In Erikson’s view he sees these conflicts centered around developing a psychological quality or failing to develop that quality. Erikson’s theory is stage theory based on the assumption that development is universal and although there may be individual differences in terms of when and how it is experienced everyone in the end should develop and go through the same stages. In our world today, Erikson’s theory is often questioned due to the growing cross-cultural evidence that people in different cultures develop and go through different experiences and stages in life. Erikson’s fifth stage of his theory is the most controversial and fought over stage. This stage in Identity vs. Confusion and concerns adolescence children and the way they explore their independence and develop a sense of self.
The journey through puberty has not been a rough road, but it has been a learning experience for us both. The adolescence stage can start around the age of 13 and continue through the age of 19. During the adolescence stage, the teenagers struggle with changes in their bodies and changes in their emotions. During this stage, the individuals struggle with self-identity and independence. Early stages of adolescence tend to create a negative, yet, confused attitude for the individual.
Things happen in your life for a reason, some good and some bad. Coming of Age Coming of Age can be tough especially entering the adult world! Sometimes growing up you don’t realize how easy you have it as a kid. As you grow up you go through obstacles that “mold” and “shape” you into the person you become. I can’t say that I would want to be a kid again but there are somethings I would like to change about my past.
For instance the UNCRC a states that any person below the age of which includes some puberty stages 18 is a child, however for scientists childhood is the stage of development between birth and puberty. Regardless of the definitions, both from past and present, children must be under care of an adult with the law giving them minimal rights as well as restrictions to live in equal to everyone else. The legal aspect of childhood has extended the range of childhood as viewed in the society. That is if today’s childhood is defined as the young age that is managed by a responsible adult, the age might spill over to early twenties given that majority of the youth are still in college at this age which can clearly be noted when looking at children geographically. This is more common in Europe and other areas of the western world were it is common to find children in further education.
As per Steinberg (2013), this could be explained by the time gap between the development of the limbic system in puberty and the prefrontal cortex maturing years after. However, the changes that occur in the brain during adolescence are not necessarily at fault for adolescent behavior. “It is important to keep in mind that evidence of a correlation between the changes in brain structure or function changes in adolescent behavior does not necessarily mean that the first is necessarily causing the second” (Steinberg, 2013, p. 71). The environment and the life events adolescents experience play a major role in the behavior they choose to engage in. The more adolescents engage in risky behavior, the stronger the connections between the neurons, active during this behavior, become; therefore, making the behavior easier to perform.
In addition, Carol Gilligan (1988) theorized that gender differences affected human development. Adolescents of different generations live with different cultural, social, economic, academic, political, and public health stressors found within different historical eras. If Erikson’s Theory (1950) of the universal epigenetic sequence of development displays a true window to human development, the experience of being an adolescent is the same throughout cultural and sub-cultural populations, in different historical eras, and for males, and females. Examined within are the similarities and differences in the area of cultures and sub-cultures. The Universality of Adolescence as a Distinct Life-Period in Every Culture As stated, Erickson’s Theory (1950) supported the universality of adolescence as distinct life period (Schwartz & Montgomery 2002; Chen & Farruggia, 2002).
Intimate relationship development during the transition to adulthood: Differences by social class. In J. T. Mortimer (Ed. ), Social class and transitions to adulthood. New Directions for Child and Adolescent Development, 119, 25–39. 26 SOCIAL CLASS AND TRANSITIONS TO ADULTHOOD NEW DIRECTIONS FOR CHILD AND ADOLESCENT DEVELOPMENT • DOI: 10.1002/cd Romantic and sexual relationships begin in adolescence and develop into more serious and committed relationships in early adulthood, often leading to cohabitation, joint parenthood, and marriage.
In the article "Emerging Adulthood" by Jeffrey Jensen Arnett, emerging adulthood is a phased where Arnett's differentiates emerging adulthood from adolescence and young adulthood. Arnett's theory was to differentiate and explain how young adolescence become independent at an early age, how some move from their home, some do not continue school once they graduate high school, how others would continue to college, and how some of them do not have sufficent income to become fully independent. However a cultural context of the idea of emerging adulthood is outlined and it is also specified that emerging adulthood exists only in cultures that allow young people a prolonged period of independent role exploration during the late teens and twenties. Arnett's feels the emerging adult should be studied as it's own category of lifespan development. Arnett explains that, “I argue that this period, emerging adulthood is neither adolescence nor young adult but it is theoretically and empirically distinct from them both”.
The main principle of lifespan psychology is that human development is influenced by external (historical and cultural) and internal (psychological and physiological) factors. It finds it's reflection in internal working models which seem to be influenced by fixity and change. Developmental psychology aims to understand connections between experiences and behaviours in childhood and adulthood, as well as identify continuities between those points; it therefore implies that although internal working models become fixed with time, they can