CARL GUSTAV JUNG (1875-1961)

● Born on July 26, 1875 at Kesswil, Switzerland

● Dream: Archaeologist
● Occupation: Physician and Psychiatrist
● In 1906, he published The Psychology of Dementia Praecox,
about the psychoanalytic treatment of schizophrenia and sent a
copy to Freud.
● Eventually began corresponding with Freud in 1906.
● Freud saw Jung as his successor.
● Jung became disenchanted with Freud’s theories and broke with
the International Psychoanalytic Association (he was it’s first
president) in 1913.
● Jung’s theories become popular outside of psychology.
● Led to the development Myers-Briggs personality test
● Jung’s theory is built on:
-Two Personality Attitudes: extroversion and introversion
-Four functions: thinking, sensation, intuition, and feeling

Basic Tenet
● People are extremely complex beings who are product of both
conscious and unconscious personal experiences.
● People are also motivated by inherited remnants stemmed from
the collective experiences of the early ancestors.
● LIBIDO: it is the creative life force that could be applied to the
continuous psychological growth of the person; not limited to
sex; broader and more generalized

Difference between Freud and Jung

Nature and Structure of Personality
PSYCHE (personality): It is a construct to represent all of the
interacting systems within human personality that are needed
to account for the mental life and behavior of the person.

Levels of psyche according to Jung

1. EGO
-One’s conscious mind; concerned in thinking, feeling and perceiving; center of
consciousness.
-Conscious: Psychic images sensed by the ego.
2. UNCONSCIOUS
-Inherited primal experiences as in the unconscious as the core system of
personality.
Personal Unconscious
-perceptions, thoughts, feelings, that are easily retrieved
-repressed of forgotten individual experiences and not vivid enough to make a
conscious impression

Collective Unconscious
-universal thoughts forms or emotionally toned experiences inherited from
ancestors.
-Jung’s mystical, controversial and boldest theory.
-expressed as archetypes.
Example: Barbie for girls and cars for boys
-The form of the world into which (a person) is born already inborn in him, as a
virtual image.

ARCHETYPES / PRIMORDIAL IMAGES /

COLLECTIVE SYMBOLS
● Transpersonal or universal thought forms to respond to our environment
● Causes male to have feminine traits.
● Provides a framework within which males interact with females
● INSTINCT: unconscious physical impulse toward action
12 Archetypes according to Jung

Four major Archetypes

● Persona
● Shadow
● Anima / Animus
● Self

PERSONA
● Greek word of “mask” or one’s public self.
● Role human beings play in order to meet the demands of
others; entirely different from who we are.
● Harmful when we believe it reflects our true nature.
● How can persona be harmful according to Jung?
● "A strong ego relates to the outside world through a flexible persona;
identifications with a specific persona (doctor, scholar, artist, etc.)
inhibits psychological development." For Jung, "the danger is
that [people] become identical with their personas—the professor
with his textbook, the tenor with his voice.
SHADOW
● First test of courage
● Inferior, evil and repulsive side of human nature; dark side
● Must be tamed for harmony
● Also the source of creativity, vitality, spontaneity and emotions.
● Must not totally be repressed.
“To confront a person with his shadow is to show him his own
light” –C.G. Jung

Anima
● Feminine archetype in men
● Including both positive and negative characteristics of the
transpersonal female.
● Results from experiences men have had with women
throughout the ages.
● To understand a woman, one must be in tune with his anima.
Example: Irrational, weak

Animus
● Masculine archetype in woman
● Including both positive and negative characteristics of the
transpersonal male.
Example: rational, strong

Self
● To achieve the self, Jung’s central concept revolved around what
he called individuation or self-realization.
● Individuation – is a lifelong process of distinguishing the self out
of each individual’s conscious and unconscious elements
● Completion, wholeness, and perfection of total personality;
realization of the self lies in the attainment of goal.
PSYCHOLOGICAL TYPES
● Classification of people based on the two-dimensional scheme of
attitudes and functions. The two attitudes of extraversion and
introversion and the four functions of thinking, feeling, sensing and
intuiting combine to produce eight possible types.

