How trauma negatively impact learner's development in School Age Stage according to Erikson
According to Erikson's theory of psychosocial development, the School Age Stage, which typically occurs between the ages of 6 and 12, is characterized by a focus on developing social skills, mastering new skills and tasks, and forming a sense of competence. Trauma experienced during this stage can have negative impacts on a learner's development in several ways:
1. Trust and Autonomy: Trauma can undermine a learner's sense of trust and autonomy. If a child experiences trauma, such as abuse or neglect, they may struggle to trust others and feel a sense of control over their own lives. This can make it difficult for them to form positive relationships with teachers, peers, and other school staff, as well as hinder their ability to engage in independent decision-making.
2. Competence and Industry: Trauma can impact a learner's sense of competence and industry. If a child has experienced trauma, they may develop a negative self-image and a lack of confidence in their abilities. This can lead to lower academic achievement, reduced motivation to learn, and a decreased willingness to take on new challenges. They may also struggle to engage in school activities and feel a sense of inferiority compared to their peers.
3. Social Skills and Peer Relationships: Trauma can hinder the development of social skills and peer relationships. Children who have experienced trauma may exhibit difficulties in forming and maintaining friendships, as well as struggle with emotional regulation and impulse control. They may have difficulty understanding and interpreting social cues, leading to misunderstandings and conflicts with peers. This can result in social isolation and a sense of alienation from their peer group.
4. Emotional Well-being: Trauma can have a significant impact on a learner's emotional well-being. Children who have experienced trauma may exhibit symptoms of anxiety, depression, and post-traumatic stress disorder (PTSD). These symptoms can interfere with their ability to focus, concentrate, and engage in learning activities. Trauma may also manifest in disruptive behavior, which can disrupt both their own learning and the learning of others.
5. Identity Formation: Trauma can disrupt the process of identity formation in the School Age Stage. Children who have experienced trauma may struggle with self-identity, self-esteem, and self-worth. They may have difficulty understanding their place in the world and their own values, which can hinder their engagement with school, personal growth, and exploration of their interests and talents.
Overall, trauma experienced in the School Age Stage according to Erikson's theory can have profound negative effects on a learner's development, leading to difficulties in trust and autonomy, competence and industry, social skills and peer relationships, emotional well-being, and identity formation. It is crucial for educators and professionals to be aware of these potential impacts and provide appropriate support and interventions to promote the healing and development of traumatized learners.
According to Erik Erikson's psychosocial development theory, the school age stage (between 6 and 12 years old) is focused on the development of a sense of competence and a sense of industry. However, trauma can significantly impact a learner's development during this stage. Here's a step-by-step breakdown of how trauma can negatively impact a child's development in the school age stage according to Erikson:
1. Trust vs. Mistrust: During infancy, a child develops a sense of trust in the world and in their caregivers. Traumatic experiences can disrupt this sense of trust, making it difficult for the child to form healthy relationships and trust others. This lack of trust can affect their ability to connect with teachers and peers, hindering their learning and social development.
2. Autonomy vs. Shame and Doubt: In the toddler stage, children develop a sense of autonomy and independence. Trauma can undermine this development, leading to shame and doubt in their abilities. They may become hesitant to take risks, question their competence, or struggle with low self-esteem, which can affect their motivation, engagement, and willingness to participate in classroom activities.
3. Initiative vs. Guilt: In the preschool years, children are eager to take the initiative in their learning and play. Trauma can cause feelings of guilt, self-blame, and shame, preventing them from feeling confident in their abilities to explore and learn. This can lead to a reluctance to participate in academic tasks or engage in social interactions, hindering their educational progress.
4. Industry vs. Inferiority: In the school age stage, children strive to achieve a sense of industry and competence. Trauma can diminish their belief in their abilities and lead to feelings of inferiority. They may compare themselves unfavorably to their peers, struggle with academic tasks, or feel incompetent, ultimately impacting their motivation, self-esteem, and overall academic performance.
5. Identity vs. Role Confusion: During adolescence, individuals are focused on developing a sense of identity and exploring different roles. Trauma in earlier stages can disrupt the development of a positive self-identity, leading to confusion, lack of direction, or an ongoing struggle to form a coherent sense of self. This can hinder their ability to make informed decisions about their education and future.
It's important to note that the impact of trauma can vary depending on the individual, the nature and severity of the trauma, and the available support systems. Seeking appropriate professional help and creating a safe and supportive environment at school and at home can play a crucial role in helping children recover from trauma and continue their development.
To understand how trauma can impact a learner's development in the School Age Stage according to Erikson's theory of psychosocial development, we need to explore Erikson's theory first.
Erik Erikson proposed a theory of psychosocial development which outlines eight stages individuals go through from infancy to late adulthood. Each stage represents a particular psychosocial conflict that an individual must resolve in order to successfully advance to the next stage.
The School Age Stage, which occurs from around 6 to 12 years old, corresponds to Erikson's fourth stage of development, known as "Industry vs. Inferiority." During this stage, children are eager to learn and develop new skills and competency. They become more independent and begin to take pride in their accomplishments.
However, when trauma occurs during this stage, it can have significant negative impacts on a learner's development. Trauma refers to an emotional response to a deeply distressing or disturbing event, such as abuse, neglect, witnessing violence, or experiencing a natural disaster.
Here are some ways in which trauma can negatively impact a learner's development during the School Age Stage:
1. Self-esteem and self-worth: Trauma can damage a learner's self-esteem and self-worth, leading to feelings of inferiority. They may doubt their abilities and believe they are incapable of achieving success, causing a lack of motivation and decreased engagement in school activities.
2. Cognitive development: Trauma can impair a learner's cognitive development. They may experience difficulties concentrating, remembering information, and solving problems. Due to the emotional distress caused by trauma, their ability to focus on academic tasks can be significantly impacted.
3. Social development: Trauma can affect a learner's social development and relationships with peers. They may struggle with trust issues, become withdrawn, or exhibit aggressive behaviors. These challenges can hinder their ability to form healthy friendships and engage effectively in social interactions.
4. Emotional well-being: Trauma can have a profound impact on a learner's emotional well-being. They may experience heightened levels of anxiety, depression, or emotional instability. These emotional difficulties can interfere with their ability to regulate emotions, leading to disruptions in their learning process.
It is important to note that the impact of trauma on learners can vary significantly depending on various factors, including the severity of the trauma, available support systems, and resilience factors. It is crucial for educators, parents, and mental health professionals to be aware of these potential effects and provide appropriate support and interventions to help learners overcome the negative impact of trauma during the School Age Stage.