that will continue after the person has passed away. In fact, people begin to feel the need to leave some kind of lasting mark on the world. This may include raising children, caring for others, or making some kind of positive impact on society. Career, family, church groups, social organizations, and other things can contribute to a sense of accomplishment and pride.

Important points to remember about the epigenetic focus of Erickson's theory:

1. Those who master this stage of development present themselves with the feeling that they have made a significant and valuable impact on the world around them and develop the basic virtue that Erickson called care.
2. People who do not do this task effectively may feel left out, unproductive, and even cut off from the world.

Stage 8: honesty vs. desperation

The final stage of E. Erickson's epigenetic theory of personality development can be briefly described in several key points. It lasts from about 65 years to the end of a person's life. This may be his last stage, but still an important one. It is at this time that people begin to reflect on how they went through their life path, most of them ask themselves: “Have I lived a good life?” Individuals who remember important events with pride and dignity will feel satisfied, while those who look back with regret will experience bitterness or even despair.

Highlights in the psychosocial developmental stage in the spirit of wholeness and desperation:

1. People who successfully pass the last stage of life show themselves with a sense of wisdom and understand that they have lived a worthy and meaningful life, even though they have to face death.
2. Those who have wasted years and they are meaningless will experience sadness, anger and regret.

Value Description

Erickson's psychosocial theory is widely and highly regarded. As with any concept, it has its critics, but in general it is considered fundamentally significant. Erickson was a psychoanalyst as well as a humanist. Thus, his theory is useful far beyond psychoanalysis - it is essential for any study related to personal awareness and development - of oneself or others.

If we consider Erickson's epigenetic theory of personality development briefly, we can find a noticeable, but not significant, Freudian element. Admirers of Freud will find this influence useful. People who disagree with him, and especially with his psychosexual theory, may ignore the Freudian aspect and still find Erickson's ideas to be the best. His set of views stands apart and does not depend on the concepts of his teacher and is valued for reliability and relevance.

In addition to Freudian psychoanalysis, Erickson developed his own theory mainly from his extensive practical fieldwork, first with Native American communities and then also from his clinical therapy work associated with leading psychiatric centers and universities. He actively and scrupulously pursued his work from the late 1940s to the 1990s.

Development of guidelines

If we briefly consider the epigenetic theory of development of E. Erickson, we can highlight the key points that influenced the further formation of this doctrine. The concept strongly incorporated cultural and social aspects into Freud's biological and sexually oriented idea.

Erickson was able to do this because of his strong interest in and compassion for people, especially the young, and also because his research was carried out in societies far removed from the more enigmatic world of the psychoanalyst's couch, which was essentially Freud's approach.

This helps Erickson's eight-stage concept to become an extremely powerful model. It is very accessible and obviously relevant to modern life from several points of view, to understand and explain how personality and behavior develop in people. Thus, Erickson's principles are of great importance in learning, raising children, self-awareness, managing and resolving conflicts, and in general, for understanding oneself and others.

Foundations for the emergence of a future model

Both Erickson and his wife Joan, who collaborated as psychoanalysts and writers, were passionately interested in childhood development and its impact on adult society. His work is as relevant as when he first laid out his original theory, in fact, given the current pressures on society, family, relationships, and the desire for personal growth and fulfillment. His ideas are probably more relevant than ever.

Studying briefly E. Erickson's epigenetic theory, one can note the scientist's statements that people experience eight stages of a psychosocial crisis, which significantly affect the development and personality of each person. Joan Erickson described the ninth stage after Eric's death, but the eight-stage model is most often referred to and regarded as the standard. (Joan Erickson's work on the "ninth stage" appears in her 1996 revision of The Completed Life Cycle: An Overview.). Her work is not considered canonical in the study of problems with the development of a person and his personality.

The emergence of the term

Erik Erickson's epigenetic theory refers to a "psychosocial crisis" (or psychosocial crises being plural). The term is a continuation of Sigmund Freud's use of the word "crisis", which represents an internal emotional conflict. One can describe this kind of disagreement as an internal struggle or challenge that a person must come to terms with and deal with in order to grow and develop.

Erickson's "psychosocial" term comes from two original words, namely "psychological" (or the root, "psycho", referring to the mind, brain, personality.) and "social" (external relations and environment). Occasionally one can see the concept extended to the biopsychosocial, in which "bio" refers to life as biological.

Creating Stages

Considering briefly Erickson's epigenetic theory, one can determine the transformation of the structure of his scientific work for personality assessment. Successfully moving through each crisis involves achieving a healthy relationship or balance between two opposing dispositions.

For example, a healthy approach in the first stage of formation (trust vs. distrust) can be characterized as experiencing and growing through the crisis of "Trust" (of people, life and future development), as well as the passage and development of the appropriate ability for "Distrust", where appropriate, to not be hopelessly unrealistic or gullible.

Or to experience and grow in the second stage (autonomy versus shame and doubt) to be essentially "Autonomous" (to be one's own person, not a mindless or awe-inspiring follower), but have enough capacity for "Shame and Doubt" to gain free-thinking and independence, as well as ethics, attentiveness and responsibility.

Erickson called these successful balanced results "Core Virtues" or "Core Benefits". He identified one particular word that represents their power acquired at each stage, which is commonly found in psychoanalyst diagrams and written theory, as well as other explanations of his work.

Erickson also identified a second supporting word for each stage, "strength," which, along with the core virtue, emphasized the healthy outcome of each stage and helped convey a simple meaning in summaries and diagrams. Examples of core virtues and supporting strong words are "Hope and aspiration" (from the first stage, trust versus distrust) and "Willpower and self-control" (from the second stage, autonomy versus shame and doubt).

The scientist used the word "achievement" in the context of successful results, because it meant getting something clear and permanent. Psychosocial development is not complete and irreversible: any previous crisis can effectively return to anyone, albeit in a different guise, with successful or unsuccessful results. Perhaps this helps to explain how the successful can fall from grace and how the hopeless losers can end up achieving great things. No one should be complacent and there is hope for all.

System development

Later in his life, the scientist sought to warn against interpreting his work in terms of a "scale of achievement", in which the stages of crisis represent the only safe achievement or the goal of an extreme "positive" option, provided once and for all. This would eliminate a number of possible errors with personality assessment.

E. Erickson in the epigenetic theory with age periods noted that at no stage can a good be achieved that is impenetrable to new conflicts, and that it is dangerous and inappropriate to believe in it.

The stages of a crisis are not well-defined steps. Elements tend to overlap and blend from one stage to the next and to the previous ones. It is a broad framework and concept, not a mathematical formula that accurately reproduces all people and situations.

Erickson, in the epigenetic theory of personality development, sought to point out that the transition between stages overlapped. Crisis periods connect to each other like intertwined fingers, not like a row of neatly stacked boxes. People don't wake up suddenly one morning and enter a new life stage. Change does not occur in regulated, clear steps. They are graded, blended and organic. In this respect, the feel of the model is similar to other flexible frameworks of human development (eg Elisabeth Kübler-Ross's Cycle of Grief and Maslow's Hierarchy of Needs).

When a person unsuccessfully passes through the stage of a psychosocial crisis, he develops a tendency towards one or another of the opposing forces (either syntonic or dystonic, in the language of Erickson), which then becomes a behavioral tendency or even a mental problem. Roughly speaking, you can call it the "baggage" of knowledge.

