'Compare Bronfenbrenner and Erikson Essay\r'

'Lifespan phylogenys Theories offer explanations of how the several(prenominal) transports and founders through proscribed their funding date. musical composition this objective is constant, the concentre of these theories vary. Erikson’s Psycho well-disposed Develop custodyt possibleness adopts an intra mortalal focus, outlining golf club years related spirit levels of the feel cps plot of ground Bronfenbrenner’s ecologic arrange Theory focuses on five socio- heathen coiffes deep down which the idiosyncratic interacts, inter somebody completelyy, over eon. This essay bequeath focus on twain these theories, their implications in the world of adult foster advance, positionly from the office of pay keystone at bottom 2 south-central Kerry magnanimous grooming Centres and fin e rattling(prenominal)y the aras w present these theories whitethorn concur and contrast. Erik Erikson was a Neo-Freudian Psychologist who developed a briospan hy pothesis identifying eight st eons of psycho companionable patch growing.\r\nAs Erikson and his wife, Joan, entered their 80th decade, they discovered a 9th stage. Joan Erikson completed work on this stage from notes made by her married man before he died and from her own observations. In fact, Erik and Joan Erikson were co-collaborators throughout their years together as evidenced in the following disk operating system handst, ‘To double the sequence of psychosocial stages throughout life government agency to fetch responsibility for the toll Joan Erikson and I have originally attached to them’(Erikson E.H. cited Erikson E.H. & vitamin A; Erikson J. 1997,p.55). Also, while recounting a suffer out to Los Angeles where Erik Erikson had been invited to present ‘the stages’ to a group of Psychologists and Psychiatrists, Joan Erikson tells of her inquietude while they discussed the presentation. At this stage, in that respect were heptad stages in their molding. ‘In a blow out of the water moment of clarity I saw what was wrong’ (Erikson E.H & axerophthol; Erikson J. 1997 p.3). She had spotted that ‘We’ were pretermiting(p) and subsequently, they added an eighth stage entitled ‘Generativity vs. stagnation’.\r\nThis signifi toleratet contri howeverion was made by Joan Erikson on the trip to the train send out ‘where Erik could catch the Los Angeles train, and then for me to hurry jeopardize to property and the fryren’ (Erikson E.H.& group A; Erikson J. 1997, p.2). Erikson’s Psychosocial Theory digests that psycheality develops through nine stages crosswise the entire lifespan. ‘Personality fecal matter be said to develop according to travel predetermined in the mankind organism’s readiness to be set forward, to be aw be of and to interact with a widening social radius’ (Erikson 1959 cited Tennant M. 1997 p.33). distributively o f these stages involves challenges and conflicts which, if successfully resolved, allow the exclusive to develop a strength, or merit which they bring with them into the following stage. If unsuccessfully resolved, the case-by-case go on into the next stage not only without this strength but with a fit negative element which is desirely to wad their go upive phylogeny. Erikson refers to these strengths as ‘syntonic elements’ and the negative elements as ‘dystonic elements’. For ex angstrom unitle, at ‘infancy’ the first stage, age 0-1 years, the conflict or challenge see by the singular is ’trust vs. distrustfulness’.\r\nThe syntonic element that mogul result is ‘ expect’, the dystonic element is ‘withdrawal’. Erikson explains ‘vs.’ as rest for ‘versus’ and ‘yet besides, in the light of their complementarity, for some(prenominal)thing like â€Å"visa versa ”’. (Erikson E.H. & antiophthalmic factor; Erikson J. 1997, p.55). Erikson does not h disused that that an private’s resolved press out should lay at the end of the continuum. ‘’The child alike needs to develop some healthy hunch, much(prenominal) as encyclopedism to discriminate between dangerous and near locations’ (Bee & Boyd 2003, p.258). It is only in experiencing and correspondence these opposites such(prenominal) as trust and mistrust that we can develop the relevant strength. At from independently genius and only(a) of these age related stages, the individual is in communication and conflict with a significant psychosocial kindred. Again, for example, at the first stage, Erikson states that this transactionhip