Theory Of Psychosocial Development Research Articles

Social and Emotional Development of Gifted Students: Introducing the School-Based Psychosocial Curriculum Model

This column introduces the school-based psychosocial curriculum model. The model incorporates Erik Erikson’s theory of psychosocial development and applies it to a planned program of talent development.

Maximizing potential: A school-based conception of psychosocial development

Optimal talent development can only occur when high ability students are willing to take opportunities for growth in a domain and are able to persist when presented with challenges that accompany performance or production at the highest levels. This paper proposes the use of Erikson’s theory of psychosocial development to provide a framework through which schools can pursue a parallel path of psychosocial supports to reinforce the development of talent in any domain. Ego strength can be fortified by an active program of professional development, curricula, and research based on Erikson’s psychosocial stage theory. In addition to the age-based components, ego strength can be promoted by activities that support the essential strengths of hope, will, purpose, skill, fidelity, and love.

Psychosocial Development Factors Associated with Occupational and Vocational Identity Between Infancy and Adolescence

The identification with an occupation is a challenge most adolescents face in their transition into adulthood. Psychosocial development theory suggests that adolescents’ identification with an occupation develops across the lifespan, making youth work roles, choices, and behaviors products of their integrated psychosocial development experiences. This review examines the existing occupational and vocational identity literature to identify the associations with factors relevant to psychosocial development between infancy and adolescence, and integrates them to provide a more comprehensive understanding of how adolescents identify with an occupation. The review reveals that the factors important to healthy psychosocial development in each of Erikson’s five pre-adult stages largely were predictive of occupational identity status in adolescence. Disagreement was present in the literature, with most of it centered on the role of complex outer and environmental factors. The review highlights gaps in the literature and prioritizes areas for future research based largely on a return to Erikson’s intention of treating occupational identity as developmental. The review adds to the current debates and knowledge of youth development and of how adolescents identify with an occupation by providing an integration of the existing empirical evidence not just at the point of adolescence, but also across the entire pre-adult lifespan.

The ninth stage in the cycle of life – reflections on E. H. Erikson's theory

ABSTRACTIn the present paper, Erik H. Erikson's theory of psycho-social development is analysed, including a new, ninth stage proposed by his wife, Joan M. Erikson. However, a new understanding of the ninth stage is proposed, in which integrity versus despair is still the crisis of the last stage of life regardless of the addition of the ninth stage. The crisis of stage eight takes place on the continuum between involvement versus resignation. The term ‘involvement’ is understood as the choice of one's own way of life in the world, in view of personal development oriented towards the realisation of universal values, in accordance with the ethical dimension of social ethos, and with a sense of acceptance of the changes that are the result of the human ageing process. ‘Resignation’, in turn, is understood as the second pole dynamising the conflict of stage eight, which manifests itself in the fact that no new activities are undertaken or old ones continued by an individual, out of the conviction that it is senseless to undertake any activities for his or her own development. There is, however, strength that can be engendered by the struggle of older people between involvement and resignation, namely courage. In the acquisition of courage, older people should be supported by geragogy of courage. Society needs the courage of older people and their involvement in the ethical preservation of the world.

Meaningful activities for improving the wellbeing of people with dementia: beyond mere pleasure to meeting fundamental psychological needs.