Erickson emphasized the importance of both "reciprocity" and "generating" in his theory. The conditions are linked. Reciprocity reflects the influence of generations on each other, especially in families between parents, children and grandchildren. Each potentially influences the experience of others as they go through various stages of crisis. Generativity, actually named location within one of the stages of crisis (generativity versus stagnation, stage seven), reflects a significant relationship between adults and the best interests of individuals - their own children and in some ways everyone else, and even the next generation.

Pedigree and family influence

Erickson's epigenetic theory with age periods notes that generations influence each other. It is obvious that the parent shapes the psychosocial development of the child by his example, but, in turn, his personal growth depends on the experience of communicating with the child and the pressure created. The same can be said for grandparents. Again, this helps explain why, as parents (or teachers, or siblings, or grandparents), people go out of their way to get along well with a young person in order to resolve their emotional issues.

The psychosocial stages of Erickson's epigenetic theory clearly demarcate the onset of new periods. However, depending on the individual, their period may vary. In a sense, development really peaks at stage seven, as stage eight is more about appreciation and how one has used life. The perspective of giving and making positive change for future generations resonates with the scientist's humanitarian philosophy, and it is this, perhaps more than anything else, that has allowed him to develop such a powerful concept.

Summarizing

The epigenetic theory of personality development by E. Erickson marked a significant difference from many earlier ideas in that it was focused on the phased development that accompanies a person throughout his life. Many psychologists today prefer concepts that are less focused on a set of predetermined steps and recognize that individual differences and experiences often mean that development can differ markedly from one person to another.

Some criticism of Erickson's theory is that it says little about the root causes of each formative crisis. He also tends to be somewhat vague about the distinctions between events, which mark the difference between success and failure at each stage. In addition, there is no objective way in the theory to determine whether a person has passed a particular stage of development.

E. Erickson's theory arose from the practice of psychoanalysis. However, unlike the theory of 3. Freud, his model of development is psychosocial, not psychosexual. Thus, the influence of culture and society on development was emphasized, and not the influence of the pleasure received from the stimulation of erogenous zones. In his opinion, the foundations of the human self are rooted in the social organization of society.

E. Erickson was the first to use the psychohistorical method (the application of psychoanalysis to history), which required him to pay equal attention to both the psychology of the individual and the nature of the society in which a person lives.

According to E. Erickson, each stage of development corresponds to its own expectations inherent in a given society, which an individual may or may not justify, and then he is either included in society or rejected by it. These considerations of E. Erickson formed the basis of the two most important concepts of his concept - "group identity" and "ego identity". Group identity is formed due to the fact that from the first day of life, the upbringing of a child is focused on including him in a given social group - on developing a worldview inherent in this group. Egoidentity is formed in parallel with group identity and creates in the subject a sense of stability and continuity of his Self, despite the changes that occur to a person in the process of his growth and development.

The formation of ego identity or, in other words, the integrity of the individual, continues throughout a person's life and goes through a number of stages. Each stage of the life cycle is characterized by a specific task that is put forward by society. Society also determines the content of development at different stages of the life cycle. However, the solution of the problem, according to E. Erickson, depends both on the level of psychomotor development already achieved by the individual, and on the general spiritual atmosphere of the society in which this individual lives.

The task of infancy is the formation of basic trust in the world, overcoming feelings of disunity and alienation. The task of an early age is the struggle against a sense of shame and strong doubts in one's actions for one's own independence and self-sufficiency. The task of the playing age is the development of an active initiative and at the same time experiencing a sense of guilt and moral responsibility for one's desires. During the period of study at school, a new task arises - the formation of industriousness and the ability to handle tools, which is opposed by the awareness of one's own ineptitude and uselessness. In adolescence and early adolescence, the task of the first integral awareness of oneself and one's place in the world appears; the negative pole in solving this problem is the lack of confidence in understanding one's own self ("diffusion of identity"). The task of the end of youth and the beginning of maturity is the search for a life partner and the establishment of close friendships that overcome the feeling of loneliness. The task of the mature period is the struggle of the creative forces of man against inertia and stagnation. The period of old age is characterized by the formation of the final integral idea of ​​oneself, one's life path, as opposed to possible disappointment in life and growing despair.

The solution of each of these problems, according to E. Erickson, is reduced to the establishment of a certain dynamic relationship between the two extreme poles. The development of personality is the result of the struggle of these extreme possibilities, which does not subside during the transition to the next stage of development. This struggle at a new stage of development is suppressed by the solution of a new, more urgent task, but incompleteness makes itself felt during periods of life's failures. The balance achieved at each stage marks the acquisition of a new form of ego identity and opens up the possibility of including the subject in a wider social environment. When raising a child, one should not forget that "negative" feelings always exist and serve as dynamic countermembers of "positive" feelings throughout life.

The transition from one form of ego identity to another causes identity crises. Crises, according to E. Erickson, are not a personality disease, not a manifestation of a neurotic disorder, but "turning points", "moments of choice between progress and regression, integration and delay."

E. Erickson's book "Childhood and Society" presents his model of "eight human ages". According to Erickson, all people in their development go through eight crises, or conflicts. Psychosocial adaptation, achieved by a person at each stage of development, at a later age can change its character, sometimes radically. For example, children who were deprived of love and warmth in infancy may become normal adults if additional attention was given to them in later stages. However, the nature of psychosocial adaptation to conflicts plays an important role in the development of a particular person. The resolution of these conflicts is cumulative, and how a person adjusts to life at each stage of development influences how they deal with the next conflict.

According to Erickson's theory, specific developmental conflicts become critical only at certain points in the life cycle. At each of the eight stages of personality development, one of the developmental tasks, or one of these conflicts, becomes more important than others. However, despite the fact that each of the conflicts is critical only at one of the stages, it is present throughout life. For example, the need for autonomy is especially important for children aged 1 to 3 years, but throughout life people must constantly check the degree of their independence, which they can show each time they enter into new relationships with other people. The stages of development given below are represented by their poles. In fact, no one becomes absolutely trusting or distrustful: in fact, people vary in the degree of trust or distrust throughout their lives.

As a result of the struggle of positive and negative tendencies in solving the main tasks during epigenesis, the main “virtues of the personality” are formed - the central neoplasms of age. Since positive qualities are opposed to negative ones, the virtues of a person have two poles - positive (in the case of solving the main social problem of age) and negative (in case this problem is not solved).

So, basic faith against basic distrust gives rise to HOPE - DISTANCE; autonomy versus shame and doubt: WILL - IMPULSE; initiative versus guilt: PURPOSE - APATHY; hard work against feelings of inferiority: COMPETENCE - INERTIA; identity vs. identity diffusion: LOYALTY - RENANT; intimacy versus loneliness: LOVE IS CLOSED; generation versus self-absorption: CARE - REJECTION; egointegration versus loss of interest in life: WISDOM IS CONSPIRECT.

Stages of the life cycle and their characteristics, given by E. Erickson, presented in Table. 3 (the table is given according to ).

1. Trust or distrust. The formation of this first form of ego-identity, like all subsequent forms, is accompanied by a developmental crisis. His indicators at the end of the first year of life: general tension due to teething, increased awareness of himself as a separate individual, weakening of the mother-child dyad as a result of the mother's return to professional pursuits and personal interests. This crisis is more easily overcome if, by the end of the first year of life, the ratio between the child's basic trust in the world and the basic distrust is in favor of the first.

2. Autonomy or shame and doubt. Starting to walk, children discover the possibilities of their body and ways to control it. They learn to eat and dress, use the toilet and learn new ways to get around. When a child manages to do something on his own, he gains a sense of self-control and self-confidence. But if a child constantly fails and is punished for it or called sloppy, dirty, incapable, bad, he gets used to feeling shame and self-doubt.

