Evaluate the Developmental Theories of Sigmund Freud and Erik Erikson
by
gepardvanyahoocouk (student)
HH103 Social Science Perspectives
Assignment 002: Essay evaluating two psychological approaches
Introduction
In this assignment we shall compare and contrast two psychological theories; Sigmund Freud and Erik Erikson who helped to interpret the human behaviour. There will be a summary of the key features of each theory and the evaluation. There will be also the comparison between the strengths and weaknesses of each approach. Moreover we shall use the evidence from literature, our own and other people`s experience to back up the statements.
Sigmund Freud (1856-1938) was the one that founded the psychoanalysis and he is widely known for his work around the sexual themes (Sugarman, 1986). His theory is about the developmental process. To fulfil the basic necessities in life such as food, warmth and shelter; Freud developed a theory to meet these needs. The theory is divided into five psychosexual stages namely Oral, Anal, Phallic, Latency and Genital. The first stage; Oral stage occurs from infancy and finish at approximately 1 year. This stage focuses on the mouth being the main source of pleasure such as sucking, biting, eating and tasting (Bee et al., 2010). The Anal stage starts from 1 to 3 years. Children start the potty training and learn how to control their bladder and bowel movements (Sheridan, 1997). They also start discovering the feelings that comes with it. The Phallic stage starts from 3 to 6 years. In this stage children`s sexual energy or libido are focussed around genitals. They are fascinated about this and they start to identify the same-sex parent or guardian. In the Latent period which is from 7 to 11 years, children`s sexual energy is reduced and they focus more on activities such as friends, schools and hobbies (Carolyn, 2006). In the last stage; the Genital stage, Freud believed that the genital period is still present from adolescence through to adulthood. This stage is directed towards other areas such as romantic relationships.
Erik Erikson (1902-1994) is well known psychologist and psychoanalyst. He studied under Sigmund Freud and agreed on most of his works but disagreed with his theories that sexuality shape up an individual`s personality (Erikson, 1995). Erikson believed that development takes place throughout an entire life span (Durkin, 1995). After Freud`s death Erikson developed an eight stage developmental theory. The first stage is” Trust versus Mistrust” and it appears from birth to 1 year old. Child develops attachment theory and learns how to trust the mother through feeding and comfort. Child will also see the environment as unfriendly. The second stage is “Autonomy versus Doubt” and it is from 1 to 3 years old. Children use their developing muscles to control activities such as eating, walking, toilet training and talking (Bruce, 1996). The third stage is “Initiative versus Guilt” from 3 to 6 years old. Children are eager to take responsibility and control the environment better. In the fourth stage” Industry versus Inferiority” which is from 7 to 11 years old, children develop their capacities through a mastery of skills (Cobb, 1995). The fifth stage” Identity versus Role confusion” from 12 to 18 years old adolescents start to find their identities and the important event happening is peer relationship ( Adams et al., 1994). Erikson believed that there are three different stages in adult. The intimacy versus isolation stage (19-40 years old) where love relationship occurs. The generativity versus stagnation stage (40 -65 years old) where adults develop the ability to care for another person, products or ideas (Newman, 2002). The final stage is the integrity versus despair (65 years to death), it is the reflection on and acceptance of one`s life. Erik Erikson
Having looked at both key features we shall now compare and contrast each stage together with examples.
Stage 1
In the first stage according to Freud`s theory by meeting the child`s needs, it leads to the development of independency and trust (Howe et al., 1999). Similarly, Erikson said that if a child develops trust, he or she will be safer in the environment. The weakness is if a child id afraid or feel insecure then developing trust will be difficult. Freud stated that a fixation can lead to the child becoming immature and having unrealistic optimism. ...
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Having looked at both key features we shall now compare and contrast each stage together with examples.
Stage 1
In the first stage according to Freud`s theory by meeting the child`s needs, it leads to the development of independency and trust (Howe et al., 1999). Similarly, Erikson said that if a child develops trust, he or she will be safer in the environment. The weakness is if a child id afraid or feel insecure then developing trust will be difficult. Freud stated that a fixation can lead to the child becoming immature and having unrealistic optimism. These can have improper behavioural formation on the child (Golombok, 1994).
Stage 2
Erikson`s theory focussed on the child developing a bigger sense of control. Erikson agreed with Freud that potty training was an important event in this stage. However he believed that by controlling one`s body movement leads to control and independency. According to Freud, that depends on how parents control the situation. If parents are too strict, the child will end up following orders which later might develop a weakened sense of self or the other way round it might cause aggression from the child. Therefore it is not the ego that controlling the situation. Another example is if parents give the child the choice and freedom required to learn and experience life the child might feel secure and confident when growing up. http://www.eric.org.uk/assets/potty.jpg
Stage 3
Freud and Erikson could not come to a conclusion on this stage. Freud believed that children are more focused towards genitals of other children and recognise their parent’s sex. Erikson focussed on children taking personal control by playing and doing other social activities. https://encrypted-tbn0.google.com/images?q=tbn:ANd9GcRWYST1dLR7cw2n7cM4xwuLKmZJtCH7CsEdKLjFsmAhIhxmS9lyRw
Stage 4
In this stage, Freud`s theory was behind Erikson`s theory on “Initiative versus Guilt”. Here he commented that the libido start driving towards new activities such as hobbies, peers and schools (Adams et al., 1994). However he believed that problems might start because of the inability of the ego such as doing activities what friends want. Erikson talked about the “Industry versus Inferiority” where individual starts understanding and appreciates their accomplishments and abilities. Also those who receive encouragement and support from parents and teachers develop belief in excelling in their skills (Howe et al., 1999). https://encrypted-tbn0.google.com/images?q=tbn:ANd9GcRPKfJI2-ZLBqA-yuJYCj_zeq37UcdjVdMfsxtw68UxZE1Y0QaG
For example, if parents and teachers always encouraged the child in doing sports and they believed in him/her. At the beginning the child might find it hard but with their support and encouragement it could be a lot easier.