Introvert VS Extrovert
● Focus on the inner world vs focus on the outside world
● Introverts are not necessarily shy.
● According to Jung it’s not possible to demonstrate extroversion
or introversion in isolation, no person is a full extrovert or
introvert every person’s actually a combination of the two
attitudes although some people lean towards one or the other.

EXTRAVERSION
● Orientation toward the external world and other people
● Open, sociable, socially oriented towards others

INTRAVERSION
● Orientation towards one’s own thoughts and feelings
● Withdrawn, shy, focus on self, thoughts and feelings

PSYCHOLOGICAL FUNCTIONS/ FUNCTIONS

OF THOUGHT
1. RATIONAL: Thinking and feeling
A. THINKING: Helps us understand events through the use of
reason and logic; gives names to things that are sensed.
Ex: Dentist and computer programmer

❖ EXTRAVERTED THINKING: people rely heavily on concrete

thoughts, but they may also use abstract ideas if these ideas
have been transmitted to them from without.
Example: Scientist, Accountants and Mathematicians
 ❖ INTROVERTED THINKING: people react to external stimuli but
their interpretation of an event is colored more by the internal
meaning they bring with them than objective facts themselves;
stubborn, inconsiderate, aloof, and arrogant.
Example: Philosophers and Inventors

B. FEELING: evaluation of events by judging whether they are

good or bad, acceptable or unacceptable; determines what
thing is worth to the individual.
Ex: Psychologist and Lawyer

❖ EXTRAVERTED FEELING: people use objective data to make

evaluations, They are not guided so much by their subjective
opinion, but by external values and widely accepted
standards of judgment; sensitive, emotional, sociable..
Example: Objective movie critics and real estate appraisers.

❖ INTROVERTED FEELING: people base their value judgments

primarily on subjective perceptions rather than objective facts;
values identity, conceals emotions, modest, mysterious,
inaccessible, quiet.
Example: Subjective movie and Art appraiser

2. IRRATIONAL: Sensing and Intuiting

A. SENSING: initial, concrete experiencing of phenomena,
without the use of reason, from the environment; detects
the presence of things.

❖ EXTRAVERTED SENSING: people perceive external stimuli

objectively, in much the same way that these stimuli exist in
reality.
Example: Grammarian.

❖ INTROVERTED SENSING: people are largely influence by

their subjective sensations of sight, sound, taste, touch and so
forth. They are guided by their interpretation of sense stimuli
rather than the stimuli themselves.
B. INTUITING: relying on hunches when dealing with strange
situations with no established facts, from within; involves
perception beyond the workings of consciousness. Intuiting
differs from sensing in that it is more creative, often adding, or
subtracting elements from conscious sensation; “seeing
around corners”

❖ EXTRAVERTED INTUITING: people are oriented toward facts in the

external world. Rather than fully sensing them, however, they
merely perceive them subliminally. Because strong sensory stimuli
interfere with intuition, intuitive people suppress many of their
sensations and are guided by hunches and guesses contrary to
sensory data.
Example: Inventor

❖ INTROVERTED INTUITING: people are guided by unconscious

perception of facts that are basically subjective and have little or no
resemblance to external reality. Their subjective intuitive perceptions
are often remarkably strong and capable of motivating decisions of
monumental magnitude.
Example: A person who believes that he can see the future.
Example: A person who loses interest in a hobby usually find another
one to take it’s place.
ALFRED ADLER (1870-1937)
Born on February 7, 1870 at Rudolfsheim, Vienna
Dream: Doctor
Goal: To conquer death and become a physician
● Second son of middle class Jewish Parents
● When he was young, he was weak and suffered from
rickets.
● When he was three, he saw his brother die in the next bed.
● At the age four, he had pneumonia.
● Published Study of Organ Inferiority and its Physical
Compensation in 1907.
● Separated with Sigmund Freud’s Vienna Psychoanalytic
Society
● He is interested in gender equality
● Founded the Society for Individual Psychology.
● Died in Scotland in May 28, 1937

TENETS OF ADLERIAN THEORY

1. STRIVING FOR SUCCESS OR SUPERIORITY
The one dynamic force behind people’s behavior.
THE FINAL GOAL
The final goal of success or superiority toward which all people
strive unifies personality and makes all behavior meaningful.
People’s intention weighs more than their manifestation of
behavior.
Example: Why do you want your license?

