One of the most urgent and acute social aspects of public life is the problem of proper development and quality education of the individual. These problems always require a deep highly scientific substantiation of the essence of the factors of this process from a psychological point of view.

According to the well-known epigenetic theory proposed by psychologist Eric Erickson, each person in the process of his growth and development during his life goes through certain basic stages, and at each of them his behavior and sensations of the world are different. What are the stages of human personality development according to Erickson's epigenetic theory?

STAGES OF DEVELOPMENT ACCORDING TO ERIKSON

In total, according to the epigenetic theory of E. Erickson, a person goes through eight stages of development as. At the same time, each of these stages can go both positively and negatively, that is, the scenario of events in life can develop along a positive path (PP) or along a negative path (NP).

Each stage, according to Erickson's theory, has its own name and captures a certain period of time, namely a certain age of a person, it looks like this:

• the first stage: from 0 to 1 year – trust/distrust;
• second stage: 2-3 years - independence / indecision;
• the third stage: 4-5 years - enterprise / guilt;
• the fourth stage: 6-11 years old - skill / inferiority;
• fifth stage: 12-18 - identification of personality / confusion of roles;
• sixth stage: 18-25 years old - intimacy / isolation (early maturity);
• seventh stage: 26-64 years - productivity / inertia (medium maturity);
• eighth stage: after 64 years - integration / despair ().

The success of each subsequent stage directly depends on how the previous stage went.

STAGE ONE: TRUST/DISTRUST

If education goes along a positive path, then the child is given enough attention, he is taken care of and taken care of. At any cry of the baby, excited parents immediately come running and immediately solve his problems: they pity him, help him with any actions, treat him, change his wet diaper, and so on. The kid constantly sees mom and dad, who are happy for each other and for him, happy and friendly. The baby develops a positive idea of ​​the world, he sees it as a cozy place where everyone treats him kindly and everyone can be trusted.

In the event of a development of events according to a negative scenario, the child sees frequent quarrels of parents, feels a general negative background and lack of attention, even if he is cared for at the proper level. He rarely sees his parents, is often alone, sad and crying. As a result, a persistent suspicious attitude towards the world is formed, increased anxiety and suspiciousness develop.

STAGE TWO: INDEPENDENCE/INDEcision

With a positive development of events in the life of a child at this age, he becomes more independent, this is encouraged and stimulated by parents. The whole world is open to the child for research, with the exception of its especially dangerous areas. During this period, the child develops the “I myself” strategy, therefore, provided that parents carefully limit this process, and do not oppress it, the child proceeds to the next stage of personality education with attitudes towards independence.

Things are quite different with a baby whose upbringing goes along a negative path. In this case, the activity and independence of the child is constantly oppressed by the parents. All intentions of the baby to make any decisions on their own are severely suppressed, there is a constant dissuasion of the child in his ability to do something right, the initiative is stopped in the bud. Moving on in life, the child will in every way avoid any responsibility and look back at the parents in any action.

STAGE THREE: ENTREPRENEURSHIP/GUILTY

If events develop in a positive way, at the age of 4-5 years, the child has an active awareness of his own personality. The formation of personality at this stage of education takes place in the form of a game. The child begins to realize his gender and often seeks to take the position of one of the parents in a relationship with mom or dad. This age is very delicate, so parents should in no case deprive the child of care and attention, so that his desire to imitate his father (for a boy) or mother (for a girl) will later result in confidence and enterprise.

If nothing has changed since the last stage and development is still taking place in a negative way, the child’s initiatives to imitate one of the parents are suppressed and he begins to feel guilty. Behavior becomes not quite adequate, since the child cannot realize and understand what exactly he is ashamed of and why he feels this guilt.

STAGE FOUR: SKILL/INCOMPLETE

Life continues with a positive attitude and the child's games move to a new, more complex and interesting level. Now he is diligently learning to follow a certain sequence of any actions, for example, he can already play checkers with his parent. An acute desire to design and craft wakes up, and if his crafts and “inventions” are encouraged by his parents, if they encourage him in case of failure, help him as needed, the child develops, becomes skillful, his intelligence increases.

With negative development, the child is brought up as a loafer, any desire to do something is suppressed and is called a waste of time. At the same time, any attempts to make something are ridiculed. Such parental behavior instills in him an acute sense of inferiority and over time he loses the initiative.

