Psych 323 Freud V Erikson

Front 1

Birth–1 year (Freud)

Back 1

Oral: If oral needs are not met through sucking from breast or bottle, the individual may develop such habits as thumb sucking, fingernail biting, overeating, or smoking.

Front 2

1–3 years (Freud)

Back 2

Anal: Toddlers and preschoolers enjoy holding and releasing urine and feces. If parents toilet train before children are ready or make too few demands, conflicts about anal control may appear in the form of extreme orderliness or disorder.

Front 3

3–6 years (Freud)

Back 3

Phallic: As preschoolers take pleasure in genital stimulation, Freud’s Oedipus conflict for boys and Electra conflict for girls arise: Children feel a sexual desire for the other-sex parent. To avoid punishment, they give up this desire and adopt the same-sex parent’s values. As a result, the superego is formed, and children feel guilty when they violate its standards.

Front 4

6–11 years (Freud)

Back 4

Latency: Sexual instincts die down, and the superego strengthens as the child acquires new social values from adults and same-sex peers.

Front 5

Adolescence (Freud)

Back 5

Genital: With puberty, sexual impulses reappear. Successful development during earlier stages leads to marriage, mature sexuality, and child rearing.

Front 6

Birth–1 year (Freud)

Back 6

Basic trust versus mistrust: From warm, responsive care, infants gain a sense of trust that the world is good. Mistrust occurs if infants are neglected or handled harshly.

Front 7

1–3 years (Erikson)

Back 7

Autonomy versus shame and doubt: Using new mental and motor skills, children want to decide for themselves. Autonomy is fostered when parents permit reasonable free choice and do not force or shame the child.

Front 8

3–6 years (Erikson)

Back 8

Initiative versus guilt: Through make-believe play, children gain insight into the person they can become. Initiative—a sense of ambition and responsibility—develops when parents support their child’s sense of purpose. If parents demand too much self-control, children experience excessive guilt.

Front 9

6–11 years (Erikson)

Back 9

Industry versus inferiority: At school, children learn to work and cooperate with others. Inferiority develops when negative experiences at home or school lead to feelings of incompetence.

Front 10

Adolescence (Erikson)

Back 10

Identity versus role confusion By exploring values and vocational goals, the young person forms a personal identity. The negative outcome is confusion about future adult roles.

Front 11

Early adulthood (Erikson)

Back 11

Intimacy versus isolation: Young adults establish intimate relationships. Because of earlier disappointments, some individuals cannot form close bonds and remain isolated.

Front 12

Middle adulthood (Erikson)

Back 12

Generativity versus stagnation: Generativity means giving to the next generation through child rearing, caring for others, or productive work. The person who fails in these ways feels an absence of meaningful accomplishment.

Front 13

Old age (Erikson)

Back 13

Integrity versus despair: Integrity results from feeling that life was worth living as it happened. Older people who are dissatisfied with their lives fear death.