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: Use Correct in-text and end-of text referencing
• 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 While she had been withdrawn and had not found it easy to form friendships to start with, other children began to want her on their ‘’team’’, which helped her to feel accepted.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.
Erik Erikson’s theory of psychosocial development posits that individuals go through different stages of development, each marked by a specific conflict that needs to be resolved in order to progress successfully to the next stage. In the case of Sharifa, her early experiences have had a significant impact on her personal and social well-being as she has navigated various stages of Erikson’s theory.
During the Trust vs. Mistrust stage, which typically occurs in infancy, Sharifa faced challenges in developing a sense of trust due to the inconsistent care she received from multiple caregivers. This lack of consistency and uncertainty in her early environment may have led to feelings of anxiety, insecurity, and a sense of mistrust in relationships.
As Sharifa entered the Autonomy vs. Shame and Doubt stage, she struggled with feelings of shame and doubt as she tried to assert her independence and explore her environment. The scolding and impatience she experienced from caregivers may have hindered her ability to develop a sense of autonomy and confidence in her own abilities.
In the Initiative vs. Guilt stage, Sharifa faced difficulties in taking initiative and acting on her own desires due to her anxious and clingy nature. This may have resulted in feelings of guilt and fear of exploration and independence.
During the Industry vs. Inferiority stage, Sharifa began to develop a sense of competence and mastery as she excelled in academics and sports. However, her struggles in forming lasting friendships and her involvement with an antisocial group led to feelings of inferiority and withdrawal.
In the Identity vs. Role Confusion stage, Sharifa grappled with forming a stable sense of identity and finding her place within social groups. Her conflicts with her parents, involvement with antisocial activities, and struggles with peer relationships contributed to feelings of confusion and uncertainty about her identity.
Despite these challenges, Sharifa’s experience with supportive teachers, counselors, and peers helped her navigate these developmental stages and work towards setting goals for her future. As she continues to progress towards her career goals and form meaningful friendships, Sharifa is beginning to develop a more positive sense of identity and a hopeful path towards personal and social well-being.
In conclusion, Sharifa’s journey through Erikson’s stages of psychosocial development highlights the importance of early experiences, supportive relationships, and self-discovery in shaping personal and social well-being. By addressing the conflicts and challenges she faced at each stage, Sharifa has the opportunity to continue growing and developing a sense of identity and purpose in her life.
Reference:
Santrock, J. W. (2020). Life-span development (17th ed.). New York, NY: McGraw-Hill Education.