Coach Jennifer Reviews the 1st Three Stages of Erik Erikson's Psychosocial Theory

[00:00:02]Hi everyone, it's Coach Jen here with Academic Coaching for World Changers.

[00:00:06]And in today's video, we're going to cover the first three stages of Eric Ericson's psychosocial theory. Those three stages are trust versus mistrust, autonomy versus shame and doubt, and initiative versus guilt.

[00:00:22]So before we jump into any content, I want to introduce or talk a little bit about today's video and how we're going to do it. So in today's video, I'm going to encourage you to start using, if you aren't already, a strategy that we use when we are taking in large amounts of information and trying to make sense of it. And that strategy is called chunking. Many of you already may be familiar and may be using it, but today we're going to put it into practice. So, all chunking means is we are breaking larger amounts of information into smaller, more manageable pieces. This way it is extremely helpful for us and for just people in general, especially if you are someone who struggles with test anxiety, someone like myself who may have a little ADHD or ADD or anyone who may feel overwhelmed, trying to memorize large amounts of information for tests, for things in general, chunking is always a good thing to have in your back pocket to memorize that information.

[00:01:29]That said, one mistake that we've seen in working with um clients and studying for the lensure exams is that some clients try and memorize big concepts like Ericson's eight stages instead of trying to learn all the stages in one sitting because keep in mind you're learning the stage, what's going on, the name, all the eye stages, and then the virtues that go along and it's a lot of information. So instead, we are going to group these stages instead of learning them all at once into developmental where they fit developmentally. Um so in today's video, we're going to focus on the first three as I mentioned. Um as and as we go through each of the three stages, I'll provide some examples, some NCE style questions to help you connect the concepts to real world situations that you'll see on your NCE. So let's get started.

[00:02:32]A little bit of information on why chunking works. So chunking isn't something that people make up. It is actually science behind it. But we won't go into that. Uh many students approach studying by trying to memorize lists.

[00:02:48]And that is like one of the worst ways to try and study. The problem with lists is that they're easy to forget. Like if you write a grocery store list and you try and memorize it and because you left the list at home, chances are you're going to leave half the things that you wrote down at home. Um, so chunking helps with that concept. We want to start thinking or moving away from lists and moving towards chunking information because it allows us to organize information into meaningful groups. So instead of trying to memorize all eight stages, we're going to focus on how development progresses. progresses because with Ericson his stages build upon one another.

[00:03:30]So in today's chunk session we're going to learn or talk about how children learn first how they see the world and if their world is safe. That's the first thing children are trying to figure out with Ericson stages. Then whether they can do things independently is the second piece of early childhood. And then finally whether it's okay for them to take action. That's the third stage of early childhood.

[00:03:57]So when information is organized into like a story or in sequence, it is often easier to retrieve during an exam. So that is essentially what we're trying to learn to do today with chunking.

[00:04:10]We're not trying to memorize it anymore because you can't. It's a lot of information. And we also also also don't get to take a list into test center with us. So, we have to kind of move away from that and learn how to chunk. So, we're trying to work smarter, not harder.

[00:04:28]All right, let's get started on some content. Trust versus mistrust.

[00:04:34]So, trust versus mistrust is the first stage of Ericson's theory and occurs from birth through approximately 18 months old.

[00:04:43]The central question during this stage that babies are asking themselves is, "Can I trust the world?" At this point in development, infants are completely dependent on their caregiver. They rely on their caregiver for consistency, food, water, comfort, and protection, as well as emotional support.

[00:05:05]because they can't meet their own physical needs and emotional needs. They learn about the world through the consistency of the care they receive.

[00:05:14]When caregivers are responsive and attend to their child's needs and they're reliable, children begin to develop trust. According to Ericson, they learn that people can be trusted and depended upon and the world is generally safe. When this stage is completed successfully, the child will hopefully develop hope, which is the virtue that they develop during that stage.

[00:05:42]So, a [clears throat] simple example would be an infant who cries when they're hungry and consistently receives comfort and care. Over time, the child will learn that their needs will be met.