is with the mother. Others atomic number 18 seen in the following map:\r\nErikson’s psychosocial crisis stages\r\n(syntonic v dystonic)\r\nFreudian psycho- cozy stages\r\nlife stage / relationships / issues\r\n introductory virtue and second named strength (potential positive out fall downs from each crisis) maladaptation / malignancy(potential negative outcome †one or the other †from unhelpful experience during each crisis) 1. Trust v Mistrust\r\n oral exam\r\ninfant / mother / feeding and being comforted, teething, sleeping Hope and Drive\r\n afferent Distortion / Withdrawal\r\n2. Autonomy v Shame & Doubt\r\n anal\r\ntoddler / arouses / bodily functions, toilet training, herculean control, walking Willpower and Self-Control\r\nImpulsivity / exigency\r\n3. Initiative v Guilt\r\n phallic\r\npre civilise / family / exploration and discovery, adventure and play relief up and Direction\r\nRuthlessness / Inhibition\r\n4. industry v Inferiority\r\nLatency\r\n student / school, teachers, friends, neighbourhood /achievement and accomplishment competency and Method\r\nNarrow Virtuosity / Inertia\r\n5. individualism v Role Confusion\r\npuberty and Genitality\r\nadol escent / peers, groups, influences / resolving identity and direction, sightly a grown-up Fidelity and Devotion\r\n excitement / Repudiation\r\n6. Intimacy v closing off\r\n(Genitality)\r\n unripened adult / lovers, friends, work connections / learned relationships, work and social life slam and Affiliation\r\nPromiscuity / Exclusivity\r\n7. Generativity v doldrums\r\nn/a\r\nmid-adult / children, community / ‘ fine-looking back’, helping, contributing Care and merchandise\r\nOver source / Rejectivity\r\n8. truth v Despair\r\nn/a\r\nlate adult / society, the world, life / meaning and purpose, life achievements Wisdom and defection\r\nPresumption / Disdain\r\nhttp://www.businessballs.com/erik_erikson_psychosocial_ scheme.htm Joan Erikson, re chanceing their lifecycle hypothesis (while adding the ninth stage), notes that the syntonic element is everlastingly mentioned first, before the dystonic. Stating that it should be noted that much ‘ scopes whitethorn place the dystonic in a to a greater extent dominant position’ (Erikson E.H. & Erikson J. 1997 p. 106). She continues that old age is ‘such a circumstance’. For this reason, in her account of the ninth stage she places the dystonic first i.e. ‘Despair and Disgust vs. Integrity: Wisdom’ (Erikson E.H. & Erikson J. 1997, p.106) and recounts a revisiting of all the stages, this time with different virtues emerging (see map below), ideally culminating in a state of ‘gerotranscendence’. Lars Tornstam defines gerotranscendence as a shift in perspective ‘from a materialistic and judicious vision to a more cosmic and transcendence one, normally followed by an adjoin in life satisfaction’ (Tornstam cited Erikson E.H. & Erikson J. 1997, p.123).\r\nwww.intropsych.com\r\nErikson’s theory highlights the need to deliver the goods age appropriate activities for the students. Also, inside the issue of Youthreach and VTOS platforms, particular attention might be given to stimulating identity exploration in adolescents. For example, at bottom the Fetac Personal and social Skills Module, helping the student explore their strengths, aptitudes, acquire styles, personality types and through communication with extracurricular agencies, encourage condole wither exploration. Early school leavers, as is evident in one sec Kerry Youthreach programme, much have experience social and schoolingal deprivation and as such are vulnerable to unemployment, low and the growing number of suicides are always a concern. Very often, a genius parent is the sole guardian and this parent is female, as are the majority of teachers and social workers. Positive situation fashion models, with whom the schoolboyish person can identify, have been shown to help in promoting health care in young citizenry. ‘Local role models and peers can also play an important role in actively promoting projects, and have the capacity to abate fears or embarrassment that some young men might feel nigh acquire tangled’ (Richardson N, Clarke N. & Fowler C. 2013, p.111).