3. Initiative or guilt. Children aged 4-5 take their exploratory activity outside of their own bodies. They learn how the world works and how you can influence it. The world for them consists of both real and imaginary people and things. If their research activities are generally effective, they learn to deal with people and things in a constructive way and gain a strong sense of initiative. However, if they are severely criticized or punished, they get used to feeling guilty for many of their actions.

4. Industriousness or feeling of inferiority. Between the ages of 6 and 11, children develop numerous skills and abilities at school, at home and among their peers. According to Erickson's theory, the sense of self is greatly enriched with the realistic growth of the child's competence in various areas. It is becoming increasingly important to compare yourself with your peers. During this period, negative evaluation of oneself in comparison with others causes especially strong harm.

5. Identity or confusion of roles. Before adolescence, children learn a number of different roles - student or friend, older brother or sister, student of sports or music school, etc. In adolescence and adolescence, it is important to understand these various roles and integrate them into one holistic identity. Boys and girls are looking for basic values ​​and attitudes that cover all these roles. If they fail to integrate a core identity or resolve a serious conflict between two important roles with opposing value systems, the result is what Erickson calls identity diffusion.

The fifth stage in personality development is characterized by the deepest life crisis. Childhood is coming to an end. The completion of this major stage of the life path is characterized by the formation of the first integral form of ego-identity. Three lines of development lead to this crisis: rapid physical growth and puberty (the "physiological revolution"); preoccupation with “how I look in the eyes of others”, “what I am”; the need to find one's professional vocation that meets the acquired skills, individual abilities and the requirements of society. In the adolescent identity crisis, all past critical moments of development reappear. The teenager must now solve all the old problems consciously and with an inner conviction that it is this choice that is significant for him and for society. Then social trust in the world, independence, initiative, mastered skills will create a new integrity of the individual.

6. Closeness or isolation. In late adolescence and early adulthood, the central conflict of development is the conflict between intimacy and isolation. In Erickson's description, intimacy includes more than sexual intimacy. It is the ability to give a part of yourself to another person of any gender without fear of losing your own identity. Success in establishing this kind of close relationship depends on how the five previous conflicts were resolved.

The interval between youth and adulthood, when a young person seeks (through trial and error) to find his place in society, E. Erickson called "mental moratorium". The severity of this crisis depends both on the degree of resolution of earlier crises (trust, independence, activity, etc.), and on the entire spiritual atmosphere of society. An unsurmounted crisis leads to a state of acute diffusion of identity, which forms the basis of a special pathology of adolescence. Identity pathology syndrome, according to E. Erickson: regression to the infantile level and the desire to delay the acquisition of adult status as long as possible; a vague but persistent state of anxiety; feelings of isolation and emptiness; constantly being in a state of something that can change life; fear of personal communication and inability to emotionally influence persons of the opposite sex; hostility and contempt for all recognized social roles.

7. Generativity or stagnation. In adulthood, after previous conflicts are partially resolved, men and women can pay more attention and help other people. Parents sometimes find themselves helping their children. Some people can direct their energies toward solving social problems without conflict. But failure to resolve previous conflicts often leads to excessive self-absorption: excessive concern for one's health, the desire to satisfy one's psychological needs without fail, to preserve one's peace, etc. .

8. Ego integrity or despair. In the last stages of life, people usually review the life they have lived and evaluate it in a new way. If a person, looking back at his life, is satisfied because it was filled with meaning and active participation in events, then he comes to the conclusion that he did not live in vain and fully realized what was given to him by fate. Then he accepts his life as a whole, as it is. But if life seems to him a waste of energy and a series of missed opportunities, he has a feeling of despair. Obviously, this or that resolution of this last conflict in a person's life depends on the cumulative experience gained in the course of resolving all previous conflicts.

The concept of E. Erickson is called the epigenetic concept of the life path of the individual. As is known, the epigenetic principle is used in the study of embryonic development. According to this principle, everything that grows has a common plan. Based on this general plan, separate parts develop. Moreover, each of them has the most favorable period for predominant development. This happens until all the parts, having developed, form a functional whole. Epigenetic concepts in biology emphasize the role of external factors in the emergence of new forms and structures and thus oppose preformist teachings. From the point of view of E. Erickson, the sequence of stages is the result of biological maturation, but the content of development is determined by what the society to which he belongs expects from a person. According to E. Erickson, any person can go through all these stages, no matter what culture he belongs to, it all depends on how long his life is.

The significance of E. Erickson's concept lies in the fact that he was the first to characterize the stages of the entire life cycle and introduced later ages into the area of ​​interest of developmental psychology. He created a psychoanalytic concept of the relationship between the Self and society and formulated a number of concepts of “group identity”, “ego-identity”, “mental moratorium” that are important for practical psychology.

E. Erickson's theory arose from the practice of psychoanalysis. However, unlike the theory of 3. Freud, his model of development is psychosocial, not psychosexual. Thus, the influence of culture and society on development was emphasized, and not the influence of the pleasure received from the stimulation of erogenous zones. In his opinion, the foundations of the human self are rooted in the social organization of society.

E. Erickson was the first to use the psychohistorical method (the application of psychoanalysis to history), which required him to pay equal attention to both the psychology of the individual and the nature of the society in which a person lives.

According to E. Erickson, each stage of development corresponds to its own expectations inherent in a given society, which an individual may or may not justify, and then he is either included in society or rejected by it. These considerations of E. Erickson formed the basis of the two most important concepts of his concept - "group identity" and "ego identity". Group identity is formed due to the fact that from the first day of life, the upbringing of a child is focused on including him in a given social group - on developing a worldview inherent in this group. Egoidentity is formed in parallel with group identity and creates in the subject a sense of stability and continuity of his Self, despite the changes that occur to a person in the process of his growth and development.

The formation of ego identity or, in other words, the integrity of the individual, continues throughout a person's life and goes through a number of stages. Each stage of the life cycle is characterized by a specific task that is put forward by society. Society also determines the content of development at different stages of the life cycle. However, the solution of the problem, according to E. Erickson, depends both on the level of psychomotor development already achieved by the individual, and on the general spiritual atmosphere of the society in which this individual lives.

The task of infancy is the formation of basic trust in the world, overcoming feelings of disunity and alienation. The task of an early age is the struggle against a sense of shame and strong doubts in one's actions for one's own independence and self-sufficiency. The task of the playing age is the development of an active initiative and at the same time experiencing a sense of guilt and moral responsibility for one's desires. During the period of study at school, a new task arises - the formation of industriousness and the ability to handle tools, which is opposed by the awareness of one's own ineptitude and uselessness. In adolescence and early adolescence, the task of the first integral awareness of oneself and one's place in the world appears; the negative pole in solving this problem is the lack of confidence in understanding one's own self ("diffusion of identity"). The task of the end of youth and the beginning of maturity is the search for a life partner and the establishment of close friendships that overcome the feeling of loneliness. The task of the mature period is the struggle of the creative forces of man against inertia and stagnation. The period of old age is characterized by the formation of the final integral idea of ​​oneself, one's life path, as opposed to possible disappointment in life and growing despair.

The solution of each of these problems, according to E. Erickson, is reduced to the establishment of a certain dynamic relationship between the two extreme poles. The development of personality is the result of the struggle of these extreme possibilities, which does not subside during the transition to the next stage of development. This struggle at a new stage of development is suppressed by the solution of a new, more urgent task, but incompleteness makes itself felt during periods of life's failures. The balance achieved at each stage marks the acquisition of a new form of ego identity and opens up the possibility of including the subject in a wider social environment. When raising a child, one should not forget that "negative" feelings always exist and serve as dynamic countermembers of "positive" feelings throughout life.