Stage 5 http://www.polyvore.com/cgi/img-thing%3F.out%3Djpg%26size%3Dl%26tid%3D4106444
Freud stated that in this stage a large portion of life happens and one basic event is the detachment from parents. The libido towards genitals still existed but it redirected more towards adult sexuality. Another difference is while the satisfaction of the primary drive is linked in the phallic stage, the ego is well developed in the genital stage (Freud, 1923).
The symbolic satisfaction occurs therefore love relationship starts happening and one starts thinking about career, families and responsibilities as going through the adulthood phase.
Erikson`s greatest work was not on five stages but on eight stages. He believed that every individual undergo a series of stages in order to reach his or her full development.
Conclusion
Both theories have similarities and differences. It was clear that Erikson was influenced by Freud`s work which later pushed him to innovate his eight psychosocial stages. They both agreed that human development occurs through a slow and gradual pace (Thomson, 1997). Along the stages there are so many factors that affect the development process. While Freud emphasized the development on how well the conflicts are dealt with and whether the needs of reality change these decisions, Erikson focussed more on cultural influences leading to human development.
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Bibliography
Adams, G. R., Gullota, T. P. & Markstrom, A. C. (1994) Adolescent Life Experiences, Pacific Grove, CA: Brooks/Cole.
Bee, H., Boyd, D. & Johnson, P. (2010) Life Span Development (2nd Edn), Canada: Pearson Education.
Bruce, T. (1996) Helping Young Children to Play, London: Hodder & Stoughton.
Burman, E. (1994) Deconstructing Developmental Psychology, London: Routledge.
Carolyn, M. (2006) Child Development: An illustrated guide (2nd Edn), Oxford: Heineman.
Chen, Z., Sanchez, R. P. & Campbell, T. (1997) From beyond to within their grasp: Analogical problem solving in 10- and 13- month- old infant, Developmental Psychology (33): p. 790- 801.
Cobb, N. (1995) Adolescence: Continuity, Change and Diversity (2nd Edn), Mountain View, CA: Mayfield.
Durkin, K. (1995) Developmental Social Psychology, Oxford: Blacknell.
Einon, D. (1985) Creative Play, London: Penguin book.
Erikson, E.H. (1963) Childhood and Society. (2nd ed.). New York: Norton.
Erikson, E. (1995) Childhood and Society (first published 1951), London: Vintage.
Freud, S. (1923) The Ego and the Id, standard edition, vol.19, London: Hogarth.
Golombok, S. & Fivush, R. (1994) Gender Development, Cambridge: Cambridge University Press.
Gopnik, A., Meltzoff, A. & Kuhl, P. (2000) How Babies Think: The Science of Childhood, London: Weidenfeld & Nicholson.
Howe, D., Brandon, M., Hinings, D et al. (1999) Attachment Theory, Child Maltreatment and Family Support, London: Macmillan.
Newman, B. M. & Newman, P. (2002) Development Through Life: A Psychological Approach (8th Edn), CA: Wadsworth.
Sheridan, M. D. (1997) From Birth to Five, London: Routledge.
Sugarman, L. (1986) Life-span Development: Concept, Theories and Interventions, London: Routledge.
Thomson, H. & Meggit, C. (1997) Human Growth and Development, London: Hodder & Stoughton.
References
Adams, G. R., Gullota, T. P. & Markstrom, A. C. (1994) Adolescent Life Experiences, Pacific Grove, CA: Brooks/Cole.
Bee, H., Boyd, D. & Johnson, P. (2010) Life Span Development (2nd Edn), Canada: Pearson Education.
Bruce, T. (1996) Helping Young Children to Play, London: Hodder & Stoughton.
Carolyn, M. (2006) Child Development: An illustrated guide (2nd Edn), Oxford: Heineman.
Cobb, N. (1995) Adolescence: Continuity, Change and Diversity (2nd Edn), Mountain View, CA: Mayfield.
Durkin, K. (1995) Developmental Social Psychology, Oxford: Blacknell.
Erikson, E. (1995) Childhood and Society (first published 1951), London: Vintage.
Freud, S. (1923) The Ego and the Id, standard edition, vol.19, London: Hogarth.
Golombok, S. & Fivush, R. (1994) Gender Development, Cambridge: Cambridge University Press.
Newman, B. M. & Newman, P. (2002) Development Through Life: A Psychological Approach (8th Edn), CA: Wadsworth.
Sheridan, M. D. (1997) From Birth to Five, London: Routledge.
Sugarman, L. (1986) Life-span Development: Concept, Theories and Interventions, London: Routledge.
Thomson, H. & Meggit, C. (1997) Human Growth and Development, London: Hodder & Stoughton.