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Adolescence, the focus of the fifth stage in Eriksons chart of the life cycle,
is regarded as highly significant in the individuals psychosocial development. Eriksons
theoretical interest in adolescence and the problems accompanying it have led him to
present a more elaborate analysis of this phase than of any other stage of development.
With the advent of puberty, childhood proper comes to an end and youth
begins. The adolescent, no longer a child but not yet an adult, is confronted with various
social demands and role changes that are essential for meeting the challenges of adulthood.
Developing a sense of identity is the main task of this period. For this they start
questioning the role models and identifications of the past and try out new ones.
Developing a new sense of identity implies the individuals ability to integrate past
identifications with present impulses, aptitudes and skills, and with opportunities offered
by society and culture. The growing and developing youth, faced with the physiological
revolution( rapid body growth and the new addition of genital maturity) within them and
the tangible task ahead of them are primarily concerned with what they appear to be in the
eyes of others as compared with what they feel they are, and with the question of how to
connect the roles and skills cultivated earlier with the occupational prototypes of the
day(Childhood and society, p.253).
The crisis characteristic of this stage has a sense of ego identity at the
positive end and a sense of role confusion at the negative end. The task confronting the
adolescence is to consolidate all the knowledge they have gained about themselves (as
sons, students, musicians athletes) and integrate these self-images into a personal identity
that shows awareness of both a past and a future that follows logically from it. The term
identity crisis refers to the transitory failure to form a stable identity, or a confusion of
roles. He stresses the psychosocial nature of ego identity focusing not on conflicts between
psychic structures but rather on a conflict within the ego itselfof identity versus role
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confusion. The emphasis is on the ego and the way it is affected by society, particularly
peer groups.
with popular heroes-movie stars, superathletes- or counterculture groups cuts off a budding
identity from its milieu. Likewise ego identity may be harder for certain groups of people
to attain ( minority group members).
The successful resolution of the crisis results in fidelity. During this difficult
time, the youth seeks an inner knowledge and understanding of himself and attempts to
formulate a set of values. The particular set of values that emerges is what Erikson calls
fidelity. It is the ability to sustain loyalties freely pledged in spite of the inevitable
contradictions of value systems.(Insight and Responsibility, p125) It enables a young
person to act in terms of an ideology despite its contradictions and limitations. It represents
the young mans capacity to perceive and abide by the social mores, ethics and ideologies
the society. Here ideology refers to an unconscious set of values and assumptions reflecting
the religious, scientific, and political thought of a culture. The purpose of an ideology is to
create a world image convincing enough to support the collective and the individual sense
of identity. Ideologies provide young people with oversimplified but definite answers to
the basic questions with identity conflictWho am I ?,Where am I going? Inspired by
ideology adolescents come forward either to fight for the values they find relevant or to
fight against the established ways of a culture through riots, revolutions, and protests.
Adolescence is thus a vital regenerator in the process of social evolution, for youth can
offer its loyalties and energies both to the conservation of that which continues to feel true
and to the revolutionary correction of that which has lost its regenerative
significance.(Identity Youth and Crisis p.134).
parents and peers. Some delinquent behaviors are interpreted by Erikson in this way.
Failure to establish adequate personal identity does not necessarily mean a life of perpetual
failure. For life is constant change. Resolving problems at one stage of life is no guarantee
against their reappearance at later stages -or against the discovery of new solutions to
them. Ego identity is a lifelong struggle.
It marks the formal beginning of adult life. It is generally the period when a
person becomes involved in courtship, marriage, and early family life and settles down in
an enriching occupation. It is only now that a person is genuinely ready for social as well
as sexual intimacy after attaining a relatively firm sense of identity. Intimacy is the
capacity to commit himself to concrete affiliations and partnerships and to develop the
ethical strength to abide by such commitments, even though they may call for significant
sacrifice and compromises. (Childhood and Society, p.255). Merging ones own identity
with that of another person without fear of losing something oneself is seen by Erikson as
essential for the establishment of a meaningful marriage. This level of intimacy is
significantly different from the earlier sexual exploration and falling in love which were
largely attempts to explore ones ego identity through the use of another person. Referring
to the connotations of intimacy, Erikson writes ( Identity Youth and Crisis p.132):
Sexual intimacy is only part of what I have in mind ,for it is obvious that sexual
intimacies often precede the capacity to develop a true and mutual psychosocial
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Erikson quotes Freuds view that a normal person must be able to love and
work. Similarly, he believes that meaningful work, procreation and recreation within a
loving relationship represent utopia. The question of whether a celibate is capable of
developing a sense of intimacy is relevant here. The answer is yes since Erikson believes
that intimacy involves more than just sexuality; it may also include the deep relationship
between friends or a commitment to ones fellow human beings .
friend or a partner in marriage, a person may experience feelings of social emptiness and a
person may become self-absorbed and self-indulgent; as a result a sense of isolation may
grow to dangerous proportions-antisocial personality who lack any ethical sense, who
manipulate and exploit others without feeling remorse.