STAGE FIVE: IDENTIFICATION/ROLE CONFUSION

Brought up in a prosperous and positive atmosphere of a cozy home and his own inner world, a completely adult child meets the transitional age calmly and confidently. He firmly knows what he wants and what he strives for. The orientation of the individual and his dreams are actively formed. There is a union of all "roles" into one common, whole - an adult self.

With a negative scenario of personality development at this age, the child turns into a frightened teenager who is unsure of his own abilities and skills, experiencing serious problems with self-identification. Girls often begin sexual activity, and boys have problems with society - they begin to behave in a way that adults forbid. Their only guideline in life is the desire to do everything “for evil”.

STEP SIX: INTIMACY/ISOLATION

At this stage, with a positive scenario for the development of events, the young person enters a period of maturity, serious relationships begin, including intimate ones. This is not about intimate maturity, but about the ability to take responsibility for another person, share his difficulties, enter into spiritual and physical closeness with him.

If everything goes wrong, early maturity can turn into isolation, loneliness, a sense of abandonment and internal turmoil. The thirst for affection and love remains unsatisfied due to immoderation in one's strengths, internal contradictions and inability to make independent decisions and build relationships.

STEP SEVEN: PRODUCTIVITY/INERTITY

This is the longest stage of human life, and with favorable development right now a person begins to think and worry not only about himself, but also about the people around him. He becomes attentive and caring, not only to his parents, children and loved ones, but also to strangers in general.

A bad option for the development and upbringing of a personality during this period turns into cynicism. A person, hiding behind arrogance and feigned arrogance, begins to fiercely defend his own, and only his own interests, theories and goals, defend his point of view and prove to everyone his exclusivity. Although in fact, the reason for this behavior is a deep self-doubt and a strong fear of being ridiculed for their good intentions.

STAGE EIGHT: INTEGRATION/DESPAIR

At this last stage of his life, a person who has developed in a positive way finds peace and calmly observes life. He ceases to work actively, replacing work worries with communication with children and grandchildren, takes on things that have been shelved, tries to live in pleasure. Such a person remains positive in everything. Inwardly, he is already completely ready for the end of his life and looks back at the past years with gratitude.

A person who developed and lived negatively all the time is not at all ready to sum up his life, because he finally understands that he will not see a positive account in the end. He becomes bitter and offended, the thought that everything could have turned out quite differently takes up almost all of his free time.

CONCLUSION

Personal development is a very complex process in which the basic cognitive mental processes, feelings and emotions, will and needs, consciousness and self-awareness, theories and interests, ideals and beliefs, abilities, character and temperament, skills, habits and habits are in a very complex inter-stage interaction.

According to Erik Erikson, who was very optimistic about his own theory of personality education, the mistakes of one period, with sufficient attention and diligence, can be changed at the next stage. However, not all psychologists and sociologists share his optimism and advise parents to be attentive to their children and themselves, providing them with a painless transition from one stage to the next stage.

Age periods of human development, which are important to know as teachers who develop the personality of children of different ages, as well as for everyone, regardless of age

Erik Erickson was a developmental psychologist
and a psychoanalyst. Best known for his stage theory
psychosocial development, and also as the author of the term identity crisis.

Erickson's epigenetic theory of personality development is one of the most authoritative, proven theories of personality development. Personal development is interesting not only for psychologists. Personal development is also important for teachers who develop the personality of children of different ages, personal development is important for businessmen interested in developing the personality of their employees, personal development is important and simply for people who want to develop their personality.

Erikson's book Childhood and Society (Erikson, 1963) presents his "eight ages of man" model. According to Erickson, all people in their development go through eight crises, or conflicts. Psychosocial adaptation, achieved by a person at each stage of development, at a later age can change its character, sometimes radically.

For example, children who were deprived of love and warmth in infancy may become normal adults if additional attention was given to them in later stages.

However, the nature of psychosocial adaptation to conflicts plays an important role in the development of a particular person. The resolution of these conflicts is cumulative, and how a person adjusts to life at each stage of development influences how they deal with the next conflict.

So, here are eight age periods of human development according to Erickson:

0-1 year

At this tender and fragile age, the most important quality is formed - the ability to trust people and hope for the best. If the baby did not receive enough love and attention, a distrustful, withdrawn personality may subsequently form.

