编辑“埃里克森社会心理发展阶段”

{{human growth and development}}
{{psychoanalysis}}
{{NoteTA
|T=zh:埃里克森社会心理发展阶段;zh-hans:埃里克森社会心理发展阶段;zh-hant:艾瑞克森社會心理發展階段;zh-hk:艾力遜社會心理發展階段
|2=zh-hant:愛利克; zh-hans:爱利克; zh-hk:艾歷;
|3=zh-hant:艾瑞克森; zh-hans:埃里克森; zh-hk:艾力遜;
|4=zh-hans:西格蒙德·弗洛伊德; zh-hant:西格蒙德·佛洛伊德; zh-sg:西格蒙德·佛洛依德;zh-hk:西格蒙德·佛洛伊德
|5=zh-hans:弗洛伊德; zh-hant:佛洛伊德; zh-sg:佛洛依德;zh-hk:佛洛伊德
}}
'''埃里克森社会心理發展阶段'''是根据[[爱利克·埃里克森]]描述，将正常人的一生，从婴儿期到成人晚期，分为8个发展阶段 。在每个阶段，个人都面临、并克服新的挑战。每个阶段都建筑在成功完成较早的阶段任务的基础之上。如果未能成功完成本阶段的挑战，则会在将来再次造成问题。

1950年代，[[爱利克·埃里克森]]创立这个理论，作为对[[西格蒙德·弗洛伊德]][[性心理發展]]阶段的改进。埃里克森接受弗洛伊德理论的观念（包括[[本我]]、[[自我]]和[[超我]]，以及弗洛伊德[[性心理發展]]中的幼儿性欲），但是反对弗洛伊德试图单纯以性欲为基础来描述[[人格]]。此外，埃里克森批评弗洛伊德originology的观念。<ref>Hoare, C.H. (2005). Erikson’s general and adult developmental revisions of Freudian thought: “Outward, forward, upward”. Journal of Adult Development, 12, 19-31.</ref>。就是说所有心理疾病都可以追溯到童年早期经验。根据埃里克森，童年早期的经验很重要，但是个体仍能在社会环境内得到发展。<ref>Erikson, E.H. (1982). The Life Cycle Completed: A Review. New York: W.W. Norton & Company.</ref>埃里克森相信童年对于人格发展非常重要，与弗洛伊德不同，认为人格在5岁以后继续发展。在他最有影响的著作《儿童与社会》（1950年）中，他将人的一生分为8个社会心理發展阶段。

== 阶段 ==
{| class="wikitable"
|-
! 大約年齡 !! 德性 !! 社會心理危機<ref name=Cortland>{{Cite web |url=http://web.cortland.edu/andersmd/ERIK/welcome.HTML |title=存档副本 |accessdate=2014-08-01 |archive-date=2012-04-30 |archive-url=https://web.archive.org/web/20120430191722/http://web.cortland.edu/andersmd/ERIK/welcome.html |dead-url=no }}</ref> !! 顯著關係<ref name="psychology">{{Cite web |title=PSY 345 Lecture Notes - Ego Psychologists, Erik Erikson |publisher= |url=http://www.psychology.sunysb.edu/ewaters/345/2007_erikson/2006_erikson.pdf |accessdate=2009-08-11 |deadurl=yes |archiveurl=https://www.webcitation.org/5tWHzkelF?url=http://www.psychology.sunysb.edu/ewaters/345/2007_erikson/2006_erikson.pdf |archivedate=2010-10-16 }}</ref>!! 存在問題<ref name="psychology.sunysb">{{cite book|editor1-last=Macnow|editor1-first=Alexander Stone|title=MCAT Behavioral Science Review|date=2014|publisher=Kaplan Publishing|location=New York City|isbn=978-1-61865-485-4|page=220}}</ref>!! 例子<ref name="psychology.sunysb"/>
|-
| 0-2歲 || 希望 || 信任對不信任 || 母親 || 我能不能信任這個世界？ || 餵食、遺棄 
|-
| 2-4歲 || 意志 || 自主獨立對羞怯懷疑 || 雙親 || 我可不可以成為我自己？ || 如廁訓練、自行著裝  
|-
| 4-5歲 || 目的 || 主動對內疚 || 家庭 || 為我自己而做、移動和行動是可以的嗎？ || 探索、使用工具或創作藝術
|-
| 5-12歲 || 能力 || 勤奮對自卑 || 鄰居、學校  || 我能不能為全世界的人與事物做什麼事？ || 學校活動、運動 
|-
| 13-19歲 || 忠誠 || 身份认同對角色混亂 || 同儕、模範  || 我是誰？我能成為什麼？ || 人際關係
|-
| 20-39歲 || 愛 || 親密對孤獨 || 朋友、伴侶 || 我能不能去愛？ || 親密關係 
|-
| 40-64歲 || 關懷 || 愛心關懷對頹廢遲滯 || 家庭成員、工作伙伴 || 如何完成我所認為的人生？ || 工作、伙伴
|-
| 65歲-死亡 || 智慧 || 完美無缺對悲觀沮喪 || 人類、我的同類 || 對於成為我自己的過程是否滿意？ || 回顧人生 
|}

