PSYC 4520 1st Edition Lecture 9Outline of Last Lecture I. Neo-FreudiansA. Who are the neo-Freudians?II. Limits and Liabilities of Freudian TheoryA. The first limit: Adult personality formationB. The second limit: Freud’s emphasis on instinctC. The third limit: Freud’s negativityII. Alfred AdlerA. Who was Alfred Adler?B. Striving for superiorityC. Parental influence on personality developmentD. Birth orderIII. Carl JungA. Who was Carl Jung?B. Components of the selfC. The collective unconsciousD. Evidence for the collective unconsciousOutline of Current Lecture These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.I. Erik EriksonA. Who was Erik Erikson?B. Erikson’s concept of the egoC. Personality development throughout the life cycleII. Karen HorneyA. Who was Karen Horney?B. NeurosisC. Feminine psychologyCurrent LectureI. Erik EriksonA. Who was Erik Erikson?i. Erikson was a neo-Freudian who called his approach “ego psychology.” Hebelieved that the ego is a powerful, independent part of personality. B. Erikson’s concept of the egoi. While Freud saw the ego as the mediator between the id and superego, Erikson believed the ego performs many constructive functions. ii. He argued that the ego’s main function is to establish/maintain a sense ofidentity, which includes an awareness of our uniqueness as well as feelings of continuity with our past and our imagined future. iii. Erikson’s work brought about the term “identity crisis.” He used this phrase to refer to the confusion/despair we feel when we lack a sense of who we are (perhaps feeling uncertain about our values or the direction our lives are headed). These are typical in adolescence but do occur in people of all ages.C. Personality development throughout the life cyclei. Freud argued that the personality is basically developed by the emergence of the superego (age 6). In contrast, Erikson argued that personality development continues throughout life: he outlined 8 stages that we all go through, each of which is critical in the development of personality. It is as if the stages of development are a path which we continue down from infancy to old age, and at 8 different points, we encounter a fork—two directions in which we can go. In Erikson’s model, these forks represent turning points (crises) in personality development; how we resolve each crisis determines the future of our development. Of the two choices for resolving each crisis, only one is adaptive.ii. Stage 1—Basic Trust vs. Mistrust: During the first year of life, newborns are in the hands of those around them. The first turning point in personality development is whether or not infants are cared for and have their needs met. The child whose needs are met develops a sense of basictrust: the world is good, and people are loving. The child whose needs arenot met develop a sense of basic mistrust: here begins a lifelong pattern of suspicion about/withdrawal from people.iii. Stage 2—Autonomy vs. Shame and Doubt: By year 2, kids want to know who they are in the world. Can they control the world or does the world control them? When children are allowed to control/manipulate what they encounter, they develop a sense of autonomy: they feel powerful and independent. However, like Adler warned against pampering, Erikson said that overly protective parents can hinder development at this age. If kids are not allowed to explore/exercise influence over things in their world, they develop feelings of shame and doubt: they are unsure of themselves and become dependent on others.iv. Stage 3—Initiative vs. Guilt: As kids begin to interact with each other, theymust learn how to play, work together, and resolve conflicts. Those who seek out playmates and who learn to organize activities develop a sense of initiative: they learn how to set goals, tackle challenges with conviction, and develop a sense of ambition. Those who do not do this develop a sense of guilt and resignation: they may lack a sense of purposeand show few signs of initiative elsewhere. v. Stage 4—Industry vs. Inferiority: By elementary school, kids begin to compare their talents and abilities with other kids their age. If they aresuccessful, they attain feelings of competence that lead them to becoming productive members of society (industry). However, failures lead to feelings of inferiority and a poor prognosis for productivity and happiness (inferiority).vi. Stage 5—Identity vs. Role Confusion: As teenagers, individuals begin to ask themselves, “Who am I?” If this is answered successfully, they earn a sense of identity: they make decisions about values and religious questions, and they understand and accept themselves. Those who do not develop this sense of identity fall into role confusion: they may searchfor identity in different places, never truly knowing who they are.vii. Stage 6—Intimacy vs. Isolation: As young adults, individuals search for a special relationship within which to develop intimacy and grow emotionally. Although these relationships typically result in marriage or a commitment to one person, this is not always the case: one can have intimacy without marriage and marriage without intimacy. People who fail to develop intimacy face emotional isolation: they may have many superficial relationships without satisfaction and avoid emotional commitment, thus inhibiting emotional growth and happiness. viii. Stage 7—Generativity vs. Stagnation: In the middle years of life, people become concerned with guiding the next generation. Parents’ lives are enriched by the influence they have on their children, and adults who do not have kids may be enriched by working with youth groups. Those who fail to develop this sense of generativity may suffer from a sense of stagnation: a feeling of emptiness and questioning one’s purpose. ix. Stage 8—Ego Integrity vs. Despair: In old age, we reflect on our past and the inevitability of life’s end and develop either a sense of integrity or despair. Those who look back on their lives with satisfaction develop a sense of integrity, and those who do not fall into despair. The latter realizethat time is now too short, and those who wish they could do it all differently will express their despair through contempt for others.II. Karen HorneyA. Who was Karen Horney?i. Horney was a neo-Freudian who did not accept some of