Dementia is being increasingly recognised as a major public health issue for our ageing populations. A critical aspect of supporting people with dementia is facilitating their participation in meaningful activities. However, research to date has not drawn on theories of ageing from developmental psychology that would help undergird the importance of such meaningful activity. For the first time, we connect existing activity provision for people with dementia with developmental psychology theories of ageing. We reviewed the literature in two stages: first, we narratively searched the literature to demonstrate the relevance of psychological theories of ageing for provision of meaningful activities for people with dementia, and in particular focused on stage-based theories of adult development (Carl Jung and Erik Erikson), gerotranscendence (Tornstam), selective optimisation with compensation (Baltes and Baltes), and optimisation in primary and secondary control (Heckhausen and Schulz). Second, we systematically searched PubMed and PsycINFO for studies with people with dementia that made use of the aforementioned theories. The narrative review highlights that activity provision for people with dementia goes beyond mere pleasure to meeting fundamental psychological needs. More specifically, that life review therapy and life story work address the need for life review; spiritual/religious activities address the need for death preparation; intergenerational activities address the need for intergenerational relationships; re-acquaintance with previously conducted leisure activities addresses the need for a sense of control and to achieve life goals; and pursuit of new leisure activities addresses the need to be creative. The systematic searches identified two studies that demonstrated the utility of applying Erikson's theory of psychosocial development to dementia care. We argue for the importance of activity provision for people with dementia to help promote wellbeing among an increasing proportion of older people.

Discussion of the Roles of Medical Social Workers in the Response to the Explosion Incident at Formosa Fun Coast

Medical social workers apply the theories of "person in the environment" (PIE) and "ecological perspective" as practical foundations. Furthermore, they emphasize the people, the environment, and the interactions between these two. When burn patients from the explosion at Formosa Fun Coast were sent to hospitals, social workers not only provided care and assessed the impact on burn patients but also assisted in supporting the family members of these patients. This article discusses the various roles of social workers within different systems. In the individual system, we use Eric Erickson's theory of psychosocial development to evaluate the patient's crisis and the tasks of social workers. Secondly, in the systems of family, school, and work, we assess the relationships between a patient, his/her significant others, and caregivers as well as the interactions among sub-systems in the family. In the community and cultural systems, we focus on the social resources that may be utilized by the burn patients after discharge. Moreover, we add a time frame to examine our major tasks, including the initial stage, the middle stage, and the preparation-for-discharge stage. We explore the roles of social workers, the applicable theories, and the goals for each stage.

Water, water everywhere.: new perspectives towards theory development for rural education research in (South) Africa

The scarcity of rural education research in South Africa parallels the relative absence of theory development emerging from the developing world. Education research is influenced by the paradigms in which it is located and draws from established (and Western) theories of psycho-social, geo-spatial, economic, and political development (Moletsane 2012, 2). The questions posed by such theories (whether post-colonial, critical, gender or geo-spatial) require responses from developing societies measured mostly in contrast to ideals established or validated elsewhere. While Northern hemisphere theorists may be describing the implications (theoretical economic, education, or geographic) of globalisation, the agenda for the developing East, and especially Africa, is influenced by a geo-spatial context which remains rural. If the environment, as noted by Stromquist (2002, 158), remains a major concern globally, it is seldom acknowledged as a factor in higher education research with reference to a focus on education development in Africa. This article contends that suitable theory can be developed to pose questions concerning the efficacy of education in Africa concerning rurality and education research.

An Investigation of the Linkage between Relationship Status (Single vs. Partnered), Identity Dimensions and Self-construals in a Sample of Polish Young Adults

Abstract The aim of this exploratory cross-sectional study was to examine the associations among relationship status, identity processes, and self-construals among Polish young adults. The theoretical framework of the study consisted of Erikson’s psychosocial theory of human development (Erikson, 1963; 1968; 1980), the dual-cycle model of identity formation (Luyckx, Goossens, & Soenens, 2006), and the concept of independent and interdependent self-construals. A total of 291 university students (155 females and 136 males) aged 20-25 completed the Dimensions of Identity Development Scale (DIDS; Luyckx, Schwartz et al., 2008) (Polish adaptation - Brzezińska & Piotrowski, 2010a) and Self-Construal Scale (SCS; Singelis, 1994) (Polish adaptation - Pilarska, 2014). Results showed that single individuals scored higher on exploration in breadth, exploration in depth, and ruminative exploration, and lower on commitment making and identification with commitment than did partnered individuals. Further, single and partnered individuals did not differ in the area of independent and interdependent self-construals. Discriminant function analysis revealed that especially ruminative exploration and exploration in breadth were important variables for discriminating single from partnered status.

