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Containing accounts of the author's field work among Sioux and Yurok Indians, and an examination of the American, German and Russian characters, this is an interpretation of human life on psychological lines. Using case histories as springboards for theoretical discussion of the formative years of childhood, Professor Erikson identifies human life as a delicate balance between bodily, mental and social influences. The main chapters are devoted to anxiety in young children, apathy in American Indians, confusion in veterans of war, and arrogance in young Nazis.
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21 of 21 people found the following review helpful
Format:Paperback
This is one of the all-time key texts on emotional development throughout the lifecycle, as relevant today as when first published in the early 1950's. At the heart of it is Erikson's encapsulation of the life cycle within the famous 8 ages. Each of these ages identifies two simultaneously opposing pulls, for example between basic trust and basic mistrust [infancy] or generativity and stagnation [mid adulthood]. They are not alternatives to each other in the sense that one will ultimately overcome the other: rather it is how the tension between each pair is resolved that influences the development of each individual personality.
The conceptual underpinning is firmly psychodynamic, but by no means Freudian, belonging, if anything more to the Object Relations school than any other.This approach allows for ambivalence and ambiguity in individuals in ways which more social learning based approaches fail for the most part to accommodate. He provides insights into the irrational as well as the rational aspects of human relationships and functioning and recognises the child inside the adult.
If any part of Childhood and society is showing its age, then perhaps the strictures of adult sexual union in the age of intimacy versus isolation which are predicated upon relations with a loved partner, of the opposite sex reflect a pre 90's attitude to gay relationships.That aside, this is a wise, thought provoking work which is firmly grounded in the author's own clinical practice in psychotherapy. It is cross cultural to the extent that he includes findings from cultures outwith contemporary Western society.This is a classic in its field and of immense value to all who work or teach in the human relations field
Format:Paperback
I am a trainee counsellor with children, this book is amust for child counselling.Next Steps in Counselling Practice: A students' companion for degrees, HE diplomas and vocational courses: A Students' Companion for Certificate and Counselling Skills Courses
5 of 7 people found the following review helpful
Format:Paperback
Whilst seminal in its exploration of human development beyond childhood and adolescence, the chapter about little Jean made me first angry, then, in historical context, disappointed but comprehending.
A picture of a child with (almost certainly) an autistic spectrum disorder, mislabelled as "Schizophrenic" and saddled with all the Freudian baggage about psychosexual conflict and the 'poor early parenting' dogma that ruined thousands of families' lives in the 50s, 60s and right up to the 70s (still, horrifyingly, in France and some other places today), can only be comprehended if you remember that the legacy of Freud was to look at a (yes, many theories of his are based on just one or at most a handful of cases) clinical case and draw inferences outward, rather than study a large normal population and anomalous cases chiefly for comparison and then develop a theory *from the evidence*, rather than force evidence into a pre-adopted mould. In this tradition, falling into the trap of assuming that a child who looks normal, *is* normal, and any abnormalities they may show are the fault of the environment, is all too easy.
A picture of a child with (almost certainly) an autistic spectrum disorder, mislabelled as "Schizophrenic" and saddled with all the Freudian baggage about psychosexual conflict and the 'poor early parenting' dogma that ruined thousands of families' lives in the 50s, 60s and right up to the 70s (still, horrifyingly, in France and some other places today), can only be comprehended if you remember that the legacy of Freud was to look at a (yes, many theories of his are based on just one or at most a handful of cases) clinical case and draw inferences outward, rather than study a large normal population and anomalous cases chiefly for comparison and then develop a theory *from the evidence*, rather than force evidence into a pre-adopted mould. In this tradition, falling into the trap of assuming that a child who looks normal, *is* normal, and any abnormalities they may show are the fault of the environment, is all too easy.
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