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Anjeliani and Fatimah Muhajir. "Erikson’s Psychosocial Development Studies on Merida in the Brave Movie." Jurnal Riseta Soshum 2, no. 1 (2025): 31–39. https://doi.org/10.70392/jrs.v2i1.3139.
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This research aims to determine how the stages of Merida’s psychosocial development are represented in the Brave movie. This research uses qualitative research as the method and psychosocial development theory by Erik Erikson as the approach. Based on the result of this research, the researcher found that Merida passes five stages of the eight stages of psychosocial development theory, namely: 1) Trust vs. Mistrust is evident as Merida develops a sense of trust and feels comfortable with her mother, 2) Autonomy vs. Shame is evident as Merida develops a sense of independence through playing archery, 3) Initiative vs. Guilt is evident as Merida takes the initiative to pick up her arrow that is off target without asking her parents to accompany her, 4) Industry vs. Inferiority is evident as Merida gains skills through homeschooling with her mother, and 5) Identity vs. Role Confusion is evident as Merida knows her identity and can voice it. In conclusion, Merida is portrayed as a character who undergoes development across various stages of Erik Erikson's psychosocial theory. Her journey from building trust and autonomy to taking initiative, gaining industry skills, and ultimately establishing her identity reflects a complex portrayal of psychosocial growth in the Brave movie.
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Mizuno, Shujiro. "Psychosocial Development and Moral Development: An Exploratory Comparison of Adolescents in Japan and America." Psychological Reports 84, no. 1 (1999): 51–62. http://dx.doi.org/10.2466/pr0.1999.84.1.51.
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Building on previous cross-cultural research, this exploratory study examined the comparative psychosocial and sociomoral development of 46 adolescents — 22 Japanese in Japan, 10 Japanese in the United States, and 14 Euro-Americans in the United States. Euro-American participants obtained more positive scores than Japanese in the United States and Japanese in Japan on six psychosocial stages and the total psychosocial score as measured by the Measures of Psychosocial Development. Except in the Contract/Truth domain, all groups scored at a comparable level in sociomoral development as measured by the Sociomoral Reflection Measure–Short Form. Results are discussed in terms of cultural differences affecting adolescent development with implications for research and professional practice.
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Aziiz Putrayuda and Thohiriyah. "THE DEVELOPMENT OF PSYCHOSOCIAL CHARACTERISTICS IN JOHN STEINBECK’S “THE PEARL”." Philosophica: Jurnal Bahasa, Sastra, dan Budaya 7, no. 1 (2024): 1–15. http://dx.doi.org/10.35473/pho.v7i1.3166.
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This study examines the characteristics of main characters of John Steinbeck's work "The Pearl" through the theory of Erik Erikson's psychosocial growth phases. It investigates how the characters navigate these stages against the backdrop of societal forces and personal goals. As the characters discover a precious pearl, their journey mirrors Erikson's stages, from trust to mistrust to integrity to despair. Each stage is characterized by conflicts and obstacles that develop characters’ personalities and interactions. This study uses qualitative analysis to explore the significant psychosocial processes represented in "The Pearl," resulting insights into psychosocial characters’ development and the complexity of their progress in a social context.
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Chung, Dingyu. "The Eight Stages of Psychosocial Protective Development: Developmental Psychology." Journal of Behavioral and Brain Science 08, no. 06 (2018): 369–98. http://dx.doi.org/10.4236/jbbs.2018.86024.
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Ginsburg, Harvey J. "CHILDHOOD INJURIES AND ERIKSON'S PSYCHOSOCIAL STAGES." Social Behavior and Personality: an international journal 20, no. 2 (1992): 95–100. http://dx.doi.org/10.2224/sbp.1992.20.2.95.
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Childhood injury epidemiologists and injury control researchers commonly use a forty-year-old epidemiologic agent-host-environment model to explain injuries and have not considered the value of placing childhood injuries in the context of general theories of human development. The psychosocial stages elucidated by Erik H. Erikson may be a useful heuristic approach for childhood injury investigators to consider. Examples of common childhood injuries during the first four psychosocial stages, trust vs. mistrust, autonomy vs. shame and doubt, initiative vs. guilt and industry vs inferiority are presented to illustrate how Erikson's theory may be of value in understanding and controlling the prevalence of childhood injuries in the United States.
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Retnomurti, Ayu Bandu, and Nurmala Hendrawaty. "Psychological Approach in Personality Development of Theodore Decker’s Character in “The Goldfinch”." Scope : Journal of English Language Teaching 7, no. 1 (2022): 24. http://dx.doi.org/10.30998/scope.v7i1.12825.
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<p>The research aims to describe the personality and the personality development of Theodore Decker through psychosocial development perspectives in the main character of The Goldfinch novel. His personality becomes an example of how family and social environment contribute to the development of one’s personality. The research method used in understanding and in analysing the novel was descriptive qualitative. The research results are: According to Erik Erikson’s eight stages in psychosocial development theory, Theo has passed four major stages they are the stages of initiative vs guilt (14%), industry vs inferiority (14%), identity vs role confusion (46%), and intimacy vs isolation (29%). Theo struggles to pass the stage of identity vs role confusion. It has led him to the situation where he faces difficulties on understanding his identity and role within society. Theo is grown up as a person with less empathy for others, struggles with his drug addiction, and has trouble making commitments; Erik Erikson’s psychosocial development of the personality emphasizes the social influences in the development of the ego. Erikson’s theory of psychosocial development has eight distinct stages. Completing each step results in a healthy personality and the acquisition of the ego to resolve subsequent crises. Conversely, failure to complete a set will lead to ability reduction in completing further stages and an unhealthier personality and sense of self. Instead of focusing on sexual development, this theory is interesting in how children socialize and how social environment affects their senses.</p>
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Wijaya, Sendi. "The Roles of Parents Teachers Association in School-Age Children’s Psychosocial Development According to Erik Erikson." Edunesia : Jurnal Ilmiah Pendidikan 3, no. 1 (2022): 45–54. http://dx.doi.org/10.51276/edu.v3i1.215.
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People these days tend to avoid their attention from child’s psychosocial development while it holds serious role for the psyhcological and social development of children to find their true identity in the future. According to Erik Erikson, there are 8 stages of phsychosocial development of human starts when a human being is born to the final stage which is at 65 years old above. In this theory, Erikson emphasizes that every stage holds its importance and that they relate each other. Which means the first stage affects the next stage and so forth. This research is aimed to analyze Erikson’s 8 stages development of psychosocial on school-age children and how parents and teachers should respond and provide suitable treatment for these children.The methodology in this research is literature research where author collects the information about 8 stages psychosocial development from journal, books, reviews, or previous research. From this research, author finds that parents must give proper and suitable parenting style for their child especially during their school periods where child needs support, motivation and stimulus either from parents or teachers or their surroundings through intensive communication. For addition, through this research too, author finds that the ability for teachers to understand these 8 stages will give them the sight to provide more chances for the children to grow well and find their true identity. From this research, we can conclude that either teachers and parents need to cooperatively work together to provides proper and suitable treatment for children’s psychosocial development according to Erikson’s 8 stages development.
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Herdiansyah, Herdiansyah, Agil Meilana, Carsiwan Carsiwan, and Dewi Susilawati. "Erikson’s Development Psychosocial Theory In The 21st Century: A Pedagogical Perspective In Physical Education." COMPETITOR: Jurnal Pendidikan Kepelatihan Olahraga 16, no. 2 (2024): 362. https://doi.org/10.26858/cjpko.v16i2.63045.