The influence of peer groups in organized sport on female adolescents' identity development

IntroductionEngagement in the process of identity development has been identified as the most significant milestone of adolescence (Erikson, 1968) and peer groups serve as a key facilitator in this process (Kroger, 2007). Peer groups are particularly significant in the lives of female adolescents, as females derive a substantial part of their identity through these relationships (Josselson, 1987). Despite the significance of personal identity development in adolescence and the importance of peer groups in this process, this area has not been explored in the extant sport psychology literature. PurposeTo investigate the potential influence of peer groups in organized sport on female adolescent identity development. MethodsData were collected through photo-elicitation and semistructured interviews of eight female athletes between the ages of 13 and 17 years. Participants in the study played a variety of sports and competed at various levels. Data were analysed using a thematic narrative approach. ResultsParticipant stories suggest that interactions with peers in sport assist female adolescent athletes in developing their psychological (including emotional and intellectual), social, and physical selves. ConclusionStories shared by the female athletes suggest that a relationship exists between peer influence and identity development in sport. Findings are interpreted through Erikson's (1968) Theory of Psychosocial Development and the nature of the relationships in which peer influence on identity development occurs are discussed. Recommendations for future research are proposed.

Editor's Note

Editor's Note

Psychological Aspects of Elopement: A Case in Bosnia-Herzegovina

Despite the fact that an elopement becomes declining marriage practice in Bosnia, there are still a significant number of women who marry this way and who are able to share their knowledge on this cultural heritage. It is not call into question that elopement has a great sociological significance for young women. After elopement the marriage gains an achieved status and the girl gets stable position in the society as married women. However, the question posed in this paper is what does elopement imply from psychological point of view? Could it be considered as a sign of integrated ego-identity or does it just reflect youthful defiance and spirit of exploration. In addressing these questions, we relied on Erikson’s work as a theoretical framework and discussed the relation of elopement and ego-identity within his psychosocial theory of development.

The Importance of Identity Development, Principled Moral Reasoning, and Empathy as Predictors of Openness to Diversity in Emerging Adults

Programs that attempt to increase tolerance and openness to diverse cultures, religions, and ethnicities through education and exposure are popular and often successful in higher education, but at times backfire, leading instead to an increase in prejudice. The present study considered several intrapersonal and developmental factors that may be important to consider. Identity development (Measures of Psychosocial Development, based on Erikson’s theory of psychosocial development), moral reasoning (Defining Issues Test, based on Kohlberg’s theory of moral development), and empathy (a subscale of the California Personality Inventory) were tested as predictors of openness to diversity (Miville-Guzman Universality-Diversity Scale) with entering first-year university students (n = 282) at a small, private comprehensive university. As hypothesized, identity development, principled moral reasoning, and empathy each significantly and positively predicted openness to diversity, and the combination of predictors accounted for a moderately large portion of the criterion’s variance. Implications are discussed for developing effective programs to facilitate openness to diversity in emerging adulthood.

Explanation of Loneliness in the Elderly and Comparison With Psychosocial Development Theory: A Quantitative Study

Introduction: Loneliness is universal, still very subjective feeling, natural to all human beings and a subjective experience of isolation. Many people may be ashamed of talking about it or admitting they feel lonely, because they are afraid of being stigmatized. The purpose of this study was to explore elderly experiences of loneliness and comparison with the Erikson’s theory. Materials and Methods: this study was a qualitative research with content analysis approach. The research population was twelve elderly, aged 68-85 years who lived in Hamadan city. Sampling began purposefully and continued until data saturation. To collect data, interview was used. All interviews were tape recorded and transcribed immediately. Data was analyzed using content analysis method. Results: In total, 187 primary codes, 7 subcategories and 3 main categories were obtained in which, the 3 main categories were feelings of alienation, separation of favorite activities, and fatigue and sadness. Core category or shared meaning was regret with heavy. Conclusion: Loneliness is common in elderly and associated with adverse health consequences both from a mental and physical health points of view. Therefore, appropriate intervention strategies to reduce isolation using the Erikson’s psychosocial theory can improve elderly quality of life to achieve Ego integrity throughout the life.

