644 research outputs found
Erik Erikson: Critical Times, Critical Theory
Get PDFThe work and legacy of Erik Erikson are described in this brief outline of his career, his theories, and his impact on psychoanalysis, psychology, history, and the broader culture. His conception of the adolescent task—weaving internal tastes, talents, and values together with elements of one's life history and the demands of one's culture into a coherent identity—has had profound effects on developmental psychology and the way in which sophisticated youth construct and describe their lives. His extension of development through adulthood and old age established the field of life course development. His emphasis on the impact of history and culture on development was a critical element in the developing field of ego psychology. Many of his major contributions can be fruitfully understood in the context of his personal history and individual qualities.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/43955/1/10578_2004_Article_424474.pd
DNA barcoding and its potentials for assessing genetic identity of grapevine cultivars
No full textgrapevine, DNA barcoding, variety identificatio
The Modified Erikson Psychosocial Stage Inventory.
Get PDFA measure of the strength of psychosocial attributes that arise from progression through Erik Erikson's eight stages of development.The Modified Erikson Psychosocial Inventory (MEPSI) is an 80-item, comprehensive measure of psychosocial development based on Eriksonian theory. It was designed to measure the strength of psychosocial attributes that arise from progression through Erik Erikson's eight stages of development. It evolved in response to the apparent lack of a valid and reliable, yet easily administered survey instrument to measure psychosocial attributes in the adult population within the context of Eriksonian developmental theory (See Darling-Fisher & Kline Leidy, 1988 for details of its development). Data supporting its reliability and validity data was published when it was first developed (Leidy & Darling-Fisher, 1995). Over the years, it has been used in numerous research projects in a variety of fields and continues to be requested on a regular basis. The authors are making the MEPSI instrument and its Guidelines for administration and scoring available via this URL to facilitate future research, critique, and revision.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/111746/1/MEPSI.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/111746/3/Darling-Fisher&LeidyMEPSIDevelopment1988.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/111746/4/Leidy&Darling-Fisher, 1995-MEPSI-Reliability&Validity.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/111746/5/MEPSIGUI010.pdfDescription of MEPSI.pdf : MEPSI InstrumentDescription of Darling-Fisher&LeidyMEPSIDevelopment1988.pdf : Publication describibg the Developemtn of the MEPSIDescription of Leidy&Darling-Fisher, 1995-MEPSI-Reliability&Validity.pdf : Article describing the reliability and validity of the MEPSI in diverse samplesDescription of MEPSIGUI010.pdf : Guide for administering and scoring the MEPS
What Was Lost
No full textNearly a decade ago, What Was Lost: A Christian Journey Through Miscarriage was written as a personal and pastoral response to a dearth of Christian resources for a loss that is complicated emotionally, communally, and spiritually. Awareness has increased over the past ten years, but persons continue to struggle to find faithful honoring of a common but often unspoken grief (nearly one in four pregnancies will end in miscarriage). In this workshop, author Elise Erikson Barrett will facilitate a conversation about how the church accompanies women and families who have lost pregnancies
The social construction of meaning : Reading Animal Farm in the classroom
Get PDFThe novel, it has generally been assumed, was from its very beginnings a literary form designed to be read by solitary, silent individuals. One consequence of this assumption is that the class novel, read amid all the noise and sociality of the classroom, tends to be treated as a preparation formore authentic, private reading, or even as poor substitute for it. This essay argues that the history of novel-reading is more complicated and more varied than has been assumed; it goes on to explore, through the story of a single lesson, the possibilities for meaning-making that are the product of particular pedagogic practices as well as of the irreducibly social process of reading the class novel
A study to identify the degree of socialization skills of students with learning disabilities
Get PDFPlan BThe purpose of this study had three parts. First, to analyze the writings of the developmental theorists Erik Erickson, Jean Piaget, and Lawrence Kohlberg. Second, to analyze the research on the relationship between students with learning disabilities and social skill deficits and to connect this relationship to Erickson, Piaget and Kohlberg. Third, to provide recommendations for both parents and teachers on how to teach social skills. Research indicates that there is a correlation between students with learning disabilities and social skill deficits. Results from peer ratings indicated that students with LD were rejected more than their non-learning disabled peers. They were also found to be shy, have fewer friends, be less cooperative and were picked last for activities. Teachers found students with learning disabilities to have inappropriate social skills. Teachers also indicated that students with LD had fewer interactions with peers, and demonstrated withdrawn behavior, distractibility, and hyperactivity
Emily Erikson, Trade and Nation: How Companies and Politics Reshaped Economic Thought
No full textTrade and Nation describes important changes that occurred in the economic literature in seventeenth-century England and explains why these changes occurred in this period. As the author, Emily Erikson, claims, ‘in the 17th century people began to frame and conceptualise economic matters differently. Growth replaced fair exchange as the standard by which economic activity was judged.’ (3). Her overarching argument is that English merchants, attempting to influence state economic policy, ‘bega..