1-3 years

At the age of three, children often become capricious, tend to insist on their own. And no wonder: at this time, the most important quality of a person is formed - the will. Under favorable conditions, a small person emerges from this crisis independent and self-confident.

3-5 years

From three to five years old, children are mainly busy playing with their peers, comprehending the basic social laws. At this time, initiative, activity, purposefulness of the child, his readiness for communication are formed. If the parents were overly "caring" and did not allow the child to actively explore the world, protecting him from all sorts of "dangers", a very "lazy" person can come out of this crisis.

5-11 years old

The beginning of a productive study - the very first labor of a child. At this time, a person begins to understand the value of life achievements, the need to make efforts in order to get what they want, including the respect of others.

11-20 years old

At this time, an idea of ​​\u200b\u200bone's own uniqueness is formed. A person searches for himself, asks himself important questions, determines his life direction. It is at this age that the foundations of the worldview are laid, the picture of the world becomes conscious and bright.

20-40 years old

This is the period when ideas about life are being revised, the value and significance of the people around are realized. And it is precisely this crisis that a person must go through on his own - he can no longer be helped or hindered.

40-60 years old

60 years

In the last stages of life, people usually review the life they have lived and evaluate it in a new way. If a person, looking back at his life, is satisfied because it was filled with meaning and active participation in events, then he comes to the conclusion that he did not live in vain and fully realized what was allotted to him by fate. Then he accepts his life as a whole, as it is. But, if life seems to him a waste of energy and a series of missed opportunities, he has a feeling of despair. Obviously, this or that resolution of this last conflict in a person's life depends on the cumulative experience gained in the course of resolving all previous conflicts.

The stages of development identified by Erickson extend to the internal drives of the individual and to the attitudes of parents and other members of society to these forces. In addition, Erickson considers these stages as periods of life during which a person's life experience dictates the need for the most important adaptations to the social environment and changes in one's own personality. Although the way a person resolves these conflicts is influenced by the attitudes of his parents, the social environment also has an exceptionally large influence.

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Leading activities

A "normal" person for D.B. Elkonin is a person who has the autonomy of consciousness, individuality and spontaneity necessary for the implementation of the internal laws of mental development.

In the later works of domestic psychologists, the ideas of A.N. Leontiev about the leading activity, that is, the form of activity that determines child development in a particular period. Today it is believed that the periodization of D.B. Elkonin and its refinement by A.N. Leontiev are connected with the general psychological concept of L.S. Vygotsky . New type of activity, which underlies the holistic mental development of a child at a particular age, and was called "leading".

In modern psychology, there is another research position, I would call it the position of an observer who is inside the process under study. This is the position of E. Erickson, which is presented in his periodization of the human life cycle.

E. Erickson finds the features of a “normal” person, his generalized image in the characteristics of a mature personality, which allow him, focusing on this image, to look for the origins of its organization at the previous stages of life.

Personal maturity E. Erickson understands as her identity. This is a very generalized concept, which includes the manifestation of a person’s mental health, the image of himself accepted by a person and a form of behavior that corresponds to the world around him.

E. Erickson puts forward the position that in the very nature of man there is a need for psychosocial identity.

Identification, according to E. Erickson, the integrative center of the personality, which determines its integrity, value system, social role, ideals, life plans of the individual, his abilities and needs. Through it, a person realizes and evaluates his psychosomatic organization, develops psychological defense mechanisms, forms self-control.

Among qualities of a mature personality E. Erickson highlights individuality, independence, originality, courage to be different from others. Through education, the values ​​and norms of society are transmitted to a person.

In the theory of E. Erickson, as well as in D.B. Elkonin, there is an idea about the consistent formation of psychological neoplasms in a person, each of which at a certain moment becomes the center of a person’s mental life and behavior. The development of personality is presented as a continuous process of formation of new qualities. Each of the new formations expresses the attitude of a person to society, to other people, to himself, to the world.

The transition from one personal integrity to another E. Erickson calls crises - time of increasing vulnerability and at the same time increasing human potential. Each growth process at this time brings energy for further development, and society offers a person new and specific opportunities for the realization of this energy.

E. Erickson highlights eight stages of personality development(table 2). On each of them, a person must make a choice between possible polar relationships to the world and to himself. At each stage of development there is a new conflict that affects the emergence of new personality traits, which provides material for the growth of the strength of the human personality with a favorable resolution, and with a destructive choice becomes a source of its weakness. According to E. Erickson, acceleration or relative delay at some stage will have a modifying effect on all subsequent stages.