THE STRIVING FORCE AS COMPENSATION

● Because people are born with small, inferior bodies, they
feel inferior and attempt to overcome these feelings through
their natural tendency to move towards completion.

STRIVING FOR PERSONAL SUPERIORITY

● Psychologically unhealthy individuals strive for personal
superiority with little concern for other people.
● Although they may appear to be interested in other people
 their basic motivation is personal benefit.

STRIVING FOR SUCCESS

● In contrast, psychologically healthy people strive for the
success of all humanity, but they do so without losing their
personal identity.

2. SUBJECTIVE PERCEPTIONS
● People’s subjective perceptions shape their behavior and
Personality.

FICTIONALISM
● Adler emphasized teleology over causality, or explanation of
behavior in terms of future goals rather than past causes.

PHYSICAL / ORGAN INFERIORITIES

● It stimulates the subjective feelings of inferiority and move people
toward perfection
or completion.
● Adler believed that all humans are “blessed” with organ inferiorities,
which stimulate subjective feelings of inferiority.

FICTIONS
● Partial truths because of the belief that ultimate truth would always
be beyond us.
● People’s expectations of the future.
● The truthfulness of a fictional idea is immaterial, because the person
acts as if the idea were true.

3. UNITY AND SELF-CONSISTENCY OF PERSONALITY

● Each person is unique and indivisible.
● Adler believed that all behaviors are directed toward a single
purpose.
● When seen in the light of that sole purpose, seemingly contradictory
behaviors can be seen as operating in a selfconsistent manner.
ORGAN DIALECT / ORGAN JARGON: people often use a
physical disorder to express style of life, a condition

CONSCIOUS AND UNCONSCIOUS: conscious and unconscious

processes are unified and operate to achieve a single goal

4. SOCIAL INTEREST
● Sees the value of all human activity
● Helping others
● Feeling of oneness with humankind
● Warmth and humor are necessary features
Example:
-Reviewing for personal gain shows no social interest
-Volunteering (with no recognition or monetary compensation)
-Teaching or sharing ideas

ORIGINS OF SOCIAL INTEREST

● Although social interest exists as potentiality in all people, it
must be fostered in a social environment.
● Adler believed that the parent-child relationship can be so
strong that it negates effects of heredity.

IMPORTANCE OF SOCIAL INTEREST

● According to Adler, social interest is “the sole criterion of human
values,” and the worthiness of all one’s actions must be seen by
this standard.
● Without social interest, societies could not exist.
● Individuals in antiquity could not have survived without cooperating
with others to protect themselves from danger

THREE MAJOR TASKS IN LIFE TO BE ABLE TO DEVELOP

SOCIAL INTEREST

● OCCUPATIONAL TASKS: through constructive work, the

person helps to advance society.
 ● SOCIAL TASKS: this requires cooperation with fellow
humans (division of labor)

● LOVE AND MARRIAGE TASKS: relationship between this

task and the continuance of society is clear.

5. STYLE OF LIFE
● The self-consistent distinctive personality structure shaped
by the end of early childhood.
● Building blocks of personality
● The manner of a person’s striving
● A pattern that is relatively well set by 4 or 5 years of age
● Adler believed that healthy individuals are marked by flexible
behavior and that they have some limited ability to change
their style of life.
Example: Irritable when another person gets a higher score

● CREATIVE STYLE: people have the ability to create actively

their own destinies and personalities.