The transition from one form of ego identity to another causes identity crises. Crises, according to E. Erickson, are not a personality disease, not a manifestation of a neurotic disorder, but "turning points", "moments of choice between progress and regression, integration and delay."

E. Erickson's book "Childhood and Society" presents his model of "eight human ages". According to Erickson, all people in their development go through eight crises, or conflicts. Psychosocial adaptation, achieved by a person at each stage of development, at a later age can change its character, sometimes radically. For example, children who were deprived of love and warmth in infancy may become normal adults if additional attention was given to them in later stages. However, the nature of psychosocial adaptation to conflicts plays an important role in the development of a particular person. The resolution of these conflicts is cumulative, and how a person adjusts to life at each stage of development influences how they deal with the next conflict.

According to Erickson's theory, specific developmental conflicts become critical only at certain points in the life cycle. At each of the eight stages of personality development, one of the developmental tasks, or one of these conflicts, becomes more important than others. However, despite the fact that each of the conflicts is critical only at one of the stages, it is present throughout life. For example, the need for autonomy is especially important for children aged 1 to 3 years, but throughout life people must constantly check the degree of their independence, which they can show each time they enter into new relationships with other people. The stages of development given below are represented by their poles. In fact, no one becomes absolutely trusting or distrustful: in fact, people vary in the degree of trust or distrust throughout their lives.

As a result of the struggle of positive and negative tendencies in solving the main tasks during epigenesis, the main “virtues of the personality” are formed - the central neoplasms of age. Since positive qualities are opposed to negative ones, the virtues of a person have two poles - positive (in the case of solving the main social problem of age) and negative (in case this problem is not solved).

So, basic faith against basic distrust gives rise to HOPE - DISTANCE; autonomy versus shame and doubt: WILL - IMPULSE; initiative versus guilt: PURPOSE - APATHY; hard work against feelings of inferiority: COMPETENCE - INERTIA; identity vs. identity diffusion: LOYALTY - RENANT; intimacy versus loneliness: LOVE IS CLOSED; generation versus self-absorption: CARE - REJECTION; egointegration versus loss of interest in life: WISDOM IS CONSPIRECT.

Stages of the life cycle and their characteristics, given by E. Erickson, presented in Table. 3 (the table is given according to ).

1. Trust or distrust. The formation of this first form of ego-identity, like all subsequent forms, is accompanied by a developmental crisis. His indicators at the end of the first year of life: general tension due to teething, increased awareness of himself as a separate individual, weakening of the mother-child dyad as a result of the mother's return to professional pursuits and personal interests. This crisis is more easily overcome if, by the end of the first year of life, the ratio between the child's basic trust in the world and the basic distrust is in favor of the first.

2. Autonomy or shame and doubt. Starting to walk, children discover the possibilities of their body and ways to control it. They learn to eat and dress, use the toilet and learn new ways to get around. When a child manages to do something on his own, he gains a sense of self-control and self-confidence. But if a child constantly fails and is punished for it or called sloppy, dirty, incapable, bad, he gets used to feeling shame and self-doubt.

3. Initiative or guilt. Children aged 4-5 take their exploratory activity outside of their own bodies. They learn how the world works and how you can influence it. The world for them consists of both real and imaginary people and things. If their research activities are generally effective, they learn to deal with people and things in a constructive way and gain a strong sense of initiative. However, if they are severely criticized or punished, they get used to feeling guilty for many of their actions.

4. Industriousness or feeling of inferiority. Between the ages of 6 and 11, children develop numerous skills and abilities at school, at home and among their peers. According to Erickson's theory, the sense of self is greatly enriched with the realistic growth of the child's competence in various areas. It is becoming increasingly important to compare yourself with your peers. During this period, negative evaluation of oneself in comparison with others causes especially strong harm.

5. Identity or confusion of roles. Before adolescence, children learn a number of different roles - student or friend, older brother or sister, student of sports or music school, etc. In adolescence and adolescence, it is important to understand these various roles and integrate them into one holistic identity. Boys and girls are looking for basic values ​​and attitudes that cover all these roles. If they fail to integrate a core identity or resolve a serious conflict between two important roles with opposing value systems, the result is what Erickson calls identity diffusion.

The fifth stage in personality development is characterized by the deepest life crisis. Childhood is coming to an end. The completion of this major stage of the life path is characterized by the formation of the first integral form of ego-identity. Three lines of development lead to this crisis: rapid physical growth and puberty (the "physiological revolution"); preoccupation with “how I look in the eyes of others”, “what I am”; the need to find one's professional vocation that meets the acquired skills, individual abilities and the requirements of society. In the adolescent identity crisis, all past critical moments of development reappear. The teenager must now solve all the old problems consciously and with an inner conviction that it is this choice that is significant for him and for society. Then social trust in the world, independence, initiative, mastered skills will create a new integrity of the individual.

6. Closeness or isolation. In late adolescence and early adulthood, the central conflict of development is the conflict between intimacy and isolation. In Erickson's description, intimacy includes more than sexual intimacy. It is the ability to give a part of yourself to another person of any gender without fear of losing your own identity. Success in establishing this kind of close relationship depends on how the five previous conflicts were resolved.

The interval between youth and adulthood, when a young person seeks (through trial and error) to find his place in society, E. Erickson called "mental moratorium". The severity of this crisis depends both on the degree of resolution of earlier crises (trust, independence, activity, etc.), and on the entire spiritual atmosphere of society. An unsurmounted crisis leads to a state of acute diffusion of identity, which forms the basis of a special pathology of adolescence. Identity pathology syndrome, according to E. Erickson: regression to the infantile level and the desire to delay the acquisition of adult status as long as possible; a vague but persistent state of anxiety; feelings of isolation and emptiness; constantly being in a state of something that can change life; fear of personal communication and inability to emotionally influence persons of the opposite sex; hostility and contempt for all recognized social roles.

7. Generativity or stagnation. In adulthood, after previous conflicts are partially resolved, men and women can pay more attention and help other people. Parents sometimes find themselves helping their children. Some people can direct their energies toward solving social problems without conflict. But failure to resolve previous conflicts often leads to excessive self-absorption: excessive concern for one's health, the desire to satisfy one's psychological needs without fail, to preserve one's peace, etc. .

8. Ego integrity or despair. In the last stages of life, people usually review the life they have lived and evaluate it in a new way. If a person, looking back at his life, is satisfied because it was filled with meaning and active participation in events, then he comes to the conclusion that he did not live in vain and fully realized what was given to him by fate. Then he accepts his life as a whole, as it is. But if life seems to him a waste of energy and a series of missed opportunities, he has a feeling of despair. Obviously, this or that resolution of this last conflict in a person's life depends on the cumulative experience gained in the course of resolving all previous conflicts.

The concept of E. Erickson is called the epigenetic concept of the life path of the individual. As is known, the epigenetic principle is used in the study of embryonic development. According to this principle, everything that grows has a common plan. Based on this general plan, separate parts develop. Moreover, each of them has the most favorable period for predominant development. This happens until all the parts, having developed, form a functional whole. Epigenetic concepts in biology emphasize the role of external factors in the emergence of new forms and structures and thus oppose preformist teachings. From the point of view of E. Erickson, the sequence of stages is the result of biological maturation, but the content of development is determined by what the society to which he belongs expects from a person. According to E. Erickson, any person can go through all these stages, no matter what culture he belongs to, it all depends on how long his life is.