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This literature review aims to understand Erik Erikson's psychosocial development theory and its relevance in physical education in the 21st century. This theory emphasizes the importance of resolving psychosocial crises at every stage of human development. The study explores Erikson's eight stages of psychosocial development, ranging from the trust vs. mistrust stage to the integrity vs. despair stage. In physical education, Erikson's theory provides insights into developing curricula and teaching methods that align with students' psychosocial developmental needs. The review analyzes how physical education can resolve psychosocial crises through appropriately designed physical activities, games, and sports. Furthermore, the study explores the challenges and opportunities in implementing Erikson's theory in 21st-century physical education. Evolving social changes, technology, and cultural trends influence students' psychosocial development dynamics. Therefore, adaptive and innovative pedagogical approaches are necessary to ensure physical education's relevance and effectiveness in meeting students' psychosocial developmental needs in the modern era. The review highlights the importance of understanding students' psychosocial developmental stages and tailoring physical education experiences accordingly. It examines the role of physical education in fostering trust, autonomy, initiative, industry, identity, intimacy, generativity, and integrity – the key developmental tasks outlined by Erikson. Additionally, the review discusses strategies for creating inclusive and supportive learning environments that promote positive psychosocial development through physical activity. This literature review provides valuable insights for educators, researchers, and stakeholders in physical education by offering a comprehensive theoretical perspective and practical recommendations for integrating the principles of psychosocial development into curricula and teaching practices in the 21st century. It emphasizes the need for a holistic approach to physical education that not only enhances physical fitness but also nurtures students' psychological and social well-being, preparing them for lifelong personal growth and societal contribution.
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Hallman, Janelle M., Mark A. Yarhouse, and Elisabeth C. Suárez. "Shame and Psychosocial Development in Religiously Affiliated Sexual Minority Women." Journal of Psychology and Theology 46, no. 1 (2018): 3–21. http://dx.doi.org/10.1177/0091647117748450.
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Shame and psychosocial developmental difficulties are issues of concern for many sexual minority women most likely due to the negative impact of heterosexism, internalized homophobia, sexual stigma, religious affiliation, and sexual minority stress. This study hypothesizes that religiously affiliated sexual minority women, when compared to non-sexual minority women, would show significantly higher levels of shame and lower levels of psychosocial development. This sample’s shame and psychosocial resolution scores all fell within the spectrum of normative levels for non-clinical samples of women. Significant differences between sexual status groups were found on shame and total negative psychosocial resolution, but effect size was small. It was also hypothesized that stages of psychosocial development, sexual status, and history of counseling would predict trait shame in religiously affiliated women. Psychosocial development was the sole significant and strong predictor, suggesting that the strong relationship between psychosocial development and shame is present regardless of a female’s sexual identity. For sexual minority women, identity/identity confusion, trust/mistrust, and autonomy/shame and doubt, accounted for 64% of shame variance. This sample was heavily weighted with women who reported same-sex attraction or same-sex behavior but who dis-identified as a sexual minority.
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Brookins, Craig C. "Exploring Psychosocial Task Resolution and Self-Concept among African-American Adolescents." Perceptual and Motor Skills 82, no. 3 (1996): 803–10. http://dx.doi.org/10.2466/pms.1996.82.3.803.
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Developmental task resolution and self-concept of adolescents were examined for a sample of 110 African-American youth. The Erikson Psychosocial Stage Inventory was used to measure Erikson's stages of psychological development and the Bronstein-Cruz Child/Adolescent Self-concept and Adjustment Scale was used to measure multiple components of the self-concept. Scores for Self-concept and Resolution of Identity stages were highly correlated although scores on Resolution of Identity, commonly seen as the primary psychosocial task of adolescence, were not related to scores on either Emotional Well-being or Family Relations. The results are discussed in terms of improving understanding of relationships between processes in development, identity, and other salient psychosocial variables.
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Hrechuha, Irina. "Psychosocial factors of development of a literary gifted personality." HUMANITARIUM 41, no. 1 (2019): 64–74. http://dx.doi.org/10.31470/2308-5126-2019-41-1-64-74.
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The article is devoted to the analysis of the psychosocial factors of development of a literary gifted personality.The article reveals the essence of such psychological categories as: «gifted personality», «age-related giftedness», «signs of giftedness» and «literary gifted personality». The diagnostic features of the biographical interview, as a method of examining of literary gifted personality have been analyzed. While exploring the life path of a person, we see its reflection in the events, circumstances and social environment in which the individual grew up and developed. The features of the influence of reference persons on the development of a literary-gifted pupil`s personality in various age periods are described.It has been proved that the presenceof significant people in the social environment of the child, who are his inheritance examples and support him at all stages of his creative development, is a condition for personal growth.It has been noted that an important motivating factor for the development of literary abilities, especially in the initial stages, is a meeting the need for acknowledgment and recognition.The age dynamics in the reference structure of literary gifted personalities consists in its expansion and complication: preschool age – orientation toward supporting the immediate environment (family and relatives), junior school age – expanding the circle of reference persons (adding friends, classmates, and school teachers); adolescence – displacement of the reference dominance to friends and classmates, to the teacher of the Ukrainian language and literature and the head of the literary club, as well as appearing of virtual reference persons; early adolescence – increasing of the reference rate of virtual persons, the high level of reference of friends, the teacher of the Ukrainian language and literature and the head of the literary club remains the same. Empirically, it has been established that at all stages of the development of a literary gifted personality, a special role is played by the teacher of the Ukrainian language and literature and virtual reference persons (writers, poets, playwrights) who are standards of literary creativity and skill forpupils.
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Litt, Iris F. "The Interaction of Pubertal and Psychosocial Development During Adolescence." Pediatrics In Review 12, no. 8 (1991): 249–55. http://dx.doi.org/10.1542/pir.12.8.249.
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During the second decade of life, the physical changes of puberty interact with those of psychosocial and cognitive development to forge the young adult, who often bears little resemblance to the same individual as a child. This article reviews those elements of the developmental process that have an impact on the physician's ability to understand and care for the adolescent patient. PUBERTY Endocrine Changes Release of inhibition on the hypothalamus unleashes an outpouring of releasing hormones, which stimulate the secretion of gonadotropins and growth hormone by the pituitary. These are produced in a sleep-augmented, pulsatile fashion that characterizes the onset of pubertal development. As a result, within the few years between the onset and completion of puberty, levels of estradiol increase eightfold in females, and levels of testosterone increase 18-fold in males. These hormonal changes stimulate the growth spurt and development of secondary sex characteristics. Development of Secondary Sex Characteristics Breast Development. In females, one of the earliest signs of puberty is development of the breast bud. The subsequent progression of breast development is orderly and predictable, thus forming one of the bases for the categorization in females of the stages of puberty, often referred to as Tanner stages or SMRs (sex maturity ratings).
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Halpin, Sean A., and Michael W. Allen. "Changes in Psychosocial Well-Being During Stages of Gay Identity Development." Journal of Homosexuality 47, no. 2 (2004): 109–26. http://dx.doi.org/10.1300/j082v47n02_07.
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Abuhassan, Ali Sabri, and Mohd Nazri Latiff Azmi. "PSYCHOSOCIAL DEVELOPMENT PORTRAYED IN JANE AUSTEN’S EMMA." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 3, no. 2 (2019): 185–200. http://dx.doi.org/10.30743/ll.v3i2.1387.
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This paper investigates the bildungsroman phenomenon as depicted in Jane Austen’s Emma (1817) by consulting Erik Erikson’s theory of psychosocial development as a framework of analysis. The most two conflicting readings in this regard could be best seen in Buckley’s (1974) claim which excluded Emma from the bildungsroman, for the genre has always been associated with the protagonist’s physical quest seeking maturity and social integration. However, Kohn (1995) read Emma as a domestic bildungsroman when he argued that Emma did not have to travel physical distances to achieve her maturity. For Kohn, Emma matured within her social sphere. This paper particularly traced Emma’s psychological and social development since this type of development is the basic ingredient of any bildungsroman novel. This paper argued that Emma cannot be read as bildungsroman not because the protagonist did set on a quest, as Buckley claimed, but mainly because Emma did not develop a sense of psychological or social maturation. After placing Emma in Erikson’s developmental stages, the study revealed that she did not really mature neither she realized her own identity. This paper proposed that Emma should not be classified as bildungsroman because the heroine distorted the real meaning of maturity and social integrity.