CREATIVE POWER
● Molds style of life and places people in control of their own
lives.
● Sense of altruism, humanitarianism, and uniqueness to
human nature.
● Ability to freely choose a course of action; unhealthy
individuals also create their own personalities.

FEELINGS OF INFERIORITY AND THE STRIVING

FOR SUPERIORITY
● All people possess feelings of inferiority.
● People have innate tendency towards completion or perfection.
● If exaggerated, it becomes INFERIORITY COMPLEX.
● Determined by early interpersonal interactions.
 ● It is not the defect itself that produces the striving, But the
person’s attitude towards it.

ADLER’S FOUR MAJOR LIFESTYLE

TYPES

❖ RULING TYPE: person who strives for personal superiority by

trying to exploit and control others; the most energetic of them are
bullies and sadists; somewhat less energetic ones hurt others by
hurting themselves, and include alcoholics, drug dependents,
and suicides.

● LEANING OR GETTING TYPE: person who attains personal goals

by relying indiscriminately on others for help; frequently use
charm to persuade others to help them; sensitive and selfish, low
energy levels: develops neurotic symptoms such as hysteria,
amnesia, phobia, and OCD.

❖ AVOIDING TYPE: person who lacks the confidence to confront

problems and avoids or ignores them; these have the lowest
levels of energy; tend to become psychotic, retreating finally
into their own personal worlds, fears rejection and defeat; hurts
others by hurting themselves such as alcoholics, drug
dependents, and suicidal.

❖ SOCIALLY USEFUL TYPE: person who actively and

courageously confronts and solves his or her problems
accordance with social interest.

UNHEALTHY INDIVIDUALS
1. Set there goals too high
2. Have a dogmatic style of life
3. Live in their own private world
EXTERNAL FACTORS OF
MALADJUSTMENT
Reasons for losing social interest
. EXAGGERATED PHYSICAL DEFECTS
● subjective and exaggerated feelings of inferiority because they
overcompensate for their inadequacy.
● Most will go through life with a strong sense of inferiority; a few
will overcompensate with a superiority complex.
● only with the encouragement of loved ones will some of these
truly compensate.

2. PAMPERED STYLE OF LIFE

● -Lies at the heart of most neuroses.
● weak social interest but a strong desire to perpetuate the
pampered, establish a permanent parasitic relationship with the
mother or a mother substitute.
● they do not learn for themselves, and discover later that they
are truly inferior.
● They do not learn any other way to deal with others than the
giving of commands.
● Society responds to pampered people in only one way: HATRED

3.NEGLECTED STYLE OF LIFE

● -Children who feel unloved and unwanted are likely to develop this feeling.
● The fact that the child survived infancy is proof that someone cared for
the child and the seed of interest has; it leads to distrust of other people.
● Abused and mistreated children develop little social interest and tend to
create a neglected style of life. They have little confidence in themselves
and tend to overestimate difficulties connected with life’s major problems.
● They learn inferiority because they are told and shown every day that
they are of no value;
● They learn selfishness because they are taught to trust no one.

FAMILY CONSTELLATION
● Refers to birth order, gender of siblings and age spread
 between them.
● Important in determining lifestyle.
● Determine how a person finds a place in the family and
what he learns about finding a place in the world

BIRTH ORDER
● Each child is treated uniquely by parents, and this special
treatment is typically, but not inevitably related to the child’s order or
birth within the family.
MASCULINE PROTEST
● The frequently found inferior status of women is not based on
physiology but on historical developments and social learning.
● Boys: being masculine means being courageous, strong and
dominant. Epitome of success for boys is to win, to be powerful,
to be on top.
● Girls: to be passive, and to accept an inferior position in
Society.

SAFEGUARDING TENDENCIES
● maintain a neurotic life style and protect a person from public
disgrace, hide low self-esteem, and place people in control of
their lives.

