Erik Erikson and his Theories

Erikson was born in 1902 in Frankfurt Germany of Danish p arnts. He was not a peculiarly good student and disliked the formal school atmosphither. As was common for many of the y surfacehs of his day, instead of going to college after tall school, he traveled Europe for a year in search of "himself." He later referred to this period of metre as a moratorium, a period during which young people hold up time out to try to find themselves (Coles, 1970).

He eventually began to find his interest when he was invited to teach children at a school in Vienna founded by Anna Freud and Dorothy Burlingham, where he took up the survey of psychoanalysis. Shortly after this, he was married and assay to settle down only to be forced out of Europe as Hitler rose to power. Moving to Boston, he became the city's archetypal child analyst. Not content to settle down, he travel to take a position at Yale, then he go again to South Dakota in order to study the Sioux Indian culture. He then moved again to San Francisco to regain his clinical practice defecateing with the University of California. He found time while he was here to study yet other Indian culture in California. In studying the parallels amidst the lives of normal children and the lives of children from different cultural contexts we see that Erikson was looking into areas that Freud had not. In

Glazer, C.A. and J.B. Dusek. (1985). The relationship between

This vagueness may explain why a great deal of empirical research was wearisome to develop. This began to be remedied by the late sixties when measures of different individualism states were developed (Marcia, 1966). As more empirical research does develop, it becomes seeming that Erikson's theories have the ability to generate good empirical research. However, as with any theoretical paradigm, it must be remembered that there are certain exceptions to every ideology, and like Freud's, may be semiprecious in accessing human nature and perceptions.

REFERENCES

1949, he came into conflict with the University and moved back to Massachusetts, where he work ated and eventually took a professorship at Harvard, where he has been since 1960 (Crain, 1980).

theory: The repetition of existential and instrumental

Coles, R. (1970). Erik H. Erikson: The Growth of His Work.

Freud wrote that the resultant of the Oedipal conflicts were followed by a period of libidinal inactivity that he called the Latency Stage. Erikson, on the other hand, maintains that this stage is a critical one for ego growth. The crisis at this stage is Industry vs. Inferiority. At this stage children forget their past hopes and wishes and instead focus on learning the useful skills and tools of the wider culture. Here Erikson put his study of nonliterate societies to use as he pointed out that children in such societies learned how to fish and hunt while in late technological societies children focus on going to school to superscript reading writing and mathematics (Erikson, 1950, pp. 25960). In both cases the work is meaningful to the society. In this stage the children develop the ego to work within society and to form peer relationships. The danger here that makes up the crisis is that of having an excessive feeling of inferiority due to failures in the classroom or playground. It is here that the child's teachers and caregivers shou
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