ERIK ERIKSON

Erik Erikson (15 June 1902 – 12 May 1994) was a German-born American developmental psychologist and psychoanalyst known for his theory on psychosocial development of human beings. He may be most famous for coining the phrase identity crisis. His son, Kai T. Erikson, is a noted American sociologist.
Although Erikson lacked even a bachelor's degree, he served as a professor of prominent institutions such as Harvard and Yale.

Early life

Born in Frankfurt, Erik Erikson's lifelong interest in the psychology of identity may be traced to his childhood. He was born on June 15, 1902. The circumstances of his birth were concealed from him in his childhood. His Danish-born mother, Karla Abrahamsen, came from a prominent Jewish family in Copenhagen. At the time of her son's birth in Germany, Karla Abrahamsen had not seen her husband, Jewish stockbroker Waldemar Isidor Salomonsen, for several years. Nonetheless, the boy was registered as Erik Salomonsen.There is no more information about his biological father, except that he was a Dane and his given name probably was Erik. It is also suggested, that he was married at the time, that Erikson was conceived.^{[citation needed]} Following her son's birth, Karla trained to be a nurse, moved to Karlsruhe and in 1905, married a Jewish pediatrician, Theodor Homburger. In 1908, Erik Salomonsen became Erik Homburger and in 1911 he was officially adopted by his stepfather.
The development of identity seems to have been one of Erikson's greatest concerns in his own life as well as in his theory. During his childhood and early adulthood he was known as Erik Homberger, and his parents kept the details of his birth a secret. He was a tall, blond, blue-eyed boy who was raised in the Jewish religion.^{[citation needed]} At temple school, the kids teased him for being a Nordic; at grammar school, they teased him for being Jewish.^{[citation needed]}

Psychoanalytic experience and training

Erikson was a student and teacher of arts. While teaching at a private school in Vienna, he became acquainted with Anna Freud, the daughter of Sigmund Freud. Erikson underwent psychoanalysis, and the experience made him decide to become an analyst himself. He was trained in psychoanalysis at the Vienna Psychoanalytic Institute and also studied the Montessori method of education, which focused on child development.^[4]

North America

Erikson's wife, Joan Serson Erikson, had been born in Canada. Erikson converted to Christianity during their marriage.
Following Erikson’s graduation from the Vienna Psychoanalytic Institute in 1933, the Nazis had just come to power in Germany, and he emigrated with his wife, first to Denmark and then to the United States, where he became the first child psychoanalyst in Boston. Erikson held positions at Massachusetts General Hospital, the Judge Baker Guidance Center, and at Harvard’s Medical School and Psychological Clinic, establishing a solid reputation as an outstanding clinician.
In 1936, Erikson accepted a position at Harvard University, where he worked at the Institute of Human Relations and taught at the Medical School. After spending a year observing children on a Sioux reservation in South Dakota, he joined the faculty of the University of California at Berkeley, where he was affiliated with the Institute of Child Welfare, and opened a private practice as well. While in California, Erikson also studied children of the Yurok Native American tribe.
After publishing the book, for which Erikson is best known, Childhood and Society, in 1950, he left the University of California, when professors there were asked to sign loyalty oaths. He spent ten years working and teaching at the Austen Riggs Center, a prominent psychiatric treatment facility in Stockbridge, Massachusetts, where he worked with emotionally troubled young people.
In the 1960s, Erikson returned to Harvard as a professor of human development and remained at the university until his retirement in 1970. In 1973 the National Endowment for the Humanities selected Erikson for the Jefferson Lecture, the U.S. federal government's highest honor for achievement in the humanities. Erikson's lecture was titled "Dimensions of a New Identity".

Theories of development and the ego

Erikson's greatest innovation was to postulate not five stages of development, as Sigmund Freud had done with his psychosexual stages, but eight, and then later added a ninth stage in his book "The Life Cycle Completed". Erik Erikson believed, that every human being goes through a certain number of stages to reach his or her full development, theorizing eight stages, that a human being goes through from birth to death. Erikson elaborated Freud's genital stage into adolescence, and added three stages of adulthood. His widow Joan Serson Erikson elaborated on his model before her death, adding a ninth stage (old age) to it, taking into consideration the increasing life expectancy in Western cultures. Erikson is also credited with being one of the originators of Ego psychology, which stressed the role of the ego as being more than a servant of the id. According to Erikson, the environment in which a child lived was crucial to providing growth, adjustment, a source of self awareness and identity. Erikson won a Pulitzer Prize^[13] and a U.S. National Book Award in category Philosophy and Religion for Gandhi's Truth (1969), which focused more on his theory as applied to later phases in the life cycle.

