Erik Erickson Ego Theory in the Field of Psychoanalysis (Essay Sample)

Erikson’s Ego Theory
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Abstract
The purpose of this article is to discuss Erikson’s ego theory by initially understanding who Erik Erikson was and how he came to establish the eight stages of ego development. The eight stages are particularly significant in understanding self-development. The article comprehensively goes through each stage of development, critically defining what to expect in such a stage. However, one thing that is identifiable from the article is that Erikson does not necessarily explain what causes development from one stage to the next. However, that does not limit the significance of the Erikson’s ego theory. Personality development is a continuous process that commences with the onset of birth to death. Understanding Erikson’s ego theory is a step towards understanding why people have different personalities.
Erik Erickson was a German involved in the field of psychoanalysis. Most of his work were greatly influenced by the work of psychoanalyst Sigmund Feud’s work. However, Erik Erikson was not trained by Sigmund Freud. In fact, he was not formally educated. Unlike most individuals in the psychodynamic profession, Erik did not possess a doctorate from a highly respected university. Although his parents always encouraged him to pursue medicine, Erik chose to travel through Europe as an artist. Later on in 1927, he got a job working with the children of Freud’s patient and friends. Eventually, the school incorporated development psychoanalytically and Erickson gained great interest in this, and he became a master in it. In line with his mastery of the psychodynamic field Erik developed his personal theories on personality development. Two of his most significant contributions include a reevaluation of the ego and developmental stages.
According to Freud, the ego was a mediator between the superego and one’s identity. However, Erik believed the ego was more than a mediator. He perceived the ego as a positive force geared towards human development and personality. Therefore, Erikson believed that one’s ego played a vital function in demonstrating and maintaining a sense of individuality. An individual who possesses a strong sense of identity knows where he or she is in life. Such an individual is characterized by knowing his or her position, having workable goals and possessing a sense of uniqueness and growth. Individuals who possess a weaker ego are known to encounter trying times. In extreme cases, such individuals suffer from identity crisis. Identity crisis refers to a condition in which an individual lacks direction, lacks a sense of identity or feels unproductive.
According to Erik Erikson, one’s ego grows as it unendingly resolves disputed that crop up in nature. Like many other individuals concerned with individual development, Erikson firmly believed that one’s personal appeal develops in a preset order. However, he was primarily concerned with how children interact with other people and how it affects their sense of self-being. Personal appeal development is a never ending process that goes on from the time of birth to death. Due to the new experiences and information, people acquire every day their ego identity is constantly changing. Identity in this scenario refers to all the beliefs, ideals, and values that determine a person’s behavior. Erickson defined the ego as an individual’s ability to unify experiences and actions in an adaptive manner. There are three aspects of an ego: body ego, ego ideal, and ego identity. Body ego refers to the way of perceiving our physical self as different from other people. The ego ideal refers to the image an individual has of him or herself in comparison to an established ideal. On the other hand ego, identity refers the image one has of himself in various social roles.
Without an iota of doubt, the society has a firm influence on the development of the child and the ego. According to Erikson’s ego theory ego develops through various stages. However, in order to achieve a successful development, one must efficiently accomplish each stage. Failure to complete each stage successfully can hinder progress to other stages hence resulting to unhealthy personality. However, failed stages can be resolved successfully later. The first stage is trust versus mistrust.
The first stage begins during the first year of life. At such an age, infants are completely curious and uncertain of the world they are in. At this juncture, everything is foreign to them. Due to all the uncertainty, infants look up to their caregivers for stability, certainty, and care. If an infant is under the care of an individual who is caring, consistent, predictable a sense of trust is developed. The trust build at this stage is carried on to other relationships. The ultimate success of this stage is developing an aspect of hope. Once an infant is able to trust effectively, they have hope that even in the event of new crises. However, if the caregiver is inconsistent and does not give the required amount of care, the infant eventually has little or no hope at all and develops a sense of fear. The infant develops a sense of mistrust and faces the world with no confidence. Such mistrust is surpassed to other relationships. Eventually, the infant develops anxiety and extreme insecurities.
The second stage is autonomy vs. shame and doubt. Between the age of eighteen months and three years, children initiate an aspect of being independent. They start walking away from their mothers, making their own choices on what they’ll eat, wear and the toys they will play with. At this age, children recognize they possess skills and abilities, for instance, putting on clothes. At this stage, parents should let their children explore to their highest potential. Although children might encounter failures as they try to explore, there should always be an avenue that tolerates failure. For instance, if a child attempts to dress himself, we should let him do so until he succeeds or seeks assistance.
Parents should always try and maintain a balance between letting their children explore by not doing everything for them and at the same time protecting them from criticism in the case of failure. If a child is fully supported in this stage, they displayed more confidence and secured in their skills and abilities. However, if a child is constantly criticized, controlled and not given an avenue to explore their limits, they develop a sense of shame, and they constantly doubt themselves and what they are capable of. (Erik Erikson). However, it should be noted that at this stage that children throw tantrums, defiance, and stubbornness. In addition to that, children in this stage are vulnerable and will sometimes feel shame and possess low self-esteem in an attempt to learn new skills.
The third development stage is initiative against guilt. As children proceed from age three to five, they assert themselves more firmly and frequently. Children at this age became very vigor and vibrant that their parents and other people around them may perceive them as aggressive. The chief observation at this level of development is characterized by frequent interactions with other children at school. Interaction takes place as children engage in playing activities. At this stage, most children start making up games, planning activities and initiating activities with other children. Just like the two stages discussed earlier, if a child is continuously criticized, a child develops a sense of fear and guilt. Eventually, they end up feeling as if they are a nuisance and lack self-initiative. Mainly at this stage, the child has a growing appetite for knowledge. If parents attempt to limit this knowledge phase through unfavorable judgment or making them feel like a bother, the child formulates a sense of guilt and initiates slow interaction with other individuals.
A parent should always ensure they maintain a precise balance between initiatory actions and guilt. The fourth stage is competence vs. inferiority. At this stage, children are aged between five to twelve years. At such a tender age children are greatly involved in reading and writing. Through this stage, teachers play a significant role in teaching children new skills. At this stage, children are greatly influenced by the peer groups. Therefore, the major source of self-esteem is the peer group. In an attempt to gain approval by members in their peer, children begin demonstrating particular competencies valued by members of the society. By so doing, they formulate a sense of superbia in their accomplishments. At this stage, it is rather clear that the child strongly feels the need to get a favourable reception from other people. When such initiative is emphasized, children formulate a sense of self-confidence (Branck, 1979). They feel industrious and with an urge to pursue their goals. However, if a child is discouraged at this stage, he or she feels inferior and plants a seed of doubt in his ability to accomplish anything.
The fifth stage is identity vs. Role confusion. This is normally the adolescence stage between age twelve and eighteen years (Burston, 2007). The adolescence stage is normally referred to as the transition period from adulthood to childhood. At this level of development, children are more sure footed and autonomous. As a result, they are more focused on their careers, relationships, housing, and families. At this juncture, the individual not only wants to belong to society, but he or she also wants to fit in. This is a very significant stage in development since children recognize the roles they ...