We come to uh Eric Ericson. Uh he developed the psycho social uh development. He uh is uh is the the only person after PI shade and all that he developed what we call a life span of developmental psychology. Then notice that uh most of the theorist or most of the what most of the research uh researchers we discussed they all what they all have what have the credentials like what PhD food professor you know that type of thing and uh quite oddly Ericson never He never went beyond high school. Yet he made it all the way up the academic ladder to a professorship at Harvard. Can you believe that? Okay. Now, because he lacked formal training, he is not so devoted to the usual academic traditions in psychology. However, it said well this is good because well his point of view is quite universal making mixing Freudian language with what anthropological considerations. Some may regard his orientation as more philosophy than science. But unlike others who have wandered away from psychological science toward philosophy, okay, some of Ericson's concepts have received significant scientific support. So you see this he is so unusual. He was never went beyond high school but of course he received special training. I will what come to that very soon and uh he was a a loyal uh follower of Freud and at some point in time he belonged what to Freud's inner circle because of what Freud's daughter and a Freud okay but then anyway despite his devotion to Freud his basic concepts are highly original and drawn from the common language you know because of what he what he's not a trained in the uh an academic in psychology. Okay. So, so uh his common languages rather than uh uh what he joined from common languages rather than psychological or jargon. So this inclination makes his ideas not well related to most of the other theorist concept because well because of his body he's not one an academic in psychology. So his most creative idea, one for which he will always be known is the identity crisis. I will spend time on this later on. Okay. It is the vehicle upon which he wrote into a personality territory that was virtually unexplored by other theorists including the famous Gordon Or was Ericson more than anyone else who popularize the idea that personality development does not end with other lessons. So it was one Ericson in contrast to other theorists who detailed personality development during the adult years. All right. And then later on you will see that Ericson was elaborate three stages of adult development. So he was he's considered to be what? A lifpan psychologist. Okay. Despite his lack of credential, lack of a PhD. All right. Now back into uh 1927 if I remember correctly and Freud and Freud asked what Ericson if he would be interested in becoming a child analyst. Now even though Erikson was unfamiliar with this new specialy he was one intrigued thoroughly intrigued and he agreed to undergo what training analysis with end of Freud so very soon then what he was drawn into what Freud's inner circle all right so that is what that Ericson. Now, now here uh after he left Germany, he came to the state. Okay. And then what he specialized, well, he specialized in what? Child what? Child psychiatry or being a also being a therapist, right? And by 1960 he was so well known and respected that he was appointed professor of human development and lecturer in psychiatry at Harvard. All right at Harvard it is and what considered to be an extraordinary development in view of his non-existent academic credentials. No be piece right so uh now uh so that's what that is really remarkable isn't it okay so this is what this is atlas concept of striving from inferiority to superiority because Ericson was never comfortable at Harford knowing that what all of his next door neighbors. Our next door neighbors like what uh uh Skinner and Gordon you know all those famous names. So he admitted that well he was not comfortable sitting among those voluuminaries right. So so Ericson was very humble okay very humble yet very very bright okay so uh Ericson he was well loyal to Freud. Okay. And there is no question whatsoever he is what devoted to Freud. I haven't read everything Freud wrote including even his correspondence. Right? And then Ericson could not resist citing Freud at every possible opportunity. Okay. He considered Freud to be a great leader. All right. So he's very good. Okay. And he felt ob obligated to dig in for what seemingly appropriate citation of Freud with each mention of his own original ideas. Ericson's own original ideas. Now in in fact people people have observed that he was in the habit of giving of giving Freud credit for some of his own personal ideas that that can be traced to Freud only with considerable stretch of what the imagination. All right. Now, now take a look at what Erikson's theory as a whole. Okay? And you will learn what you will learn his theory theories later on. Okay? He want remember Freud Freud Freud central was central idea is what sex and libido you know sex energy psychosexual development. Ericson, on the other hand, deemphasizes sexual motivation in favor of the quest for identity. Okay. The unconscious Freys unconscious takes the back seat to the ego which in