Chapter 8
Attachment and
Identity
The Keys to Success
1.
2.
3.
4.
Outcomes
Erickson’s Stages of Psychosocial Development: Identify
Maslow’s Hierarchy of Needs
Trust-Based Relational Intervention®
Outcomes for Aging-Out Youth
As a group, aging out foster youth do not fare well relative to their age group in the general
population as evidenced by research data and focus interviews with youth who have aged out.
The “Midwest Evaluation of the Adult Functioning of Former Foster Youth: Outcomes at age
26” is the first longitudinal study of how former foster youth are faring as they transition to
adulthood. Some of the findings from the 2011 study wave on 26-year-olds include:





These former foster youth were three times more likely to not have a high school
diploma or GED compared to their counterparts in the national representative sample of
non-foster youth.
45% of all participants within the past year experienced one of five material hardships,
that is, not have enough money to pay rent or their utility bills, having their gas,
electricity, or phone service disconnected, or being evicted.
32% had not maintained a positive relationship with a caring adult other than a parent
since age 14.
Less than 50% of the participants were currently employed, and most of those who had a
job did not earn a living wage.
50% of the participants who had worked during the past year reported earnings of
$9,000 or less.
A 2007 study by Pew Trusts: “Time for reform: Aging Out and on Their Own” reports the
following:
 418 New Jersey youth aged out in 2004, spending an average of 3.7 years in foster care
verses 1.8 years for youth exiting foster care for any other reason.
 New Jersey ranked #33 in the US for highest number of disconnected youth aging out of
the system.
 The report found that on average one in four will be incarcerated within two years of
leaving the system, over one-fifth will become homeless at some time after age 18 and of
the youth who aged out and are over the age of 25, less than 3% earned college degrees.
Page | 27
Erikson's Stages of Psychosocial Development
Psychosocial Development in Young Adulthood, Middle Age, and Old Age
What is Psychosocial Development?
Erik Erikson's theory of psychosocial development is one of the best-known theories of
personality in psychology. Much like Sigmund Freud, Erikson believed that personality develops
in a series of stages. Erikson's theory describes the impact of social experience across the whole
lifespan.
One of the main elements of Erikson's psychosocial stage theory is the development of ego
identity. Ego identity is the conscious sense of self that we develop through social interaction.
According to Erikson, our ego identity is constantly changing due to new experiences and
information we acquire in our daily interactions with others.
When psychologists talk about identity, they are referring to all of the beliefs, ideals, and values
that help shape and guide a person's behavior. The formation of identity is something that begins
in childhood and becomes particularly important during adolescence, but it is a process that
continues throughout life. Our personal identity gives each of us an integrated and cohesive
sense of self that endures and continues to grow as we age.
In addition to ego identity, Erikson also believed that a sense of competence motivates
behaviors and actions. Each stage in Erikson's theory is concerned with becoming
competent in an area of life. If the stage is handled well, the person will feel a sense of
mastery, which is sometimes referred to as ego strength or ego quality. If the stage is
managed poorly, the person will emerge with a sense of inadequacy.
In each stage, Erikson believed people experience a conflict that serves as a turning point in
development. In Erikson's view, these conflicts are centered on either developing a psychological
quality or failing to develop that quality. During these times, the potential for personal growth is
high, but so is the potential for failure.
Page | 28
Psychosocial Stage 1 - Trust vs. Mistrust (HOPE)



The first stage of Erikson's theory of psychosocial development occurs between birth and
one year of age and is the most fundamental stage in life.
If a child successfully develops trust, he or she will feel safe and secure in the world.
Caregivers who are inconsistent, emotionally unavailable, or rejecting contribute to
feelings of mistrust in the children they care for. Failure to develop trust will result in
fear and a belief that the world is inconsistent and unpredictable.
Of course, no child is going to develop a sense of 100 percent trust or 100 percent doubt.
Erikson believed that successful development was all about striking a balance between
the two opposing sides. When this happens, children acquire hope, which Erikson
described as openness to experience tempered by some wariness that danger may be
present.
Psychosocial Stage 2 - Autonomy vs. Shame and Doubt (WILL)




The second stage of Erikson's theory of psychosocial development takes place during
early childhood and is focused on children developing a greater sense of personal control.
Other important events include gaining more control over food choices, toy preferences,
and clothing selection.
Children who successfully complete this stage feel secure and confident, while those
who do not are left with a sense of inadequacy and self-doubt.
Erikson believed that achieving a balance between autonomy and shame and doubt
would lead to will, which is the belief that children can act with intention, within
reason and limits.
Psychosocial Stage 3 - Initiative vs. Guilt (PURPOSE)



