abstract: Generativity was first described by Erikson (1963) as an adult's concern for and commitment to promoting the welfare and development of future generations. Generativity is juxtaposed by stagnation in Erikson's stage of midlife (35-65 years old). The developmental hurdle faced at this point in the developmental cycle is whether a person will produce something of real value, both in the present and impacting future generations. Generative adults seek to give something back to society, generally behaving in a way to make the world a better place for others with no personal gain attached. The goal of the current study was to assess differences in levels of generativity at the final stage of adult life, and the potential functions that generativity can serve individuals. Results suggest that lowly generative individuals in older adult life tend to experience doubts about the impact they have had on the world and the lack of legacy they are leaving behind. Themes of highly generative participants included having felt they lived a purposeful and meaningful life, along with feeling fortunate and lucky in their lives. Also highly generative participants seemed to feel confident in the legacy they will leave behind after death. Results are discussed in light of the theories and findings of Erikson and McAdams. / Dissertation/Thesis / Ph.D. Counseling Psychology 2013

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La théorie psychosociale du développement humain formulée par Erikson indique que l'adolescent est habituellement préoccupé par son identité. Cette identité, qui lui procure bien-être et ajustement psychosociaux, s'acquerrait par un processus de réflexion et d'observations simultanées. Ce processus de réflexion et d'observations simultanées serait ralenti et parfois bloqué chez certains adolescents â cause de changements personnels qu'ils subissent et à cause de pressions multiples et nouvelles exercées sur eux par la société, et qu'à travers ces changements et pressions, ils ne recevraient pas du milieu le support dont ils ont besoin. Selon Erikson, le processus de réflexion et d'observations simultanées pourrait être activé par un support du milieu sous la forme de la reconnaissance de soi par les autres, information donnée à l'adolescent par les autres lui signifiant qu'il a une fonction et un statut positifs de personne valable. Ce support relâcherait la tension de l'adolescent causée par les changements et les pressions et libérerait sa capacité de réflexion et d'observations simultanées. Des recherches montrent qu'un support favorise significativement l'acquisition de l'identité des adolescents qui ont une confusion d'identité. A partir de ce champ théorique et empirique, il a été développé une activité structurée de reconnaissance de soi par autrui, susceptible de favoriser l'acquisition de l'identité. Cette activité consistait en ce que, après avoir expliqué à l'aide d'une bande magnétique les buts de l'activité qui suivait et les rôles de chacun et 1'absence de danger de 1'activité, des personnes importantes ou susceptibles de le devenir aux yeux d'adolescents qui avaient une confusion d'identité, leur disaient que les adolescents ont un statut et une fonction positifs de personnes valables dans leur recherche d'eux-mêmes. L'hypothèse suivante fut formulée: Auprès de garçons ayant une confusion d'identité, âgés de 15, 16, 17 ans, en secondaire IV, une activité structurée de reconnaissance de soi par autrui a des effets significativement plus grands sur l'identité qu'une activité neutre. Afin de mesurer l'identité, le questionnaire de Rasmussen fut choisi. Ce questionnaire a été traduit en français. Il a été administré à deux reprises (10 jours d'intervalle) aux mêmes 71 garçons de secondaire IV d'une même école. La consistance interne trouvée a été de 0.76 au pré-test, et .86 au post-test (r de Pearson corrigés par la formule SpearmanBrown). La stabilité trouvée a été de .916 (r de Pearson). Le questionnaire traduit a été administré à 184 garçons en secondaire IV d'une autre école polyvalente située à 2 milles de celle d'où provenaient les 71 garçons du premier groupe. Aucune différence significative ne fut trouvée entre la moyenne du groupe des 71 et celle du groupe des 184 (t = 1.35, dl = 253, p y .05). Trente-deux sujets parmi les 184 dont les résultats à la mesure initiale d'identité ont été de 44 et moins sur une possibilité de 72 se portèrent volontaires pour l'expérience proposée. Ils ont été assignés, au hasard, aux quatre activités suivantes: verbalisation de soi, reconnaissance de soi par autrui, verbalisation de soi combinée à la reconnaissance de soi par autrui, et une activité neutre. Les activités de verbalisation de soi et de verbalisation combinée à la reconnaissance de soi par autrui furent éliminées de la présente recherche car elles ne furent pas réalisées conformément aux définitions théoriques et opérationnelles que nous en avions données. Pour les deux activités retenues qui furent d'une durée de cinq sessions de deux heures chacune faites en la présence des mêmes expérimentateurs, 10 sujets ont eu au moins une présence aux sessions et ont subi les mesures intermédiaire et finale de l'identité. Ils furent les sujets de la présente étude. Auprès des 10 sujets, 5 de chacune des activités retenues, une analyse de la variance (2x3) pour groupes égaux a été calculée. Ont été trouvés un F significatif (p < .05) entre les trois mesures répétées de l'identité et un F significatif (p < .05) d'interaction entre les deux activités et les trois mesures répétées. Un test F des effets simples a été calculé. Les résultats confirment l'hypothèse concernant l'effet de l'activité structurée de reconnaissance de soi par autrui sur l'identité des adolescents qui ont une confusion d'identité. L'activité de reconnaissance de soi par autrui a eu des effets significativement plus grands sur l'identité que l'activité neutre. Mais l'activité structurée de reconnaissance de soi par autrui fut jugée partiellement valide. Il a été soulevé deux hypothèses du changement d'identité observé. La première concerne des apprentissages purement cognitifs; la deuxième concerne l'acquisition de l'identité telle que définie par Erikson. L'auteur de la présente étude a indiqué les limites de la recherche, sa contribution. Il a fait des suggestions pour des recherches ultérieures. / Québec Université Laval, Bibliothèque 2014