The eight stages described by E. Erickson do not represent a scale of achievements. The human personality constantly confronts various dangers of existence, including "negative" feelings, throughout life.

He lists main strengths of personality, considering them a constant result of a "favorable ratio" of personal qualities noted at each of the psychological stages: intimacy versus loneliness: group bonding and love; productivity vs. stagnation: production and care.

Stages of human development (according to E. Erickson)

	Stage	Base conflict	Explanations	Acquisitions
BUT	Oral-sensory	Faith and hope versus hopelessness	It is decided whether this world can be trusted at all, whether there is support in it	Confidence
B	Musculo-anal	Autonomy versus shame and doubt	Shame and doubt make the child dependent on other people, the ability to control oneself helps develop autonomy	Strength of will
C	Locomo-torno-genital	Initiative versus guilt	The desire to act correlates with social norms and one's own capabilities; if actions do not comply with the norms, there is a feeling of guilt	purposefulness
D	Latent	Industriousness versus inferiority	The child seeks to acquire new skills and knowledge; in case of failure, he has a feeling of inferiority	New knowledge and skills
E	Puberty (adolescence)	Individuality versus role-playing	Answers to the questions: who am I? What am I? How am I similar to other people and how am I different from them? Identification criteria are established and social roles are selected	Loyalty
F	early youth	Intimacy versus loneliness	Forming intimate (close) relationships or isolating from people	Love, erotica
G	Adulthood	Performance versus stagnation	The desire either for creativity and the development of one's personality, or for peace and stability	The ability to care
H	Maturity	Personal Integrity vs. Despair	Summing up the life. As a result - peace and satisfaction or dissatisfaction with oneself and fear of death	Resilience, wisdom

Stage A. For E. Erickson, it is associated with the formation of the first level of identity and the first, deepest mechanisms of psychological defense - the projection mechanism, that is, attributing one's properties to others, and the introjection mechanism - "taking in" external sources, especially the images of parents. The biological condition for the transition to the next stage is the maturation of the musculoskeletal system, which allows the child to have relative autonomy from the adult.

Stage B. It puts the child in the conditions of choice - to gain self-confidence or doubt himself, be ashamed of himself. This choice is complicated by the demands of adults and their negative assessments of the child. E. Erickson speaks of the “eyes of the world”, which the child feels on himself as the presence of judgmental adults. The experience of a new content of choice brings the child to master those forms of behavior that contribute to the formation of a psychosocial identity.

Stage C. The characteristic behavior of the child at this stage is an active intrusion with questions, action. Actions begin to be regulated by ideal goals, values. The child is already capable of self-observation, self-regulation, moral feelings are formed in him. The development of the intellect and the ability to make comparisons provide the child with enormous psychological material for identifying himself by gender and behavior corresponding to these characteristics.

Stage D It is associated with the entry of the child into school life, and these are qualitatively new social ties with the world. This is an important time for the formation of social and psychological usefulness - an adequate attitude to work. There appears the most important sense of identity with some kind of labor, with the results and the process of producing a thing or thought. Children master, according to E. Erickson, "the technological ethnos of culture."

Stage E. There is a search by the teenager for a new sense of wholeness and individuality. This is the already conscious experience of the individual's own ability to integrate all identifications with the experiences associated with the physiological maturation of the organism, and the opportunities offered by social roles. The sense of one's own identity, inner individuality is associated with a career perspective, that is, integrity that matters to oneself and to others.

In search of social values ​​that govern identity, a teenager faces the problems of ideology and leadership (management) of society.

Stage F At this stage, society requires a person to determine his place in it, the choice of a profession, that is, self-determination. At the same time, there is maturation, a change in appearance, which significantly changes a person's idea of ​​himself, moves him to other demographic and social groups.

The emerging sense of the limits of duty to other people becomes the subject of that ethical feeling that is characteristic of an adult. At this time, a young adult, experimenting, is looking for a place in society, and society recognizes the right of young people to search, providing them with appropriate social norms. A person needs a lot of his own strength and help from society in order to rise to the level of self-determination provided by the theory of life, understood and accepted in the period of youth.