During the preschool years, children begin to assert their power and control over the
world through directing play and other social interactions.
Children who are successful at this stage feel capable and able to lead others. Those
who fail to acquire these skills are left with a sense of guilt, self-doubt, and lack of
initiative.
When an ideal balance of individual initiative and a willingness to work with others is
achieved, the ego quality known as purpose emerges.
Psychosocial Stage 4 - Industry vs. Inferiority (COMPETANCE)



This stage covers the early school years from approximately age 5 to 11.
Through social interactions, children begin to develop a sense of pride in their
accomplishments and abilities.
Children who are encouraged and commended by parents and teachers develop a
feeling of competence and belief in their skills. Those who receive little or no
encouragement from parents, teachers, or peers will doubt their abilities to be
successful.
Page | 29

Successfully finding a balance at this stage of psychosocial development leads to the
strength known as competence or a belief our own abilities to handle the tasks set before
us.
Psychosocial Stage 5 - Identity vs. Confusion (FIDELITY)



During adolescence, children explore their independence and develop a sense of self.
Those who receive proper encouragement and reinforcement through personal
exploration will emerge from this stage with a strong sense of self and a feeling of
independence and control. Those who remain unsure of their beliefs and desires will
feel insecure and confused about themselves and the future.
Completing this stage successfully leads to fidelity, which Erikson described as an ability
to live by society's standards and expectations.
Psychosocial Stage 6 - Intimacy vs. Isolation (LOVE)




This stage covers the period of early adulthood when people are exploring personal
relationships.
Erikson believed it was vital that people develop close, committed relationships with
other people. Those who are successful at this step will form relationships that are
committed and secure.
Remember that each step builds on skills learned in previous steps. Erikson believed
that a strong sense of personal identity was important for developing intimate
relationships. Studies have demonstrated that those with a poor sense of self tend to
have less committed relationships and are more likely to suffer emotional isolation,
loneliness, and depression.
Successful resolution of this stage results in the virtue known as love. It is marked by the
ability to form lasting, meaningful relationships with other people.
Psychosocial Stage 7 - Generativity vs. Stagnation (CARE)



During adulthood, we continue to build our lives, focusing on our career and family.
Those who are successful during this phase will feel that they are contributing to the
world by being active in their home and community. Those who fail to attain this
skill will feel unproductive and uninvolved in the world.
Care is the virtue achieved when this stage is handled successfully. Being proud of your
accomplishments, watching your children grow into adults, and developing a sense of
unity with your life partner are important accomplishments of this stage.
Psychosocial Stage 8 - Integrity vs. Despair (WISDOM and INTEGRITY)


This phase occurs during old age and is focused on reflecting back on life.
Those who are unsuccessful during this stage will feel that their life has been wasted and
will experience many regrets. The individual will be left with feelings of bitterness and
despair.
Page | 30