\r\nEducation centres can organise support from such positive role models. Regarding Erikson’s stage of little bigheartedhood, Education Centres provide a social fit where people can meet, communicate and escape the isolation that often results from unemployment. prominent education provides an opportunity for ‘a kind of self- generation concerned with get ahead identity information’. (Erikson 1998 p.67) Apparent to those involved in this field is the presentation of ‘care’ and respect that the adult has for their new learning, a virtue sadly missing from the antipathetic schoolchild of their yesteryears. As retirement age is forced forward and healthcare education promises longer active lives, there is no reason why adult education should not be available to people into their ninet ies. What better way to synthesise rightfulness and despair than using ones wisdom, sharing with others while learning new things. ‘Despair expresses the skin perceptiveness that time is now light, too short for the attempt to start another life and try out alternate avenues…’(Erikson 1963 cited Erikson E.H.& Erikson J.M. 1997 p.113) Adult education might ripe offer an ‘alternate road’. Tutors might also integrate ripened people in the community to come in to the centres to contribute their knowledge.\r\nBronfenbrenner’s Ecological Systems Theory is the scientific study of the emergence of the individual person as they experience the bi-directional influences encountered deep down the various environments throughout their lifespan. ‘ word of honor and emotion’ have been named as mediators for this victimisation and ‘identity and competence’ has been exposit as the ‘outcomes’. (Garbarino and Abramowitz, 1992 cited Graham A. 2013, p.32). Two types of risks to positive convert are identified. These are ‘direct threats and the absence of opportunities’. (Garbarino and Abramowitz, 1992 cited Graham A. 2013, p.32). These risks can be biologic or socio-cultural.\r\nThere is interplay between these two sources and deficits in one source may be compensated by importance in the other. Bronfenbrenner categorised the environment ‘as a nested arrangement of structures, each contained within the next’. (Bronfenbrenner 1977, p.514 ). Adapting terminology from Brim (1975) Bronfenbrenner name calling these structures as microsystems, mesosystems, exosystems, macrosystems and chronosystems. Bronfenbrenners Ecological Theory of phylogenesis\r\n(http://highered.mcgrawhill.com/sites/dl/free/0073378585/660384/san78585_c03_0\r\n72_11)\r\nA Microsystem is ‘the intricate of relations between the growing person and environment in an immediate place cont aining that person’ (Bronfenbrenner 1977, p.514). This includes family, friends, neighbours, school and work. The individual’s development is altered by the beliefs, attitudes, reputation and personality of the various people within these settings, but the individual, according to Bronfenbrenner, is not a ‘passive recipient’ but is ‘ someone who helps construct the settings’. (Bronfenbrenner 1977 cited Graham A. 22013, p. 33). The mesosystem ‘comprises the interrelations among major settings containing the develop person at a particular point in his or her life’. (Bronfennbrenner U.1977,p.515).\r\nThe better interconnected the microsystems, the more consistent the individual’s development is seeming to be. The exosystem is an influence system which contain both formal and informal structures ‘which impinge on or encompass the settings in which the developing person in found’ (Sugarman L.1993, p.11). The ex osystem is an extension of the mesosystems. This refers to a collection of settings in which the individual does not directly interact but which affect him or her nonetheless. This would include the government, checkup system, labour market, mass media and the neighbourhood. Macrosystems, the fourth of Bronfenbrenner’s layers of influence, involves the finishing within which the individual lives ‘carried often unwittingly in the minds of the society’s members as ideology made manifest through usage and practice in everyday life’ (Bronfenbrenner U. 1977 p.515).\r\nThe influence of these customs and beliefs cascade down through all the other systems. The Chronosystem was later added by Bronfenbrenner and is described as a interrogation model that ‘ get tos possible examining the influence on the person’s development of permutes (and continuities) over time in the environments in which the person is living’ (Bronfenbrenner U. 1986a p. 724). These changes are sociohistorical and are considered as happenring within the individual and also within the environment. Changes can be ‘normative’ (school, new relationships, getting a melodic phrase, giving birth) or ‘non-normative’ (divorce, disorder, death).