Stage G At the stage of an adult, according to E. Erickson, a mature person needs to feel his significance for other people, especially for those whom he cares about and whom he leads. For him, the concept of productivity is associated not only with the quantitative characteristics of human life, but, above all, with concern for the generation and upbringing of a new generation. This activity requires productivity and creativity from a person, which in themselves (in other areas of life) cannot replace productivity.

stage N. A characteristic feature of a person at this stage, E. Erickson considers the appearance of the quality of individuality, which provides a person with his integrity and originality, the courage to be himself.

For a person, the type of integrity developed by his culture or civilization becomes the basis for experiencing his integrity. A person's attitude to life, approaching its physical end, is determined by that faith and hope in it, which distinguish the love of life from the fear of death.

In this sense, a practical psychologist may not delve into the theoretical complexities of the concept of a “normal person”, but choose for himself some kind of development scheme or build his own and work in accordance with it. His job will be to determine what stage of life the person he is working with is in. This will give him the opportunity to more clearly navigate the content of his problem, taking into account the correlation between the manifestation of individuality and the general scheme of life development.

Modern practical psychology in the form of psychotherapeutic and consulting activities has accumulated a large empirical (practical) material that can be presented from the point of view of the child's problems at different age stages. Given the above, it is necessary to discuss ways to solve these problems, focusing on the social and psychotherapeutic practice of helping a modern child and his family.

Eganie Cowan built "Development plan" which reflects human life cycles (Table 3). Her first column "Life Stages" notes the natural age-related change of a person, "Key systems" allow a more meaningful discussion of the social environment of a person at each period of his life. "Development goals" are related to human survival and the achievement of happiness. "Resources of development" - the content necessary for a person to solve his life tasks of development. Each stage has its own developmental crises, which will be resolved depending on the nature of the solution of life tasks (using resources). This scheme of development allows us to correlate the content of the tasks of a particular life stage and the features of their solution with the physical, passport age of a person, to analyze the specific manifestation of various feelings as the content of the crisis.

Erickson's age periodization is a theory of psychosocial personality development created by Eric Erickson, in which he describes 8 stages of personality development and focuses on the development of the "I-individual".

Erickson proposes periodization in the form of a table. What is this table?

• Period designation;
• The designation of the social group that puts forward the tasks of development, and in which a person improves (or you can also see a variant of the wording "radius of significant relationships");
• The task of development or that psychosocial crisis in which a person faces a choice;
• As a result of the passage of this crisis, he acquires either strong personality traits or, accordingly, weak ones.

  Note that as a psychotherapist, Erickson can never be evaluative. He never talks about human qualities in the format of good and bad.

Personal qualities cannot be good or bad. But he calls strong qualities those that help a person solve the problems of development. Weak he will call those who interfere. If a person has acquired weak personality traits, it is more difficult for him to make the next choice. But he never says that it is impossible. It's just harder;

Traits acquired as a result of conflict resolution are called virtues ("virtues").

The names of the virtues, in order of their gradual acquisition: hope, will, purpose, confidence, fidelity, love, care, and wisdom.

Although Erickson tied his theory to chronological age, each stage depends not only on age-related changes in a person, but also on social factors: studying at school and college, having children, retirement, etc.

Infancy

From birth to a year is the first stage in which the foundations of a healthy personality are laid in the form of a general sense of trust.

The main condition for developing a sense of trust in people is the ability of a mother to organize the life of her small child in such a way that he has a sense of consistency, continuity and recognizability of experiences.

An infant with an established sense of basic trust perceives his environment as reliable and predictable. He can bear the absence of his mother without undue suffering and anxiety about "separating" from her. The main ritual is mutual recognition, which lasts all subsequent life and permeates all relationships with other people.

The ways of teaching trust or suspicion in different cultures do not coincide, but the principle itself is universal: a person trusts the world around him, based on the measure of trust in his mother. A feeling of distrust, fear and suspicion appears if the mother is unreliable, insolvent, rejects the child.

Distrust may increase if the child ceases to be the center of her life for the mother, when she returns to the activities she left earlier (resumes an interrupted career or gives birth to the next child).

Hope, as optimism about one's cultural space, is the first positive quality of the Ego, acquired as a result of successful resolution of the trust/distrust conflict.

