Ericson’s theory of psychosocial development
Erik Ericson has proposed the theory of psychosocial development which details the outcome of social experiences in the life of human beings. He further maintained that human beings underwent eight stages. According to him the fourth stage of psychosocial development has to do with middle childhood and when the child starts understanding the meaning of pride especially in their capabilities and achievements (An & Cooney, 2006). The current case study deals with Logan, a child in middle childhood having a terminally ill sister. The child is in constant conflict because he is not able to share his thoughts or even appreciated and encouraged by his parents as they are too busy tending to his ailing sister. His only confidant is his elder brother Ben, whom he has become more attached after his sister has been diagnosed with leukemia. This is one stage which Logan needs to fight over his several inner conflicts to balance successfully and develop certain personality strengths like belief or competence in his own capabilities to handle activities. Logan was already upset since his birthday party was cancelled at the last minute and his parents did not even join him for his birthday lunch with his brother and cousins. In other words, he feels neglected and this may lead him to feel inferior by not reaching his potential as he would start doubting his own capabilities.
James Marcia’s identity statuses theory
James Marcia has proposed the identity statuses theory in which he has maintained that an individual undergoes four important stages in adolescence. The four main statuses are identity diffusion, identity foreclosure, identity moratorium and identity achievement (Was et al. 2009). The main crux of this theory is that one’s identity is developed mainly by the commitments and choices made with reference to particular social and personal attributes. The current case study is that of a boy in middle childhood, Logan, who is facing a crisis as his little sister has been diagnosed with cancer. Logan associates the disease with fear and dread. This is a period which is actually making him re-evaluate the value system and the whole world. Such a crisis has made him retreat as he has stopped making frank conversations with his peers and friends. His parents are worried and do not have time for him and Logan shares his apprehensions with his elder brother, Ben. However, the psychologist maintains that not all adolescent may undergo all the four stages. Given the current crisis, Logan may not have a well developed identity mainly because the current crisis may constrain him to understand his personal weaknesses and strengths thereby leading to the lack of a well articulated personality development.
Cognitive development
According to Jean Piaget’s concrete operational stage, in the middle childhood, a child is capable of understanding logical and concrete information (Piaget, 1964). Logan, has just been informed, that his sister is ill. However, in this stage children struggle to grasp abstract concepts. He has several questions and apprehensions about the disease. He understands that it is a serious ailment but still hopes that he would be able to celebrate his birthday next year and thereby return to a normal and routine life. The middle childhood is the time a child makes friends. However, Logan has become more attached to his elder brother Ben and is not able to confide or discuss with his friends about his sister’s illness. Moreover, he does not have his parents, especially his mother to guide him. This is because his mother often goes away with his sister for her treatment. All these aspects have considerable influence in shaping his social and cognitive development.
References
An, J.S. & Cooney, T.M. (2006). Psychological well-being in mid to late life: the role of generativity development and parent-child relationships across the lifespan. International Journal of Behavioral Development, 30(5), 410 – 421.
Piaget, J. (1964). Part I: cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(3), 176 – 186.
Was, C. A., Al-Harthy, I., Stack-Oden, M. & Issacson, R.M. (2009). Academic identity status and relationship to achievement and goal orientation. Electronic Journal of Research in Educational Psychology, 7(2), 627 – 652.