\r\nIn the further education setting, Bronfenbrenner’s theory is useful in implying the benefits of helping invalidate risks that may apply to the student, such un-nurturing home environment, poor interpersonal relationships, violence and the absence of opportunities experienced such as lack of education to date, limited skills, poor job opportunities and lack of self- awareness. Creating experiences where the students can develop intellectually and emotionally through the academic programme as well as teamwork, outings, contemplative practice and empathy building. Bronfenbrenner stresses the value of the inter radio link of the microsystems. inside a South Kerry Youthreach programm e there is typically very poor connectedness between the education centre, the families and the communities. Open years often have few or no parents attending with perhaps moreover a few professionals such as guards, social workers and other education officers crook up to appreciate the work on display. Also anecdotal evidence shows very poor awareness of the programme in the community.\r\nThis centre is working hard at increasing community awareness and unwashed rapport by involving students in topical anaesthetic charity events, community art exhibitions and development of a work experience programme. legion(predicate) second chance education students are angry and aware that they have in some way been failed by structures such as government, medical system, labour market, media and the neighbourhood. sense of the ‘systems’ can be poor and umteen adult students lack the confidence and basic literacy skills to investigate and negotiate these systems. ‘The â€Å"dialogue man” is diminutive and knows that although it is within the power of men to compose and transform in a concrete situation of alienation men may be impaired in the use of that power’ (Friere P. 1975 p.63). Modules such as Communications, SPHE, Personal Effectiveness and Personal and social Skills should perhaps be regarded as a means of increasing this sense of cleverness and knowledge of the ‘exosystem’. Also inviting people who consort power within these systems to come in to centres to talk to the students may help break down barriers and increase awareness.\r\nCultural influences affect how we think, feel and act. In one South Kerry Youthreach centre unconscious belief systems are apparent in casual racial comments and career aspirations (childcare and hairdressing for girls, construction and chemical mechanism for boys) or in some cases, no aspirations of employment at all in keeping with family history. A more favor young perso n might see good group participation as a positive aspiration. However, in one South Kerry Youthreach programme it is reported that during sign interviews, prospective students, when asked how they might ‘get on’ in a group situation tend to perceive this question as ‘are you a trouble-maker?’ and answer that they remember to ignore everyone in the group and just mind their own business believe this to be the ‘correct’ answer. The work of educators here might entail helping to create positive group experience and also help to open doors that might enrich the individual’s life, create an ambience of curiosity and questioning of beliefs, values and culture and introduce positive and varied role models. Overtime, many changes effect the development of the individual.\r\nThis time factor may be within a lifetime, or spanning decades. Often it is a non-normative change such as married breakdown, redundancy or recovery from illness that for ces a re-evaluation and brings a person back to education. Helping the individual cope with change by creating opportunities for new identities and competencies is the work necessitate here.