Attachment and Identity

Transcription

1 Chapter 8 Attachment and Identity The Keys to Success 1. Outcomes 2. Erickson s Stages of Psychosocial Development: Identify 3. Maslow s Hierarchy of Needs 4. Trust-Based Relational Intervention Outcomes for Aging Out Youth As a group, aging out foster youth do not fare well relative to their age group in the general population as evidenced by research data and focus interviews with youth who have aged out. The Midwest Evaluation of the Adult Functioning of Former Foster Youth: Outcomes at age 26 is the first longitudinal study of how former foster youth are faring as they transition to adulthood. Some of the findings from the 2011 study wave on 26-year-olds include: These former foster youth were three times more likely to not have a high school diploma or GED compared to their counterparts in the national representative sample of non-foster youth. 45% of all participants within the past year experienced one of five material hardships, that is, not have enough money to pay rent or their utility bills, having their gas, electricity, or phone service disconnected, or being evicted. 32% had not maintained a positive relationship with a caring adult other than a parent since age 14. Less than 50% of the participants were currently employed, and most of those who had a job did not earn a living wage. 50% of the participants who had worked during the past year reported earnings of $9,000 or less. A 2007 study by Pew Trusts: Time for reform: Aging Out and on Their Own reports the following: 418 New Jersey youth aged out in 2004, spending an average of 3.7 years in foster care verses 1.8 years for youth exiting foster care for any other reason. New Jersey ranked #33 in the US for highest number of disconnected youth aging out of the system. The report found that on average one in four will be incarcerated within two years of leaving the system, over one-fifth will become homeless at some time after age 18 and of the youth who aged out and are over the age of 25, less than 3% earned college degrees. Page 27

2 Erikson's Stages of Psychosocial Development Psychosocial Development in Young Adulthood, Middle Age, and Old Age What is Psychosocial Development? Erik Erikson's theory of psychosocial development is one of the best-known theories of personality in psychology. Much like Sigmund Freud, Erikson believed that personality develops in a series of stages. Erikson's theory describes the impact of social experience across the whole lifespan. One of the main elements of Erikson's psychosocial stage theory is the development of ego identity. Ego identity is the conscious sense of self that we develop through social interaction. According to Erikson, our ego identity is constantly changing due to new experiences and information we acquire in our daily interactions with others. When psychologists talk about identity, they are referring to all of the beliefs, ideals, and values that help shape and guide a person's behavior. The formation of identity is something that begins in childhood and becomes particularly important during adolescence, but it is a process that continues throughout life. Our personal identity gives each of us an integrated and cohesive sense of self that endures and continues to grow as we age. In addition to ego identity, Erikson also believed that a sense of competence motivates behaviors and actions. Each stage in Erikson's theory is concerned with becoming competent in an area of life. If the stage is handled well, the person will feel a sense of mastery, which is sometimes referred to as ego strength or ego quality. If the stage is managed poorly, the person will emerge with a sense of inadequacy. In each stage, Erikson believed people experience a conflict that serves as a turning point in development. In Erikson's view, these conflicts are centered on either developing a psychological quality or failing to develop that quality. During these times, the potential for personal growth is high, but so is the potential for failure. Page 28

3 Psychosocial Stage 1 - Trust vs. Mistrust (HOPE) The first stage of Erikson's theory of psychosocial development occurs between birth and one year of age and is the most fundamental stage in life. If a child successfully develops trust, he or she will feel safe and secure in the world. Caregivers who are inconsistent, emotionally unavailable, or rejecting contribute to feelings of mistrust in the children they care for. Failure to develop trust will result in fear and a belief that the world is inconsistent and unpredictable. Of course, no child is going to develop a sense of 100 percent trust or 100 percent doubt. Erikson believed that successful development was all about striking a balance between the two opposing sides. When this happens, children acquire hope, which Erikson described as openness to experience tempered by some wariness that danger may be present. Psychosocial Stage 2 - Autonomy vs. Shame and Doubt (WILL) The second stage of Erikson's theory of psychosocial development takes place during early childhood and is focused on children developing a greater sense of personal control. Other important events include gaining more control over food choices, toy preferences, and clothing selection. Children who successfully complete this stage feel secure and confident, while those who do not are left with a sense of inadequacy and self-doubt. Erikson believed that achieving a balance between autonomy and shame and doubt would lead to will, which is the belief that children can act with intention, within reason and limits. Psychosocial Stage 3 - Initiative vs. Guilt (PURPOSE) During the preschool years, children begin to assert their power and control over the world through directing play and other social interactions. Children who are successful at this stage feel capable and able to lead others. Those who fail to acquire these skills are left with a sense of guilt, self-doubt, and lack of initiative. When an ideal balance of individual initiative and a willingness to work with others is achieved, the ego quality known as purpose emerges. Psychosocial Stage 4 - Industry vs. Inferiority (COMPETANCE) This stage covers the early school years from approximately age 5 to 11. Through social interactions, children begin to develop a sense of pride in their accomplishments and abilities. Children who are encouraged and commended by parents and teachers develop a feeling of competence and belief in their skills. Those who receive little or no encouragement from parents, teachers, or peers will doubt their abilities to be successful. Page 29