Ericson's hands becomes molded into a form of the self herself. The silver eagle becomes more the conventional cons conscience our conscience. Okay. So he was what more concerned with people's mission in life as if as it evolves through the lifespan than their struggles with unresolved traumas of childhood. Remember Freud W used to say the child is the father of the man and if you understand what the person's childhood you understand perfectly the adult character or the other personality. All right. So uh uh so in short despite the homage frequently what a paid freight Ericson's point of view is highly original okay totally original okay so let's take a look at what Ericson's what psych psychosocial stages of emotional and personal development So somehow what somehow he uh his theory and what his theories are what also considered by personality theories right? So take a look here. So from birth the sixth year this is called what childhood but then he later on what he will divide that into what several stages that develop childhood the first birth to two years that is infant zero to two that PH what sensory motor and what Freud's one or stage So, so this is what this is a stage of trust versus mistrust and the resolution of these two opposite PS resulted in hope. What is hope? An outlook on life. Whether life or life is seen as predictable, orderly as a as a result of trust or suspicious fearful of his unpredict unpredictability as what? As a result of the development of one of mistrust mistrust. All right. during the infancy remember what P is what P sensory motor and also the brain the the infant's brain is not what well formed at that time and remember what we discussed what we discussed the what uh sensory pursuit child what the child will follow moving object for 50 times or 100 times because each time is considered to be new because memory or memory trace uh memory traces cannot be formed at such a young age. Right? But then as the child grows as the infant the baby maybe I love the name baby anyway as the baby grows older. Remember what P mentioned what object permanence that means what people exist even though they are gone even though they cannot see them. Examp for example uh young baby when was say after uh after after feeding breastfeeding put the baby back onto the crib and the mother leave the room most of them baby will cry a mother because well at that time the baby thought that mother would never return it's a bit out of sight out of mind but then there Soon after what after well a lot of experiences with this here the infant the infant realizes that ah mother I cannot see mother mother is gone but then she will come back later on. So that what that that here that will what introduce what the formation of trust. So the baby or the baby kind of what trust okay that mother will what will return. So the outlook here the outlook on life is what predictable order right mother's gone but don't worry she will come back okay she will come back okay so so here but then if if somehow the mother is not what is not a trustworth person forgets about the baby or you know somebody will leave the baby in the car during what hot summer day that type of thing that that the child what will develop a sense of mistrust suspicious fear of unpredict unpredictability I have no idea if mother would come back or not all right So, so here infancy this is a this is a stage of total dependence on on the primary care taker. Of course, most time is the mother. Okay, primary care taker. So here the positive out outcomes will be the infants need the infant's need for nourishment care familiarity are met parental responsiveness and consistency will work will contribute to a sense of trust. So great emphasis is placed on the need for affectionate physical contact and comfort during feeding and other child while rearing activities. Now, recent research studies have indicated that it is a very very good idea for what the parents to take off their clothes when holding the baby to allow for skin to skin contact. Okay. And what would uh lots of research what studies have been done in this regard knowing that that will what give the baby what comfort as well as what giving also giving the parents a even more comfort. Okay. Now uh uh and hence providing or emphasizing or imparting a sense of trust to the baby and also I mentioned that if the parents make parents make skin contact with the infant positive effect of course on both but more so more so positive effect on the parents. There is like this one when what say uh when you hug somebody hug I mean a real hug with love the person being hugged will feel of course feel what feel comfortable feel what feel love but then without realizing that what it is you when you hug someone the effect positive effect will be more for you and more on you than on the one being hug. You see my point? Okay. Now from this perspective we will have to uh look at what pos sometime the positive psychology we can actually act and then what we we act we take initiative and we will what we will be what benefited we receive all the benefit of all our positive moods. All right. Now, so object permanence that is an important concept. Okay. Most babies will develop