|
Erikson vs Freud Erikson and Freud are two names that one cannot miss while talking about psychology. Sigmund Freud is called the father of psychology. In terms of theories, Freud is known for his psychosexual theory, and Erikson is known for his psychosocial theory. Though both believed that personality develops in a series of predetermined stages, both of them have different explanations. While Freud based his
theory on sex, Erikson did not give much importance to the sexual drive of an individual. On the other hand, Erikson focused on identity. Freud believed that an individual’s identity developed during adolescence. Erikson believed, however, that an individual’s identity developed and evolved throughout a person’s life. Unlike Freud’s thoughts that maturation had
an important role, Erikson placed more importance to the cultural demands on a child. Freud’s psychosexual theory talks about different stages of development like: Oral stage, Anal region, Phallic Stage, stage of Latency, Genital Stage. Erikson’s psychosocial theory also talked about different stages like: Trust vs. Mistrust, Autonomy vs. Doubt, Initiative vs. Guilt, Industry vs. Inferiority, Identity vs. Role Confusion, Intimacy vs. Isolation, Generativity vs. Stagnation, and Integrity
vs. Despair. According to the Oral stage, (from birth to one year), a child’s primary source of pleasure is through the mouth by sucking, tasting, and eating. Erickson says that it is a period (Trust vs. Mistrust) when children try to learn to trust and mistrust their caregivers. In the Anal stage (1 to 3 years), a child
gains a sense of mastery by controlling bowel and bladder movements. However, Erikson says it is a period (Autonomy vs. Doubt) when children develop self-sufficiency by controlling activities such as eating, toilet training, and talking. In the next stage of Freud’s Phallic stage (3-6 years), the libido’s energy focuses on the
genitals, and they begin to identify with their same-sex parent. To Erikson, however, it is a period of Initiative vs. Guilt where a child begins to take more control over their environment. During the ages of 7 to 11 years, Freud’s Latent Period says that the libido energy is suppressed and children focus more on school, hobbies, and friends. Erikson’s Industry vs. Inferiority stage says that a child develops a sense of competence. Coming to the Adolescence stage, Freud’s Genital
Stage says that it is a period when children look for romantic relationships. Conversely, Erikson’s Identity vs. Role stage says that it is a period when a child develops a personal identity.
In adulthood, Freud only talks of a single stage called Genital Stage which he says would last all through life. However, Erikson has divided this Adulthood stage into three. Intimacy vs. Isolation is a stage when an adult explores romance. The Generativity vs. Stagnation stage is when middle-aged
adults have a sense of the society, and the Integrity vs. Despair stage talks of older adults.
Summary: 1.Freud is known for his psychosexual theory, and Erikson is known for his psychosocial theory.
2.Unlike Freud’s thoughts that maturation had an important role, Erikson placed more importance to the cultural demands on a child.
Loading... Email This Post : If you like this article or our site. Please spread the word. Share it with your friends/family. Cite
APA 7
S, P. (2011, April 5). Difference Between Erikson and Freud. Difference Between Similar Terms and Objects.
http://www.differencebetween.net/science/difference-between-erikson-and-freud/.
MLA 8
S, Prabhat. "Difference Between Erikson and Freud." Difference Between Similar Terms and Objects, 5 April, 2011, http://www.differencebetween.net/science/difference-between-erikson-and-freud/.
- Last updated
- Save as PDF
Page ID24592
 | Name of Stage | Descriptions of Stage |
|---|
| Oral Stage
| The oral stage lasts from birth until around age 2. The infant is all id. At this stage, all stimulation and comfort is focused on the mouth and is based on the reflex of sucking. Too much indulgence or too little stimulation may lead to fixation.
| | Anal Stage
| The anal stage coincides with potty training or learning to manage biological urges. The ego is beginning to develop in this stage. Anal fixation may result in a person who is compulsively clean and organized or one who is sloppy and lacks self-control.
| | Phallic Stage
| The phallic stage occurs in early childhood and marks the development of the superego and a sense of masculinity or femininity as culture dictates.
| | Latency
| Latency occurs during middle childhood when a child’s urges quiet down and friendships become the focus. The ego and superego can be refined as the child learns how to cooperate and negotiate with others.