=== 婴儿期（0-2歲） ===
* 社会心理危机：信任对不信任
<!-- Developing trust is the first task of the ego, and it is never complete. 
The child will let its mother out of sight without anxiety and rage because she has become an inner certainty as well as an outer predictability. 
The balance of trust with mistrust depends largely on the quality of the maternal relationship. --> 
* 主要问题： 我的环境可信吗？ 
* 中心任务： 接受照料
* 正面结果： 信任、乐观
* 發展障礙： 焦慮、不安
* 自我品质： 希望
* 重要关系： 父母

<!-- 埃里克森反对信任对不信任的观念 is present throughout an individual’s entire life.  Therefore if the concept is not addressed, taught and handled properly during infancy (when it is first introduced), an individual may be negatively affected and never fully immerse themselves in the world.   For example, a person may hide themselves from the outside world and be unable to form healthy and long-lasting relationships with others, or even themselves.  If an individual does not learn to trust themselves, others and the world they may lose the virtue of hope, which is directly linked to this concept.  If a person loses their belief in hope they will struggle with overcoming hard times and failures in their lives, and may never fully recover from them. This would prevent them from learning and maturing into a fully-developed person if 信任对不信任的观念 was improperly learned, understood and used in all aspects of their lives. -->

===  幼年（2-3歲） ===
* 社会心理危机：自主对羞怯、怀疑 	 
<!-- If denied independence, the child will turn against his/her urges to manipulate and discriminate. 	 
Shame develops with the child's self-consciousness. 	 
Doubt has to do with having a front and back -- a "behind" subject to its own rules. Left over doubt may become paranoia. 	 
The sense of autonomy fostered in the child and modified as life progresses serves the preservation in economic and political life of a sense of justice. --> 	 
* 主要问题： 我是否需要得到其他人的帮助？
<!-- This question becomes important with the child and toilet training and how the parents react to the child's newfound independence. --> 	 
* 中心任务：[[模仿]] 	 
* 正面后果：自我控制<!-- Assertion of will 面对危险-->
* 發展障礙： 懷疑、缺乏信心
* 自我品质： 意志 	 
* 重要关系：父母

===  學齡前期（3-6歲） ===
* 社会心理危机：主动性对[[内疚感]]
<!-- Initiative adds to autonomy the quality of undertaking, planning, and attacking a task for the sake of being active and on the move. 
The child feels guilt over the goals contemplated and the acts initiated in exuberant enjoyment of new locomotive and mental powers. 
The castration complex occurring in this stage is due to the child's erotic fantasies. 
A residual conflict over initiative may be expressed as hysterical denial, which may cause the repression of the wish or the abrogation of the child's ego: paralysis and inhibition, or overcompensation and showing off. 
The Oedipal stage results not only in oppressive establishment of a moral sense restricting the horizon of the permissible, but also sets the direction towards the possible and the tangible which permits dreams of early childhood to be attached to goals of an active adult life. 
At this stage the child wants to begin and complete their own actions for a purpose. --> 
<!-- *Main question asked: How moral am I? -->
* 中心任务： 认同
* 正面后果： 具有自信心、进取心
* 發展障礙： 缺少主動性
* 自我品质： 目的
<!-- *Definition:  Courage to imagine and pursue valued goals -->
<!-- *Developmental Task:  Sex-role identification; Early moral development; Self-esteem; Group play; Egocentrism -->
* 重要关系： [[家庭]]
<!-- After this stage, one may use the whole repertoire of previous modalities, modes, and zones for industrious, identity-maintaining, intimate, legacy-producing, despair-countering purposes. -->

===  學齡期（6-12歲） ===
* 社会心理危机：勤勉对自卑  
<!-- To bring a productive situation to completion is an aim which gradually supersedes the whims and wishes of play. 
The fundamentals of technology are developed. 
To lose the hope of such "industrious" association may pull the child back to the more isolated, less conscious familial rivalry of the oedipal time. --> 
<!-- *Main question asked: Am I good at what I do? How a child does at school becomes important in development -->
* 中心任务： 教育
* 正面成果： 获得学习能力，成就感
* 發展障礙： 失敗感
* 自我品质： 能力
<!-- *Definition:  Free exercise of skill and intelligence in completion of tasks
*Developmental Task:  友谊, skill learning, self-evaluation, 团队活动 -->
* 重要关系： 學校