The significance of E. Erickson's concept lies in the fact that he was the first to characterize the stages of the entire life cycle and introduced later ages into the area of ​​interest of developmental psychology. He created a psychoanalytic concept of the relationship between the Self and society and formulated a number of concepts of “group identity”, “ego-identity”, “mental moratorium” that are important for practical psychology.



Erickson's epigenetic theory of personality development

Erickson's epigenetic theory of personality development

E. Erikson's epigenetic theory of development Erik Erikson (1902-1994) - an outstanding ego psychologist, was a follower of Z. Freud, although he moved away from classical psychoanalysis on some issues.

The central position of his theory of development was that a person during

life passes through several stages universal for all mankind. The process of deployment of these stages is regulated in accordance with the epigenetic principle of maturation: 1. the personality develops in steps, the transition from one stage to another is predetermined by the willingness of the individual to move in the direction of further growth, expanding the conscious social outlook and the radius of social interaction; 2. society, in principle, is arranged in such a way that the development of human social capabilities is accepted approvingly, society tries to contribute to the preservation of this trend, as well as to support both

Proper tempo and proper sequence of development (Ziegler and Hjell). Erickson divided human life into eight distinct stages

psychosocial development of the ego. These stages are the result

The epigenetically unfolding "personality plan" that

inherited genetically. The epigenetic concept of development is based on the fact that each stage of the life cycle occurs at a certain time for it (critical period), and also on the fact that

That a fully functioning personality is formed only by going through all the stages in its development. Each stage is accompanied by a crisis - a turning point

in the life of an individual, which arises as a result of reaching a certain level of psychological maturity and social requirements for the individual at this stage. Every crisis contains both positive and negative components.

Depending on how satisfactorily it is resolved. The central concept of Erickson's epigenetic theory of development is the ego modus - the predominant way of manifesting the human "I" in a given life situation (personal plane).

Periods of psychosocial development according to Erickson: 1) oral stage (0-1 year) - infancy.

The ego mode is the mode of absorption (absorption) into oneself. At first

the child psychologically looks and impresses everything that he sees around him, but this is still a passive absorption. Then - active absorption (grabs different objects, examines them).

The main task is the formation and development of a sense of trust (distrust) in the world around. The interaction between mother and child is important, i.e. feeling

basic trust, which consists in the fact that the child trusts the world around him in the person of an adult (if it gets bad, then someone will come to the rescue). If there is no proper care, a basic distrust of the world is formed.

2) anal stage (1-3 years) - early age.

The ego modus is being transformed; for a growing organism, the possibilities of regulating retention (pushing out) become important; excretory processes (potty training). But it's happening

Not only on the physiological, but also on the psychological level

– “can I be autonomous, self-manage. Either autonomy is formed, or a sense of shame and doubt (associated with the mechanism of publicity).

The child is already sufficiently autonomous in the sense of active

movement. Often people from the immediate environment

Can shame the child for uncleanliness, is formed

self-image as incapable of coping with

By yourself, i.e. as about a person acting shameful

Thus, the feeling of shame takes root. 3) phallic stage (3-6 years) - the age of the game.

The mode of the ego is intrusion (penetration somewhere).

There is an interest in one's gender and sexual differences. It is important that this is the age of the game.

The child develops either initiative, realizes himself, or the initiative is suppressed, narrow

limitations and feelings of guilt. Guilt is understanding oneself as the cause of wrong actions,

Evil, someone's loss (assessment of oneself as guilty). At this age, the superego is actively formed, because. appears

a huge number of restrictions.

4) latent stage (6-12 years) - industrial stage. At this stage, diligence, skill, mastery of work, creativity are manifested. The child's ability to

logical thinking and self-discipline, as well as the ability to interact with peers in accordance with the rules. Ego Identity - "I am what I have learned."

The opposite pole is incompetence, failure,

failure to.

5) adolescence (12-19 (20) years).

The main task is the formation of identity as a feeling

Continuous self-identity. A person spends the first 20 years of his life on entering the society in which he lives, mastering knowledge, accepting culture, becoming a full-fledged member of society, i.e. a harmonious “I-concept” (ego-identity) should be formed. In addition to the interest of adolescents in inter-gender relationships

(like Freud), for Erickson at this stage of development

More important is building a harmonious hierarchy

their roles (son, student, member of the company). If personality

Able to flexibly move from one role to another, then a harmonious identity is formed. Adolescents' inability to achieve personal identity leads to what Erickson called an identity crisis.

(role mixing). It is characterized by the inability to choose a career or continue education, otherwise a diffuse identity is formed. Problems: a) you have to accept yourself as a man or a woman; b) it is necessary to form a time perspective (planning for the future); c) accepting one's role in the group (leader-follower); d) formation of attitude (hetero-, homo-, bisexuality); e) ideological attitudes.

If adolescents do not cope with these tasks, then a

diffuse identity. However, at the end of adolescence

There is a moratorium (extended ripening of self-identity). 6) Youth (20 - 35 years) - early maturity. The main task is to achieve intimacy with other people.

At this stage, there is a search for close relationships, the creation

Families. Intimacy requires trust. If in

in the past there were failures, unresolved problems (guilt, shame, incompetence) and if the formed identity is diffuse, then the search for intimacy may be unsuccessful. If a person has not formed himself, then it will not be possible to create a full-fledged family because of the inability to bear responsibility, trust, etc. Thus, at one pole, “intimacy” is formed as a feeling that we experience for spouses, friends, parents, etc. (the ability to merge

Your identity with the identity of another person without fear that something in yourself will be lost). At the opposite pole is formed

isolation, excessive self-absorption, avoidance of interpersonal relationships.

7) maturity (35 years - end of employment). The main task is the choice between productivity and inertia.

This implies generativity, creativity, influencing the next generation. The opposite pole is stagnation, i.e. a person can do little, there is no creativity, no care. For now

The period accounts for the "mid-life crisis", which is expressed

in a sense of hopelessness, the meaninglessness of life.

8) old age (from 60 and older) - late adulthood. The identity period is coming to an end. In this period

the personality integrates the events of the previous life (achievement of wisdom). There is an acceptance of one's life with all the successes and failures, and the result of life is assessed as positive,

Those. ego integration takes place. If the individual cannot

positively comprehend your life path, then there is despair, disappointment, a feeling of bitterness and regret, which entails depression, hypochondria, anger.

stage age psychosocial crisis strong side oral 0-1 years Basic trust - mistrust Hope anal 1-3 years Autonomy - shame and doubt willpower phallic 3-6 years Initiative - guilt goal latent 6-12 years Diligence - incompetence competence adolescent 12-19 (20) Harmonious identity - diffuse identity fidelity youth 20-35 years old Intimacy - isolation love maturity 35-60 years old Productivity - stagnation care old age 60 and older Ego-integration - despair wisdom