Erikson's theory of personality

Main article: Erikson's stages of psychosocial development

Erikson was a Neo-Freudian. He has been described as an "ego psychologist" studying the stages of development, spanning the entire lifespan. Each of Erikson's stages of psychosocial development are marked by a conflict, for which successful resolution will result in a favourable outcome; for example, trust vs. mistrust, and by an important event, that this conflict resolves itself around, for example, the meaning of one's life.
Favorable outcomes of each stage are sometimes known as "virtues", a term used, in the context of Eriksonian work, as it is applied to medicines, meaning "potencies." Erikson's research suggests, that each individual must learn how to hold both extremes of each specific life-stage challenge in tension with one another, not rejecting one end of the tension or the other. Only when both extremes in a life-stage challenge are understood and accepted as both required and useful, can the optimal virtue for that stage surface. Thus, 'trust' and 'mis-trust' must both be understood and accepted, in order for realistic 'hope' to emerge as a viable solution at the first stage. Similarly, 'integrity' and 'despair' must both be understood and embraced, in order for actionable 'wisdom' to emerge as a viable solution at the last stage.
The Erikson life-stage virtues, in the order of the eight stages, in which they may be acquired, are:

1. Basic trust vs. basic mistrust - This stage covers the period of infancy. 0-1 year of age. - Whether or not the baby develops basic trust or basic mistrust is not merely a matter of nurture. It is multi-faceted and has strong social components. It depends on the quality of the maternal relationship. The mother carries out and reflects their inner perceptions of trustworthiness, a sense of personal meaning, etc. on the child. If successful in this, the baby develops a sense of trust, which “forms the basis in the child for a sense of identity“.
2. Autonomy vs. Shame - Covers early childhood - Introduces the concept of autonomy vs. shame and doubt. During this stage the child is trying to master toilet training.
3. Purpose - Initiative vs. Guilt - Preschool / 3–6 years - Does the child have the ability to or do things on their own, such as dress him or herself? If "guilty" about making his or her own choices, the child will not function well. Erikson has a positive outlook on this stage, saying that most guilt is quickly compensated by a sense of accomplishment.
4. Competence - Industry vs. Inferiority - School-age / 6-11. Child comparing self worth to others (such as in a classroom environment). Child can recognize major disparities in personal abilities relative to other children. Erikson places some emphasis on the teacher, who should ensure that children do not feel inferior.
5. Fidelity - Identity vs. Role Confusion - Adolescent / 12 years till 20. Questioning of self. Who am I, how do I fit in? Where am I going in life? Erikson believes, that if the parents allow the child to explore, they will conclude their own identity. However, if the parents continually push him/her to conform to their views, the teen will face identity confusion.
6. Intimacy vs. isolation - This is the first stage of adult development. This development usually happens during young adulthood, which is between the ages of 20 to 24. Dating, marriage, family and friendships are important during the stage in their life. By successfully forming loving relationships with other people, individuals are able to experience love and intimacy. Those who fail to form lasting relationships may feel isolated and alone.
7. Generativity vs. stagnation is the second stage of adulthood and happens between the ages of 25-64. During this time people are normally settled in their life and know what is important to them. A person is either making progress in their career or treading lightly in their career and unsure if this is what they want to do for the rest of their working lives. Also during this time, a person is enjoying raising their children and participating in activities, that gives them a sense of purpose. If a person is not comfortable with the way their life is progressing, they're usually regretful about the decisions and feel a sense of uselessness.
8. Ego integrity vs. despair. This stage affects the age group of 65 and on. During this time you have reached the last chapter in your life and retirement is approaching or has already taken place. Many people, who have achieved what was important to them, look back on their lives and feel great accomplishment and a sense of integrity. Conversely, those who had a difficult time during middle adulthood may look back and feel a sense of despair.

On ego identity versus Role Confusion, ego identity enables each person to have a sense of individuality, or as Erikson would say, "Ego identity, then, in its subjective aspect, is the awareness of the fact that there is a self-sameness and continuity to the ego's synthesizing methods and a continuity of one's meaning for others" (1963). Role Confusion, however, is, according to Barbara Engler in her book Personality Theories (2006), "The inability to conceive of oneself as a productive member of one's own society" (158). This inability to conceive of oneself as a productive member is a great danger; can occur during adolescence, when looking for an occupation.