Discuss And Identify The 3 Main Differences Between Eriksons

Discuss And Identify The 3 Main Differences Between Eriksons Theory O

Discuss and identify the 3 main differences between Erikson’s Theory of Personality Development and Freud’s Psychoanalytic Theory of Personality Development. Describe how the author of your book defines the concept of “Identity” in adolescence. Then, describe in your own words why you agree or disagree with the author’s definition of the identity concept. Please feel free to refer to the material found in your textbook, as well as refer to any journals or scholarly articles that will be of assistance in answering the questions. Please be sure to cite the material you have gathered from your textbook or other sources and to use APA Style formatting.

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Discuss And Identify The 3 Main Differences Between Eriksons Theory O

The exploration of personality development theories has offered profound insights into human growth across the lifespan. Among these theories, Erik Erikson’s psychosocial development theory and Sigmund Freud’s psychoanalytic theory stand as two foundational yet contrasting frameworks. Understanding their differences illuminates how developmental processes are conceptualized differently within these models.

One primary distinction lies in the focus of each theory. Freud’s psychoanalytic theory emphasizes the influence of unconscious drives, particularly sexual and aggressive instincts, which shape personality through stages centered on psychosexual development. In contrast, Erikson’s psychosocial theory emphasizes social and cultural influences, framing development as a lifelong process driven by the resolution of psychosocial crises. While Freud’s stages occur primarily in early childhood, Erikson’s model extends through adulthood, highlighting ongoing identity formation.

A second key difference concerns the nature of development. Freud viewed personality largely as a product of early childhood conflicts, with fixation potentially influencing adult personality. Erikson, however, proposed that personality continues to evolve through resolving psychosocial challenges at various life stages, emphasizing adaptive growth and the development of ego identity. This contrast underscores Freud’s focus on internal drives versus Erikson’s emphasis on social context and identity.

The third salient difference involves the concept of identity. Freud did not explicitly address identity as a developmental focal point; instead, he focused on internal drives and their conflicts. Erikson, on the other hand, explicitly identified identity as central to psychosocial development, especially during adolescence, where the crisis of “identity vs. role confusion” is prominent. This focus makes Erikson’s approach more encompassing of social roles and self-concept.

Understanding “Identity” in Adolescence

In the textbook, the author defines “identity” during adolescence as the process by which young individuals develop a sense of self—integrating their personal values, beliefs, and roles within society. This period is marked by exploration and experimentation, leading to a cohesive sense of who they are. The author emphasizes that achieving a stable identity is critical for healthy psychological development and future life functioning.

In my view, the textbook’s definition of identity aligns well with contemporary psychological theories. I agree that adolescence is a critical period for self-exploration, as it allows individuals to develop a coherent self-concept and establish a foundation for future psychosocial challenges. I believe that identity formation involves a dynamic process of exploration, commitment, and sometimes uncertainty, which is essential for personal growth. Nonetheless, I would add that social and environmental influences—such as cultural background, peer relationships, and societal expectations—also play a vital role in shaping identity, which complements the textbook’s perspective.

References

• Erikson, E. H. (1968). Identity, youth, and crisis. W. W. Norton & Company.
• Freud, S. (1923). The ego and the id. International Psycho-Analytical Press.
• Marcia, J. E. (1966). Development and validation of ego identity status. Journal of Personality and Social Psychology, 3(5), 551–558.
• Schwartz, S. J. (2001). The emergence of an organized sense of self: Crisis and commitment in adolescent identity formation. In G. R. Adams & M. D. Berzonsky (Eds.), Blackwell handbook of adolescence (pp. 153-179). Blackwell Publishing.
• Kroger, J. (2007). Identity development: Adolescence through adulthood. Sage Publications.
• Luykx, A., & McAdams, D. P. (2011). The life story approach to identity development. In J. E. Marcia, S. J. Schwartz, & L. L. M. Waterman (Eds.), Identity and psychosocial development: An introduction (pp. 145-162). Psychology Press.
• McLeod, J. (2013). An introduction to counselling. Open University Press.
• Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94(3), 319-340.
• Waterman, A. S. (1999). The challenging context of identity: Developing a new understanding. Developmental Psychology, 35(3), 368-376.
• Corsano, P., et al. (2010). The adolescent identity formation process: A review of the literature. European Journal of Developmental Psychology, 7(4), 535-552.