The Roles of Parents Teachers Association in School-Age Children’s Psychosocial Development According to Erik Erikson
Get PDFPeople these days tend to avoid their attention from child’s psychosocial development while it holds serious role for the psyhcological and social development of children to find their true identity in the future. According to Erik Erikson, there are 8 stages of phsychosocial development of human starts when a human being is born to the final stage which is at 65 years old above. In this theory, Erikson emphasizes that every stage holds its importance and that they relate each other. Which means the first stage affects the next stage and so forth. This research is aimed to analyze Erikson’s 8 stages development of psychosocial on school-age children and how parents and teachers should respond and provide suitable treatment for these children.The methodology in this research is literature research where author collects the information about 8 stages psychosocial development from journal, books, reviews, or previous research. From this research, author finds that parents must give proper and suitable parenting style for their child especially during their school periods where child needs support, motivation and stimulus either from parents or teachers or their surroundings through intensive communication. For addition, through this research too, author finds that the ability for teachers to understand these 8 stages will give them the sight to provide more chances for the children to grow well and find their true identity. From this research, we can conclude that either teachers and parents need to cooperatively work together to provides proper and suitable treatment for children’s psychosocial development according to Erikson’s 8 stages development
DUP Murray Horn Silver Camp, 1961
No full textFront l-r Erma Anderson (1st v.c.) Ethel Erikson (Capt.) Ida Gallagher (2nd v.c.) Back Nellie Collinworth (registrar) Erma Yates (historian) Bessie Jacobson (sec) Ann Carter (relics
The identity issue in D.P. McAdams’ and E.H. Erikson approaches
No full textArtykuł porusza zagadnienie relacji między tożsamością narracyjną a tożsamością psychospołeczną. Dan McAdams, przyjmując jako
punkt wyjścia dla swojej koncepcji tożsamości narracyjnej model rozwoju Erika Eriksona, twierdzi, że tożsamość narracyjna rozumiana przez niego jako globalnie spójna historia życia, podobnie jak stabilne zaangażowania,
zaczyna wyłaniać się w okresie adolescencji i późnej dorosłości. Wymienia te same czynniki rozwoju tożsamości co Erikson oraz przypisuje jej analogiczną funkcję integrowania różnych elementów życia. Narracyjne rozumienie siebie umożliwia lepsze ujmowanie zmienności w czasie niż stabilne zaangażowania. W artykule zaprezentowano eksploracyjne
badania nad związkiem między wyłanianiem się tożsamości w obu ujęciach. U badanych adolescentów powierzchowne uporządkowanie
tekstu autonarracji występowało bez związku z podejmowaniem zaangażowań, natomiast wiązało się z wyższą spójnością głównie pod
względem spójności tematycznej opartej na refleksji nad własną osobą. Ponadto opowiadania w niewielkim stopniu zawierały przyczynowe
rozumienie zmiany (nawet u osób z silnymi zaangażowaniami). Na podstawie przedstawionych przesłanek wysunięto tezę, że w toku rozwoju w pierwszej kolejności kształtuje się powierzchowna i konwencjonalna
organizacja autonarracji, a dopiero później jej struktura zaczyna się opierać na refleksji nad własnym życiem. Przypuszcza się, że jakkolwiek funkcja integrująca życie jednostki jest wspólna dla obu ujęć tożsamości,
to zawieranie zmiany osobowej w autonarracjach jest związane z osiągnięciami rozwojowymi bardziej zaawansowanymi niż nabycie
stabilnych zaangażowań.The article investigates the relationship between narrative and psychosocial identity. Dan McAdams’ point of departure for his concept of narrative identity is Erik Erikson’s developmental model, based on whih he states that narrative identity as a globally coherent life story begins to emerge in adolescence and early adulthood. He refers to the same developmental factors as Erikson and stresses an analogical function: the integration of different elements of life. On the other hand, narrative self-understanding allows to include a personal change in time better than stable commitments. The aforementioned premises inspired exploratory research on the relation of emerging life commitments and global coherence of self narratives. Examined adolescents constructed superficial coherent autonarratives without any relation to commitments, although commitments were positively related to thematic coherence based on self-reflection. Causal understanding of personal change was rarely included in the stories (even by people with strong commitments). The author argues that it is likely that at first there develops the conventional and superficial organization of an autonarrative whih is then structured on the reflection of someone’s life. Although the integration of one’s life is common for both approaches to identity, understanding a personal change is probably more related to further developmental achievements than stable commitments
- …