1. EXCUSES
● which allow people to preserve their inflated sense of personal
worth.
● typically expressed in the “Yes, but” or “if only” format.
● In the “YES, BUT” excuse, people first state what they claim they
would like to do – something that sounds good to others – then they
follow with an excuse.

2. AGGRESSION
To safeguard their exaggerated superiority complex, that is to protect
their fragile self-esteem.
❖ DEPRECIATON: the tendency to undervalue other people’s
achievements and to overvalue one’s own.
❖ ACCUSATION: is the tendency to blame others for one’s failures and
to seek revenge.
❖ SELF-ACCUSATION: marked by self-torture and guilt, including
masochism, depression and suicide, as means of hurting people who
are close to them.

3. WITHDRAWAL
Safeguarding through distance.
● Some people unconsciously escape life’s problems by setting up a
distance between themselves and those problems.
❖ MOVING BACKWARD: is the tendency to safeguard one’s fictional goal of
superiority by psychologically reverting to a more secure period of life.
❖ HESITATING: some people hesitate or vacillate when faced with difficult
problems. Their procrastinations eventually give them the excuse “it’s too
late now”.
❖ CONSTRUCTING OBSTACLES: some people build a straw house to
show that they can knock it down.

KAREN HORNEY (1885-1952)

● Born on September 16, 1885 at Blankenese, Germany
● Became a teacher for 3 years to save for medical
school, married a successful lawyer.
● Dealt with depression in early life.
● Psychoanalytic Social Theory emphasized culture over
biology specialized in neurotic patients developed
extensive list of neurotic symptoms.
● Developed self-analysis
● She is best known for Feminine Psychology, Theory of
Neurotic needs, Neo-Freudian Psychology.
● 1952 – Died in her sleep

PSYCHOANALYTIC SOCIAL THEORY

● Built on the assumption that social and cultural conditions,
especially childhood experiences, are largely responsible for
shaping personality.
● People who do not have their needs for love and affection
satisfied during childhood develop basic hostility toward their
parents and as a consequence, suffer from basic anxiety.

Horney theorized that people combat basic anxiety by adopting one of the
three fundamental styles of relating to others.

❖ Moving toward people

❖ Moving against people
❖ Moving away from people
Most normal people use any of these modes of relating to people but neurotics
are compelled to rigidly rely on only one.

Neurotic’s compulsive behavior generates a basic intraphysic

conflict that may take the form of either idealized self image or
self hatred.

The idealized self image is expressed as:

❖ Neurotic search for glory (should’s & should nots)
❖ Neurotic claims (sense of entitlement)
❖ Neurotic pride

The self hatred is expressed as either:

❖ Self-contempt
❖ Alienation from self

CULTURE
● Emphasizes competition among individuals
● The basic hostility that emerges from competition results in
feelings of isolation.
● These feelings of being alone in a potentially hostile world lead to
intensified needs for affection, which cause people to overvalue
love.
● Many people see love and affection as the solution for their
problems.
● Genuine love can be a healthy, growth producing experience but
the desperate need for love provides a fertile ground for the
development of neuroses.

NEUROSIS
● Neurosis is defined as an inability to adapt and a tendency to
experience excessive negative or obsessive thoughts and
behaviors. The term has been in use since the 1700s. In 1980,
the diagnosis was removed from the “Diagnostic and Statistical
Manual of Mental Disorders” While no longer a formal diagnosis,
the term is still often used informally to describe behaviors
related to stress and anxiety.

❖ Childhood is were the vast majority of life and neurotic problems

stem from.
❖ Even more debilitating personal problems all have their roots
traced to the lack of genuine warmth and affection.
❖ In order for children to develop normally they need to experience
both genuine love and discipline.
❖ If these needs are not met the child develops basic hostility
towards the parents.
❖ Repressed hostility leads to profound feelings of insecurity and
vague sense of apprehension called basic anxiety.
❖ Basic hostility and basic anxiety are intimately interwoven.