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Darling-Fisher, Cynthia S., and Nancy Kline Leidy. "Measuring Eriksonian Development in the Adult: The Modified Erikson Psychosocial Stage Inventory." Psychological Reports 62, no. 3 (1988): 747–54. http://dx.doi.org/10.2466/pr0.1988.62.3.747.
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To measure psychosocial attributes that arise from progression through Erik Erikson's eight stages of development, a new inventory was developed by modifying the Erikson Psychosocial Stage Inventory by Rosenthal, Gurney, and Moore, which assesses Erikson's first six stages of life cycle development. New scales were created to measure the last two stages. To conduct an empirically based revision and evaluate its psychometric qualities, the modified version and potential items for the two new scales were administered to a convenience sample of 168 men and women whose ages ranged from 19 to 86 yr. Alpha reliability coefficients for this 80-item instrument were trust .82, autonomy .84, initiative .78, industry .88, identity .83, intimacy .78, generativity .75, ego integrity .80, and .97 for the entire scale. The construct validity was indicated by positive correlations between chronological age and the attributes associated with adulthood, an increase in mean generativity and ego integrity levels with age, and an association between the strength of attributes and participation in regular exercise. Reliability and validity of this modified inventory were supported.
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Chen, Pei-Yun, Wen-Chao Ho, Chyi Lo, and Tzu-Pei Yeh. "Predicting Ego Integrity Using Prior Ego Development Stages for Older Adults in the Community." International Journal of Environmental Research and Public Health 18, no. 18 (2021): 9490. http://dx.doi.org/10.3390/ijerph18189490.
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Background: Erikson’s ego development theory is the most accepted theory that involves eight stages of psychosocial development over an individual`s all lifespan. The result of development in prior stages will influence the later stages. The elderly were mainly characterized by the central developmental tasks: achieving ego integrity vs. despair. The harvest in the last stage will be related to the attitude of facing death in the elderly. Methods: A cross-sectional study of elderly age from 65 to 90 years old (n = 292) was carried out and investigated via the Inventory of Psychosocial Balance. Pearson correlation and path analysis were performed in order to analyze the direct and indirect effect among the first seven stages with the eighth stage. Results: We found that all the eight stages were significantly related to each other, and comparing to the previous seven stages, “the generativity stage” (r = 0.77) was the most relevant stage with “ego integrity”. In all indirect and direct effects, the seventh stage had the greatest impact on the “ego integrity stage”; the direct effect was 0.89. Conclusions: Compared to the whole lifespan, adulthood possessed a higher influence on the elderly stage. We found that all the eight stages were significantly related to each other, and comparing the first seven stages, the “generativity stage” (r = 0.77) was the most relevant stage to “ego integrity”. Conclusions: Compared to the whole lifespan, adulthood possessed a higher influence on the elderly stage.
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Pond, Jami S., Michelle L. Peters, Dana L. Pannell, and Cosby S. Rogers. "Psychosocial Challenges for Children with Insulin-Dependent Diabetes Mellitus." Diabetes Educator 21, no. 4 (1995): 297–99. http://dx.doi.org/10.1177/014572179502100406.
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This article describes the particular relevance of Erik Erikson's psychosocial stages of development for children with insulin-dependent diabetes. The developmental issues for young children centering on trust, autonomy, initiative, and industry have special significance for children with diabetes. Although the issues faced in each of Erikson's psychosocial stages are present in every stage, behaviors are manifested differently at each stage. Practical suggestions are provided for families and healthcare providers living with or working with children of various ages who have diabetes.
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Osmuk, L. A., and M. S. Melnikova. "Psychosocial Wellbeing of the Students with Limited Opportunities of Health Studying at the University." Psychological-Educational Studies 11, no. 3 (2019): 84–94. http://dx.doi.org/10.17759/psyedu.2019110307.
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In article being considered the problem of psychosocial wellbeing of students with limited opportunities of health connected with development of inclusive education at the higher school. It is offered to consider psychosocial wellbeing of students in the context of process of their professional self-determination and to consider features of psychosocial wellbeing of the students with limited opportunities of health getting to educational space of the university. The psychosocial wellbeing is considered as a dynamic state, need of development of a technique of its research, taking into account stages of educational process is stated. The flight base for development of a technique offers tools of the realized monitoring of social and psychological wellbeing (n=846, the students of 10 universities studying in inclusive groups). In order, that the student with limited opportunities of health steadily experienced feeling of psychosocial wellbeing, it is necessary that the inclusive group and the educational environment were safe, comfortable and having all necessary resources for self-realization.
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Arani Lintang Kinanti and Resneri Daulay. "CHILD ABUSE EXPERIENCED BY THE MAIN CHARACTER IN RAINBOW ROWELL’S ELEANOR AND PARK: A PSYCHOSOCIAL ANALYSIS." IdeBahasa 2, no. 2 (2020): 155–64. http://dx.doi.org/10.37296/idebahasa.v2i2.48.
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This research entitled Child Abuse Experienced By The Main Character In Rainbow Rowell’s Eleanor And Park: A Psychosocial Analysis. Eleanor and Park was a coming-of-age novel written by Rainbow Rowell. Eleanor, one of the main characters, had a lot of things going on in her life, she lived in poverty and had to deal with child abuse everyday. This research was aimed to identify what kind of abuse Eleanor experienced and to analyze how the abuse affected Eleanor’s psychosocial development. This research was classified into a qualitative research. The data were taken from the novel Eleanor and Park written by Rainbow Rowell. In analyzing the data, the researcher applied four out of eight stages of psychosocial development theory by Erik H. Erikson while trying to classify different types of abuse that Eleanor experienced. The data were in descriptive form which was why the analysis is enlighten by the researcher in descriptive way. The result of this research showed that Eleanor had troubles passing psychosocial development stages due to what she had been through in her home life. She might succeed in Early Childhood stage but since living with her step-father, Richie, and receiving many types of child abuse from him such as physical abuse, sexual abuse, psychological abuse and child neglect, she failed to pass three later the stages. In consequence, she grew many unhealthy personalities and getting more distant with people in society. Nonetheless, ever since she met Park, she changed to be a better person, although it took her some time. The story ended without the researcher knowing if she passes the adolescence stage successfully. Therefore, there was still possibility for her to pass later stages well and be a healthy individual.
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Ms., Dhruthi S. Prasad, Aiswarya R. Rao Dr., and Sanath S. Prasad Mr. "Personal Values and their Effect on Young Adults Pertaining to OTT Platforms." International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH) 10, no. 1 (2023): 23–26. https://doi.org/10.5281/zenodo.7568498.
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<strong>Abstract:</strong> Children grow fast into adults and there is a difference between adults and young adults as defined by Erick Erickson’s psychosocial stages of development. According to Erick Erickson and his theory of psychosocial developments in an individual, there are 8 stages of development. One of the stages is intimacy versus isolation in which he speaks about the age of identity explorations, instability, self focus and the age of feeling in-between and possibilities. This study focuses mainly on the aspects of self sufficiency, economic freedom and social responsibility and reliability in young adults in the age group of 18 - 25 years. The study tries to focus on these aspects based on their screen-time interests pertaining to OTT platforms and the kinds of shows/series the young learners indulge themselves in. The study is based on the statistics collected from a personal values survey done through a pilot study on young adults, focusing on questions based on Erick Erickson’s psychosocial stages of development. The study focuses on the values on intimacy, relationships and other moral values among the young adults who are influenced by the series/shows/ movies getting released on popular OTT platforms. For the young adults, their interpersonal and social lives are equally important as their virtual lives. The impact created by Netflix series like <em>Money Heist </em>or other K-Drama which are much popular among the young adults is such that they tend to influence their lives adversely. The paper tries to study the relation between their screen time and influence of the OTT shows/series on them before and after the pandemic lockdown in 2020 and how these shows have made an impact on their attitudes and lifestyle. <strong>Keywords:</strong> young adults, Erick Erickson’s theory of Psychosocial development, OTT platforms, personal values, moral values, stages of individual development. <strong>Title:</strong> Personal Values and their Effect on Young Adults Pertaining to OTT Platforms <strong>Author:</strong> Ms. Dhruthi S. Prasad, Dr. Aiswarya R. Rao, Mr. Sanath S. Prasad <strong>International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)</strong> <strong>ISSN 2349-7831</strong> <strong>Vol. 10, Issue 1, January 2023 - March 2023</strong> <strong>Page No: 23-26</strong> <strong>Paper Publications</strong> <strong>Website: www.paperpublications.org</strong> <strong>Published Date: 25-January-2023</strong> <strong>DOI: https://doi.org/10.5281/zenodo.7568498</strong> <strong>Paper Download Link (Source)</strong> <strong>https://www.paperpublications.org/upload/book/Personal%20Values%20and%20their%20Effect-27012023-1.pdf</strong>
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Borodina, N., S. Cheberiachko, O. Deriuhin, and A. Aleksieiev. "DEVELOPMENT OF PSYCHOSOCIAL RISKS MANAGEMENT PROCEDURE AT INDUSTRIAL ENTERPRISES." Naukovyi visnyk Donetskoho natsionalnoho tekhnichnoho universytetu, no. 1 (2023): 16–27. http://dx.doi.org/10.31474/2415-7902-2023-1-16-27.