[00:05:56]That's the essential goal. That's how you know that child has learned that their world is safe so they can trust.

[00:06:03]However, the opposite side of the coin is when caregiving is inconsistent or unpredictable, mistrust may likely develop. The child may become more uncertain about people in the relationships.

[00:06:19]or the NCE. Whenever you see infancy, attachment, and I use attachment loosely because you'll see attachment with some of our other theorists, security, trust, or caregiving, trust versus mistrust should immediately come to mind because attachment and all the other things I mentioned are embedded in that um in that part of development. All right, so let's take a look at a question.

[00:06:51]So, we're going to walk through the same question. Pause if you need to. We'll read it and then we will chat about it.

[00:07:00]All right. So, it says, "A counselor is working with foster parents who report their 10-month-old infant rarely seeks comfort when distressed and appears indifferent when caregivers enter or leave the room." From an ariconian perspective, the behavior may be indicative or indicate difficulty resolving a autonomy versus shame and doubt, b trust versus mistrust, c initiative versus guilt, or d industry versus inferiority. So, how we recommend you do your test questions is the same way I just did it. You're going to read through the test question. You're going to read the answer choice. Read it in its entirety. Do not make a choice very early on. Read it in its entirety and then eliminate. Use the process of elimination to eliminate two. That'll leave you with two. And then go back and read it a third time. And from there, make your best answer decision. So that said, we read the question and the first thing that I noticed if I was taking the NCE is the child's age. The infant is 10 months old, which places squarely right directly in the middle in the thick of trust versus mistrust. Right? So that's one clue. The second clue involves the child's relationship with the caregivers. The infant rarely seeks comfort and appears indifferent when the caregivers enter or leave. So this really isn't a question about behavior.

[00:08:36]It's a question about trust and security. that child likely has developed mistrust because of inconsistent caregiving. Now, this was a slightly easier question that you may see on the NCE, but if you recall, all of those vocabulary words and the little clues that were in the test question kind of pointed to that answer. So for trust versus mistrust, remember the developmental task of infancy is learning whether other people are dependable. When you see concerns involving attachment, again used loosely, comfort seeking, safety or security in infants, think trust versus mistrust. That is where your head should go immediately. A common mistake that people make when they are taking the NCE is choosing an answer based on a synonym or symptom, excuse me, rather than a developmental task. Ask yourself, always ask yourself what developmental issue is being tested in the particular question.

[00:09:43]Okay, so that's trust versus mistrust.

[00:09:46]our first stage.

[00:09:54]All right. The second stage of Ericson's um social psychosocial development is autonomy versus shame and doubt. This occurs roughly between 18 to about 18 months to about 3 years old. If you've ever spent time with a toddler, you've probably seen them in action during this stage.

[00:10:16]the stages I I call it or even Ericson will call it I can do it by myself. That toddler that has their coat upside down, their shoe on the wrong foot, um gloves up uh not on properly, they want to do things by themselves, which are very normal developmental task. So, children begin to want to be independent. It's just the nature of the game. They want to make choices. They want to feed themselves. They want to dress themselves and explore their environment.

[00:10:46]The central question that children during the autonomy versus shame and doubt stage is can I do this on my own or can I do things by myself or on my own? When caregivers encourage age appropriate, age appropriate is key there. Age appropriate independence, children develop confidence and self um strong self-concept.

[00:11:10]The virtue associated with the autonomy versus shame and doubt stage is will.

[00:11:16]Will will one example um which I already kind of gave it um this example um is that of them putting their shoe on their own um on their own and often times it goes on on the wrong foot initially. However, the goal isn't for them to do it perfectly the first time. is to develop the will to continue to do it until they can do it properly. That is the goal because they begin to learn that they are capable.

[00:11:47]However, so that's how they develop autonomy is learning how to do things even if it is wrong initially um and being encouraged to do so until they get it correct. Not necessarily perfect but correct or done properly.