During the decades that span the middle years of life, the adult chooses
between generativity and stagnation. Generativity not only concerns a persons having or
raising children but also includes a vital interest outside the home in establishing and
guiding the oncoming generation or in improving society. The creative and productive
elements of generativity are personified in everything that is passed from one generation
ton the next in the form of technological products, ideas, books, and works of art.
Childless people can be generative, if they develop a sense of altruism and creativity. Even
where philosophical and spiritual tradition suggests the renunciation of the right to
procreate or to produce, monastic movements, strives to settle at the same time the matter
of its relationship to the Care for the creatures of this world and to the Charity which is felt
to transcend it. (Childhood and Society, p.259). But most persons, if able, want to continue
their personalities and energies in the production and care of offspring. Wanting or having
children ,however, does not ensure generativity. Parents need to have achieved successful
identities themselves to be truly generative. For the ability to lose oneself in the meeting
of bodies and minds leads to a gradual expansion of ego-interests and to a libidinal
investment in that which is being generated.
themselves what and whom they have come to care for, what they care to do well, and how
they plan to take care of what they have started and created(Gandhis Truth, p.395).
At this stage adults ask the question, What do I really have to pass on? As
they try to answer, they may discover in themselves not generativity but stagnation. It is
the feeling of having failed to make a contribution to life in my age. Then a crisis of
meaning may occur. I had these dreams and they never got fulfilled. I am not doing the
things I really want to do. I have not put my stamp on anything. Time and energy are
running out. I have to take a different direction or my life will continue hollow and empty.
This search for a meaningful and deeper way of living often involves a confrontation with
inner darkness, as it did for Gandhi before undertaking fast unto death.(Linn, p.184).
the preceding stages. He has integrity who can, in the evening of his life, say It is
finished(John 19:30).
Only in him who in some way has taken care of things and people and has
adapted himself to the triumphs and disappointments adherent to being, the originator of
others or the generator of products and ideas -only in him may gradually ripen the fruit of
these seven stages. (Childhood and Society, p.259). The sense of ego integrity thus arises
from the individuals ability to glance back on his life in full perspective marriage,
children, grandchildren, job, accomplishments, hobbies, social relationshipsand affirm,
I am satisfied. He finds that every experience of life has mutual relation and all together
brings beauty. Each chip is important. Even apparent tragedies are seen as opportunities for
growth. This is the integration of mature life. Death is no longer feared since such persons
see their own existence continuing through either their offspring or creative
accomplishments. A new edition of identity crisis at this stage may be stated in the words,
I am what survives me. (Identity Youth and Crisis p.141).
Wisdom, then, is detached concern with life itself, in the face of death
itself (Insight and Responsibility, p.133) It takes the form of wisdom in all its connotations
from ripened wits to accumulated knowledge, mature judgment, and inclusive
understanding. It includes a feeling of oneness with the rest of mankind and an acceptance
of ones life, significant ones without wishing that he or they should have been different.
At the other extreme are the individuals who regard their lives as a series of
unfulfilled opportunities and missed directions. They experience despaira regret for what
one has done or not done with his life. They realize that it is far too late to start over again.
The lack or loss of ego integration in such a person is marked by a hidden dread of death, a
feeling of irrevocable failure and an incessant preoccupation with what might have been.
Erikson observes that there are two prevailing moods in the embittered and disgusted old
person: a regret that life cannot be lived over again and rejection of ones shortcomings by
projecting them on the outside world.
The ritualization of old age may be called integral; this is reflected in the
wisdom of ages. In search of a corresponding ritualism Erikson suggests sapientism: the
unwise pretense of being wise.
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Eriksons discussion of the Eight Ages of Man represents his most original
and important contribution to personality theory. It is perhaps the most complete and
influential synthesis of Freudian concepts of developmental changes and instinctual drives
with the emphasis placed on the social environment by Adler, Horney and others. His effort
to combine clinical insight with cultural and historical forces in explaining personality
organization and behavior has provided fresh and genuine advances in understanding
many major problems that confront humanity today. This placing of the ego in a cultural
and historical context is one of Eriksons most creative contributions to ego theory. Erikson
introduced the method known as psychohistory. He defines psychohistory as the study of
individual and collective life with the combined methods of psychoanalysis and history.
He took a giant methodological step in the study of historical figures when he envisioned
that it was possible to apply the same methods used for reconstructing the past of a patient
in psychoanalysis to reconstructing the past of a historical person. Case history becomes
life history.
Bibliography
5. Hall, C. and Lindzey, G.(1978) Theories Personality. New York: John Wiley & Sons.
6. Hjelle, L. A. and Ziegler, D. J.(1986) Personality Theories. McGraw-Hill Company.
7. Kaplan, H. I. et. al, (1994) Synopsis of Psychiatry. U. S. A.: Williams &Wilkins.
8. Limpingco, D. and Tria, G.(1990)Personality. Quezon City: Ken Incorporated.
9. Linn, M. et al., (1988) Healing the Eight Stages of Life. New jersy: Paulist Press.
Manuel Joseph