4 Successfully finding a balance at this stage of psychosocial development leads to the strength known as competence or a belief our own abilities to handle the tasks set before us. Psychosocial Stage 5 - Identity vs. Confusion (FIDELITY) During adolescence, children explore their independence and develop a sense of self. Those who receive proper encouragement and reinforcement through personal exploration will emerge from this stage with a strong sense of self and a feeling of independence and control. Those who remain unsure of their beliefs and desires will feel insecure and confused about themselves and the future. Completing this stage successfully leads to fidelity, which Erikson described as an ability to live by society's standards and expectations. Psychosocial Stage 6 - Intimacy vs. Isolation (LOVE) This stage covers the period of early adulthood when people are exploring personal relationships. Erikson believed it was vital that people develop close, committed relationships with other people. Those who are successful at this step will form relationships that are committed and secure. Remember that each step builds on skills learned in previous steps. Erikson believed that a strong sense of personal identity was important for developing intimate relationships. Studies have demonstrated that those with a poor sense of self tend to have less committed relationships and are more likely to suffer emotional isolation, loneliness, and depression. Successful resolution of this stage results in the virtue known as love. It is marked by the ability to form lasting, meaningful relationships with other people. Psychosocial Stage 7 - Generativity vs. Stagnation (CARE) During adulthood, we continue to build our lives, focusing on our career and family. Those who are successful during this phase will feel that they are contributing to the world by being active in their home and community. Those who fail to attain this skill will feel unproductive and uninvolved in the world. Care is the virtue achieved when this stage is handled successfully. Being proud of your accomplishments, watching your children grow into adults, and developing a sense of unity with your life partner are important accomplishments of this stage. Psychosocial Stage 8 - Integrity vs. Despair (WISDOM and INTEGRITY) This phase occurs during old age and is focused on reflecting back on life. Those who are unsuccessful during this stage will feel that their life has been wasted and will experience many regrets. The individual will be left with feelings of bitterness and despair. Page 30

5 Those who feel proud of their accomplishments will feel a sense of integrity. Successfully completing this phase means looking back with few regrets and a general feeling of satisfaction. These individuals will attain wisdom, even when confronting death. The Strengths of Erikson's Theory One of the strengths of psychosocial theory is that it provides a broad framework from which to view development throughout the entire lifespan. It also allows us to emphasize the social nature of human beings and the important influence that social relationships have on development. Researchers have found evidence supporting Erikson's ideas about identity and have further identified different sub-stages of identity formation. Some research also suggests that people who form strong personal identities during adolescence are better capable of forming intimate relationships during early adulthood. Erikson, E.H. (1950). Childhood and Society. New York:Norton. Erikson, E.H. (1968). Identity: Youth and Crisis. New York: Norton. Erikson, E.H. (1963). Childhood and Society. (2nd ed.). New York: Norton. Carver, C.S. & Scheir, M.F. (2000). Perspectives on Personality. Needham Heights, MA: Allyn & Bacon. Page 31