this here. Okay. So that what leads to what the development of trust. So it is very important for parents to uh to realize that predictability and then orderliness they are very important in the child's life. Okay. So here uh the great emphasis I mentioned again is what plays on feeding, sucking, biting, jeweling that is the quality of nurture, the quality of care and what affection that go into feeding, cuddling, bathing and trusting the child. All this will what help the child to develop what feelings of trust or mistrust. Is that right? So, so Ericson stresses the need for affectionate physical contact and comfort during what? Feeding like the warmth, the care, the what the the skin the skin rubbing. Okay. and another child wearing what activities for example of course breast milk is far more preferable than what formula formula the baby is sucking is sucking up what a rubber or synthetic materials that right but then in breastfeeding the baby is in contact with what mother is that eye contact with mother's skin. Okay. Now, so failure to provide one nurturance and care and warmth could result in physical death or psychological death manifested in the form of what? Emotional withdrawal from the world and depression. And we have what? We have a lot of experiments to prove the proof that this is a case. Let's take a look at what Harlow back in 1962 Harlow and Harlow husband and wife remember Harry Harlow he was the what PhD supervisor of Abraham Marlo. Okay. And because what no one wanted to take in a a Jewish student. Right. So at that time what anti- anti-semitism was very strong in one New York. All right. Look at one. Remember we all what we already discussed this but then take a look here. Of course here there were a series of experiment. Okay. But take a look at this one. One here research on surrogate mothers. Okay. Monkeys were raised by two type of substitute mothers. No real mothers are found here. Okay. A warm soft cloth one versus a cold harsh wire one. Both can provide milk in this particular experiment. Then the hollow observed the following. The baby the baby monkeys they were they were able to explore what strange and terrifying situations demonstrated an ability to master their environment and able to make. Okay. However, those monkeys raised by the what the cold, the harsh, the wire or mother, they were were mostly unable to relate this relate this strange or novel object. They will not they would not approach what a strange object or novel object. They manifested behavior reminiscent of schizophrenia and they were unable to make. They were unable to make. So you see here here this one here demonstrated the importance of care. The importance of what? Importance of what? fashionate physical contact and comfort. All right. So, it is advisable, strongly recommended that uh that the mother or the parents take off their clothes whenever possible when they are holding the baby. The skin the skin contact is excellent for the baby and even far better for more better for the baby and excellent for the parents. Okay. All right. So that's what birth to two years at PS motor oral oral means what here that everything is what related to nutrition right. All right. from two years onward. This is the tarta. Okay. The tarta autonomy versus versus shame. The resolution of the two opposite pools will result in what what Erison called will a state of initial independent. Now take a look at positive outcomes here. The greater control of self in the environment as self feeding like toilet training, dressing, parental reassurance, availability of the parent, avoidance of overp protection. So over protection is not good. Okay? customer that will what hamper the sense of autonomy. Is that right? So there must be a balance. Okay. There must be a balance. So here the autonomy here is what it stresses the development of self-control and self-confidence based on encouragement as well as limit setting without rejection and blame for failure to meet demands. So that's to say do not what reprimand the child too much. uh too much here in order to encourage one encourage selfdirection independence individuality and also the beginning of a sense of what identity now autonomy here means the growing sense of self-control self assertion perhaps we could put it that that way I can do it myself so that is to say at this age at At this stage the child is a doer able to control and affect the environment. Okay. Now here at this at this at this age the child can crawl, walk, run and climb. Physical maturation enables them to explore into almost everything. So that's why it is important remember after the uh acquisition of language explosive uh no after the child could walk an explosion in language acquisition but let's talk about what the walking walking enables the child to explode into almost anything. Okay. They what they also learn how to control their bowel, control their bladders. Therefore, what the positive aspect of this period is a fundamental sense of self-direction. Okay, I can do it. I can do it. I'm able to control this. I'm able to affect the environment. Therefore what impart a sense of a autonomy. Okay guys so it is it is good but then however excessive punishment for