=== [[青春期]]（13-19歲） ===
* 社会心理危机： 自我認同和角色混淆 
<!-- The adolescent is newly concerned with how they appear to others. Ego identity is the accrued confidence that the inner sameness and continuity prepared in the past are matched by the sameness and continuity of one's meaning for others, as evidenced in the promise of a career. The inability to settle on a school or occupational identity is disturbing. --> 
<!-- *Main question asked: "Who am I, and what is my goal in life?" 
An identity crisis generally happens at this stage because of the changes in an individual. Those changes reflect both physical and cognitive maturation. -->
* 中心任务： [[同辈群体]]
* 正面后果： 强烈的团体[[归属感]]，为将来准备计划
* 發展障礙： 角色混亂、生活無目的
* 自我品质： 忠诚
<!-- *Definition: Ability to freely pledge and sustain loyalty to others
*Developmental Task: Physical maturation, emotional development, membership in peer group, [[sexual relationship]]s -->
* 重要关系： 同辈群体

===  成人早期（20-39歲） ===
* 社会心理危机： 亲密对孤独
<!-- Body and ego must be masters of organ modes and of the other nuclear conflicts in order to face the fear of ego loss in situations which call for self-abandon. 
The avoidance of these experiences leads to isolation and self-absorption. 
The counterpart of intimacy is [[distantiation]], which is the readiness to isolate and destroy forces and people whose essence seems dangerous to one's own. 
Now true genitality can fully develop. 
这一阶段的危险是isolation, which can lead to severe character problems. --> 
* 中心任务： 关心
* 正面后果： 组成密切关系，和他人分享
* 發展障礙： 疏離社會、寂寞孤獨
* 自我品质： 相互关怀，同甘共苦
<!-- *Definition:  Capacity for mutuality that transcends childhood dependency
*Developmental Task:  Stable relationships; Child bearing; Work etc. -->
* 重要关系： 配偶、朋友
<!-- Erikson's listed criteria for "genital utopia" illustrate his insistence on the role of many modes and modalities in harmony:
*mutuality of orgasm 
*with a loved partner 
*of opposite sex 
*with whom one is willing and able to share a trust, and 
*with whom one is willing and able to regulate the cycles of work, procreation, and recreation 
*so as to secure to the offspring all the stages of satisfactory development -->

===  成人中期（40-64歲） ===
* 社会心理危机： 创造對停滞
<!-- Generativity is the concern of establishing and guiding the next generation. 
Simply having or wanting [[children]] doesn't achieve generativity. 
Socially-valued work and disciplines are also expressions of generativity. -->
* 中心任务： 获得创造力，养育与辅导
* 正面后果： 成功的个人事业和悉心关怀与培养下一代
* 發展障礙： 自我關注、不關心後代福祉
* 自我品质： 关怀
<!-- *Definition:  Commitment to and concern for family and [[community]]
*Developmental Task:  Nurture close [[relationship]]s; Management of [[career]] and [[household]]; [[Parenting]] -->
* 重要关系： 工作场所 - 社区與家庭...

=== 老年期（65歲-死亡） ===
* 社会心理危机：自我完善对失望
<!-- Ego integrity is the ego's accumulated assurance of its capacity for order and meaning. 
Despair is signified by a fear of one's own death, as well as the loss of self-sufficiency, and of loved partners and friends. 
Healthy children, Erikson tells us, won't fear life if their elders have integrity enough not to fear death. --> 
* 中心任务： 反省并接受人生
* 正面后果： 对一生感到满意
* 發展障礙： 悔恨、絕望
* 自我品质： 智慧
<!-- *Definition:  Detached yet active concern with life in the face of death
*Developmental Task:  Promote intellectual vigor; Redirect energy to new roles and activities; Develop a point of view about death -->
* 重要关系： 人类

== 参考文献 ==
<div class="references-small">
<references />
</div>

== 参考书目 ==
* Coady, N & Lehmann, P, (Eds.), 2016, Theoretical perspectives for direct social work practice: A generalist-eclectic approach, 3 edn, Springer Publishing Company.
* Erikson, Erik H. Childhood and Society. New York: Norton, 1950. 
* Erikson, Erik H. Identity and the Life Cycle. New York: International Universities Press, 1959. 
* Sheehy, Gail. Passages: Predictable Crises of Adult Life. New York: E. P. Dutton, 1976. 
* Stevens, Richard. Erik Erikson: An Introduction. New York: St. Martin's, 1983.