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Purpose. Development of the process of managing psychosocial risks in the conditions of an industrial enterprise based on the ISO 45003:2021 standard in the occupational health and safety management system. Methodology. Using a systematic approach, which is a form of superimposition of the theory of cognition and dialectics, to study the processes taking place in the management systems of occupational safety and health of employees, a method for assessing psychosocial risk has been developed, which includes three main stages: preparation (selection, clarification of questionnaires letters that take into account the specifics of a specific organization), collection of information on the relationship between work and mental health and analysis of data on psychosocial risks and well-being. Research results. The "Bowtie" method for assessing psychosocial risks has been improved, which differs from the known one by taking into account the set of interconnected elements that represent the output (measures to reduce the severity of the consequences and improve the health of the employee), input (dangers) and related with the internal and external environment (dangerous psychosocial factors that increase the probability of the occurrence of a dangerous event - experiencing stress), feedback (employee's state of health). The proposed method of managing psychosocial risks, which involves eight main steps: researching the external and internal environment, drawing up a questionnaire to determine the influential dangerous psychosocial factors, conducting an assessment of psychosocial risks, clarifying assessments based on the level of individual health of employees, developing preventive measures to reduce the severity of the consequences and the recovery of workers' health, documenting the risk assessment and verifying the level of risk after the introduction of preventive measures. An assessment of the psychosocial risks of the compressor plant operator has been carried out, thirteen stressors that affect the activity of workers have been identified, and the preventive measures to reduce the stress level have also been proposed. Scientific novelty. The relationship between stressful factors and the reaction of employees, taking into account individual characteristics, is shown, which is taken into account when assessing the level of stress in the fourth step to refine the evaluation indicators. Practical significance. A questionnaire which presents five groups of dangerous factors, namely: aspects of work organization, social factors, working environment, equipment, dangerous tasks with suggestions of specific factors inherent in the workflow, has been developed.
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Ketola, Tarja. "Potty-training companies: applying Erik H. Erikson's stages of psychosocial development to CSR." International Journal of Business Governance and Ethics 4, no. 3 (2009): 250. http://dx.doi.org/10.1504/ijbge.2009.023331.
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Wijoyo, Eriyono Budi, and Mustikasari Mustikasari. "Psychosocial Aspects of Erickson Model on Toileting Behavior For Toddler Ages: Case Study." Jurnal Ilmiah Keperawatan Indonesia [JIKI] 3, no. 1 (2020): 1. http://dx.doi.org/10.31000/jiki.v3i1.1485.
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Introduction: Toddlers aged 1-3 years are children with psychosocial development stages between autonomy with shame and doubt so training is needed to control themselves, one of which is toilet training. Method: The process of writing this scientific article applied a case study approach with descriptive methods drawn from the writer's life and personal experience. To collect data in the form of articles, the writer used several databases such as PROQUEST, Science Direct, Google Search, and Scopus. The writer also used several search keywords, which are “Toodler Development”, “Erickson Theory”, “Toilet Training”, “Psychosocial Process”, by using boolean “AND”. Besides using keywords, the writer also used inclusion and exclusion criteria ranging from 2012-2017 published articles in Indonesian and English, and full text articles from reliable sources. From the aforementioned searches, thousands of articles were obtained and the writer analyzed and came up with the title “Psychosocial Aspects of Erickson Model in Toileting Behavior for Toddler Ages: Case Study”. Results and Discussion: The development of toddlers varies from one another. Toddlers can also carry out orders given from others to themselves. After entering the age of 24-30 months it is recommended that the children be trained in toileting behavior because at that age they can control themselves. Conclusion and suggestion:Children’s development in this case is still in line with Erikson's psychosocial development theory so that children are still within the psychosocial limits of health. Special attention is needed from parents to toddlers, especially related to their psychosocial development so that there is no delay and does not interfere with children's development at later stage. Keywords: Psychosocial, Erikson's Theory, Toddler, Toilet Training
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Thompson, Michael G. G., and Paul G. R. Patterson. "The Thompson-Patterson Scale of Psychosocial Development: I. Theoretical Basis." Canadian Journal of Psychiatry 31, no. 5 (1986): 387–97. http://dx.doi.org/10.1177/070674378603100502.
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This paper presents a theoretical framework for describing childhood psychopathology in terms of coping styles and introduces a scale to measure psychosocial development in young children. It is hypothesized that coping styles characteristic of specific stages of development evolve in a predictable sequence with treatment. The term coping style rather than disorder is used to reflect the opinion that the child's behaviour constitutes an attempt to find a solution to difficulties encountered during the normal course of psychosocial development. These styles of relating are not static. The coping styles are presumed to arise from partial blocks† to normal development during the period of early attachment and separation and individuation. A computer scored behaviour rating instrument, the Thompson-Patterson Scale, allows for the determination of the child's predominant coping style at a particular point in time. Clinical work and research has shown the utility of this paradigm and supports the hypothesis that changes in pathological behaviour patterns which emerge during treatment are predictable.
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Joseph, PT. "Faith Process in Human Development." Jnanadeepa: Pune Journal of Religious Studies Jan-June 2014, no. 17/1 (2014): 83–100. https://doi.org/10.5281/zenodo.4273642.
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This paper looks at Faith as a process of growth. Starting with Erikson’s life as a journey of growth in eight psychosocial stages, it looks at various scholars who applied it to faith development. After comparing the theories of James Fowler, Scott Peck, Friedrich von Hugel and John Westerhoff, the author adopts the ring theory of Westerhoff and elucidates the relationship between Faith, Reason and Wisdom. These are similar to the three rings of tree, one developing over another layer. Faith is visible in the ‘Affiliative stage’ of Westerhoff. Reason is visible in the ‘Searching Faith’ of Westerhoff. Wisdom is manifested in the ‘Owned faith’. During the searching faith, the clash of world views become very important and the author examines three dominant world views for this stage to demonstrate the conflicts a person faces in dealing with Faith. Thus, the process of Faith involves Reason and Wisdom.
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Carswell, Claire, Magdi Yaqoob, Patricia Gilbert, et al. "Exploration of Caregiver Experiences of Conservatively Managed End-Stage Kidney Disease to Inform Development of a Psychosocial Intervention: The ACORN Study Protocol." Healthcare 9, no. 12 (2021): 1731. http://dx.doi.org/10.3390/healthcare9121731.