FOUR WAYS OF PROTECTING SELF AGAINST

FEELINGS OF BEING ALONE IN A
POTENTIALLY HOSTILE WORLD

1. Affection
2.Submissiveness
3. Power
❖ Prestige
❖ Possession
4. Withdrawal

These protective devices are not normally a sign of

neurosis but when they become unhealthy and people
feel compelled to rely on them and employ a variety of
interpersonal strategies they are called compulsions.

TEN NEUROTIC NEEDS

1. Neurotic need for personal admiration
2. Neurotic need for a powerful partner
3. Neurotic need to restrict one’s life within narrow boundaries
4. Neurotic need for power
5. Neurotic need to exploit others
6. Neurotic need for social recognition or prestige
1. Neurotic need for affection and approval
8. Neurotic need for ambition and personal achievement
9. Neurotic need for self-sufficiency
10. Neurotic need for perfection and unassailability

NEUROTIC TRENDS

1. Moving toward people (needs 1 & 2)

2. Moving against people (needs 3,4,5,6 & 7)
3. Moving away from people (needs 8,9, & 10)

BASIC HOSTILITY
● Results from childhood feelings of rejection or neglect or from a
defense against basic anxiety.

BASIC ANXIETY
● Results from parental threats or from a defense against
hostility.
ERIK HOMBURGER ERIKSON(1902-1994)
● Born on June 15, 1902 at Frankfurt, Germany
● Ventured away from home during late adolescence, adopting
a life of a wandering artist and poet. After nearly 7 years of
drifting and searching he returned home confused,
exhausted, depressed and unable to sketch or paint.
● Mid 1930’s he became a naturalized citizen of the United
States.
● Erikson had never received a university degree, he became
friendly with the psychoanalysts and was later trained by
them.
● After changing his name from Homburger to Erikson, he
became a practicing psychotherapist and a well-know
personality theorist.
● Erikson retained several Freudian ideas in his theory, his
own contributions to the psychoanalytic were numerous.

ERIKSON’S CONTRIBUTION TO PERSONALITY

THEORY
● Erikson as a personality theorist marked with 2 important
contributions – the first is his own concept of Ego and by
formulating the stages of Psycho-social development

THE EGO IN POST-FREUDIAN PSYCHOLOGY

● Erikson’s concept of the ego was much different from Freud. In
Freud term’s, ego is the mediator between id impulses and
superego demands but Erikson believed that the ego contains
many important functions of a constructive nature.
● Erikson viewed ego as a relatively powerful, independent part of
personality that works toward such goals as establishing one’s
identity and satisfying a need for mastery over the environment.
● For this reason, his theory was termed as ego psychology.

The principal function of the ego is to establish and maintain the

sense of identity. The sense of identity is a complex inner state that
includes a sense of oneself as unique, yet also as a whole within
oneself and having continuity with the past and the future.

❖ Body Ego
❖ Ego ideal
❖ Ego identity

Erikson believed that the ego develops throughout the various stages of
life according to an epigenetic principle, a term borrowed from
embryology. Epigenetic development implies a step-by-step growth of
fetal organs. In similar fashion, the ego follows the path of epigenetic
development, with each stage developing at its proper time.

STAGES OF PSYCHOSOCIAL DEVELOPMENTAL STAGES

● Each of the eight stages of development is marked by conflict
between syntonic (harmonious) element and dystonic
(disruptive) element, which produces a basic strength or ego
quality. Too little basic strength at any one stage results in a core
pathology for that stage.

● Each stage is characterized by an identity crisis or turning point,

which may produce either adaptive or maladaptive adjustment.