== 外部链接 ==
* [http://psychology.about.com/od/theoriesofpersonality/a/psychosocial.htm 'Erikson's Theory of Psychosocial Development'] {{Wayback|url=http://psychology.about.com/od/theoriesofpersonality/a/psychosocial.htm |date=20101125071703 }}, article on about.com
* 家庭計劃及子女成長系列，[[龍耳電視]]
** [http://www.silencetv.hk/program/%E5%AE%B6%E5%BA%AD%E8%A8%88%E5%8A%83%E5%8F%8A%E5%AD%90%E5%A5%B3%E6%88%90%E9%95%B7%E7%B3%BB%E5%88%976%EF%BC%9A%E6%BB%BF%E8%B6%B3%E5%AD%A9%E5%AD%90%E6%88%90%E9%95%B7%E9%9A%8E%E6%AE%B5%E7%9A%84%E9%9C%80/ 嬰兒期（0-2歲）] {{Wayback|url=http://www.silencetv.hk/program/%E5%AE%B6%E5%BA%AD%E8%A8%88%E5%8A%83%E5%8F%8A%E5%AD%90%E5%A5%B3%E6%88%90%E9%95%B7%E7%B3%BB%E5%88%976%EF%BC%9A%E6%BB%BF%E8%B6%B3%E5%AD%A9%E5%AD%90%E6%88%90%E9%95%B7%E9%9A%8E%E6%AE%B5%E7%9A%84%E9%9C%80/ |date=20201216033306 }}
** [http://www.silencetv.hk/program/%E5%AE%B6%E5%BA%AD%E8%A8%88%E5%8A%83%E5%8F%8A%E5%AD%90%E5%A5%B3%E6%88%90%E9%95%B7%E7%B3%BB%E5%88%977%EF%BC%9A%E6%BB%BF%E8%B6%B3%E5%AD%A9%E5%AD%90%E6%88%90%E9%95%B7%E9%9A%8E%E6%AE%B5%E7%9A%84%E9%9C%80/ 幼年（2-4歲）] {{Wayback|url=http://www.silencetv.hk/program/%E5%AE%B6%E5%BA%AD%E8%A8%88%E5%8A%83%E5%8F%8A%E5%AD%90%E5%A5%B3%E6%88%90%E9%95%B7%E7%B3%BB%E5%88%977%EF%BC%9A%E6%BB%BF%E8%B6%B3%E5%AD%A9%E5%AD%90%E6%88%90%E9%95%B7%E9%9A%8E%E6%AE%B5%E7%9A%84%E9%9C%80/ |date=20201216033342 }}
** [http://www.silencetv.hk/program/%E5%AE%B6%E5%BA%AD%E8%A8%88%E5%8A%83%E5%8F%8A%E5%AD%90%E5%A5%B3%E6%88%90%E9%95%B7%E7%B3%BB%E5%88%978%E6%BB%BF%E8%B6%B3%E5%AD%A9%E5%AD%90%E6%88%90%E9%95%B7%E9%9A%8E%E6%AE%B5%E7%9A%84%E9%9C%80%E8%A6%81/ 童年早期（4-5歲）] {{Wayback|url=http://www.silencetv.hk/program/%E5%AE%B6%E5%BA%AD%E8%A8%88%E5%8A%83%E5%8F%8A%E5%AD%90%E5%A5%B3%E6%88%90%E9%95%B7%E7%B3%BB%E5%88%978%E6%BB%BF%E8%B6%B3%E5%AD%A9%E5%AD%90%E6%88%90%E9%95%B7%E9%9A%8E%E6%AE%B5%E7%9A%84%E9%9C%80%E8%A6%81/ |date=20201216033346 }}
** [http://www.silencetv.hk/program/%E5%AE%B6%E5%BA%AD%E8%A8%88%E5%8A%83%E5%8F%8A%E5%AD%90%E5%A5%B3%E6%88%90%E9%95%B7%E7%B3%BB%E5%88%979%EF%BC%9A%E6%BB%BF%E8%B6%B3%E5%AD%A9%E5%AD%90%E6%88%90%E9%95%B7%E9%9A%8E%E6%AE%B5%E7%9A%84%E9%9C%80/ 童年中期（5-12歲）] {{Wayback|url=http://www.silencetv.hk/program/%E5%AE%B6%E5%BA%AD%E8%A8%88%E5%8A%83%E5%8F%8A%E5%AD%90%E5%A5%B3%E6%88%90%E9%95%B7%E7%B3%BB%E5%88%979%EF%BC%9A%E6%BB%BF%E8%B6%B3%E5%AD%A9%E5%AD%90%E6%88%90%E9%95%B7%E9%9A%8E%E6%AE%B5%E7%9A%84%E9%9C%80/ |date=20200805194852 }}

[[Category:发展心理学]]
[[Category:心理學]]