6 Erikson's Stages of Psychosocial Development Stage Basic Conflict Important Events Outcome Infancy (birth to 18 months) Trust vs. Mistrust Feeding Children develop a sense of trust when caregivers provide reliability, care, and affection. A lack of this will lead to mistrust. Early Childhood (2 to 3 years) Autonomy vs. Shame and Doubt Toilet Training Children need to develop a sense of personal control over physical skills and a sense of independence. Success leads to feelings of autonomy, failure results in feelings of shame and doubt. Preschool (3 to 5 years) Initiative vs. Guilt Exploration Children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt. School Age (6 to 11 years) Industry vs. Inferiority School Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority. Adolescence (12 to 18 years) Identity vs. Role Confusion Social Relationships Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self. Young Adulthood (19 to 40 years) Intimacy vs. Isolation Relationships Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation. Middle Adulthood (40 to 65 years) Generativity vs. Stagnation Work and Parenthood Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world. Maturity(65 to death) Ego Integrity vs. Despair Reflection on Life Older adults need to look back on life and feel a sense of fulfillment. Success at this stage leads to feelings of wisdom, while failure results in regret, bitterness, and despair. Page 32

7 Hierarchy of Needs The Five Levels of Maslow' 's Hierarchy of Needs What motivates behavior? According to humanist psychologist Abraham Maslow, our actions are motivated in order achieve certain needs. Maslow first introducedd his concept of a hierarchy of needs in his 1943 paper "A Theory of Human Motivation" and his subsequent book Motivation and Personality. This hierarchy suggests that people are motivated to fulfill basic needs before moving on to other, more advanced needs. This hierarchy is most often displayed as a pyramid. The lowest levels of the pyramid are made up of the most basic needs, while the more complex needs are located at the top of the pyramid. Needs at the bottom of the pyramid are basic physical requirements including the need for food, water, sleep, and warmth. Once these lower-level needs have been met, people can move on to the next level of needs, which are for safety and security. As people progress up the pyramid, needs become increasingly psychological and social. Soon, the need for love, friendship, and intimacy become important. Further up the pyramid, the need for personal esteem and feelings of accomplishment take priority. Maslow emphasized the importance of self-actualization, which is a process of growing and developing as a person in order to achieve individual potential. Maslow, A.H. (1943). A theory of human motivation. Psychological Review, 50(4), Page 33

8 Trust-Based Relational Intervention CASA of Travis County, Inc. is collaborating with the Texas Christian University Institute of Child Development and other organizations in Travis County to implement what is known as Trust-Based Relational Intervention, also known as TBRI. Trust-Based Relational Intervention (TBRI ) is a holistic approach that is multi-disciplinary, flexible, attachment-centered, and challenging. It is traumainformed intervention that is specifically designed for children who come from hard places of maltreatment, abuse, neglect, multiple home placements, and violence, but you ll see that the principles apply to all children. TBRI consists of three sets of harmonious principles: connecting, empowering, and correcting principles. CASA of Travis County s Family Finding Program is rooted in the belief that true behavioral change can only happen when children feel connected and safe. Whether it is a connection through pictures and letters, a holiday visit or a permanent home, the Family Finding Program seeks to provide a familial connection to the children we serve, wherever they are placed and whatever behavioral challenges they are exhibiting. In TBRI, we ask parents to look at the relationship from a different standpoint. Connecting is the natural base that would have developed through loving, nurturing care in the early months of life. The base is stable, and could withstand any amount of pressure applied to it. We find that behavior management is much easier when relationships are rooted in a deep foundation of connection and trust. (Purvis, K., Cross, D.R., & Hurst,.R. (2012). Trust-Based Relational Intervention: TBRI Introduction and Overview (Participant Workbook). Fort Worth, TX: TCU Institute of Child Development.) Children who have not had secure attachments in the past are not able to easily attach to others in the future. Through Family Finding, we can empower children with a sense of self and identity. We can connect children with their own families and we can affect change in a child s behavior by increasing social responsibility through caring relationships. As CASA of Travis County continues its relationship with the TCU Institute of Child Development and the TBRI model, we would like to also offer Family Finding services to every CASA case to ensure there is a diligent effort to connect children with their families. As CASA volunteers, please consider implementing Family Finding techniques on your own case and consider being a Family Finding Volunteer for a case that needs Family Finding. Keep an open mind and do not shut the door on a child s past. The past is often the answer to the future. Thank you. Page 34