Those who feel proud of their accomplishments will feel a sense of integrity.
Successfully completing this phase means looking back with few regrets and a general
feeling of satisfaction. These individuals will attain wisdom, even when confronting
death.
The Strengths of Erikson's Theory
One of the strengths of psychosocial theory is that it provides a broad framework from which to
view development throughout the entire lifespan. It also allows us to emphasize the social
nature of human beings and the important influence that social relationships have on
development. Researchers have found evidence supporting Erikson's ideas about identity and
have further identified different sub-stages of identity formation. Some research also suggests
that people who form strong personal identities during adolescence are better capable of forming
intimate relationships during early adulthood.
Erikson, E.H. (1950). Childhood and Society. New York:Norton.
Erikson, E.H. (1968). Identity: Youth and Crisis. New York: Norton.
Erikson, E.H. (1963). Childhood and Society. (2nd ed.). New York: Norton.
Carver, C.S. & Scheir, M.F. (2000). Perspectives on Personality. Needham Heights, MA: Allyn & Bacon.
Page | 31
Erikson's Stages of Psychosocial Development
Stage
Basic
Conflict
Infancy (birth Trust vs.
to 18 months) Mistrust
Early
Childhood (2
to 3 years)
Important
Events
Outcome
Feeding
Children develop a sense of trust when
caregivers provide reliability, care, and
affection. A lack of this will lead to mistrust.
Children need to develop a sense of personal
Autonomy vs.
control over physical skills and a sense of
Shame and
Toilet Training independence. Success leads to feelings of
Doubt
autonomy, failure results in feelings of
shame and doubt.
Exploration
Children need to begin asserting control and
power over the environment. Success in this
stage leads to a sense of purpose. Children
who try to exert too much power experience
disapproval, resulting in a sense of guilt.
Industry vs.
Inferiority
School
Children need to cope with new social and
academic demands. Success leads to a sense
of competence, while failure results in
feelings of inferiority.
Identity vs.
Role
Confusion
Social
Relationships
Teens need to develop a sense of self and
personal identity. Success leads to an ability
to stay true to yourself, while failure leads to
role confusion and a weak sense of self.
Relationships
Young adults need to form intimate, loving
relationships with other people. Success
leads to strong relationships, while failure
results in loneliness and isolation.
Preschool (3
to 5 years)
Initiative vs.
Guilt
School Age (6
to 11 years)
Adolescence
(12 to 18
years)
Young
Intimacy vs.
Adulthood (19
Isolation
to 40 years)
Middle
Generativity Work and
Adulthood (40
vs. Stagnation Parenthood
to 65 years)
Adults need to create or nurture things that
will outlast them, often by having children
or creating a positive change that benefits
other people. Success leads to feelings of
usefulness and accomplishment, while
failure results in shallow involvement in the
world.
Maturity(65 to Ego Integrity
vs. Despair
death)
Older adults need to look back on life and
feel a sense of fulfillment. Success at this
stage leads to feelings of wisdom, while
failure results in regret, bitterness, and
despair.
Reflection on
Life
Page | 32
Hierarchy of Needs
The Five Levels of Maslow's Hierarchy of Needs
What motivates behavior? According to humanist psychologist Abraham Maslow, our actions
are motivated in order achieve certain needs. Maslow first introduced his concept of a hierarchy
of needs in his 1943 paper "A Theory of Human Motivation" and his subsequent book
Motivation and Personality. This hierarchy suggests that people are motivated to fulfill basic
needs before moving on to other, more advanced needs.
This hierarchy is most often displayed as a pyramid. The lowest levels of the pyramid are made
up of the most basic needs, while the more complex needs are located at the top of the pyramid.
Needs at the bottom of the pyramid are basic physical requirements including the need for food,
water, sleep, and warmth. Once these lower-level needs have been met, people can move on to
the next level of needs, which are for safety and security.
As people progress up the pyramid, needs become increasingly psychological and social. Soon,
the need for love, friendship, and intimacy become important. Further up the pyramid, the need
for personal esteem and feelings of accomplishment take priority. Maslow emphasized the
importance of self-actualization, which is a process of growing and developing as a person in
order to achieve individual potential.
Maslow, A.H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–96.
Page | 33
Trust-Based Relational Intervention®
CASA of Travis County, Inc. is collaborating with the Texas Christian University Institute of
Child Development and other organizations in Travis County to implement what is known as
Trust-Based Relational Intervention®, also known as TBRI®.
Trust-Based Relational Intervention® (TBRI®) is a holistic approach that is
multi-disciplinary, flexible, attachment-centered, and challenging. It is traumainformed intervention that is specifically designed for children who come from
“hard places” of maltreatment, abuse, neglect, multiple home placements, and
violence, but you’ll see that the principles apply to all children. TBRI©
consists of three sets of harmonious principles: connecting, empowering, and
correcting principles.
CASA of Travis County’s Family Finding Program is rooted in the belief that true
behavioral change can only happen when children feel connected and safe. Whether it
is a connection through pictures and letters, a holiday visit or a permanent home, the
Family Finding Program seeks to provide a familial connection to the children we
serve, wherever they are placed and whatever behavioral challenges they are
exhibiting.
In TBRI®, we ask parents to look at the relationship from a different
standpoint. Connecting is the natural base that would have developed through
loving, nurturing care in the early months of life. The base is stable, and
could withstand any amount of pressure applied to it. We find that behavior
management is much easier when relationships are rooted in a deep
foundation of connection and trust. (Purvis, K., Cross, D.R., & Hurst, .R.
(2012). Trust-Based Relational Intervention: TBRI® Introduction and
Overview (Participant Workbook). Fort Worth, TX: TCU Institute of Child
Development.)
Children who have not had secure attachments in the past are not able to easily attach
to others in the future. Through Family Finding, we can empower children with a
sense of self and identity. We can connect children with their own families and we
can affect change in a child’s behavior by increasing social responsibility through
caring relationships.
As CASA of Travis County continues its relationship with the TCU Institute of Child
Development and the TBRI® model, we would like to also offer Family Finding
services to every CASA case to ensure there is a diligent effort to connect children
with their families.
As CASA volunteers, please consider implementing Family Finding techniques on
your own case and consider being a Family Finding Volunteer for a case that needs
Family Finding. Keep an open mind and do not shut the door on a child’s past.
The past is often the answer to the future. Thank you.
Page | 34