Resilience in the context of Erikson’s theory of human development

The article calls back classical Erikson’s theory of psychosocial development to understand current findings of resilience research; we tested the claim that outcomes of developmental crises and resilience are closely related concepts. Participants (310 emerging adults, 64 % women) completed two measures of resilience and a measure of developmental outcomes. We tested two models of developmental psychosocial outcomes predicting both general and multidimensional measures of resilience. The analyses supported our assumption that developmental outcomes and resilience are highly related concepts. Theoretical and practical implications of these findings are discussed.

Childhood psychosocial development and fatal injuries in Gauteng, South Africa.

In South Africa, injuries are the third leading cause of death and disability. Children are especially susceptible to unintentional injuries, especially pedestrian injuries, burns and drowning. Injury risk is informed by children's exposure to adverse environmental circumstances, and individual capacities dependent on developmental maturity. Boys are at greater risk than girls. This study investigates the incidence of fatal childhood injuries as well as sex differences across psychosocial development stages. Data on fatal injuries in Gauteng, South Africa's most populous province, were obtained from the National Injury Mortality Surveillance System. The analysis drew on Erikson's psychosocial theory of development which was used to create meaningful age groups. Age-specific population data from the 2011 Census were used to calculate rates, and significant differences were determined through the generation of risk ratios and confidence intervals. There were 5404 fatal injuries among children in Gauteng from 2008 to 2011. The average age of victims was 8.9 years, and the majority male (65.6%). In infancy, the mortality rates for all injuries and non-traffic unintentional injuries were significantly higher than for the other age groups. Burns were the most common cause of death in infancy and early childhood. Pedestrian injuries accounted for a third of mortality in preschool and school age, and homicide rates were significantly higher in adolescence than in the other developmental stages. For injuries in general, boys had significantly higher mortality rates than girls in all age groups except preschool. The only instance where the mortality rate for girls was significantly higher than for boys was for adolescent ingestion poisoning suicides. The exposure to environmental and social risks is differentially moderated with maturing age and levels of autonomy. The sex of the child also informs risk. The nature of these risks is important when considering child injury prevention strategies.

Double Orphanhood: A Psychosocial Barrier to Assimilation of Learning Schemes in Child-Headed Households

‘Orphanhood’ is among the many undesirable phenomena within developing countries which seem to be precipitated by escalating parental deaths mostly rooted in the devastating effects of HIV/AIDS and poverty. This case study investigated double orphanhood and its effects on the cognition and learning of orphans and vulnerable children (OVC) living within child-headed households (CHHs) in Zimbabwe. The qualitative enquiry is hinged on constructivist views in Erikson’s psychosocial development theory. The triangulated data was collected through participant observations, an open-ended questionnaire, interviews, and focus group discussions held at four secondary schools. The purposefully selected participants comprised 20 double orphans and vulnerable children, four headmasters, eight teachers, one Education Officer and one Social Welfare officer, making a total sample of 34. The findings revealed that though most OVC try to remain resilient within their orphanhood predicament, they continue to suffer loneliness, inferiority complex, stresses, anxieties, low self-esteem, lack of concentration in class and more negativity that militates against effective assimilation and accommodation of learning materials within their environment. The phenomenon affected both sexes and was exacerbated by poverty, need deprivation and overwhelming household and parenting responsibilities. Older OVC were contemplating dropping out of school in order to work, earn and look after their siblings. Even though some OVC reported occasional receipt of aid through donors and the government’s facilities such as the Basic Education Assistance Module (BEAM), not all OVC were lucky enough to remain beneficiaries up to the end of their secondary schooling. Orphanhood was found to be a psychological deterrent to cognition and learning. DOI: 10.5901/mjss.2013.v4n13p499