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Introduction

2. Basic provisions

Conclusion

Bibliography

Introduction

E. Erickson is a follower of 3. Freud. In the "Dictionary of Famous Americans", published on the occasion of the 200th anniversary of the United States, he was called "the most creatively bright of all who have worked in the psychoanalytic tradition since Freud." As D. N. Lyalikov emphasizes, E. Erickson's main core of his teaching is most valuable: the development of the concepts of personal and group identity, mental moratorium, and the doctrine of a youthful identity crisis. E. Erikson himself believed that he expanded the Freudian concept, went beyond it. First, he shifted the emphasis from "It" to "I". According to E. Erickson, his book "Childhood and Society" is a psychoanalytic work about the attitude of the "I" to society. E. Erickson accepts the idea of ​​unconscious motivation, but devotes his research mainly to the processes of socialization. Secondly, E. Erickson introduces a new system in which the child develops. For 3. Freud, this is a triangle: child-mother-father. E. Erickson considers development in a wider system of social relations, emphasizing the historical reality in which the "I" develops. It concerns the dynamics of relations between family members and sociocultural reality. Thirdly, the theory of E. Erickson meets the requirements of the time and the society to which he himself belongs. The goal of E. Erickson is to reveal genetic possibilities for overcoming psychological life crises. If 3. Freud devoted his work to the etiology of pathological development, then E. Erickson focused on studying the conditions for the successful resolution of psychological crises, giving a new direction to psychoanalytic theory. In 1966, in a report read at the Royal Society of London, E. Erickson applied some of the provisions of ethology to his scheme of individual development. Ethologists have shown that the most highly organized animals develop in relation to each other a system of ritualized actions that actually serve as a means of survival for individual individuals. It should be noted that among primitive peoples there is a practice of annual ritual wars, which serve to prevent a real war. At all levels of human relationships, there are essentially ritual acts. In the ability to ritualize one's relationships and develop new rituals, E. Erickson sees an opportunity to create a new lifestyle that can lead to overcoming aggressiveness and ambivalence in human relations. In the article "The Ontogeny of Ritualizations" E. Erickson writes that the concept of "ritual" has three different meanings. One of the oldest is used in ethnography and refers to rites and rituals performed by adults in order to mark recurring events: the change of seasons or periods of life. Young people take part in these rituals, and children can observe them. In psychiatry, the term "ritual" is used to refer to compulsive behavior, compulsive repetitive actions, similar to the actions of animals locked in a cage. In ethology, the term "ritual" is used to describe certain phylogenesis-formed ceremonial actions in the so-called social animals. An example is the greeting ceremony, which was described by K. Lorenz. When a newborn gosling climbs out of its nest and lies with its neck stretched out in a heap of wet shell fragments, it can observe a vital reaction if you lean towards it and make a sound reminiscent of the sounds of a goose, then the gosling will raise its head, stretch its neck and emit a thin but clear distinguishable sound. Thus, before the gosling can walk or eat, it can perform this early form of encounter ritual. The life and growth of the gosling depends on the success of this very first response to the presence of the mother (and she, in turn, achieves it). So, already at the phylogenetic level in the repetitive forms of behavior, which ethologists and E. Erickson, following them, call ritualization, there is a relationship, the content of which is the exchange of messages.

1. E. Erickson's epigenetic theory of personality development

Erik Erickson's theory is so. same, like the theory of Anna Freud, arose from the practice of psychoanalysis.

E. Erikson created a psychoanalytic concept about the relationship between "I" and society. At the same time, his concept is the concept of childhood. It is human nature to have a long childhood. Moreover, the development of society leads to a lengthening of childhood. "Long childhood makes a person a virtuoso in the technical and intellectual senses, but it also leaves a trace of emotional immaturity in him for life," wrote E. Erickson.

E. Erikson interprets the structure of personality in the same way as Z. Freud. If at some point in our daily life, he wrote, we stop and ask ourselves what we have just been dreaming about, then a series of unexpected discoveries awaits us: we are surprised to notice that our thoughts and feelings make constant fluctuations in that direction. then in the opposite direction from the state of relative equilibrium. Deviating to one side from this state, our thoughts give rise to a series of fantastic ideas about what we would like to do; deviating in the other direction, we suddenly find ourselves under the power of thoughts about duty and obligations, we already think about what we should do, and not about what we would like to do; the third position, as if "dead point" between these extremes, is more difficult to remember. Here, where we are least aware of ourselves, according to E. Erickson, we are most of all ourselves. Thus, when we want it is "It", when we must - it is "Super-I", and "dead point" is "I". Constantly balancing between the extremes of these two instances, "I" uses defense mechanisms that allow a person to come to a compromise between impulsive desires and the "overwhelming force of conscience."

As emphasized in a number of publications, the work of E. Erickson marks the beginning of a new way of studying the psyche - the psychohistorical method, which is the application of psychoanalysis to history. Using this method, E. Erickson analyzed the biographies of Martin Luther, Mahatma Gandhi, Bernard Shaw, Thomas Jefferson and other prominent people, as well as the life stories of contemporaries - adults and children. The psychohistorical method demands equal attention both to the psychology of the individual and to the character of the society in which the individual lives. The main task of E. Erickson was to develop a new psychohistorical theory of personality development, taking into account the specific cultural environment. freud personality psychological attitude

In his first major and most famous work, E. Erikson wrote that the study of personal individuality is becoming the same strategic task of the second half of the 20th century, as was the study of sexuality in the time of Freud, at the end of the 19th century.

Each stage of the life cycle is characterized by a specific task that is put forward by society. Society also determines the content of development at different stages of the life cycle. However, the solution of the problem, according to E. Erickson, depends both on the already achieved level of psychomotor development of the individual, and on the general spiritual atmosphere of the society in which this individual lives.

The task of infancy is the formation of basic trust in the world, overcoming feelings of disunity and alienation. The task of an early age is the struggle against a sense of shame and strong doubts in one's actions for one's own independence and independence. The task of the playing age is the development of an active initiative and at the same time experiencing a sense of guilt and moral responsibility for one's desires. During the period of study at school, a new task arises - the formation of industriousness and the ability to handle tools, which is opposed by the awareness of one's own ineptitude and uselessness. In adolescence and early adolescence, the task of the first integral awareness of oneself and one's place in the world appears; the negative pole in solving this problem is the lack of confidence in understanding one's own "I" ("diffusion of identity"). The task of the end of youth and the beginning of maturity is the search for a life partner and the establishment of close friendships that overcome the feeling of loneliness. The task of the mature period is the struggle of the creative forces of man against inertia and stagnation. The period of old age is characterized by the formation of a final integral idea of ​​oneself, one's life path, as opposed to possible disappointment in life and growing despair.

The solution of each of these problems, according to E. Erickson, is reduced to the establishment of a certain dynamic relationship between the two extreme poles. The development of personality is the result of the struggle of these extreme possibilities, which does not subside during the transition to the next stage of development. This struggle at a new stage of development is suppressed by the solution of a new, more urgent task, but incompleteness makes itself felt during periods of life's failures. The balance achieved at each stage marks the acquisition of a new form of ego identity and opens up the possibility of including the subject in a wider social environment. When raising a child, one should not forget that "negative" feelings always exist and serve as dynamic countermembers of "positive" feelings throughout life.

The transition from one form of ego identity to another causes identity crises. Crises, according to E. Erickson, are not a personality disease, not a manifestation of a neurotic disorder, but "turning points", "moments of choice between progress and regression, integration and delay."

Psychoanalytic practice convinced E. Erickson that the development of life experience is carried out on the basis of the child's primary bodily impressions. That is why he attached such great importance to the concepts of "organ mode" and "modality of behavior." The concept of "organ mode" is defined by E. Erikson following 3. Freud as a zone of concentration of sexual energy. The organ with which sexual energy is connected at a particular stage of development creates a certain mode of development, that is, the formation of the dominant quality of the personality. According to the erogenous zones, there are modes of retraction, retention, intrusion and inclusion. Zones and their modes, emphasizes E. Erickson, are in the center of attention of any cultural system of raising children, which attaches importance to the child's early bodily experience. Unlike 3. Freud, for E. Erikson the mode of an organ is only a primary point, an impetus for mental development. When society, through its various institutions (family, school, etc.), gives a special meaning to this mode, then its meaning is “alienated”, detached from the organ and turned into a modality of behavior. Thus, through the modes, a connection is made between psychosexual and psychosocial development.