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Background: End-stage kidney disease (ESKD) is an overwhelming illness that impacts not just patients, but also their informal carers. Patients who opt for conservative management rather than dialysis experience difficult symptoms and the psychosocial consequences of their condition. Informal carers of patients who choose conservative management can also experience high levels of psychosocial burden, yet there is little guidance on how best to support informal carers, and no evidence on psychosocial interventions to address unmet needs. Aim: The aim of this study is to explore the experiences and unmet needs of informal carers of patients with ESKD receiving conservative management in order to inform the development of a psychosocial intervention. Methods: This qualitative study will consist of three stages: (I) semi-structured interviews with informal carers in England and Northern Ireland, (II) focus groups with healthcare professionals and informal carers, and (III) national workshops to refine the components of a psychosocial intervention. Discussion: Informal carers of patients with ESKD who are receiving conservative management experience a high psychosocial burden, but there is limited evidence on how best to provide support, particularly as the patient nears the end of life. To our knowledge this study will be the first to address this gap by exploring the experiences and unmet needs of informal carers, with the aim of informing the development of a psychosocial intervention to support the health and wellbeing of informal carers.
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Habsy, Bakhrudin All, Giralda Aufadzatul Hanan Akhmad, Neha Eka Meifiana, Widya Anggraeni, and Nihayatul Latifia. "Effectiveness of Erikson's Ego Counseling as an Individual Counseling Approach." Suluh: Jurnal Bimbingan dan Konseling 9, no. 2 (2024): 81–86. http://dx.doi.org/10.33084/suluh.v9i2.6975.
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Erikson's ego counseling is an individual counseling approach based on Erikson's theory of psychosocial development. This approach views that individuals develop through eight stages of ego development. The goal of Erikson's ego counseling is to help clients achieve ego integrity by overcoming psychosocial crises at each stage of development. This research aims to analyze the effectiveness of Erikson's ego counseling as an individual counseling approach through a literature review. The method used is a systematic literature review of previous research on the application and effectiveness of Erikson's ego counseling. The results of the study show that Erikson's ego counseling is effective in helping clients overcome problems in achieving developmental tasks, identity crises, career stagnation, and other psychosocial problems. Erikson's ego counseling has also been proven to be able to increase the achievement of ego integrity. In conclusion, Erikson's ego counseling is an effective individual counseling approach based on the literature review conducted.
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Rizki, Najrul jimatul. "Penerapan Teori Perkembangan Sosial Dan Kepribadian Erikson Dalam Pendidikan: Pendekatan Psikososial Untuk Optimalisasi Pembelajaran." Epistemic: Jurnal Ilmiah Pendidikan 3, no. 3 (2024): 462–81. http://dx.doi.org/10.70287/epistemic.v3i3.69.
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This study aims to explore the application of Erik Erikson's theory of social and personality development within the educational context, which is highly relevant in supporting students' holistic development. The research background is based on the importance of understanding the psychosocial development stages that individuals face throughout their lives, particularly within educational settings. The main objective of this study is to analyze how Erikson's theory can be applied by educators to support students' social, emotional, and intellectual growth. The research methodology employs a descriptive qualitative approach through literature reviews and secondary data analysis from various scientific sources. This study is designed to deeply investigate key aspects of Erikson's theory, such as identity, collaboration, and conflict resolution, as well as how cultural values can influence individual development. The findings indicate that the application of Erikson's theory in education can help educators create learning environments that foster students' identity development, encourage collaboration, and facilitate conflict resolution. The implications of this research are significant for educators in designing a more inclusive curriculum that is responsive to students' psychosocial developmental stages while respecting their cultural diversity and social context.
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AGM, Cicilia Angelis, Ira Miranti, and Nina Dwiastuty. "THE CHARACTER DEVELOPMENT OF ‘BEN’ IN GIFTED HANDS: THE BEN CARSON'S STORY THROUGH ERIKSON'S PSYCHOSOCIAL THEORY." LiNGUA: Jurnal Ilmu Bahasa dan Sastra 14, no. 2 (2020): 261–70. http://dx.doi.org/10.18860/ling.v14i2.6699.
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This study aims to identify and provide a description of the development of the main character in the film Gifted Hands: The Ben Carson Story by Thomas Carter based on the approach of textual literary psychology through qualitative descriptive techniques, namely listening, observing, and copy-writing. Erikson's theory of psychological development, which reviews the development of the character influenced by those who are nearby becoming the focal point of the discussion - in terms of dialogue, action-reaction, and the situation depicted in the film. The findings in this study are four stages of character development from eight stages, namely school age, adolescence, early adulthood, and adulthood, at each stage, there are two elements namely dystonic (disruptive) and syntonic (harmony).
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Stavinoha, Peter, Martha Askins, Stephanie Powell, Natasha Pillay Smiley, and Rhonda Robert. "Neurocognitive and Psychosocial Outcomes in Pediatric Brain Tumor Survivors." Bioengineering 5, no. 3 (2018): 73. http://dx.doi.org/10.3390/bioengineering5030073.
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The late neurocognitive and psychosocial effects of treatment for pediatric brain tumor (PBT) represent important areas of clinical focus and ongoing research. Neurocognitive sequelae and associated problems with learning and socioemotional development negatively impact PBT survivors’ overall health-related quality of life, educational attainment and employment rates. Multiple factors including tumor features and associated complications, treatment methods, individual protective and vulnerability factors and accessibility of environmental supports contribute to the neurocognitive and psychosocial outcomes in PBT survivors. Declines in overall measured intelligence are common and may persist years after treatment. Core deficits in attention, processing speed and working memory are postulated to underlie problems with overall intellectual development, academic achievement and career attainment. Additionally, psychological problems after PBT can include depression, anxiety and psychosocial adjustment issues. Several intervention paradigms are briefly described, though to date research on innovative, specific and effective interventions for neurocognitive late effects is still in its early stages. This article reviews the existing research for understanding PBT late effects and highlights the need for innovative research to enhance neurocognitive and psychosocial outcomes in PBT survivors.
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Habsy, Bakhrudin All, Selomita Dianing Armania, Alifia Putri Maharani, and Siti Fatimah. "Teori Perkembangan Sosial Emosi Erikson dan Tahap Perkembangan Moral Kohlberg: Penerapan di Sekolah." TSAQOFAH 4, no. 2 (2023): 674–86. http://dx.doi.org/10.58578/tsaqofah.v4i2.2345.
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Erikson's theory of social emotional development and Kohlberg's moral development can be applied in school life to determine the development of students' moral reasoning and also determine students' social interaction relationships. With Erikson's theory of social development, we can understand the stages of human development starting from our sensitivity and ability to adapt to the surrounding environment. The purpose of this article is to determine the implementation of Guidance Counseling on improving children's morals at school and to determine whether or not there is an influence of Guidance Counseling on improving children's morals. The aim of this research is also to provide a way for adolescents to find their identity and synthesize the stages of adolescent psychosocial development.
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Wahyuni, Sri, Siska Putri Belangi, Wahidyanti Rahayu Hastutiningtyas, and Khalikul Fadli. "Pendampingan dan Sosialisasi dalam Terapi Kelompok Terapeutik dalam Upaya Analisis Perkembangan Anak Usia Sekolah." Sahabat Sosial: Jurnal Pengabdian Masyarakat 2, no. 4 (2024): 568–76. http://dx.doi.org/10.59585/sosisabdimas.v2i4.456.
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Mental health promotion efforts are carried out throughout human life to improve the individual's ability to achieve tasks according to the stage of development. If this is not done, it will experience psychosocial development disorders. Currently, there are still many families in the community who do not understand how to stimulate the development of school-age children in several types of development such as motoric, cognitive and language, emotional and personality, moral and spiritual, and psychosocial. The purpose of this community service is to stimulate school-age children according to their stages of growth and development optimally through a therapeutic group therapy approach for school-age children. This community service activity uses an implementation method consisting of three stages, namely the preparation stage, implementation of Therapeutic Group Therapy actions consisting of five sessions and evaluation. The results of this activity showed that the majority of participants experienced an increase in the level of development well in school-age children after Therapeutic Group Therapy was carried out. Therefore, therapeutic group therapy is recommended as a promotion to stimulate optimal development that affects the mental health of school-age children in the mental health service setting in the community, especially in schools.
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Rawiadji, Charaqua Vania, and Liem Satya Limanta. "Childrens Picture Book Series on Exploring Childrens Development of a Balanced Identity." K@ta Kita 9, no. 2 (2021): 113–19. http://dx.doi.org/10.9744/katakita.9.2.113-119.
