“Help me St. Anne
… I want to be a monk!” exclaimed the young law student in 1501, after
lightning struck the ground next to him (McAdams, 2006, p. 343). Although I do not desire to become a monk, I
do have aspirations to pass on God’s word and help my fellow human improve upon
his or her interpersonal relationships; both individually and socially. According to Eric Erikson’s theory of
psychosocial development, the eight stages of life are stimulated by “changes
within the individual and the individual’s social world” (McAdams, 2006, p.
347). Each psychosocial stage answers a
poignant life question allowing him or her to move to the next stage in life. As an example of the differences between two of
these psychosocial development stages, I have advanced to the mature adulthood
stage of my life, while my daughter is in the young adulthood stage of her
life.
I am a 47-year-old
woman in the generativity versus stagnation stage of life. Although, the only babies in my future will
be grandbabies, I am looking forward to parading my granddaughter, and any
other grandchildren that my daughter might provide me with, around the world to
show him or her off. I look forward to
continuing to work, helping my family and my community because, at this stage
of life, adults “need to be needed” (McAdams, 2006, p. 361). Continuing to stay active and involved, allows
me to provide, not only my family but also for future generations; answering my
central question “How can I provide for the next generation?” By maintaining a
loving family, a strong connection to the community, a strong faith, and a
healthy lifestyle I can maintain the seven psychosocial features of
generativity: cultural demand, inner desire, and concern, belief in the
species, commitment, action, and narration (McAdams, 2006).
My daughter, on
the other hand, who is 26 would be in the young adulthood stage of life;
transitioning from the identity versus role confusion into the intimacy versus
isolation stage. Like so many young women
in American society, the intimacy and identity roles became interconnected before
she had matured enough to realize who she truly was. I see her asking herself the Who am I, How do
I fit into the adult world, and How can I love questions; however, she
struggles to balance work, school, her five-year-old, and form a lasting
relationship. Erickson intimates to be
truly intimate with others one must first identify with oneself (McAdams,
2006). I believe, as Erikson suggests in
stage reversal that because she did not allow herself to form an identity about
whom she was as an individual, before embarking on commitments in intimacy, she
may be trying to define herself through her intimate relationships.
Growing up and
growing old can be difficult for anyone.
According to McAdams (2006) changes “can be generally grouped into three
categories: changes in body, cognition, and society” (p. 353). These pressures help move each person through
the eight stages of life and guide him or her in answering the central
questions; “who am I?” and “how do I fit into the world?” Even in my personal life, Erikson’s theory
has provided me with a better understanding of why, at the generativity versus
stagnation stage, I care what happens to the generations behind me. His theory also gives a clear understanding
of why it is important for young adults to fully understand how he or she fits
into the adult world and who he or she is to provide his or her life with
meaning and purpose before embarking on the challenges of adult love and commitments.
I for one look forward to completing my journey through this stage of life;
praising God for his blessings and grace, encouraging my daughter to find her
identity and happiness, and pursuing my degree in psychology so I can continue
to make a difference to my fellow man.
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