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Domain VI: Professional Growth and Responsibility
Published in Nicole M. Augustine, Prevention Specialist Exam Study Guide, 2023
Erik Erikson's Psychosocial Development Stages are a set of eight stages that an individual will experience in their lifetime. Erikson believed that personality development is predetermined and occurs in the order of these eight stages, from infancy to adulthood. During each stage, there is a psychosocial crisis, which can either have positive or negative outcomes for the person's personality development, depending on how they react to it. Erikson saw this as an opportunity for parents to ensure their children grow up with the best possible chance at fulfilling their potential by guiding them through these critical developmental periods successfully.
Piaget’s Stages of Cognitive Development and Erikson’s Stages of Psychosocial Development
Published in Cathy Laver-Bradbury, Margaret J.J. Thompson, Christopher Gale, Christine M. Hooper, Child and Adolescent Mental Health, 2021
The first stage of Erikson’s theory of psychosocial development occurs between birth and one year of age and is the most fundamental stage in life. Because an infant is utterly dependent, the development of trust is based on the dependability and quality of the child’s caregivers. At this point in development, the child depends utterly on adult caregivers for everything (i.e. food, love, warmth, safety, nurturing). If a caregiver fails to provide adequate care and love, the child will come to feel that he or she cannot trust or depend upon the adults in his or her life.
Observing identity
Published in Roger Ellis, Elaine Hogard, Professional Identity in the Caring Professions, 2020
Calum T. McHale, Joanne E. Cecil
The theory of psychosocial development proposes that personal identity develops in stages and that each stage is heavily influenced by social interaction and experiences (Sokol, 2009). Professional identity is a group identity and scholars have drawn on social identity theory to understand professional identity formation in healthcare professionals (Willetts & Clarke, 2014). Social learning and identity theories emphasise that knowledge acquisition takes place within a social context and that belonging to a group, self-categorisation within groups and in-group behaviour are important for personal identity formation (Bandura & Walters, 1977; Turner & Oakes, 1986). Within professional organisations, social norms develop as a means to express the central values of that organisation or a particular organisational identity and reinforce behaviours that express these values (Furnham, 2012).
A mapping review of adolescent identity after TBI: what clinicians need to know
Published in Neuropsychological Rehabilitation, 2022
Lisa Kakonge, Victoria P. Charron, Janelle Vedder, Kendra Wormald, Lyn S. Turkstra
Developmental theorists have been instrumental in identifying the developmental tasks and challenges of adolescence, particularly those required for the emergence of an individual’s sense of identity. According to Piaget and Inhelder (1969), as the adolescent brain matures, it becomes more interconnected and specialized and has a greater capacity for abstract thought and processing hypothetical scenarios, which leads to an increase in self-awareness. Erikson (1968, 1994), in his Eight Stages of Psychosocial Development, argued that stage five – identity versus confusion – occurring between age 12 and 18, may be one of the most important of the eight stages of psychosocial crises across the lifespan, as a failure to establish one's identity during adolescence can lead to a weak sense of self in adulthood (i.e., “identity crisis”).
Measuring Quality of Life in Adolescents with Type 1 Diabetes at a Diabetes Camp
Published in Comprehensive Child and Adolescent Nursing, 2021
Sidney N. Smith, Vicki L. Moran
Erikson’s Theory of Psychosocial Development states the developmental task of the adolescent is to “move in his or her unique way into society as an interdependent member” (Potter & Perry, 2013). Adolescents going through this developmental stage do not yet have a clear idea of who they are and how they fit into the world. Furthermore, Erikson’s theory contends that adolescents are engaged in role experimentation in which they experiment with different roles before coming to a final decision about their role in society (Austrian, 2016). Adolescents may explore a wide range of options before committing to a role (Austrian, 2016). While this method of trial and error is critical to proper development, it also highlights that adolescents are unable to truly assess quality life. As adolescents try on different roles, they are similarly trying out different qualities of life. With each new role comes a different set of priorities, and as theses priorities change, so too do the factors that constitute a good quality of life. With this in mind, it is impossible for adolescents to effectively assess their quality of life until they have completed Erikson’s stage of identity vs role confusion.
Using the Learning Climate Questionnaire to Assess Basic Psychological Needs Support in Youth Sport
Published in Journal of Applied Sport Psychology, 2020
Corliss Bean, Meredith Rocchi, Tanya Forneris
The three subscales demonstrated internal consistency and, in line with BPNT, youth’s perceptions of their coaches’ autonomy, competence, and relatedness supportive behaviors were positively related to their reported autonomy, competence, and relatedness satisfaction (Ryan & Deci, 2002; Standage et al., 2005). Although the relationships were all significant, the LCQ subscales had the strongest relationships with autonomy satisfaction and the total score of positive developmental experiences. This relationship speaks to the importance of comprehensively examining youth’s psychosocial development. More specifically, Personal and Social Skills and Goal Setting were the two subscales that were highly correlated with the three basic needs. Self-determination theory is well-known for theorizing different types of motivation and can help researchers to understand, the goals that individuals pursue (Deci & Ryan, 2012). Thus, results may speak to how basic psychological needs support may be harnessed to promote goals among youth, which may ultimately lead to need satisfaction.