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This paper elaborates the project of creating picture-book stories for two to five years old of Indonesian children, which highlight the issue of identity development in children. Erik Erikson’s eight stages of psychosocial development will be the theoretical framework of this paper. In the first and second story, the main characters pass through the crisis of autonomy versus shame and doubt. They have strict and overprotective parents that caused them to doubt themselves. However, by believing in themselves and taking an action, they passed the crisis and developed a balanced identity. In the third, fourth, and fifth story, the main characters pass through the crisis of initiative versus guilt. They learn to be honest, to forgive, and to let go. Each action has its own risk, but by taking the initiative to do the right thing, they passed the crisis successfully and formed a balanced identity.Keywords: children picture-books, children development, psychosocial development, autonomy vs shame and doubt, initiative vs guilt, balanced identity
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Frederic, Denis, Rat Corinne, Reynaud Matthieu, Siu-Paredes Francesca, Tubert-Jeannin Stephanie, and Rude Nathalie. "The schizophrenia oral health profile: Development and feasibility." Translational Neuroscience 9, no. 1 (2018): 123–31. http://dx.doi.org/10.1515/tnsci-2018-0019.
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Abstract Background The aim of this study was to present the different stages of development of the Schizophrenia Oral Health Profile (SOHP) questionnaire, aimed at assessing oral disorders and their impacts on functioning and psychosocial wellbeing for patients with schizophrenia (PWS) and to give the results of a feasibility study conducted in France Materials and methods The first step of this qualitative study was semi-structured interviews were conducted with 20 PWS and 6 health professionals (HP). A focus group integrating 4 PWS and 4 HP was also organised to identify the items of the SOHP. The data were analysed using a thematic analysis. Second, a feasibility study was conducted in a sample of 30 PWS who answered the SOHP questionnaire. The acceptability and understanding of the SOHP were evaluated, using a specific questionnaire. Results The semi-structured interviews and focus groups included 34 individuals in total. Items’ selection was done with several stages and led to a SOHP scale with 53 final items related to oral disorders and their impacts on functioning and psychosocial well-being. These items were classified in 13 preselected dimensions including one additional module related to the side effects of medications (11 items). The feasibility study showed good acceptability and understanding of the items of the SOHP scale. Conclusions The psychometric validation of the SOHP scale, involving a large sample of PWS, is currently in progress. The SOHP is important to evaluate PWS oral health needs and to offer appropriate strategies to improve oral health of this persons. Trial registration Clinical Trials Gov NCT02730832. Date registered: 21 March, 2016.
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A, Gbenusola. "A REVIEW OF THE PSYCHOSOCIAL EFFECTS OF WIDOWHOOD AMONG OLDER WOMEN IN NIGERIA." Journal of African Philosophy and Indigenous Knowledge 1, no. 1 (2025): 42–49. https://doi.org/10.69778/3007-7192/2025/1.1/a5.
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Widowhood is a momentous life event that could affect the psychological, social, and financial well-being of widows.This study investigated widowhood and its effects on older women in Nigeria. It explored widowhood from a global perspective and was narrowed down to the perspective of widowhood in Nigeria and reviewed statistics which revealed that a staggering number of elderly women are widows, yet, so little has been done in terms of social relief, financial, or psychological aid all over the world. For this reason, this research was done to better understand widowhood and its all-round effects. With the aid of existing literature, this study examined how widowhood affects psychological well-being, financial stability, and even the social status of widows. It also pointed out common cultural practices done to widows that are detrimental to their well-being. Guided mainly by Erikson's theory of psychosocial development, which highlights the developmental stages an individual must attain psychosocially, this study pointed out how widowhood could ‘drown the work done in previous stages of development and make it difficult for widows to go through the rest of their lives with fulfilment. The study also reviewed the conformity theory as a factor influencing widows' blind adherence to the detrimental cultural practices meted out to them. This paper contributes to the understanding of the complexities and effects of widowhood and suggests interventions to reduce its impact.
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Saty Dev Prajapati. "Financial and Psychosocial Entrapment in Aravind Adiga’s Selection Day." Creative Launcher 7, no. 3 (2022): 117–21. http://dx.doi.org/10.53032/tcl.2022.7.3.14.
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The present paper deals with Aravind Adiga’s fourth novel Selection Day based on extraordinary panorama of cricket game. Financial condition of the poor and bourgeois is responsible for their future planning, decision in studies and the way of life at the same time the struggle of middle and lower-class people ensnare them into psychosocial entrapments. Aravind Adiga’s Selection Day contains financial and psycho-social entrapment of Kumar Family. By the help of cricket game the writer aesthetically webs the themes of unexplored sexuality, unsatisfied desires and all the aspects of the struggle faced in the life of Radha and Manju. Eric Erikson has propounded the stages of psychosocial development, the protagonist of this novel endeavors to uplift his life therefore he passes throw these stages. His theory is adhered to Sigmund Freud’s theory of Psychoanalysis. Money minded father and psychologically traumatized sons are working day and night for golden future in the vast area of corrupt capitalist immoral society therefore this novel is a harsh criticism of money possessiveness of games and people’s different point of view regarding national glory.
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Widiyanti, Dona, Annabelle Mathilda Catalunya Karsum, and Georgia Love Lee. "THE FIXATED TRAITS IN "KUNG FU PANDA 3" MOVIE: A PSYCHOANALYTIC LITERARY CRITICISM." Boanerges: Makarios Education Journal 1, no. 1 (2023): 17–26. https://doi.org/10.5281/zenodo.8385362.
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This study aims to highlight the crucial childhood socio-cultural learning across the lifespan; how the affection, love, close relationships and parenting of both parents are primal that affect adulthood personality. Qualitative method was used to explain and criticize the psychological issue in this movie. Since the story is presented through moving pictures, cameraworks in cinematography were used to narrate the plot, settings, and characters. Furthermore, the theory of <em>“Stages of Psychosocial Development” </em>by Erik Erikson was applied as the approach to conduct this analysis in order to figure out what triggers Po’s anxiety related to two stages of Erikson's <em>Basic Trust vs Mistrust & Autonomy vs Doubt, Shame</em>. As a result: <strong>1)</strong> Po’s anxiety is triggered by his inadequate trust at the <em>Basic Trust vs Mistrust</em> stage, making it difficult to control his dietary habit, pessimistic, dependent, and overly sensitive to rejection. <strong>2)</strong> The lack of parenting at the <em>Autonomy vs Doubt, Shame</em> stage makes him manifest unfavorable outcomes: a lack of self-control, disorganized, messy and careless behaviors. <strong>3)</strong> Po eventually manages to gain his confidence; however, his adult fixation still remains.
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Dunkel, Curtis S., and Colin Harbke. "A Review of Measures of Erikson’s Stages of Psychosocial Development: Evidence for a General Factor." Journal of Adult Development 24, no. 1 (2016): 58–76. http://dx.doi.org/10.1007/s10804-016-9247-4.
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Knight, Zelda Gillian. "A proposed model of psychodynamic psychotherapy linked to Erik Erikson's eight stages of psychosocial development." Clinical Psychology & Psychotherapy 24, no. 5 (2017): 1047–58. http://dx.doi.org/10.1002/cpp.2066.
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Ha, Mi-Sook. "The Analysis of the Fairy Tale ‘The Mustard Seed’s Dream’ through Erikson’s Psychosocial Development Stages." Hannam Language and Literature 44 (December 30, 2023): 163–85. http://dx.doi.org/10.69544/hnlal.2023.1.6.
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Egloff, G., and D. Djordjevic. "Pre- and postnatal psychosocial intervention concepts." European Psychiatry 41, S1 (2017): S734. http://dx.doi.org/10.1016/j.eurpsy.2017.01.1345.