● Addresses bio, social, situational, personal influences

● Crisis: must adaptively or maladaptively cope with task in each
developmental stage
● Respond adaptively: acquire strengths needed for next
developmental stage
● Respond maladaptively: less likely to be able to adapt to later
problems
● Basic strengths: motivating characteristics and beliefs that
derive from successful resolution of crisis in each stage

STAGE 1: BASIC TRUST VS. MISTRUST

● Caregiver meets needs: child develops trust
● Totally dependent on others
● Birth to age 1
● Caregiver meets needs: child develops trust
 ● Caregiver does not meet needs: child develops
mistrust
● Basic strength: Hope
● Belief our desires will be satisfied
● Feeling of confidence
● Core pathology: Withdrawal

STAGE 2: AUTONOMY VS SHAME AND DOUBT

● Caregiver meets needs: child develops trust
● Child able to exercise some degree of choice
● Ages 2-3
● Child’s independence is thwarted: child develops feelings of self doubt,
shame in dealing with others
● Basic strength: Will
● Determination to exercise freedom of choice in face
of society’s demands
● Core pathology: Compulsion

STAGE 3: INITIATIVE VS GUILT

● Caregiver meets needs: child develops trust
● Child expresses desire to take initiative in activities
● Ages 3-5
● Parents punish child for initiative: child develop feelings of guilt
that will affect self-directed activity throughout life
● Basic strength: Purpose
● Courage to envision and pursue goals
● Core pathology: Inhibition

STAGE 4: INDUSTRY VS INFERIORITY

● Caregiver meets needs: child develops trust
● Child develops cognitive abilities to enable in task
● completion (school work, play)
● Ages 6-12
● Parents/teachers do not support child’s efforts: child develops
feelings of inferiority and inadequacy.
● Basic strength: Competence
 ● Exertion of skills and intelligence in pursuing and completing
tasks
● Core pathology: Inertia

STAGE 5: IDENTITY VS ROLE CONFUSION

● Caregiver meets needs: child develops trust
● Form ego identity: self-image
● Ages 12-18
● Identity crisis confusion of ego identity
● Basic strength: Fidelity
● Emerges from cohesive ego identity
● Sincerity, genuineness, sense of duty in relationships with others
● Core pathology: Role repudiation

STAGE 6: INTIMACY VS ISOLATION

● Caregiver meets needs: child develops trust
● Undertake productive work and establish intimate relationships
● Ages 19-30 (approximately)
● Basic strength: Love
● Mutual devotion in a shared identity
● Fusing of oneself with another person
● Core pathology: Exclusivity

STAGE 7: GENERATIVITY VS STAGNATION

● Caregiver meets needs: child develops trust
● Generativity: active involvement in teaching/guiding the next
generation
● Ages 31-60
● Basic strength: Care
● Broad concern for others
● Need to teach others
● Core pathology: Rejectivity
● Stagnation: involves not seeking outlets for generativity.
● Order of taking care of things:
me-partner-family-communitybigger community-environmentthe
world/future
STAGE 8: INTEGRITY VS DESPAIR
● Evaluation of entire life
● Ages 60-death
● Detached concern with the whole of life
● Core pathology: Disdain

Stages 1-4
● Largely determined by others (parents,
teachers)
Stages 5-8
● Individual has more control over environment
● Individual responsibility for crisis resolution in
each stage

Erikson’s Eight basic virtues/ Ego strength

1. Hope is the enduring belief that in the obtainability of

fervent wishes, in spite of the dark urges and rages which
mark the beginning of existence.
2. Will is the unbroken determination to exercise free choice
as well as self-restraint, in spite of the unavoidable
experience of shame and doubts.
3. Purpose is the courage to envisage and pursue valued
goals uninhibited by the defeat of infantile fantasies, by guilt
and by the foiling fear of punishment.
4. Competence is the free exercise of dexterity and intelligence
in their completion of tasks, unimpaired by infantile inferiority.
5. Fidelity is the ability to sustain loyalties freely pledged in spite
of the inevitable contradictions of value systems.
6. Love is mutuality of devotion forever subduing that antagonism
inherent in divided function.
7. Care is the widening concern for what has been generated by
love, necessity, or accident; it overcomes the ambivalence of
adhering to irreversible obligation.
8. Wisdom is detached concern with life itself, in the face of
death itself.