ERIK ERIKSON TEORIA PSICOSOCIAL ETAPAS PDF

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Comienzan a planear actividades, inventan juegos, e inician actividades con otras personas. Inician proyectos, los siguen hasta terminarlos, y se sienten bien por lo que han alcanzado.

No alcanzar satisfactoriamente la etapa de generatividad da lugar a un empobrecimiento personal. Mientras envejecemos y nos jubilamos, tendemos a disminuir nuestra productividad, y exploramos la vida como personas jubiladas. Durante este periodo contemplamos nuestros logros y podemos desarrollar integridad si consideramos que hemos llevado una vida acertada.

The more you know yourself, the more patience you have for what you see in others. Like Freud and many others, Erik Erikson maintained that personality develops in a predetermined order. Instead of focusing on sexual development, however, he was interested in how children socialize and how this affects their sense of self.

He saw personality as developing throughout the lifetime and looked at identity crises at the focal point for each stage of human development. According to the theory, successful completion of each stage results in a healthy personality and successful interactions with others. Failure to successfully complete a stage can result in a reduced ability to complete further stages and therefore a more unhealthy personality and sense of self.

These stages, however, can be resolved successfully at a later time. Trust Versus Mistrust. From ages birth to one year, children begin to learn the ability to trust others based upon the consistency of their caregiver s. If trust develops successfully, the child gains confidence and security in the world around him and is able to feel secure even when threatened.

Unsuccessful completion of this stage can result in an inability to trust, and therefore an sense of fear about the inconsistent world. It may result in anxiety, heightened insecurities, and an over feeling of mistrust in the world around them.

Autonomy vs. Shame and Doubt. Between the ages of one and three, children begin to assert their independence, by walking away from their mother, picking which toy to play with, and making choices about what they like to wear, to eat, etc. If children in this stage are encouraged and supported in their increased independence, they become more confident and secure in their own ability to survive in the world.

If children are criticized, overly controlled, or not given the opportunity to assert themselves, they begin to feel inadequate in their ability to survive, and may then become overly dependent upon others, lack self-esteem, and feel a sense of shame or doubt in their own abilities.

Initiative vs. Around age three and continuing to age six, children assert themselves more frequently. They begin to plan activities, make up games, and initiate activities with others. If given this opportunity, children develop a sense of initiative, and feel secure in their ability to lead others and make decisions.

Conversely, if this tendency is squelched, either through criticism or control, children develop a sense of guilt. They may feel like a nuisance to others and will therefore remain followers, lacking in self-initiative. Industry vs. From age six years to puberty, children begin to develop a sense of pride in their accomplishments. They initiate projects, see them through to completion, and feel good about what they have achieved.

If children are encouraged and reinforced for their initiative, they begin to feel industrious and feel confident in their ability to achieve goals. If this initiative is not encouraged, if it is restricted by parents or teacher, then the child begins to feel inferior, doubting his own abilities and therefore may not reach his potential. Identity vs. Role Confusion.

During adolescence, the transition from childhood to adulthood is most important. Children are becoming more independent, and begin to look at the future in terms of career, relationships, families, housing, etc. During this period, they explore possibilities and begin to form their own identity based upon the outcome of their explorations. Intimacy vs. Occurring in Young adulthood, we begin to share ourselves more intimately with others.

We explore relationships leading toward longer term commitments with someone other than a family member. Successful completion can lead to comfortable relationships and a sense of commitment, safety, and care within a relationship. Avoiding intimacy, fearing commitment and relationships can lead to isolation, loneliness, and sometimes depression. Generativity vs. During middle adulthood, we establish our careers, settle down within a relationship, begin our own families and develop a sense of being a part of the bigger picture.

We give back to society through raising our children, being productive at work, and becoming involved in community activities and organizations. By failing to achieve these objectives, we become stagnant and feel unproductive. Ego Integrity vs. As we grow older and become senior citizens, we tend to slow down our productivity, and explore life as a retired person. It is during this time that we contemplate our accomplishments and are able to develop integrity if we see ourselves as leading a successful life.