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Psychiatry, psychoanalysis and infant mental health research of the last decades have led to intervention concepts for pre- and postnatal stages of human development. Such concepts reach from how parents-to-be can be prepared for parenthood to how to intervene in support of relation and attachment in infants, toddlers and older children. Especially the postnatal relation of infant and parents has been examined extensively, as have parental competencies. The expression of intuitive parental competencies (according to Papousek and Papousek) may be compromised by diverse factors, thus putting the infant's psychic development at risk in general. Early intervention concepts may help out to some extent. In German-speaking countries, there are intervention programs focusing on bonding as there are on handling, processing of and coping with trauma, on promoting secure attachment between infant and parents, on relational issues, on bodily contact, on understanding the infant's signals, including those of the preterm infant, as well as on educational practices. From prenatal period onwards up to kindergarten age there are structured interventions, including the involvement of parents and parents-to-be. Yet, some factors of psychic development and of pathology may not necessarily be reached by these. Whereas concepts on an individual level of personality education do exist, nevertheless there might have to be collective measures. There seems to be a need to augment the agenda as there is good reason to assume that in the last decades there has been a motion toward new social deprivation stemming from societal depravation processes, which might potentiate future deprivation.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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O'Donnell, Kelly S. "Developmental Tasks in the Life Cycle of Mission Families." Journal of Psychology and Theology 15, no. 4 (1987): 279–87. http://dx.doi.org/10.1177/009164718701500403.
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This study focuses on some of the developmental tasks common to mission families. These tasks are discussed in terms of McGoldrick and Carter's (1982) six stages of the family life cycle. A tripartite developmental model of the mission family is also presented which takes into account the interaction of the family life cycle, individual psychosocial development, and the stages of mission involvement. Considering family developmental tasks in light of this model serves to organize and clarify the various adjustment challenges of mission families.
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Puspita, Oktaviani, Elan Elan, and Sima Mulyadi. "PERKEMBANGAN PSIKOSOSIAL ANAK USIA DINI YANG MENGALAMI KETERLAMBATAN DALAM BERBICARA." JURNAL PAUD AGAPEDIA 6, no. 2 (2022): 201–7. http://dx.doi.org/10.17509/jpa.v6i2.52014.
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The purpose of this study was to analyze phychosocial development of early childhood who experience delays in speaking. The preschool phase is one of the stages that children will face as a developmental process in children aged three to six years, in this phase the developmental stages that occur include cognitive, language, physical, and psychosocial development. Psychosocial development is a change and stability in emotions, personality, social daily life in establishing a relationship and also interacting with people around. Psychosocial development is a lifelong development that starts from infancy to adulthood. Children can be said to be late in speaking when the child has reached the age of the ability to produce sound and communicate well below the average child of his age. Speech delay can also be called a speech disorder which is a delay in language or speaking. The method used in this research is a qualitative research with a single case study approach using data collection by observation, interviews and documentation. The results showed that the psychosocial development of early childhood experienced various phases from infancy to the age of 3-4 years and the efforts given by the surrounding adults for their psychosocial development.Tujuan penelitian ini untuk menganalisis perkembangan psikososial anak usia dini yang mengalami keterlambatan dalam berbicara. Fase prasekolah merupakan salah satu tahap yang akan dihadapi anak sebagai proses perkembangan pada anak yang berusia tiga sampai enam tahun, pada fase ini juga tahapan perkembangan yang terjadi meliputi perkembangan kognitif, bahasa, fisik, dan psikososial. Perkembangan psikososial merupakan perubahan dan kestabilan dalam emosi, kepribadian, keseharian sosial dalam menjalin suatu hubungan dan juga berinteraksi dengan orang-orang sekitar. Perkembangan psikososial perkembangan sepanjang hayat yang telah dimulai dari masa bayi hingga dewasa nanti. Anak dapat dikatakan terlambat dalam berbicara ketika anak sudah menginjak usia kemampuan produksi suara dan berkomunikasi dengan baik di bawah rata-rata anak sesusianya. Keterlambatan berbicara juga dapat disebut dengan gangguan berbicara yang merupakan adanya suatu keterlambatan dalam berbahasa ataupun berbicara. Metode yang digunakan dalam penelitian ini adalah penelitian kualitatif dengan pendekatan studi kasus tunggal menggunakan pengumpulan data dengan observasi, wawancara dan dokumentasi. hasil penelitian menunjukkan bahwa perkembangan psikososial anak usia dini mengalami berbagai fase dari masa bayi hingga usia 3-4 tahun dan upaya yang diberikan oleh orang dewasa sekitar untuk perkembangan psikososialnya.
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Abdul, Baseer Safi, Zia Ur Rahman Banouri Syed, and Atifnigar Hamza. "Exploring Children's Developmental Stages and Preparation of a Framework for Comprehensive and Creative Curriculum." European Jornal of Theoretical and Sciences 1, no. 5 (2023): 1025–32. https://doi.org/10.59324/ejtas.2023.1(5).89.
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This paper examines the overall child development and approaches to child development and suggested a framework for constructing a curriculum that enhance the whole child learning process relevance to learning theories. In addition to assess the child activities in and out of the classroom and school. It has been examined from the developmental approaches of child that it is essential to concern the theories and approaches to child development for making a framework of creative and comprehensive curriculum. The theories and approaches of Jean Piaget, Bruner, Erikson and Hoffnung have discussed in the paper. Generally three major domains of development (Physical, cognitive, and psychosocial) are discussed in relevance to above mentioned psychologists. Concerning upon the stages and development of child a framework for comprehensive curriculum has made. Furthermore, the paper suggested the construction of Child-centered curriculum. In construction of the curriculum, the content and material required for comprehensive curriculum has been added in the paper. The very first thing is to make it research and theories based, a good curriculum must have specific goals and objectives, the interest level of children should be observed first and include materials afterword, the role of the teacher, family engagement and concerning the disable children are the main considerations of comprehensive and creative curriculum.
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Low, Benjamin C. Y., Kokkwang Lim, Meiyin Wong, Sayleong Ooi, Lindsay G. Oades, and Chee Khong Yap. "Stages of recovery from depression in relation to clinical outcomes and consumer recovery processes." International Journal Of Community Medicine And Public Health 6, no. 3 (2019): 910. http://dx.doi.org/10.18203/2394-6040.ijcmph20190572.
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Background: Research on consumer-defined recovery from mental illness has been critiqued for a lack of quantitative evidence and conceptual clarity that has impeded further development of recovery-oriented services. This is especially true when it comes to models of the stages of recovery from mental illness. Qualitative studies have produced 20 distinct stage models with significant similarities but limited quantitative validation. The present study tests the convergent validity of one promising model in relation to psychosocial functioning, depression symptoms, and the processes that are thought to underpin consumer-defined recovery.Methods: Eighty-eight patients with depressive symptoms were recruited. Patient-rated and clinician-rated measures were used to assess participants’ current stage of recovery, depressive symptoms, psychosocial functioning, and their level of attainment on the processes of recovery.Results: Higher stages of recovery were associated with better depression symptoms, participant and clinician rated functioning, and several recovery processes that were repeatedly identified by past research. The effect sizes were consistently large.Conclusions: Evidence of convergent validity was found for the model under study. Together with previous research, results suggest that the model may be a promising description of the recovery process and could inform the development of recovery-oriented services.
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Hayuningtyas, Rischa Devi, Siti Farida Noor Laila, and Nurwijayanti Nurwijayanti. "Analysis of Factors Affecting the Development of Children of Toddler Ages Assessed from History of Infection Diseases, Nutritional Status and Psychosocial Stimulation in Ponorogo Regency." Journal for Quality in Public Health 3, no. 2 (2020): 341–47. http://dx.doi.org/10.30994/jqph.v3i2.82.