Early childhood

The second stage lasts from one to three years and corresponds to the anal phase in the theory of Sigmund Freud. Biological maturation creates the basis for the emergence of independent actions of the child in a number of areas (move, wash, dress, eat). From Erickson's point of view, the collision of the child with the requirements and norms of society occurs not only when the child is accustomed to the potty, parents must gradually expand the possibilities of independent action and the realization of self-control in children.

Reasonable permissiveness contributes to the formation of the autonomy of the child.

In the case of constant excessive guardianship or high expectations, he experiences shame, doubt and self-doubt, humiliation, weak will.

An important mechanism at this stage is critical ritualization, based on specific examples of good and evil, good and bad, permitted and forbidden, beautiful and ugly. The identity of the child at this stage can be indicated by the formula: "I myself" and "I am what I can."

With a successful resolution of the conflict, the ego includes will, self-control, and with a negative outcome - weak will.

Playing age, preschool age

The third period is the "age of the game", from 3 to 6 years. Children begin to be interested in various work activities, try new things, contact with peers. At this time, the social world requires the child to be active, solve new problems and acquire new skills, he has additional responsibility for himself, for younger children and pets. This is the age when the main sense of identity becomes "I am what I will be".

There is a dramatic (play) component of the ritual, with the help of which the child recreates, corrects and learns to anticipate events.

Initiative is associated with the qualities of activity, enterprise and the desire to "attack" the task, experiencing the joy of independent movement and action. The child easily identifies himself with significant people, readily lends himself to training and education, focusing on a specific goal.

At this stage, as a result of the adoption of social norms and prohibitions, the Super-Ego is formed, a new form of self-restraint arises.

Parents, encouraging energetic and independent undertakings of the child, recognizing his rights to curiosity and imagination, contribute to the formation of initiative, expanding the boundaries of independence, and developing creative abilities.

Close adults who severely restrict freedom of choice, overly controlling and punishing children, cause them too much guilt.

Guilt-ridden children are passive, constrained, and in the future they are not very capable of productive work.

School age

The fourth period corresponds to the age from 6 to 12 years and is chronologically similar to the latent period in Freud's theory. The rivalry with the parent of the same sex has already been overcome, the child is leaving the family and being introduced to the technological side of culture.

At this time, the child gets used to systematic learning, learns to win recognition by doing useful and necessary things.

The term "industriousness", "taste for work" reflects the main theme of this period, children at this time are absorbed in the fact that they seek to find out what is obtained from what and how it works. The ego-identity of the child is now expressed as: "I am what I have learned." Studying at school, children are attached to the rules of conscious discipline, active participation. The school helps the child to develop a sense of hard work and achievement, thereby confirming a sense of personal strength. The ritual associated with school orders is the perfection of execution.

Having built in the early stages feelings of trust and hope, autonomy and "strength of desire", initiative and purposefulness, the child must now learn everything that can prepare him for adulthood.

The most important skills he must acquire are the aspects of socialization: cooperation, interdependence and a healthy sense of competition.

If a child is encouraged to make, needlework, cook, is allowed to finish what he has started, praised for the results, then he develops a sense of competence, "skill", confidence that he can master a new business, develop the ability to technical creativity.

If, on the other hand, parents or teachers see in the child's labor activity only pampering and an obstacle to "serious studies", then there is a danger of developing in him a feeling of inferiority and incompetence, doubts about his abilities or status among his peers. At this stage, the child may develop an inferiority complex if the expectations of adults are too high or too low.

The question to be answered at this stage is: Am I capable?

Youth

The fifth stage in Erickson's 12 to 20 year life cycle is considered the most important period in human psychosocial development:

"Youth is the age of the final establishment of a dominant positive identity.

It is then that the future, within foreseeable limits, becomes part of the conscious plan of life." This is the second important attempt at developing autonomy, and it requires challenging parental and social norms.

The adolescent is faced with new social roles and their associated demands. Teenagers evaluate the world and attitude to it. They think about the ideal family, religion, the social structure of the world.

A spontaneous search for new answers to important questions is being carried out: Who is he and who will he become? Is he a child or an adult? How does his ethnicity, race, and religion affect people's attitudes towards him? What will be his true identity, his true identity as an adult?

Such questions often cause the adolescent to become morbidly concerned about what others think of him and what he should think of himself. Ritualization becomes improvisational, it highlights the ideological aspect. Ideology provides young people with simplified but clear answers to the main questions related to identity conflict.