In dieser Arbeit werden verschiedene Entwicklungsmodelle des Menschen vorgestellt und in ihrem Gebrauch in und für die Pädagogik kritisch reflektiert. Zunächst werden Vorüberlegungen zur Etymologie und Systematik der Begriffe Entwicklung (zwischen Natur und Kultur) und Modell (gegenüber Theorie, Simulation und Schema) angestellt. Anhand des Gangs von Beispiel zu Beispiel (Günther Buck) werden jeweils die Entwicklungsmodelle des Menschen von Rudolf Steiner, Maria Montessori, Jean Piaget, Lawrence Kohlberg, Erik Erikson und Werner Loch kritisch dargestellt und problematisiert. Es schließen sich bildungs- und erziehungstheoretische Überlegungen an, wie das Phänomen der Entwicklung heute in angemessener Weise behandelt werden kann. Anhand der dargestellten Modelle zeigt sich, dass nur ein von absoluter Teleologie und Linearität befreiter Entwicklungsbegriff mit modernen Vorstellungen pädagogischer Anthropologie und Ethik kompatibel sein kann. Deswegen können Entwicklungsmodelle lediglich eine veranschaulichende oder regulierende Funktion ausüben. Sie stehen jedoch so zumeist im Widerspruch zu den grundlegenden Momenten der freien Bildsamkeit und Mitbestimmung des Einzelnen im Erziehungsprozess. Eine Rehabilitation des Entwicklungsdenkens erweist sich dennoch als sinnvoll, da dieser in der Lage ist, auf die komplexe Genealogie menschlichen Lebens und die Möglichkeiten und Grenzen pädagogischer Einsätze zu verweisen. / The issue of developmental models of human beings and their implementation in both pedagogical practice and theory are critically reflected within this thesis. In the beginning, preliminary considerations of the etymology and systematization of development (between nature and nurture) and model (as opposed to theory, simulation, scheme) are framed. Based on Günther Bucks''s approach (from „Beispiel“ to „Beispiel“) several developmental models by Rudolf Steiner, Maria Montessori, Jean Piaget, Lawrence Kohlberg, Erik Erikson and Werner Loch are critically examined. Subsequently, considerations on addressing the phenomenon of development from the perspective of education theory and „Bildung“ in an appropriate contemporary way are given expression. On the basis of the outlined models it is depicted that only a concept of development that is exempt from absolute teleology and linearity can be compatible with modern ideas of educational anthropology and ethics. Hence, developmental models may only serve visualizing and regulating purposes. They often contradict fundamental principles such as „Bildsamkeit“ (the ability and necessity of self-forming) and participation within the process of education. Nevertheless, the rehabilitation of development thinking proves beneficial due to its ability to indicate the complex genealogy of human life and the opportunities as well as limitations of pedagogical actions.

Made available in DSpace on 2016-03-15T19:48:46Z (GMT). No. of bitstreams: 1 Roberto Silva Fonseca.pdf: 488128 bytes, checksum: 2468cc67904ccd246f43543614d5a03d (MD5) Previous issue date: 2008-02-20 / The aim of his paper is to analyze Martin Luther s life, from the psychoanalytic view-point, by studying Erik Erikson s book Young Man Luther , A Study in Psychoanalysis and History. It is a very challenging bibliographic research, due to the amount of material produced up to now on Luther s life. A psycho-biography that aspires developing a profound and comprehensive study of a person whose magnitude of references is so vast is not an easy task. The first chapter s goal is to set up historical-scientific approach of the two protagonists. An exposition of Martin Luther s personal life is detailed firstly, beginning with his parents, reaching his individuality and his relationships with his wife and children. After that, a section will also be dedicated to Erik Erikson s life and thoughts, since he is taken as the point of theoretical reference to this piece of work. The second chapter consists in A Critical Dialogue With Erikson s Theory About Luther, elaborating a critical analysis of Erikson s book, Young Man Luther. This appreciation will be made on basis of the author of this paper s own thoughts, of ideas expressed by Luther himself, and of what other biographers have exhaustively spoken and written about his life. Finally, a critical appreciation and particular conclusions about the main characters will be expressed. / O objetivo deste trabalho é analisar a vida de Martinho Lutero do ponto de vista psicanalítico, através do estudo do livro de Erik Erikson, Young Man Luther, A Study in Psychoanalysis and History. É uma pesquisa bibliográfica muito difícil, devido a quantidade de material produzido até aqui sobre a vida de Lutero. Uma psicobiografia que aspire desenvolver um estudo profundo e compreensível de uma pessoa cuja magnitude de referências é tão vasta, não é uma tarefa fácil. O primeiro capítulo tem como meta fazer uma Aproximação Histórico-Científica dos Dois Protagonistas. Primeiramente será apresentada uma exposição detalhada da vida pessoal de Martinho Lutero, começando pelos seus pais, chegando na individualidade dele, e seu relacionamento com sua esposa e filhos. Depois disto, haverá também uma parte dedicada à vida e pensamento de Erik Erikson, que é o referencial teórico deste trabalho. O segundo capítulo consiste em um Diálogo Crítico Com A Teoria De Erikson Sobre Lutero, elaborando uma análise crítica do livro de Erikson Young Man Luther. Esta apreciação será feita com base em pensamentos próprios do autor desta dissertação, no que o próprio Lutero disse, e no que outros biógrafos falaram e escreveram exaustivamente a respeito de sua vida. Finalmente, uma apreciação crítica, e conclusões pessoais a respeito dos protagonistas.