exploring the house or neighborhood harsh and pative about training and over protection will what part a sense of shame and doubt of an individual's adequacy. All right. So now however during this time two to three years sometimes well a little bit was say older than three years. So so what I'm going to say will be what will be from two and a half to about what four years okay so it overlap what it overlaps this stage. Okay. So here's a stage called what? negativism. You must have heard of well you must have heard of terrible two or terrible three. This is a stage called what negativism by Burton White remember what the Stanford psychologist who wrote the famous book the first three years of life. So negativism what is that we most parents recognize this term okay is it say the the child is a the child is a or the the the toddler is horrible my god what is negativism now the child now from what the century mo to about three years old the child is what or the baby is a is adorable. It is what uh imicable, beautiful. It is what? It is definitely an angel. A tiny little angel. Okay. But then after what? After the child picks up what? Picks up begin to pick pick up language. Remember after the toddler toddler mean the toddler here means the child could walk and the next big thing is what explosive in language acquisition. Therefore the child here the toddler gains a sense of gains a sense of what individualism. Oh, there is something called I and something called they and I am different from they are. So then child will begin to search for individualism. So before that one day the mother when mother says my love it's time to go to bed the baby would what the baby would suck suck what their thumb and then go nicely to sleep during terrible free the child said no my mother said go to bed now no put that down no don't do this no okay don't walk here. No, this is called negativism. Okay. This is what Dr. No at work, right? So, so here it is very difficult to very difficult to deal with what deal with at this age. As a matter of fact, all of us we all go through we have gone through this stage. There are b there are basically three stages of negativism. So allow me to uh go on with this. The first stage terrible three. Okay. The first time the child one understands there is a me child one likes to assert one his or her individuality. I want to do this. You don't tell me what you what you want me to do. I tell myself what I want to do that type of thing. The second stage of negativism occurs at around what? Uh for girls a little bit earlier than boys because what boys were mature a little bit later than girls. All right. So I think this around 16 now because of what we eat uh most of the meat we eat they have what excessive growth or hormones. So therefore what young girls as young as 9 years old now they were thick and have their first period. Okay. Usually it was was 14 16. So, so the second stage of negativism is called what? The rebellious stage or rebellion. Okay, that is what also what we will discuss this later on. The first stage of detachment. Okay, the first stage of detachment. Detach from the parents, detach from the family. That is to say outside friends are far more interesting for far more far more uh how should I say uh far more important than what family members okay so then what at this stage called adolescence at the stage of adolescent we will come to that and the negativism here that what uh adolescence at this stage tend to rebel against their parents. Okay? Whatever the parents want tell them not to do, they will do it. Don't smoke and they go out and what together with what the gang want together in front of the convenience store. They smoke and they do all sort of thing. The parents well have warned them not to. This is the stage of negativism very difficult to deal with. Okay, I'm very sure most of you you are what you are 20 21 okay or 19 some of you okay you must have just emerged from this second stage of negativism okay all right it is important so whoever you play with they have excessive influence on you okay if you stick with a group uh a group of people that are what that are that are good. So so good you become good. If they are bad you are bad. Okay. Now the last stage of negativism for human development will be for women it is what the was menopause. Okay. For men is around 50. Okay. This is called what? Uh what is it called? uh uh uh say craziness. Is that right? Middle age crazy. Okay. Now for for women because of menopause they want their body uh is no long flushed it with estrogen. So they lose what? Women lose the firmness. Okay. in the muscle. They lose what? They lose interest in what? sex and then well uh they what they experience different health problems and they begin to lose bone ass because of what estrogen for men for men at that time what most uh most men at that time they are financially stable okay but then they wanted what they wanted to feel young again. Okay. So you see what a lot of them a lot of them they what they leave their wives and then what they find what they find new love younger love. Okay. Yeah. It was at this stage of middleage crazy. There are several movies on this here. Okay. you I think one one of