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Child development is the result of maturation of organs, especially the central nervous system. Development occurs throughout life consisting of several stages, one of which is toddler. The toddler age occurs from 1 to 3 years old, where child development occurs very rapidly and is a golden period in children. Success in mastering developmental tasks at toddler age requires a strong foundation during the period of growth and development. This study aims to analyze factors that influence the development of toddler age children in terms of history of infectious diseases, nutritional status and psychosocial stimulation in Ponorogo Regency. The research design used is quantitative research with a cross sectional approach with a propopotional stratified random sampling method. The samples were taken as many as 302 mothers and toddler age children in the Ponorogo regency. The test used in this study was ordinal regression. The results showed the effect of value infectious disease history variable (wald = 10,356, P value = 0,001, estimate = 1,386), nutritional status value (wald = 810,900, P value = 0,000, estimate = 13,303). The value of psychosocial stimulation (Wald = 7,952, P value = 0,005, estimate = 1,309). at α = 0.05, the influence of the development of toddler age children is influenced by a history of infectious diseases, nutritional status and pshycosocial stimulation significantly. The development of toddler age in Ponorogo Regency is influenced by a history of infectious diseases, nutritional status and psychosocial stimulation. It is recommended that mothers pay more attention to adequate nutritional intake so that toddler-age children are not susceptible to infectious diseases. And supported psychosocial stimulation for optimal development. Nutritional status is the most dominant factor contributing to the development of toddler age children
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Stephen Mbugua Ngari, Selempo Alann; Micah Chepchieng;. "Psychosocial Developmental Factors Associated With Teenage Maasai of Transmara in Kenya." Editon Consortium Journal of Psychology, Guidance, and Counseling 1, no. 1 (2019): 10–19. http://dx.doi.org/10.51317/ecjpgc.v1i1.85.
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The study describes the psychosocial developmental factors associated with the teenage Maasai of Transmara in Kenya. The study was ex-post facto in approach and utilised a descriptive survey research design. This research was carried out among the three clans of the Maasai people living in Trans Mara in Narok County, namely; the Ilmoitanik, Isiria and Ilwuasinkishu. The population was 176,360. The sample was drawn from the Rrampau, Iseuri and Ilnyankusi age sets. The accessible population constituted of 919 respondents that comprised 455 males and 464 females. The sample was selected through stratified technique sampling by age sets, and by gender. The sample that was drawn from the above accessible population was 260 respondents whose distribution was 160 females and 100 males. The instrument for data collection was Focused Group Discussions that yielded valuable information from the targeted participants. The statistical analysis was done using the latest Statistical Package for Social Sciences (SPSS) version 22.0 for windows. The study found that there exist some distinct developmental stages that have a lot of comparisons with Erik Erikson's psychosocial stages whose combination will help in the formation of future generations and make psychological interventions more productive. The research found out that there are a lot of similarities between the two approaches in terms of structures that is, timing, qualities of the facilitators, content and evaluation procedures. The study recommends minimising the influence of the psychosocial environment that hinders proper development from ensuring the continuity of the Maasai developmental stages.
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Mokalu, Valentino Reykliv, and Charis Vita Juniarty Boangmanalu. "TEORI PSIKOSOSIAL ERIK ERIKSON: IMPLIKASINYA BAGI PENDIDIKAN AGAMA KRISTEN DI SEKOLAH." VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan 12, no. 2 (2021): 180–92. http://dx.doi.org/10.31932/ve.v12i2.1314.
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ABSTRAKTeori Perkembangan Psikososial menurut Erik Erikson menjadi salah satu sumbangsih penting bagi dunia pendidikan, termasuk pendidikan agama Kristen. Delapan tahapan yang diutarakan oleh Erikson dapat dipastikan dilalui oleh setiap individu dalam perkembangan kehidupannya, meskipun tidak semua dapat melaluinya dengan sempurna. Sumbangsih teori ini bagi pendidikan agama Kristen menjadi pertimbangan penting, meskipun bukan satu-satunya teori perkembangan yang mesti dijadikan pertimbangan dalam penyelenggaraan pendidikan, khususnya pendidikan agama Kristen. Dalam artikel ini akan dijelaskan delapan tahapan perkembangan psikososial, tinjauan dan relevansinya bagi pendidikan agama Kristen yang ada di sekolah. Penelitian ini menggunakan metode penelitian studi kepustakaan (library re-search) yang di mana dilakukan pengumpulan data pustaka dengan membaca dan mengolah bahan menjadi sebuah penelitian. Hasil dan kesimpulannya, keberhasilan di tahap awal mempengaruhi peluang keberhasilan di tahap berikutnya. Dalam hal ini, peserta didik sendirilah yang mengembangkan keseimbangan tahapan demi tahapan. Dengan kata lain, hasil dari setiap tahapan mempengaruhi peluang hasil positif di tahapan berikutnya.Kata Kunci: Teori Psikososial, Erik Erikson, Pendidikan Agama Kristen, sekolahABSTRACTPsychosocial development theory according to Erik Erikson is an important contribution in education sector including Christian religious education. The eight stages can certainly be passed by most individuals in their life’s development. The contribution of this theory to Christian religious education is an important consideration, although this theory is not the only theory of development that must be taken into consideration in the provision of education. In this article, the eight stages of psychosocial development is explained, an overview, and the relevance for Christian religious education in schools. This study uses library research method where library data is collected by reading and processing the material. The result reports success in the early stages affecting the chances of success in later stages. In other words, the outcome of each stage affects the chances of a positive outcome in the next stage.Keywords: Psychosocial Theory, Erik Erikson, Christian Religious Education, School
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Wargama, I. Made Dwi Sastra, Soegiyanto Soegiyanto, and Hadi Hadi. "Semarang Citizens’ Culture And Psychosocial Behavior In Physical Activity At The Fitness Center." JUARA : Jurnal Olahraga 7, no. 1 (2021): 90–103. http://dx.doi.org/10.33222/juara.v7i1.1497.
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With the lack of public knowledge in physical activities, some people worry and excessively do not have self-confidence; everyone has different attitudes, behaviors, personalities, and needs. The purpose of this study is to determine the culture and psychosocial behavior of Semarang City's citizens in carrying out physical activities at the fitness center. This study was done using the qualitative method. The purposive sampling techniques were used to determine the respondent and the data sources obtained from 29 respondents. The data was collected using observation, documentation, and interview techniques. Source triangulation, method triangulation, and peer discussion were used to check the validity of the data. Meanwhile, the data analysis procedure was done through the stages of various data sources, namely observation, interviews, and documentation. The result of this study is that the culture of doing physical activity in the fitness center of West Semarang District has moral, attitude, and physical aspects. For psychosocial, there are psychological and social aspects. From Ericson's eight stages of development, there are three groups of age stages, namely stage V Adolescent (12-20 years), stage VI Early Adult (20-40), and stage VII Middle Adult (40-65).
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Chaika, Victoria N., Vladislav A. Mashtakov, Olga S. Matorina, Oleg V. Streltsov, and Oksana G. Meretukova. "Mobbing process as a psychosocial risk factor in educational groups." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 17, no. 4 (2020): 52–64. http://dx.doi.org/10.17673/vsgtu-pps.2020.4.5.
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The socio-psychological phenomenon of mobbing in educational groups requires a detailed study and identification of new factors and dependencies. The purpose of this study is to analyze statistical information, identify the features of the formation and development of the mobbing process in the student team, and develop relevant techniques for timely response at any stage of the mobbing process. The article discusses the results of research by domestic and foreign authors on the problems of mobbing. A brief overview of the history of the term is given. Participants are identified and the main prerequisites for the formation of the mobbing process are identified. In accordance with the stages of formation and development of mobbing as a socio-psychological phenomenon, the stages in the structure of the mobbing process in educational groups are defined. A diagram of the relationship between objects and subjects of the mobbing process is presented. Based on the analysis, a standard version of the actions of a potential victim of mobbing has been developed. The article considers the mobbing process as a factor that negatively affects the moral and psychological climate of educational groups. The lack of a psychologically healthy climate in the educational team leads to a reluctance to work in a team and a possible decrease in the effectiveness of perception of educational material and involvement in the educational process. The authors note the need to use techniques for timely response at any stage of the mobbing process. An attempt is made to develop tools for potential victims of the mobbing process in educational groups in order to resolve a conflict situation at any stage of the process.