The peculiarity of modes, due to the mind of nature, is that for their functioning, another, an object or a person, is necessary. So, in the first days of life, the child "lives and loves through the mouth," and the mother "lives and loves through her breasts." In the act of feeding, the child receives the first experience of reciprocity: his ability to "receive by mouth" meets with a response from the mother.

Like 3. Freud, E. Erickson connects the second phase of infancy with teething. From this point on, the ability to "take in" becomes more active and directed. It is characterized by the "biting" mode. Being alienated, the modus manifests itself in all types of activity of the child, displacing passive receiving. “Eyes, initially ready to receive impressions as they come naturally, learn to focus, isolate and “snatch” objects from a more vague background, follow them,” wrote E. Erickson. “Similarly, ears learn to recognize significant sounds , localize them and control the search turn towards them, in the same way as the arms are learned to stretch purposefully, and the hands to grasp tightly. As a result of the distribution of the modus to all sensory zones, a social modality of behavior is formed.

- "taking and holding things." It manifests itself when the child learns to sit. All these achievements lead to the child singling out himself as a separate individual.

The formation of this first form of ego-identity, like all subsequent forms, is accompanied by a developmental crisis. His indicators at the end of the first year of life: general tension due to teething, increased awareness of himself as a separate individual, weakening of the mother-child dyad as a result of the mother's return to professional pursuits and personal interests. This crisis is more easily overcome if, by the end of the first year of life, the ratio between the child's basic trust in the world and the basic distrust is in favor of the first. Signs of social trust in an infant are light feeding, deep sleep, normal bowel movements. The first social achievements, according to E. Erickson, also include the willingness of the child to let the mother disappear from sight without excessive anxiety or anger, since her existence has become an inner certainty, and her reappearance is predictable. It is this constancy, continuity and identity of life experience that forms in the young child a rudimentary sense of his own identity.

The dynamics of the relationship between trust and distrust of the world, or, in the words of E. Erickson, "the amount of faith and hope learned from the first life experience", is determined not by the characteristics of feeding, but by the quality of child care, the presence of maternal love and tenderness, manifested in care about the baby. An important condition for this is the mother's confidence in her actions. “A mother creates a sense of faith in her child by the type of treatment that combines sensitive concern for the needs of the child with a firm sense of complete personal trust in him within the framework of the life style that exists in her culture,” emphasized E. Erickson.

E. Erickson discovered different "trust schemes" and traditions of child care in different cultures. In some cultures, the mother shows tenderness very emotionally, she always feeds the baby when he cries or is naughty, does not swaddle him. In other cultures, on the contrary, it is customary to swaddle tightly, let the child scream and cry, "so that his lungs are stronger." The last way of leaving, according to E. Erikson, is characteristic of Russian culture. According to E. Erikson, they explain the special expressiveness of the eyes of Russian people. A tightly swaddled child, as was customary in peasant families, has the main way of communicating with the world - through the look. In these traditions, E. Erickson finds a deep connection with how society wants to see its member.

In many cultures, it is customary for a baby to be weaned at a specific time. In classical psychoanalysis, as is known, this event is considered as one of the most profound childhood traumas, the consequences of which remain for life. E. Erickson, however, does not assess this event so dramatically. In his opinion, the maintenance of basic trust is possible with another form of feeding. If a child is picked up, rocked to sleep, smiled at him, talked to him, then all the social achievements of this stage are formed in him.

The second stage of personality development, according to E. Erickson, consists in the formation and upholding by the child of his autonomy and independence. It starts from the moment the child begins to walk. At this stage, the pleasure zone is associated with the anus. The anal zone creates two opposite modes - the mode of retention and the mode of relaxation. Society, attaching special importance to accustoming a child to neatness, creates conditions for the dominance of these modes, their separation from their body and transformation into such modalities of behavior as preservation and destruction. Parental control allows you to keep this feeling through the restriction of the growing desires of the child to demand, appropriate, destroy, when he, as it were, tests the strength of his new capabilities.

The emergence of a sense of shame, according to E. Erickson, is associated with the emergence of self-awareness, because shame suggests that the subject is fully exposed to the public, and he understands his position. "The child would like to force the whole world not to look at him," but that is impossible. Therefore, social disapproval of his actions forms the "inner eyes of the world" in the child - shame for his mistakes. According to E. Erickson, "doubt is the brother of shame." Doubt is associated with the realization that one's own body has a front and back side - the back. The back is not visible to the child himself and is completely subject to the will of other people who can limit his desire for autonomy.

The struggle of a sense of independence against shame and doubt leads to the establishment of a relationship between the ability to cooperate with other people and insist on one's own, between freedom of expression and its restriction. At the end of the stage, a mobile balance develops between these opposites. It will be positive if parents and close adults do not excessively control the child and suppress his desire for autonomy. The modes of invasion and inclusion create new modalities of behavior at the third, infantile-genital stage of personality development. "Intrusion into space through energetic movements, into other bodies through physical attacks, into the ears and souls of other people through aggressive sounds, into the unknown through consuming curiosity," according to E. Erickson's description, a preschooler at one pole of his behavioral reactions, then as on the other, he is receptive to the environment, ready to establish tender and caring relationships with peers and young children. In Z. Freud, this stage is called phallic, or Oedipal. According to E. Erickson, the child's interest in his genitals, awareness of his gender and the desire to take the place of the father (mother) in relations with parents of the opposite sex is only a particular moment in the development of the child during this period. The child eagerly and actively learns the world around him; in the game, creating imaginary, modeling situations, the child, together with peers, masters the "economic ethos of culture", that is, the system of relations between people in the production process. As a result, the child develops a desire to get involved in real joint activities with adults, to get out of the role of a little one. But adults remain omnipotent and incomprehensible for the child, they can shame and punish. In this tangle of contradictions, the qualities of active enterprise and initiative should be formed.

Aggressive behavior of the child inevitably entails the restriction of initiative and the emergence of feelings of guilt and anxiety. So, according to E. Erickson, new internal instances of behavior are laid - conscience and moral responsibility for one's thoughts and actions. It is at this stage of development, like no other, that the child is ready to learn quickly and eagerly. "He can and wants to act together, to unite with other children for the purposes of design and planning, and he also seeks to benefit from communication with his teacher and is ready to surpass any ideal prototype," E. Erickson noted.

The fourth stage of personality development, which psychoanalysis calls the "latent" period, and E. Erickson - the time of the "psychosexual moratorium", is characterized by a certain drowsiness of infantile sexuality and a delay in genital maturity, which is necessary for the future adult to learn the technical and social foundations of labor activity. The school in a systematic way introduces the child to knowledge about the future work activity, transfers in a specially organized form the "technological is with" culture, forms diligence. At this stage, the child learns to love to learn and learns most selflessly those types of technology that are appropriate for a given society.

The danger that awaits the child at this stage lies in feelings of inadequacy and inferiority. According to E. Erickson, "the child in this case experiences despair from his ineptitude in the world of tools and sees himself doomed to mediocrity or inadequacy." If, in favorable cases, the figures of the father and mother, their significance for the child fade into the background, then when a feeling of inadequacy arises for the requirements of the school, the family again becomes a refuge for the child.