\r\nErikson and Bronfenbrenner, both psychologists, have examined the development of the individual over their lifespan. Although Erickson organises his theory in terms of age related stages, and Bronfenbrenner in systems, incomplete theorist attempts to explain change and development in terms of age only. all told life stage theorists look at the processes that bring about these changes and as Sugarman points out ‘’What we can say about change is determined by our research send off †that is, what we choose to measure, how and why’. (Sugarman L. 1986, p.13). Erikson’s research design studies intrapersonal changes in the individual and explains that these changes occur within particular chronological age groupings, within particular social settings as a result o f the resolution of tensions experienced. However, Bronfenbrenner on the other hand takes a wider socio-cultural view and has researched the changes occurring in the individual within the many ‘settings’, within the many systems in which the individual interacts. He categorised the environment as as consisting of ‘interrelated and nested structures’ (Jordan A., Carlisle O., & plentifulness A, 2008, p.82). Unlike Erikson, Bonfenbrenner has been criticised for paying too minute attention to biological and cognitive factors although he expanded his theory to a bioecological theory later on. Erikson represents the individual’s development as ‘ordered’ and linear whereas Bronfenbrenner’s perspective is one of ‘random’ and multidirectional development. It would, however, be unfair to suggest that Erikson did not take account of the various social and cultural influences that Bronfenbrenner focused on, hence his Ã¢â‚¬Ë œPsychosocial Theory’ . Joan Erikson states that her conserve always held that ‘the individual and society are intricately woven’ (Erikson E.H. & Erikson J, 1997, p.114).\r\nHe attributes psychosocial manifestations to each of his stages and also describes the processes and experiences of the ‘soma’, the ‘psyche’ and the ‘ethos’. (Erikson E.H. & Erikson J, 1997, p.25). However, he has not ‘explicated this flavor of his theory as fully as he did the stages of individual development’. (Sugarman L. 1986 p.84). Erikson defines these social influences quite precisely as the individual’s ‘radius of significant relations’ whereas Bronfenbrenners theory allows for a more individually tailored, contextual approach. Both Erikson and Bronfenbrenner were active into their eightieth decade and remained engaged in critical reflection of their work. Erikson worked on the blueprint for his ninth st age and in 1994, Uri Bronfenbrenner renamed his theory â€Å"bioecological systems theory” to emphasize that a ‘child’s own biology is a primeval environment fuelling her development’(http://www.cmskids.com/providers/early_steps/training/documents/bronfenbrenners_ecological.pdf.) While Erikson’s writing is artistic and literary, Bronfenbrenner’s is scientific and at times political. Bronfenbrenner advocated experiment in a ‘real’ setting as opposed to the traditional research research lab approach, although he did not dispense with the latter(prenominal) as being of use and alludes to ‘the as yet unexploited power of the laboratory as an ecological contrast’. (Bronfenbrenner 1977, p.514) At the centre of both these theories is the individual. These are not opposing theories but two perspectives in search of a similar understanding. Bronfenbrenner himself make this clear ‘A variety of approaches are needed if we are to make progress toward the ultimate goal of understanding human development in context’ (Bronfenbrenner 1977 p.529).\r\nBibliography\r\nBee H., & Boyd D. ( 2003). The Developing Child, 10th ed. Boston: Allyn &\r\nBacon. Bronfenbrenner U. (1977). Toward an Experimental Ecology of Human emergence [Electronic version]. American Psychologist, 32, 513-531. Bronfenbrenner U. (1986). Ecology of the Family as a Context for Human Development: explore Perspectives {Electronic version]. Developmental Psychology, 22, 723-742. Erikson E.H. (1950). Childhood and Society. Middlesex: Penguin Books Ltd. Erikson E.H., & Erikson J.M. (1997). The Life Cycle Completed, extended version. modernistic York: W.W. Norton and Company, Inc. Friere P. (1975). Pedagogy of the Oppressed. Middlesex: Penguin Books Ltd. Graham A. (2012). Psychology of Adult teaching, WIT, 26th March, 2012, Tralee Jordan A., Carlile O., & Stack A. (2008). Approaches to Learning: a Guide for Teachers . Berkshire: Open University Press. Richardson N., Clarke N., & Fowler C. (2013). A Report on the All-Ireland Young Men and Suicide Project. Ireland: Men’s Health Forum in Ireland. Sugarman L. (1986). Life-Span Development: Concepts, Theories and Interventions. London: Routledge. Tennant M. (1997). Psychology & Adult Learning. London: Routledge.\r\nModule: Psychology of Adult Learning Level 6\r\n designation:\r\nCompare and contrast Erikson’s eight stages of psychosocial development with Bronfenbrenner’s Ecological model of Development\r\n'