The task of a teenager is to bring together all the knowledge about himself available by this time (what kind of sons or daughters they are, students, athletes, musicians, etc.) and create a single image of himself (ego-identity), including awareness of how past as well as anticipated future.

The transition from childhood to adulthood causes both physiological and psychological changes.

Psychological changes manifest as an internal struggle between the desire for independence, on the one hand, and the desire to remain dependent on those people who care about you, the desire to be free from responsibility for being an adult, on the other. Faced with such confusion about their status, a teenager is always looking for confidence, security, striving to be like other teenagers in their age group. He develops stereotyped behavior and ideals. Groups of "peers" are very important for the restoration of self-identity. The destruction of strictness in dress and behavior is inherent in this period.

A positive quality associated with a successful exit from the crisis of adolescence is loyalty to oneself, the ability to make one's own choice, find a path in life and remain true to one's obligations, accept social principles and stick to them.

Drastic social changes, dissatisfaction with generally accepted values ​​Erickson considers as a factor hindering the development of identity, contributing to a sense of uncertainty and inability to choose a career or continue education. A negative way out of the crisis is expressed in poor self-identity, a sense of worthlessness, mental discord and aimlessness, sometimes teenagers rush towards delinquent behavior. Excessive identification with stereotyped heroes or representatives of the counterculture suppresses and limits the development of identity.

Youth

The sixth psychosocial stage lasts from 20 to 25 years and marks the formal beginning of adulthood. In general, this is the period of obtaining a profession, courtship, early marriage, and the beginning of an independent family life.

Intimacy (achieving intimacy) - as maintaining reciprocity in relationships, merging with the identity of another person without fear of losing oneself.

The ability to be involved in love relationships includes all of the previous developmental tasks:

• a person who does not trust others will find it difficult to trust himself;
• in case of doubt and uncertainty, it will be difficult to allow others to cross their borders;
• a person who feels inadequate will find it difficult to approach others and take the initiative;
• the lack of diligence will lead to inertia in relationships, and a lack of understanding of one's place in society will lead to mental discord.

The capacity for intimacy is perfected when a person is able to build close partnerships, even if they require considerable sacrifice and compromise.

The ability to trust and love another, to derive satisfaction from a mature sexual experience, to find compromises in common goals - all this indicates a satisfactory development at the stage of youth.

The positive quality that is associated with the normal way out of the intimacy/isolation crisis is love. Erickson emphasizes the importance of romantic, erotic, sexual components, but considers true love and intimacy more broadly - as the ability to entrust oneself to another person and remain faithful to this relationship, even if they require concessions or self-denial, the willingness to share all difficulties together. This type of love is manifested in a relationship of mutual care, respect and responsibility for another person.

The danger of this stage is the avoidance of situations and contacts that lead to intimacy.

Avoiding the experience of intimacy for fear of "losing independence" leads to self-isolation. Failure to establish calm and trusting personal relationships leads to feelings of loneliness, social vacuum and isolation.

Question to which they answer: Can I have an intimate relationship?

Maturity

The seventh stage falls on the middle years of life from 26 to 64 years, its main problem is the choice between productivity (generativity) and inertia (stagnation). An important point of this stage is creative self-realization.

"Mature adulthood" brings a more coherent, less unstable sense of self.

"I" manifests itself, giving more return in human relationships: at home, at work and in society. There is already a profession, children have become teenagers. The sense of responsibility for oneself, others and the world becomes deeper.

In general, this stage includes a productive work life and a nurturing parenting style. The ability to be interested in universal human values, the fate of other people, to think about future generations and the future structure of the world and society is developing.

Productivity appears as the concern of the older generation for those who will replace them - about how to help them establish themselves in life and choose the right direction.

If in adults the ability for productive activity is so pronounced that it prevails over inertia, then the positive quality of this stage is manifested - care.

Difficulties in "productivity" may include: obsessive desire for pseudo-intimacy, over-identification with the child, desire to protest as a way to resolve stagnation, unwillingness to let go of one's own children, impoverishment of one's personal life, self-absorption.

Those adults who fail to become productive gradually move into a state of self-absorption, when the main concern is their own, personal needs and comforts. These people do not care about anyone or anything, they only indulge their desires. With the loss of productivity, the functioning of the individual as an active member of society ceases, life turns into the satisfaction of one's own needs, and interpersonal relationships become impoverished.