[00:12:04]However, the flip side of that is when caregivers are constantly criticizing um the mistakes or they take over because of whatever reason. Maybe you don't have time for them to horse [clears throat] around with their shoe.

[00:12:18]Um it kind of encourages them to develop shame and doubt when we don't allow them to figure it out or do it by themselves or we criticize when they try to.

[00:12:30]So for exam purpose, think independence, think confidence, think self-control, and think decision-making for autonomy versus shame and doubt. That said, our question, let me go back.

[00:12:55]All right. So this question for autonomy and shame and doubt may be slightly more challenging because it requires you to identify the developmental issue. So take a moment to pause to read the question.

[00:13:10]The question says, "A three-year-old becomes visibly upset when attempting new tasks and frequently states, I can't do it. The child's parents report connecting or correcting mistakes immediately to ensure tasks are completed properly. Which ariconian conflict is most relevant? Is it trust versus mistrust, autonomy versus shame and doubt, initiative versus guilt, or identity versus role confusion? So again, we're going to answer that question after we read it in its entirety with the answer choice. use your process of elimination and hopefully after you did that you read it a third time and the process of elimination will leave you with B being the answer.

[00:14:01]So the question again may have been challenging for some it may not have been but it does require you to identify the developmental issue. So notice the child frequently says I can't do it.

[00:14:15]That's your clue. that lets you know that more than likely they are in shame and doubt or they've developed shame and doubt. The parents described um they are described as like constantly correcting mistakes immediately and focusing on whether things are being done the right way. That is also a sure sign that that child more than likely is in the shame and doubt phase.

[00:14:39]So, while their intentions are good, um they want their child to do things correctly, I guess, in a timely manner, um the child is receiving messages that mistakes are unacceptable and that's huge. Some of these things are not done in malice. Um they're done just simply out of necessity and in life. Um so that's important to understand there too. Um so while their intentions may be good, the child hears another message.

[00:15:07]So the result of that is self-doubt. So when you see themes involving independence, confidence, fear of uh mistakes or excessive criticism, autonomy versus shame and doubt should be the first thing on your radar, especially if it's one of the answer choices. So, a little key note here, remember the NCE often tests outcomes of the stage rather than for you to just name the stage itself.

[00:15:38]All right, that takes us to initiative versus guilt, which is our third stage. The third stage is initiative versus guilt, and that occurs during the preschool years.

[00:15:55]The question that they are asking themselves at this stage is is it okay for me to take action.

[00:16:03]So children become increasingly curious about the world around them. This is why they ask so many questions. They have to touch everything. Um they have to they create games. They want to play makeelieve. Um and they often want to take on these leadership roles when they play like I want to be the mommy. I want to be the daddy. I want to be the teacher. they take on those roles.

[00:16:26]What makes this stage different from autonomy though is that um the child is no longer trying to do things independently. Um they're trying to be creative. They're trying to explore and they're trying to initiate initiate being part of the stage activities.

[00:16:44]They're trying to be the starters, the fire starters, if you will. What makes this stage um or excuse me, when adults um encourage curiosity and exploration, the children develop um the virtue of purpose.

[00:17:00]So for initiative versus guilt, think of a child organizing a game on the playground or assigning roles um and or encouraging others to participate.

[00:17:11]That's taking initiative. They're they're raising their hand and being the leader. that's taking initiative.

[00:17:18]So when kids or children are often criticized though or made to feel bad for expressing their ideas or um expressing their ideas or being naturalborn leaders when they're criticized over that they may develop guilt. So over time they may become hesitant to take risk or and share their ideas.

[00:17:41]So for the NCE, for initiative versus guilt, I want you to think of creativity, leadership, exploration, and purpose. Those are the things going on during initiative. Whether they're raising their hand to be the leader of everything, or they're kind of putting their hand down because they don't feel confident and they feel guilt. All right, next question. Again, we're going to read that question. Eliminate two. Read it one more time and make our decision.