them is very good an old movie Peter J is an old guy by and great I think and James Stern or I can't remember it's about what middleage crazy the husband the husband what was 50 some years old just to prove it prove his what prove his sexuality to prove his uh manliness okay he bought Porsche. Okay. And he he met beautiful one much younger beautiful women. That type of thing. Okay. So that's the last our third negativism. Most of us most of us we go through these three stages. Right. So that's one negivivism. So when we discuss what positive psychology we want, we should what? We should understand what development, human development and then factor into whatever we learn from human development into what positive psychology than what will be far more successful and successful in discussing it. successful in building measurement scales. Measure uh any what entities any topics in positive psychology. All right. Okay. Early childhood freed six years old that coincides with P's intuitive or pre-operational stage at Freak stage and this is also the onset of what ex uh explosive language acquisition right phallic stage. So therefore you understand why one why why the child is preoccupied with what with bathroom languages preoccupied with what uh with phallic you know that type of thing anyway let's take a look here so here three to six years here we have one initiative versus sense of guilt the resolution of the two polar opposite poles will result in what? Purpose. A sense of healthy purpose. A grow the growth of creativity or of course or what they're up with. Right. So now let's take a look here. Uh the uh pursuing initiative here, pursuing activity for its own sake. Learning to accept without guilt that certain things are not allowed. Imagination, play, acting, uh, adult roles. You often was see that one of kids uh, 36 years old. Testing of personal power through exploration and manipulation of the environment based on encouragement and tolerance rather than over protection from parents or punishment for exploration. So here the the attempt to do things by themselves for the sake of being active and on the move. Okay? And they want at this age they adore heroes doctors, firemen, truck drivers. Now they like to help for example passing tools to what to the father who is working on what the lawnmower lawnmower then highly responsible when you tell them to do this they will do it. Okay they will do it. Now, but then what say when the father is working on the it's trying to trying to to restart the lawn more than then and trying to take it apart child at this age is likely to what to want to help pat on tools and all that. Okay. So then what? Then uh a good father or an understanding father will say, "Oh, thank you so much. You just what? You just pass the right tool to me. You're so good, my boy. You're good." That type of thing. Okay. And uh and the what the child what the child what likes it. This is an encouragement. It to what? Encourage them to take initiative. Okay. To take initiative. Now play is an important form of initiative. Okay. Pretending games are common. Okay? Like what? Role play. Okay. They they they want to play what? Oh, I'm I'm a I'm the policeman. You know that type of thing. Okay. So Ericson calls this per period what the play age. Okay, the play age. All right. So, so play is very important. However, guilt, take a look at guilt here. When not allowed to do things on your own will develop guilt. They may come to believe that what what you want to do is always wrong. Right? That's not good. Okay. So this is the time when the child's identity as a boy or as a girl is maximally what? Maximally affected. Children at this age begin to identify with the appropriate adult and the model or copy aspect of the adults behavior. Now, so this is what the edibus complex that's basically a Freudian what concept that well the boys what the boys usually usually are interested in the mother. Okay. Like well you know Ed is complex and they want the boy want to marry the mother but they were fearful of the father. The father will kill me. Okay. Therefore, what? Therefore, what? There is a rivalry between the boy and the father. So, instead of what? Instead of getting what? Getting killed, the boy what? The boy will identify with the father. The father loves mother. And if I can identify with father and what I will love mother, mother loves father, therefore mother will love me. that type of thing. And you should well you should you should re revisit your first year psychology and you know that it is complex and then of course here there are other concept associated with this crazy what complex. Okay. Uh anyway, girls same girls were usually what interested attracted one uh by the father. Okay. Attached to the father. So there's a rivalry between the mother and the girl. Now so and what the girl psychologically wants to marry the father but knowing that mother would want mother would annihilate her. So, so the girl would simply identify with the mother. Therefore, what daddy loves mother and I identify with mothers therefore daddy would love me and mother will love me. That that kind of thing, right? So, that's unusually totally freed. All right. And uh now uh at