This phenomenon, like a midlife crisis, is expressed in a sense of hopelessness and meaninglessness of life.

Questions to be answered: What does my life mean today? What am I going to do with the rest of my life?

Old age

The eighth stage, old age, starting after 60-65 years, is a conflict of wholeness and hopelessness. At the climax, healthy self-development reaches wholeness. This implies accepting yourself and your role in life at the deepest level and understanding your own personal dignity, wisdom. The main work in life is over, it is time for reflection and fun with the grandchildren.

A person who lacks integrity often wants to live their life over again.

He may consider his life as too short to fully achieve certain goals and therefore he may experience hopelessness and discontent, experience despair because life did not work out, and it is too late to start all over again, there is a feeling of hopelessness and fear of death.

Literature and sources

https://www.psysovet.ru

There is a particular style of parenting in each socio-culture, it is determined by what society expects from a child. At each stage of its development, the child either integrates with society or is rejected.

The famous psychologist Erickson introduced the concept of "group identity", which is formed from the first days of life, the child is focused on inclusion in a certain social group, begins to understand the world as this group, on the basis of this he developed his periodization. But gradually the child develops "ego-identity", a sense of stability and continuity of his "I", despite the fact that there are many processes of change. The formation of ego-identity is a long process, it includes a number of stages of personality development. Each stage is characterized by the tasks of this age, and the tasks are put forward by society. But the solution of problems is determined by the already achieved level of psychomotor development of a person and the spiritual atmosphere of the society in which a person lives.

periodization:

At the stage of infancy the main role in the life of the child is played by the mother, she feeds, cares, gives affection, care, as a result of which the child developsbasicconfidence in the world. Basic trust is manifested in the ease of feeding, good sleep of the child, normal bowel function, the ability of the child to calmly wait for the mother (does not scream, does not call, the child seems to be sure that the mother will come and do what is needed). The dynamics of trust development depends on the mother. A pronounced deficit of emotional communication with an infant leads to a sharp slowdown in the mental development of the child.

2nd stage of early childhood associated with the formation of autonomy and independence, the child begins to walk, learns to control himself when performing acts of defecation; society and parents accustom the child to neatness, tidiness, begin to shame for "wet pants".

At the age of 3-5 years,at the 3rd stage, the child is already convinced that he is a person, since he runs, knows how to speak, expands the area of ​​​​mastering the world, the child develops a sense of enterprise, initiative, which is laid in the game. The game is very important for the development of the child, i.e. forms initiative, creativity, the child masters relations between people through the game, develops his psychological capabilities: will, memory, thinking, etc. But if parents strongly suppress the child, do not pay attention to his games, then this negatively affects the development of the child, helps to consolidate passivity , insecurity, guilt.

At primary school age (4th stage ) the child has already exhausted the possibilities of development within the family, and now the school introduces the child to knowledge about future activities, transfers the technological ego of culture. If a child successfully masters knowledge, new skills, he believes in his own strength, he is confident, calm, but failures at school lead to the appearance, and sometimes to the consolidation of feelings of inferiority, disbelief in his own strength, despair, loss of interest in learning.

During adolescence (stage 5 ) forms the central form of ego-identity. Rapid physiological growth, puberty, concern about how he looks in front of others, the need to find his professional vocation, abilities, skills - these are the questions that confront a teenager, and these are already society's requirements for a teenager about self-determination.

At the 6th stage (youth ) for a person, the search for a life partner, close cooperation with people, strengthening ties with the entire social group, becomes relevant, a person is not afraid of depersonalization, he mixes his identity with other people, there is a feeling of closeness, unity, cooperation, intimacy with certain people. However, if the diffusion of identity passes to this age, the person becomes isolated, isolation and loneliness are fixed.

7th - central stage - the adult stage of personality development. The development of identity goes on throughout life, there is an impact on the part of other people, especially children: they confirm that they need you. Positive symptoms of this stage: a person invests himself in good, beloved work and care for children, is satisfied with himself and life.

After 50 years (8th stage ) a complete form of ego-identity is created on the basis of the entire path of personality development, a person rethinks his whole life, realizes his "I" in spiritual reflections about the years he has lived. A person must understand that his life is a unique destiny that does not need to be crossed, a person "accepts" himself and his life, realizes the need for a logical conclusion of life, shows wisdom, a detached interest in life in the face of death.