Read the following case study and Apply Erikson’s theory of psychosocial development on the case study to explain factors that influence Sharifa’s personal and social well-being. Your essay should discuss the following stages: Correct in-text and end-of text referencing
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• Trust vs. Mistrust
• Autonomy vs. Shame and Doubt
• Initiative vs. Guilt
• Industry vs. Inferiority
• Identity vs. Role Confusion
Sharifa was born when her mother was only 15 and unmarried. These were difficult times for all concerned. For part o the time her mother left Sharifa with her own mother (Sharifa’s grandmother) as she had to go out to work to sustain herself and her new child. This was not easy for Sharifa’s grandmother, who worked part time, still had other school-going children of her own and was unhappy about having another baby to look after. The result was that sharifa frequently had to go to other temporary caregivers. In addition, her temperament was uneasy. She was fretful, cried a lot, and was difficult to feed and look after in the first two years of her life, therefore , sharifa experienced inconsistence . constantly changing patterns of caring. Later, whether it was by her own mother, her grandmother, or other caregivers, she was often scolded or treated with impatience as she grew into her early childhood, she became anxious and clingy, frightened to explore her world, and uncertain of her relationship.
When sharifa was nearly five years old, her mother married and moved to a home of her own. Her mother was happier and Sharifa began to settle into a more stable relationship with her mother and her new father. Nevertheless, when she started school a year or so later, she was still very anxious and unsure of herself. She was fortunate to have understanding, caring and creative teachers through primary school. Gradually she started coming out of her shell, she slowly gained confidence as she was encouraged and affirmed in activities like reading, writing and math. She was also a good runner and so she found herself doing well in a variety of sports. While she had been withdrawn and had not found it easy to form friendships to start with, other children began to want her on their ‘’team’’, which helped her to feel accepted. As she progressed through her primary years, she became more confident child, she also had setbacks. Mostly, she continued to do well in her schoolwork, especially in math and science, where her ability to think in abstract terms became evident. Her teachers in these areas were supportive and encouraged her. However, her peer relationship was not easy. She formed few lasting relationships in her early adolescence and appeared to unable to stick to one group or another among her peers. At 16 years she became involved for a period with antisocial group of drinkers and marijuana smokers. Her parents, especially her mother was very harsh and unforgiving about this. As a result, this time was associated with severe conflict with her parents. The quality of her schoolwork declined, and she became progressively more withdrawn, sullen and unhappy. fortunately, the school had a student counsellor who was good and who, over a long period of time helped her and she finally left this group and set some goals for herself for a career within her reach.
Now in her final year of school, she is actively working towards these goal, her work has improved, and she has formed two friendships with the girls of similar interests. While her relationship with her parents is still fragile, it is a little better. Although her developmental path from now on is unknown. It is nevertheless hopeful in many aspects.
Sharifa’s life can be analyzed using Erikson’s theory of psychosocial development. The first stage, Trust vs. Mistrust, is evident in Sharifa’s early years when she had inconsistent caregiving and was often scolded or treated with impatience. This lack of consistency led to Sharifa developing a sense of mistrust in the world around her, making her anxious and clingy.
Moving on to the second stage, Autonomy vs. Shame and Doubt, Sharifa’s anxiety continued as she grew older and started school. She was still unsure of herself and struggled with forming friendships. The support and encouragement from her teachers helped her gain confidence and slowly start to believe in her abilities.
The third stage, Initiative vs. Guilt, is seen in Sharifa’s involvement with an antisocial group during her adolescence. This period was marked by conflict with her parents and a decline in her schoolwork. However, with the help of a student counselor, she was able to set goals for herself and break away from the negative influences in her life.
Moving on to the fourth stage, Industry vs. Inferiority, Sharifa’s ability to excel in math and science and her success in sports allowed her to feel a sense of accomplishment. However, her struggles with forming lasting relationships and the conflict with her parents still affected her self-esteem.
Finally, in the fifth stage, Identity vs. Role Confusion, Sharifa is currently in her final year of school and actively working towards her goals. She has formed friendships and is improving her academic performance. While her relationship with her parents is still fragile, there is hope for a positive outcome in the future.
In conclusion, Sharifa’s personal and social well-being has been influenced by the experiences she has had throughout her life. By applying Erikson’s theory of psychosocial development to her case study, we can understand how factors such as inconsistent caregiving, lack of trust, anxiety, conflict with parents, and struggles with identity formation have shaped her development. It is important for individuals like Sharifa to have access to supportive relationships and resources to help overcome challenges and work towards a positive future.