The purpose of the thesis was to investigate if integrity promoting care improves functions in demented patients over time. The Erikson (1982) theory of ”eight stages of man” was used as a basis for training of staff in a three-month intervention study (I-VI) at a nursing home ward. A collective living unit where staff had had support in the performance of the delivery of care was also evaluated and compared with a nursing home in a long-term study (VII). Patients, relatives, staff, and the environments were investigated. Cerebrospinal fluid concentrations of somatostatin increased, and reduction of distractability, anxiety and confusion was seen in the intervention group (I) in contrast to controls. In the collective living group (VII) EEG activities indicated a reduction of supposed dementia induced changes. Better motor and social ability, some improved intellectual ability, more alertness and reduced signs of depression were seen (I, II, VII). Patients expressed more autonomy (IV, VII) and initiatives (II-VII) and showed a lot of competence (V) in conversations. Five patients (V) showed patterns of behaviour which seemed to reflect life-long characteristics in spite of their severe dementia. The improvement in the patients' functions can be attributed to the physical environment and the integrity promoting care, since the medical treatment of the patients remained unchanged. In the thesis medical, psychological, and nursing sciences were connected in a complementary process. The results were congruent, and indicate that patients in the care of staff who had had training and support, declined less than controls. / <p>S. 1-61: sammanfattning, s. 63-184: 7 uppsatser</p> / digitalisering@umu

In the course of this dissertation, I will interrogate traditional representations of the heroic figure within the fantasy genre. I will argue that the tropes established by some of the most renowned fantasy texts are undergoing a process of evolution and that Steven Erikson (who is the special focus of my discussion) seeks to revision the heroic mould through his construction of Coltaine of the Crow Clan in Deadhouse Gates (2001). Deadhouse Gates centres on Coltaine, who is tasked with escorting tens of thousands of refugees across four hundred leagues of hostile territory. This re-evaluation of fantasy modes has significant ramifications for the future development of the genre as a whole. In order to explore how Erikson interrogates heroic representation, I briefly establish some of the distinctive characteristics of fantasy. I then explore how some major fantasy texts represent heroism, before investigating Erikson’s particular response to these traditions. / English Studies / M. A. (English)

Oral history is a method of preserving historical information through in-depth interviews. Because the process requires narrators to use remote recall while sharing their life experiences, it can also be considered a reminiscence-related activity. Before this study, the positive effects on narrators of providing an oral history were noted in the research literature but had not been evaluated through quantitative methods. Based on theoretical constructs of Erikson and Butler, it was hypothesized that participation in oral history interviews would improve the life satisfaction of narrators. Life satisfaction was operationalized and measured using the Life Satisfaction Index Version A (LSIA). The purposes of this study were to evaluate the influence of an oral history intervention on the life satisfaction of community-dwelling elders and to identify participant characteristics associated with change in life satisfaction scores.Sixty community-dwelling, older adults who were free of cognitive impairment and mental illness were recruited from agencies serving the social and recreational needs of elders in Richmond, VA. Participants were randomly assigned to an intervention group or a control group. LSIA scores were collected pretest, posttest, and again at retest, ten weeks after the intervention. Mean LSIA scores from the control and treatment groups were compared for differences at posttest and retest using an analysis of covariance (ANCOVA). Regression analysis was used to identify participant characteristics associated with improved life satisfaction at posttest and retest. Oral history interviews were conducted by Virginia Commonwealth University students enrolled in a gerontology course. Participants discussed lifetime events with students on three occasions for approximately one hour per session using a researcher-developed interview guide. No statistically significant differences in LSIA scores were found between groups at posttest (p=0.74) or retest (p=0.051) although retest scores may indicate a trend toward improvement. Lower LSIA scores at pretest were associated with positive change in LSIA scores at retest (p=5.001). These results suggest that oral history may not improve life satisfaction immediately but there may be a trend toward improvement given time and that elders least satisfied with their lives at the onset are most likely to show positive change by retest.

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