Case Analysis
Running head: CASE ANALYSIS
Case Analysis: Erikson’s Developmental Theory
Kelly Falen
Seattle Pacific University
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Case Analysis
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Case Analysis
Erik Erikson built upon Freud’s work and formed a theory of human development
detailing eight specific stages humans work through as they grow and mature, starting in infancy
and extending through old-age. Each stage encompasses a particular dichotomy in which humans
must achieve balance in order to be fully successful life and able to maneuver through later
development. Erikson believed that each stage of life has a specific conflict focus, trust vs.
mistrust, autonomy vs. shame, initiative vs. guilt, industry vs. inferiority, identity vs. role
confusion, intimacy vs. isolation, generativity vs. self-absorption/stagnation and finally ego
integrity vs. despair (Crain, p. 283). For the purpose of this case analysis, because of the age and
behavior of our subject, we will be focusing on the stage that covers the developmental time of
adolescence; identity vs. role confusion. Through this stage children are actively exploring their
own identity, a process which can be confusing, overwhelming and sometimes painful.
During the stage of identity vs. role confusion, adolescences who are actively exploring
identity are likely to develop “personality patterns characterized by self-doubt, confusion,
disturbed thinking, impulsivity, conflicts with parents and other authority figures, reduced ego
strength and increased physical symptoms.” (Kidwell, 1995) Greg, our subject who seems to be
entering into this developmental stage, is displaying some of the classic behaviors that associated
with the crisis of this phase. He is exhibiting rebellious behavior against adult authority figures
through class disruptions, lack of participation in class work as well as indifference towards
school and expectations placed upon him. Greg is also focusing the majority of his attention on
his friends and social groups. His tendency toward “class clown” behaviors indicates impulsivity
and a desire to create his own identity beyond that which society finds appropriate.
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There are a number of contributing factors that may be causing Greg to have seemingly
more extreme outward behaviors than his peers. Earlier in his education, Greg was a very high
achieving student. According to Erikson (1968), active exploration of identity is often more
pronounced in gifted children. Also, Grotevant (1987) discovered that this exploration process
may be encouraged or more pronounced with exposure to new and different points of view –
which Greg is certainly experiencing as he encounters the middle school educational
environment for the first time.
In addition to the massive increase in physical drives and changes during this phase in a
child’s life, Erikson believed that the main reason behind the anxiety and difficulty of this time is
a result of new social demands and conflicts that arise in adolescence along with the inability to
make lasting commitments. At this time Greg is faced with major changes in himself and his
environment. Attending a middle school for the first time means that Greg now has numerous
different teachers and therefore new expectations in each class, the workload of these classes is
more challenging and he will need to take increasing responsibility for his organization and
education in order to be successful. It is important that his teachers, parents and other supporters
help him develop the skills he needs to meet these challenges, while holding high expectations
for him. These increasing societal pressures are causing him great anxiety and uncertainty and
are impacting Greg’s behavioral choices. From a developmental stand point, Greg’s main task
during this time is to establish a sense of ego identity and the best thing he can work on is
building a healthy self image. As his confidence in himself grows, he will be less likely to
display his negative social behaviors. He will be able to focus his attention on his own interests
and not need to seek his identity through other people and acting out.
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Supporting and encouraging Greg as he struggles through this time of self-exploration
can be exactly what he needs to help ease some of the pain and uncertainty. Erikson (1968)
stressed that supportive interactions with significant others can provide strength during these
phases of ego destruction. Greg will need older friends and advisors who acknowledge the
“dynamic conditions of adolescence” and who do not place social judgments on him (Erikson, p.
132). My first strategy to help Greg work through the difficulties of this stage would be to
establish a trust based relationship with him, offering him my assistance without judgment or
reprimand. I would also ensure that there is a sense of respect and open communication in the
classroom, allowing Greg to feel safe enough to make mistakes, explore ideas, ask questions,
share opinions and express thoughts without fear of judgment. By accepting him for who he is I
would be giving him permission to accept himself and start building his own identity in healthy
ways as well as to participate in deep learning experiences.
While Greg is making some very poor choices in response to this anxious, confusing and
overwhelming time in his life, he is also doing some positive things to help ease this transition,
which I would actively support and encourage. For example, in his drive to identify with and
belong to a group, Greg has chosen to become actively involved in sports. This is a very
constructive step because the focus of these types of groups is exercise, healthy competition and
teamwork. It is also a supervised activity where there is an adult who can present a very positive
role-model for Greg. One important strategy I would use to help make the most of Greg’s
positive choice here would be to encourage his desire to participate in sports. Erikson believed
that some of our sense of identity is developed through our accomplishments (Crain, p 288). By
enjoying and excelling at sports, Greg would be building a positive self-concept and identity. I
would also collaborate with Greg’s coach, enlisting his/her help in working with Greg on the
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academic and behavioral issues he is having. Enlisting the help of another mentoring adult to
support Greg will provide him with even more modeling and assistance in finding himself.
As Greg builds his self esteem the improvement in his behavior will begin to be more
socially appropriate. He won’t feel the need to rebel against authority figures and the
expectations of society because he will be more confident in himself and his own abilities. He
will discover the inner-strength to pursue his own interests and will not be as desperate to
identify himself in terms of a group or act out in order to get assurance and attention from
outside of himself. He will continue to be active in healthy groups and activities, but will not
wrap his entire identity into those groups. Greg will also begin to accept his place in society and
will be able to meet the new pressures placed upon him, including completing his class work and
being on task in class.
Greg is embarking on a very difficult, confusing time in his life and unfortunately he is
making a few poor choices in response to the anxiety he is feeling. By supporting Greg and
guiding him in his exploration of identity I believe Greg can begin to discover himself and his
appropriate place in society. As Greg learns about himself and rebuilds his ego, he will be better
able to make lasting commitments and to accept socially appropriate roles in his life. The
pressure of society will not be as overwhelming for Greg and, in time, he will be successfully
able to move further into Erikson’s stages of development.
Case Analysis
References
Crain, W. (2005). Theories of development. (5th ed.). Upper Saddle River, NJ: Prentice Hall.
Erikson, E. H. (1968). Identity: Youth and crisis. New York: Norton.
Grotvant, H.D. (1987). Toward a process model of identity formation. Journal of Adolescent
Research, 2, Retrieved March 06, 2009, from Academic Search Primer.
Kidwell, J. S., Dunham, R. M, & Adolescent identity exploration: A test of Erikson's theory of
transitional crisis.Adolescence, 30, Retrieved March 06, 2009, from Academic Search
Primer.
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Case Analysis: Grading Rubric
Name:
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2
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Exceeds
Expectations
Meets
Expectations
Needs
Improvement
Professor
Student Self Evaluation
Includes brief description of theory
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How would you define the problem
according to the theory?
2
Use the language of the theory in your
description.
Based on the theory, what kind of
changes does the student need to
make?
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What types of strategies might you use
to help the student make these
changes?
2
How will you know when student is
improving?
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Case Analysis
Includes appropriate & adequate
literature support:
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Written Text
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Length (3-4 pages)
APA
Grammar
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