ERIKSON and MORENO:J.L. Moreno, Protagonist, Audience, Role playing

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History and Systems of Psychology PSY502

Lesson 36

ERIKSON and MORENO

Erik Erikson

Erik Erikson was born in 1902 and he died in 1994. His contribution to psychology particularly relates to

how he portrayed the psychological development of a person. Erikson was not formally educated like the

vast majority of his psychodynamic colleagues. Although his parents pushed him for medical school,

Erikson saw himself as an artist and spent his youth wandering through Europe living the artist's life. Later

impressed with the psychoanalytical school, he started developing his own theories of personality

development.

He was influenced by Freud's description of psycho-sexual development but he thought that the

development of a person should be viewed as psychosocial development rather than psycho-sexual

development. This means that the development of a person is greatly influenced by the social environment

in which he lives rather than the influence of sexual development from which he goes through.

Erikson further asserted that the development of a person continues throughout his life. In other words,

whatever the stage of life is, may be infancy or adulthood, a person goes through series of changes caused

by the environment. He thought that each developmental stage requires a person to make new adjustments

and develop new patterns of social interaction.

According to Erikson, in this developmental journey a person passes through eight stages.

The eight stages are:

i. Trust vs. Mistrust

In first year of life, the child is suspicious, fearful. From birth to one year, children begin to learn the ability

to trust others based upon the consistency of their caregiver(s). If trust develops successfully, the child gains

confidence and security in the world around him and is able to feel secure even when threatened.

Unsuccessful completion of this stage can result in an inability to trust, and therefore a sense of fear about

the inconsistent world. It may result in anxiety, heightened insecurities, and an over feeling of mistrust in

the world around them.

ii. Autonomy vs. Shame and Doubt.

From the age of one to three years, children begin to assert their independence, by walking away from their

mother, picking which toy to play with, and making choices about what they like to wear, to eat, etc. If

children in this stage are encouraged and supported in their increased independence, they become more

confident and secure in their own ability to survive in the world. If children are criticized, overly controlled,

or not given the opportunity to assert themselves, they begin to feel inadequate in their ability to survive,

and may then become overly dependent upon others, lack self-esteem, and feel a sense of shame or doubt

in their own abilities.

iii. Initiative vs. Guilt

About age three to six, children assert themselves more frequently. They begin to plan activities, make up

games, and initiate activities with others. If this opportunity is given, children develop a sense of initiative

and feel secure in their ability to lead others and make decisions. Conversely, if this tendency is suppressed,

either through criticism or control, children develop a sense of guilt. They may feel like a nuisance to others

and will therefore remain followers, lacking in self-initiative.

iv. Industry vs. Inferiority

From six years to puberty, children begin to develop a sense of pride in their accomplishments. They initiate

projects, see them through the view of completion, and feel good about what they have achieved. During

this time, teachers play an increased role in the child's development. If children are encouraged and

History and Systems of Psychology PSY502

reinforced for their initiative, they begin to feel industrious and feel confident in their ability to achieve

goals. If this initiative is not encouraged, and is restricted by parents or teacher, then the child begins to feel

inferior, doubting his own abilities and therefore he may not reach his potential.

v. Identity vs. Role Confusion

During adolescence, the transition from childhood to adulthood is most important. Children are becoming

more independent, and begin to look at the future in terms of career, relationships, families, housing, etc.

During this period, they explore possibilities and begin to form their own identity based upon the outcome

of their explorations. This sense of `who they are' can be hindered, which results in a sense of confusion

about themselves and their role in the world.

vi. Intimacy vs. Isolation

Going through the young adulthood we begin to share ourselves more intimately with others. We explore

relationships leading toward longer commitments with someone other than a family member. Successful

completion can lead to comfortable relationships, a sense of commitment, safety, and care within a

relationship. Avoiding intimacy, fearing commitment and relationships can lead to isolation, loneliness, and

sometimes depression.

vii. Generativity vs. Self absorption

During middle adulthood, we establish our careers, settle down within a relationship, begin our own families

and develop a sense of being a part of the bigger picture. We give back to society through raising our

children, being productive at work, and becoming involved in community activities and organizations. By

failing to achieve these objectives, we become stagnant and feel unproductive.

viii. Integrity vs. Despair

As we grow older and become senior citizens, we tend to slow down our productivity, and explore life as a

retired person. It is the time when we contemplate our accomplishments and are able to develop integrity if

we see ourselves as leading a successful life. If we see our lives as unproductive, we feel guilt about our

pasts, or feel that we did not accomplish our life goals; we become dissatisfied with life and develop despair

often leading to depression and hopelessness.

The first four stages relate to development of the child and the last four with development of the adult.

Erikson believed that depending upon each stage of development a person must be viewed and understood

differently

J.L. Moreno

Dr. Jacob Levy Moreno was born on 18 May 1889 and he died on 14 May 1974. He was a leading

psychiatrist, theorist and educator. He is the founder of Psychodrama, Sociometry and one of the pioneers

of Group Psychotherapy. He studied medicine, mathematics, and philosophy at the University of Vienna,

becoming an M.D. in 1917.

He was inspired by Freud but severely criticized his theory and method, because he thought Freud gave so

much emphasis on individual's life and ignored group influences on him. He also thought that Freud

ignored behavior and concentrated on thoughts. He was of the view that mental disease was due to lack of

spontaneity. And that the mental disease was a reflection of man's social and familial relationships. He

thought it could be relieved/cured by increasing spontaneity in a person and by providing a person an

opportunity where he could relive his familial and social situation.

Moreno developed the technique of "Psychodrama" to achieve those two purposes. Psychodrama consists

of:

Stage

It is the setup in which the analysis is performed.

History and Systems of Psychology PSY502

A director

The psychiatrist acts as the director who conducts the drama.

Protagonist

The protagonist is the central character around which the drama revolves.

Audience

Audiences are the people who witness the drama.

Role playing

Role playing refers to the performance of various acts in the drama.

Role reversal

Role reversal refers to the exchange of roles between characters of the play. Each character plays the role of

another so that he may get familiar with the intricacies of the other role.

All of the techniques and processes of psychodrama demand creativity from the protagonist. Creativity

increases spontaneity leading to mental health. Moreno also developed a number of techniques to measure

group phenomena. This he called "Sociometry." Group phenomenon or sociometry refers to the behavior

of individual in group situations and overall behavior of the group. Sociometry had very profound effect on

such modern subjects as Organizational Behavior and Human Resource Management.

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