E. Erickson emphasizes that at each stage the developing child must come to a sense of his own worth, which is vital for him, and he must not be satisfied with irresponsible praise or condescending approval. His ego-identity reaches real strength only when he understands that his achievements are manifested in those areas of life that are significant for a given culture.

The fifth stage in personality development is characterized by the deepest life crisis. Childhood is coming to an end. The completion of this major stage of the life path is characterized by the formation of the first integral form of ego-identity. Three lines of development lead to this crisis: rapid physical growth and puberty (the "physiological revolution"); preoccupation with "how I look in the eyes of others", "what I am"; the need to find one's professional vocation that meets the acquired skills, individual abilities and the requirements of society. In the teenage crisis, identities rise up again. All critical moments of development that have been passed. The teenager must now solve all the old problems consciously and with an inner conviction that it is this choice that is significant for him and for society. Then social trust in the world, independence, initiative, mastered skills will create a new integrity of the individual.

Adolescence is the most important period of development, which accounts for the main identity crisis. It is followed by either the acquisition of an "adult identity" or developmental delay, that is, "diffusion of identity."

The interval between youth and adulthood, when a young person seeks (through trial and error) to find his place in society, E. Erickson called "mental moratorium". The severity of this crisis depends both on the degree of resolution of earlier crises (trust, independence, activity, etc.), and on the entire spiritual atmosphere of society. An unsurmounted crisis leads to a state of acute diffusion of identity, which forms the basis of the social pathology of adolescence. Identity pathology syndrome according to E. Erickson: regression to the infantile level and the desire to delay the acquisition of adult status as long as possible; a vague but persistent state of anxiety; feelings of isolation and emptiness; constantly being in a state of something that can change life; fear of personal communication and inability to emotionally influence persons of the opposite sex; hostility and contempt for all recognized social roles, even male and female ("unisex"). In extreme cases, there is a search for a negative identity, the desire to "become nothing" as the only way of self-affirmation.

The love that arises at this age, according to E. Erickson, is not initially sexual in nature. "To a large extent, youthful love is an attempt to come to the definition of one's own identity by projecting one's own initially indistinct image onto someone else and seeing it already in a reflected and clarified form," says E. Erickson.

The formation of ego-identity allows a young person to move to the sixth stage of development, the content of which is the search for a life partner, the desire for close cooperation with others, the desire for close friendships with members of their social group. The young man is not afraid now of losing his "I" and depersonalization. The achievements of the previous stage allow him, as E. Erickson writes, "with readiness and desire to mix his identity with others." The basis of the desire for rapprochement with others is the complete mastery of the main modalities of behavior. The young man is ready for intimacy, he is able to give himself to cooperation with others in specific social groups and has enough ethical strength to firmly adhere to such group affiliation, even if this requires significant sacrifices of compromise.

The danger of this stage is loneliness, avoidance of contacts that require complete intimacy. Such a violation, according to E. Erickson, can lead to acute "character problems", to psychopathology.

The seventh stage is considered as central to the adult stage of a person's life path. According to E. Erickson, personality development continues throughout life. Personal development continues through the influence of children, which confirms the subjective feeling of being needed by others. Productivity and procreation (procreation), as the main positive characteristics of a person at this stage, are realized in caring for the upbringing of a new generation, in productive labor activity and in creativity. In everything that a person does, he puts a particle of his "I", and this leads to personal enrichment.

On the contrary, in the event that an unfavorable developmental situation develops, an excessive focus on oneself appears, which leads to inertia and stagnation, to personal devastation. Such people often see themselves as their own and only child. If conditions favor such a trend, then physical and psychological disability of the individual occurs. It was prepared by all previous stages, if the balance of forces in their course developed in favor of an unsuccessful choice. The desire to care for others, creativity, the desire to create things in which a particle of unique individuality is invested helps to overcome the possible formation of self-absorption and personal impoverishment.

The eighth stage of the life path is characterized by the achievement of a new completed form of ego-identity. Only in a person who has somehow shown concern for people and things and adapted to the successes and disappointments inherent in life, in the parent of children and the creator of things and ideas - only in him does the fruit of all seven stages gradually ripen the integrity of the personality. E. Erickson notes several components of such a state of mind: it is an ever-increasing personal confidence in one's commitment to order and meaningfulness; this is the post-narcissistic love of the human personality as an experience of the world order and the spiritual meaning of the life lived, regardless of the price they are achieved; this is the acceptance of one's life path as the only proper and not in need of replacement; it is a new, different from the former, love for one's parents; it is an affectionate attitude towards the principles of past times and various activities in the form in which they manifested themselves in human culture. The owner of such a personality understands that the life of an individual is only an accidental coincidence of a single life cycle with a single segment of history, and in the face of this fact, death loses its power. At this stage of development, wisdom arises, which E. Erickson defines as a detached interest in life as such in the face of death.

On the contrary, the absence of this personal integration leads to the fear of death. There is despair, for there is too little time left to start life anew and in a new way, to try to achieve personal integrity in a different way. This state can be conveyed by the words of the Russian poet V. S. Vysotsky: "Your blood was frozen with eternal cold and ice from the fear of living and from the premonition of death."

2. Basic provisions

Summing up 15 years of practical and theoretical work, Erik Erikson put forward three new provisions that became three important contributions to the study of the human "I":

Along with the phases of psychosexual development described by Freud (oral, anal, phallic and genital), during which the direction of attraction changes (from autoeroticism to attraction to an external object), there are also psychological stages of development of the "I", during which the individual establishes the main guidelines for relationship with oneself and one's social environment.

The formation of personality does not end in adolescence, but stretches over the entire life cycle.

Each stage has its own developmental parameters that can take positive and negative values.

Conclusion

The concept of E. Erickson is called the epigenetic concept of the life path of the individual. As is known, the epigenetic principle is used in the study of embryonic development. According to this principle, everything that grows has a common plan. Based on this general plan, separate parts develop. Moreover, each of them has the most favorable period for predominant development. This happens until all the parts, having developed, form a functional whole. Epigenetic concepts in biology emphasize the role of external factors in the emergence of new forms and structures and thus oppose preformed expiration teachings. From the point of view of E. Erickson, the sequence of stages is the result of biological maturation, but the content of development is determined by what the society to which he belongs expects from a person. According to E. Erickson, any person can go through all these stages, no matter what culture he belongs to, it all depends on how long his life is.

Evaluating the work carried out, E. Erickson admitted that his periodization cannot be considered as a theory of personality. By. in his opinion, this is only the key to the construction of such a theory.

Erikson's concept can be completed with the words of his favorite philosopher Kierkegaard: Life can be understood in reverse order, but it must be lived from the beginning.

Bibliography

1. Obukhova L.F. Child (age) psychology: Textbook. - M., Russian Pedagogical Agency. 1996. - 374 p.

2. Stolyarenko L.D. Pedagogical psychology. - Rostov n / D .: Phoenix, 2000. - 544 p.

3. Kjell L "Ziegler D. Theories of personality: Basic provisions, research and application / Translated from English. S. Melenevskaya, D. Viktorova. - St. Petersburg: Peter, 1998. - 606 p.

4. Elkind, Erik Erickson and the eight stages of human life / Per. from English. - M.: Kogito-center, 1996. - 16s.

5. Erikson E. Childhood and society (translated from English) - St. Petersburg, 1996.

6. Erickson E. Identity: youth and crisis. (Translated from English). - M., 1996.

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