New Challenges in Albanian Primary Schools: Industry versus Inferiority

Erikson called the school years industry versus inferiority and this is because students begin to see the relationship between perseverance and the pleasure of a task well done. Those who receive little or no encouragement from parents, teachers, or friends will doubt their ability in being successful. Difficulties in these challenges can result in a feeling of inferiority. Erikson’s psychosocial theory emphasized the emergence of the self, the search for identity, the individual’s relationship with the others, and the role of culture throughout life. Schools in Albania have always given a significant educational value to further qualitative instruction to the infancy. In Albania, the experience of engaging in creative work all the children is to be considered significant for a better and possible integration of the new methods of encouraging Industry in the primary school. The reason is that children must face the demands of learning new skills; otherwise they will risk a sense of failure and incompetence. The main purpose of this paper is to analyze the way teachers use encouraging Industry in “Lush Kola”, “Ismail Qemali” and “Ndre Mjeda” primary schools in Shkoder, Albania. About 20 teachers were selected randomly and they were only female teachers. The materials used in the study were formal interviews and direct observation. The emergent themes were discussed and the results showed that teachers have no information about psychosocial theory of development and the most important challenge concerns the presence of specialist to assisting student with special needs. DOI: 10.5901/jesr.2013.v3n7p728

Growing Pains: An Eriksonian View of the Arc of Presenting Concerns in an LGBT Community Mental Health Center

This article explores the evolving landscape of mental health practice at a New York City community health center serving lesbian, gay, bisexual, and transgender (LGBT) persons and those living with HIV/AIDS. Erikson’s theory of psychosocial development is used to understand the shift in presenting problems that has occurred over the past decade. In the authors’ analysis, the emphasis in treatment of LGBT persons has evolved from “coming out” concerns to issues related to developing intimate relationships, fostering generativity, and ego integrity in later adulthood. Case examples illustrate the changing focus of treatment over time. This article concludes by providing mental health practitioners with recommendations for working with the LGBT community now and over the following decade.

The Relationship between Culture Exposure and the Identity Types of Learners of English as a Foreign Language

The way mankind defines himself is believed to be highly sensitive to the cultural norms and values of the culture he is brought up in. The present study was carried out in order to explore any probable impact of foreign culture exposure on identify types of EFL learners. The participants (N=98) consisted of male and female intermediate EFL learners who were studying English at two language institutes in Shiraz. They were randomly selected from the same proficiency level and randomly divided into two experimental and two control groups. The participants in the experimental groups were exposed to the target language culture, roles, values, and beliefs for ten weeks in order to observe whether they had moved towards the target language identity based on Erikson's theory of psychosocial development (Erikson, 1958, 1963). Two versions of the Ego Identity Process Questionnaire (EIPQ), as an ego identity type recognizer, were administered both at the beginning and at the end of the semester. The difference in mean between the groups involved in the present research was measured by a T-test. Further analysis was based on P-value as a scale used to retain or reject the null hypothesis. The findings of the present study revealed that the learners’ identities do not change significantly through exposure to foreign culture, beliefs, values, and roles, although some minor changes were detected which were not statistically significant. Some pedagogical suggestions were also made for Iranian educational policy makers.

Strengthening Families Through Volunteerism: Integrating Family Volunteerism and Family Life Education

This article builds on increasing interest in family volunteering by presenting it as a family life education tool for strengthening relationships and family functioning. In this context, family volunteering is similar to service learning in which families learn together while giving back to their community. Informed by a discussion on bioecological systems theory, psychosocial development theory, and select studies on volunteering, this article seeks to discover how family volunteering benefits individual and family growth. Existing research indicates that, due to its rich resources, it can deepen relationships, reinforce effective interpersonal skills, and help individuals overcome life's crises. Implications for family life educators and future research are presented, including the need for collaboration and stronger data on which to base flexible and fun volunteer opportunities for families.