[00:18:15]A kindergarten student frequently develops imaginative activities during free play but stops participating when teachers criticize ideas that differ from classroom expectations. Ericson would predict can't see. Ericson would predict continued experiences of this nature could contribute to is it a inferiority, b role confusion, c guilt, or d isolation. So I read it. I'm going to eliminate two. We have not talked about isolation just yet. Nor have we talked about inferiority. So I can eliminate those two right off the bat. That leaves us with ro confusion or guilt.

[00:19:03]Now, based on what we just went over, more than likely, hopefully you chose C, guilt. Guilt would be the correct answer. That child um has developed guilt.

[00:19:17]So, this question is testing the negative outcome rather than the stage itself. So, it's looking at the flip side of it. The child is clearly demonstrating initiative. They're creating activities. They're using imagination and engaging in leadership during play. However, those efforts are being criticized. And if it's criticized over time, that child is going to or could potentially develop guilt. One thing I want you to notice while you are taking um the exam is sometimes there may be not necessarily a trick but something there to distract you. So in this question the distractor was inferiority.

[00:20:02]Many students um would probably or could probably choose inferiority because the child is being discouraged. But that is not part of the stage. Inferiority belongs to the next stage. which is identity versus or excuse me industry versus inferiority. So whenever you're stuck between two answer choices, ask yourself what developmental task is being challenged.

[00:20:28][clears throat] All right.

[00:20:33]All right. So before we move on, let's take a look at the pattern that we see here and we've been going over. So remember for these three stages trust ask can I trust the world our first stage can I trust the world if I cannot trust the world mistrust is going to develop autonomy asks can I do things by myself if I am constantly trying to do things and express my independence and I am criticized for the way I do it I likely won't develop autonomy. I will develop shame and doubt. And then lastly, initiative ask, is it okay for me to take action? If I take action and I create a game or I draw a picture or I encourage this person to do something the way I see it and I'm being criticized for it, over time, I could develop guilt.

[00:21:34]Now, notice how each stage is kind of building on the one before it. First, children learn whether the world is safe. Next, they learn whether they can function independently.

[00:21:46]And then finally, they begin acting on their ideas and exploring their environment.

[00:21:53]This is exactly why the chunking for Ericson is going to help. Instead of memorizing the three separate definitions, you're remembering you're remembering um a developmental progression. Trust leads to independence. Independence leads to initiative. And then when you understand the progression, the recall for pulling this information when you see it in a question is going to be so much easier.

[00:22:21]So start chunking your information.

[00:22:24]Don't lump it. Chump chunk it.

[00:22:30]All right. Some key takeaways.

[00:22:33]So we're going to wrap up today's lesson. And remember the progression.

[00:22:38]Trust leads to hope. That's the virtue that develops. Autonomy leads to will and initiative leads to purpose. If you're feeling overwhelmed by the developmental theorist, remember that you don't have to learn all eight stages at once because you won't. There are four or five stages in a row that start with I. There's no way or no pneumonic device that I've found that works. So it's important to learn it and chunk it.

[00:23:09]Focus on learning from um learning them in a meaningful and uh meaningful way through chunking. So again today we cover the developmental chunk of Ericson's theory. Um in the next video we'll focus on industry versus inferiority and identity versus role confusion. I'm only doing those two because it focus on um a sect or a moment in time where they are moving out of early childhood and into um who they are in a uh in an educational space and who they are becoming in their identity.

[00:23:52]So those two really fit together. I'm going to focus on those two next. And to be completely honest with you, they are the two most heavily tested Ericsonian's theories on the NCE. So keep that in mind. You don't want to miss it. We'll also introduce in that next video another test taking strategy. I haven't come up with one yet, but once I come up with it, you'll see it in that video. So we don't want to just memorize facts in isolation. We want you to recognize how to recur remember recurring themes, um, key words, and developmental clues that will help you quickly identify the correct answers on your exam. So, we're not just teaching you content about Ericson. We're teaching you how to be better test takers. That is the goal here. So, that concludes my video. Thank you guys for watching and I'll see you on the next video.