| | Genital Stage
| The genital stage begins with puberty and continues through adulthood. Now the preoccupation is that of sex and reproduction.
|
| Name of Stage | Description of Stage |
|---|
| Trust vs. mistrust (0-1)
| The infant must have basic needs met in a consistent way in order to feel that the world is a trustworthy place.
| | Autonomy vs. shame and doubt (1-2)
| Mobile toddlers have newfound freedom they like to exercise and by being allowed to do so, they learn some basic independence.
| | Initiative vs. Guilt (3-5)
| Preschoolers like to initiate activities and emphasize doing things “all by myself.”
| | Industry vs. inferiority (6- 11)
| School aged children focus on accomplishments and begin making comparisons between themselves and their classmates
| | Identity vs. role confusion (adolescence)
| Teenagers are trying to gain a sense of identity as they experiment with various roles, beliefs, and ideas.
| | Intimacy vs. Isolation (young adulthood)
| In our 20s and 30s we are making some of our first long-term commitments in intimate relationships.
| | Generativity vs. stagnation (middle adulthood)
| The 40s through the early 60s we focus on being productive at work and home and are motivated by wanting to feel that we’ve made a contribution to society.
| | Integrity vs. Despair (late adulthood)
| We look back on our lives and hope to like what we see-that we have lived well and have a sense of integrity because we lived according to our beliefs.
|
| Name of Stage | Description of Stage |
|---|
| Sensorimotor Stage
| During the sensorimotor stage children rely on use of the senses and motor skills. From birth until about age 2, the infant knows by tasting, smelling, touching, hearing, and moving objects around. This is a real hands on type of knowledge.
| | Preoperational Stage
| In the preoperational stage, children from ages 2 to 7, become able to think about the world using symbols. A symbol is something that stands for something else. The use of language, whether it is in the form of words or gestures, facilitates knowing and communicating about the world. This is the hallmark of preoperational intelligence and occurs in early childhood. However, these children are preoperational or
pre-logical. They still do not understand how the physical world operates. They may, for instance, fear that they will go down the drain if they sit at the front of the bathtub, even though they are too big.
| | Concrete Operational
| Children in the concrete operational stage, ages 7 to 11, develop the ability to think logically about the physical world. Middle childhood is a time of understanding concepts such as size, distance, and constancy of matter, and cause and effect relationships. A child knows that a scrambled egg is still an egg and that 8 ounces of water is still 8 ounces no matter what shape of glass contains it.
| | Formal Operational
| During the formal operational stage children, at about age 12, acquire the ability to think logically about concrete and abstract events. The teenager who has reached this stage is able to consider possibilities and to contemplate ideas about situations that have never been directly encountered. More abstract understanding of religious ideas or morals or ethics and abstract principles such as freedom and dignity can be considered.
|
| Name of System | Description of System |
|---|
| Microsystems
| Microsystems impact a child directly. These are the people with whom the child interacts such as parents, peers, and teachers. The relationship between individuals and those around them need to be considered. For example, to appreciate what is going on with a student in math, the relationship between the student and teacher should be known.
| | Mesosystems
| Mesosystems are interactions between those surrounding the individual. The relationship between parents and schools, for example will indirectly affect the child.
| | Exosystem
| Larger institutions such as the mass media or the healthcare system are referred to as the exosystem. These have an impact on families and peers and schools who operate under policies and regulations found in these institutions.
| | Macrosystems
| We find cultural values and beliefs at the level of macrosystems. These larger ideals and expectations inform institutions that will ultimately impact the individual.
| | Chronosystem
| All of this happens in an historical context referred to as the chronosystem. Cultural values change over time, as do policies of educational institutions or governments in certain political climates. Development occurs at a point in time.
|
How does Erikson's theory differ from Freud's?
Erikson's psychosocial development theory emphasizes the social nature of our development rather than its sexual nature. While Freud believed that personality is shaped only in childhood, Erikson proposed that personality development takes place all through the lifespan.
What was one of the ways Erikson's theory differed from Freud's theory quizlet?
In what two ways does Erikson's theory differ from Freud's? Erikson's stages emphasize family and culture, not sexual urges. Erikson recognizes adult development, with three stages after adolescence. What is the basic idea of behaviorism?
| 