If we see our lives as unproductive, feel guilt about our pasts, or feel that we did not accomplish our life goals, we become dissatisfied with life and develop despair, often leading to depression and hopelessness. Originally posted by the-apple-is-the-fruit. View On WordPress. Log in Sign up. An intimate relationship is not necessarily a physical relationship. Rather, it is a trusting, close friendship with another person in which one can be honest without fear of rejection.

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Too much positive can be detrimental. Too much negative can be destructive. Desarrollo psicosocial. An intimate relationship. Erik Erikson Stages of Psychosocial Development aralinko. It is well to remember that the majority of men have never invented the device of beating children into submission. Some of the American Plains Indian tribes were as I had an opportunity to relate and to discuss twenty years ago profoundly shocked when they first saw white people beat their children.

It all must mean, so they thought, a well-calculated wish to impress white children with the idea that this world is not a good place to linger in, and that it is better to look to the other world where perfect happiness is to be had at the price of having sacrificed this world.

This is an ideological interpretation, and a shrewd one: it interprets a single typical act not on the basis of its being a possible cause of a limited effect, but as part of a world view.

And indeed, we now beat our children less, but we are still harrying them through this imperfect world, not so much to get them to the next one as to make them hurry from one good moment to better ones, to climb, improve, advance, progress. When these terrors are associated with collective and ritual observances, they can be assumed to contain some inner corrective which keeps the individual child from facing life all by himself; they may even offer some compensation of belongingness and identification.

Special concepts of property including the idea that a man can ruin his own property if he wishes underlie the idea that it is entirely up to the discretion of an individual father when he should raise the morality of his children by beating their bodies.

It is clear that the concept of children as property opens the door to those misalliances of impulsivity and compulsivity, of arbitrariness and moral logic, of brutality and haughtiness, which make men cruder and more licentious than creatures not fired with the divine spark. The device of beating children down—by superior force, by contrived logic, or by vicious sweetness—makes it unnecessary for the adult to become adult.

He need not develop that true inner superiority which is naturally persuasive. Instead, he is authorized to remain significantly inconsistent and arbitrary, or in other words, childish, while beating into the child the desirability of growing up. The child, forced out of fear to pretend that he is better when seen than when unseen, is left to anticipate the day when he will have the brute power to make others more moral than he ever intends to be himself.

Erik Erikson Martin Luther psychology abuse education. Erik Erikson psychoanalyst psychoanalysis psychosocial theory identity crisis psychology today in psychology all about psychology all-about-psychology.

No joke I would die for Erik Erikson. Erik Erikson psychoanalysis identity crisis psychology today in psychology all about psychology all-about-psychology. Erik Erikson psychology intimacy. Erik Erikson psychoanalysis identity crisis psychosocial psychology today in psychology all-about-psychology.

Erik Erikson psychology psychologist brilliant. Erik H. Moratorium identity Young Man Luther Erik Erikson psychology crossroad crisis vocation decision conflict. In the social jungle of human existence, there is no feeling of being alive without a sense of identity.

We need each other, and the sooner we learn that, the better for us all. It is only after a reasonable sense of identity has been established that real intimacy with others can be possible.

The youth who is not sure of his or her identity shies away from interpersonal intimacy, and can become, as an adult, isolated or lacking in spontaneity, warmth or the real exchange of fellowship in relationship to others; but the surer the person becomes of their self, the more intimacy is sought in the form of friendship, leadership, love and inspiration.

We know today that communication is by no means primarily a verbal matter; words are only the tools of meaning. Erik Erikson quotes communication. Hope is both the earliest and the most indispensable virtue inherent in the state of being alive. If life is to be sustained hope must remain, even where confidence is wounded, trust impaired. I am what survives me. Oh, you know, just finishing up identity versus role confusion!

Erik Erikson quotes about survival quotes about strength quotes quote blog.

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