this time here the punish or ridicule of such expression of inner feelings uh would rather what would render the child with strong feelings of guil concerning the child's identity. So here I'm talking about what talking about a child initiative. Okay. and Ericson called what called this time the play age. Now remember what the intuitive or pre-operational cognitive stage what here okay children are full of fantasies free associations no and they like to play hysterically hysterically funny over the bathroom languages here phallic stage so arrison warned that let's not move too far in the direction of early formal education for children during this age. Okay. Uh for fear that what it may serve to inhibit the child reduce a sense of healthy purpose and constrain the growth of creativity. So they said well this is everything one but let's not to move too far into formal education let them play okay let them play because what children at this age here they are very creative remember intuitive preoperational for the fantasy let them play it play out they want fantasy make believe play right that type of thing. All right. 6 to 12 years old. So this a bas 7 71 concrete operation this called the juvenile period by Ericson and it it coincides with my concrete operation and then froze latency phase when the child is least sexually preoccupied no sex here like dormant. Sex is dormant. Now remember in this case here the child is very good with anything concrete like what like anything what anything with rules. The child is good at learning all that. Okay. Playing games. Okay. Playing games. Uh anything with Bruce. play by board games, sports, and musical instrument all that. Remember what? Remember my earlier example of what intelligence uh at this what at this stage when we at when a child engages in sports say baseball within what just one second the child has to make so many decisions and the child what has to adjust the body so many times. in order to achieve hitting the ball. So this type of what this type of mental ability uh no school no classes no textbook will teach is highly alike. So at this time 6 to 12 or 7 to 11 years old let the child what learn concrete things. Let a child be diligent in doing that industry versus one inferiority. It means one difficult difficult one in doing thing and therefore what uh when the now here the child one ability to cope with school neighborhood and home environment leads to a growing sense of competence. All right. So here the child what the child actually desires to do what? To do productive work. Okay. Here what the discovery of pleasure in perseverance and productivity neighborhood school and peer interaction become what increasingly important. All right. And they are interested in how things work because of concrete operation and how they ought to operate. So they learn concrete things. All right? So here when the child when the child what when the child s senses that what I have my or I'm able do what I'm able to cope with everything here school neighborhood home environment my friends you know that type of thing all these all these lead to a growing sense of competence okay a general sense of personal mastery. All right. Then what here uh and of course here the child what the child wants what wants what recognition of progress. Okay. Wants recognition of success. Now difficulty in whatever I have just said will lead to a sense of inferiority. Okay, that what lack of what? Personal mastery, right? So that's not that's not good. Okay, here an open classroom that's just doing instead of listening will benefit the child. Okay, because one at this stage concrete operation the cognitive development is at this stage here. Okay. So let's not uh go into what abstract materials. Okay. Everything has to be what? Concrete. Okay. All right. Now all in all children at this age group begin to attend school. They begin to develop many school oriented skills. They also they also develop a general sense of personal mastery. Okay. like they could swim, they could ride a horse, they could sail the boat, they could ski, they could gam, they could fiddle, play guitar, play baseball, soccer, basketball, you know, that type of thing. Now according to Robert White famous psychologist he said his notion of competence motivation is a universal attribute of humans and other species. It is an inborn desire or inborn drive to master the environment. So, so this is called the competence motivation. Okay, both of us want we have this drive. Okay, we have this drive. So, personal and emotional development at this stage take place largely in schools. All right, so this is what that's why school is of paramount importance. It is important for elementary schools to move away from road to learning and passive listening toward more open active classrooms. Okay, that open classroom means what they're doing instead of listening. The active school will do much to promote the students what sense of personal mastery. All right. So is what doing at that stage is one more important right. It is more important other lessons other lessons I will continue from this point on in uh the next video. All right. Okay. It is what? It is now what too long for the video. Okay.