Visual Art in Greek Mythology Essay Example for Free

Visual Art in Greek Mythology Essay Visual art is one of the most important facets of ancient culture. Not only is visual art aesthetically pleasing to the senses, but it aids us in grasping the concepts of civilizations and stories that we could not fully understand in simple text. Greek mythology has bred some of the most beautiful works of art ever created. These works tell the stories they represent in lively form, color and style. One of the most famed works of art representing Greek mythology originated in 460-450 BC. This is the statue of Zeus. There are arguments about whether it is Zeus or Poseidon, because they are both pliable possibilities, but for simplicitys sake, let us assume it is Zeus. The statue of Zeus is one of great pride. He stands without hesitation. He appears to be in his 40s, but his physical body is muscular and shapely. His very stance is once that demands attention and respect. This represents his role: Zeus the chief god. Zeus is strong, powerful, and just. In the statue, Zeus is about to throw one of his lightning bolts of justice. His face is very stern and focused, as if he is seriously concentrated on the matter at hand. He stands unashamed of his exposed manhood, which is very representative of Zeuss character. Zeus is most known for his tendency to spread his seed throughout both the goddess world and the mortal woman world. It was considered a great honor to be a son or daughter of Zeus. Years and years later, in 1622, a sculptor named Gian Lorenzo created the sculpture Pluto and Proserpine. This sculpture represents the story of the capture of Persephone by Hades. Hades, the Roman Pluto, is depicted holding Persephone, the Roman Proserpine, by her waist and thigh. Persephone is turned away from Hades, pushing his face away. She attempts to squirm free of his strong grasp, a look of horror and fear on her face. It would seem this represents the moment Hades brings her to the underworld and tells her she is to be his queen. It is clear they are in the underworld because of Hades dog at his side. As Persephone pushes him away, he almost looks offended at her refusal. It is clear she cannot escape, for his body is obviously strong and muscular, and both her feet are off the ground, but her attempt is a feisty, determined one. This shows how much she does not want  to stay with Hades in the underworld. The pain she feels is so apparent; her other arm is raised, as if reaching for some sort of escape, and her face is turned, as if she wouldnt even look at him. The open mouth of Hades dog also indicates that theres some sort of struggle going on, like it is barking. There is so much violent, sexual energy in this sculpture. It probably also represent the very moment before Hades ravishes Persephone. Moving further through time, the beautiful painting Cupid Kissing Psyche is created by Francois Gerard in 1798. This piece is absolutely mesmerizing. In the story of Cupid, or Eros, and Psyche, Eros is commanded by his mother Aphrodite to shoot his arrows at Psyche and make her fall in love with an ugly creature because she is jealous of her beauty. When Eros sees Psyche, he himself falls in love with her, and takes her away to be his secret bride. The only condition she must follow is that she cannot see him, for she cant know his true identity. At first Psyche is frightened, but begins to love Eros, still unknowingly. This painting represents this stage of the story, where Psyches love for the unidentified Eros is growing. The very color scheme of this painting is intensely calming and serene. Psyche sits amidst beautiful scenery, staring straight ahead. Eros is next to her, but she does not seem to notice. His hands are so close to her, but its hard to tell whether he is touching her or not. The beautiful youth of Eros is obviously deeply in love with her. Though Psyche cannot see Eros, her face seems to sense him there, and there is no trace of fear. Though it is a painting of Eros and Psyche together, I believe the painter intends for it to be an expression of their love, and not a literal scene. (Meaning, Eros is not actually there beside her. ) She is holding herself tenderly, as if treasuring a memory. Both their bodies are painted so softly and so insanely beautiful that the mind is overcome by their love when viewing this work. In 1809, painter John Vanderlyn painted Ariadne Asleep on Naxos. Ariadne was a beautiful brown-haired maiden who fell in love with the hero Theseus. Ariadne aided Theseus in his slaughter of the Minotaur, and in return, requested to be his bride. Theseus accepted her offer, and after defeating the Minotaur, brought her with him. On the island of Naxos, however, Theseus abandoned her as she slept. This painting represents the moment Theseus sails off, as seen in the background to the right. Ariadne sleeps, stretched out on the ground, her body exposed and relaxed. She looks peaceful, as if she is happily dreaming of her lover, Theseus. The red shades used around her body give her a sexual energy, and yet she rests on a cloth of white, representing her innocence and virginity. Perhaps she is dreaming of her long-awaited wedding with Theseus and the birth of her sexuality. It is tragic in the sense that she may be thinking all these things, while her fiance is sailing off without her and she has no idea. But because she is portrayed in such a desirable way, it almost hints that there will be someone else. As one story goes, the god Dionysus finds her on Naxos and makes her his wife. There is a burst of light where Theseus is sailing away, representing a love that leaves her. But there is another burst of light coming from the opposite direction, hidden in the left, illuminating her body, possibly representing a love that finds her. Painted more recently, in 1908, is Apollo and Daphne by John William Waterhouse. The story behind this painting begins with a conversation between the sun god Apollo and the god of love, Eros. Apollo asks why such a youth like Eros is carrying around weapons of war, and Eros becomes offended. Eros shoots Apollo with the gold-tipped arrow, making him fall desperately in love with the wood nymph Daphne, while he shoots Daphne with the lead-tipped arrow, making her despise Apollo. Apollo pursues Daphne and she rejects him. Daphne is soon transformed into the laurel tree, and Apollo is seen professing his love to this tree. This painting shows the end of the chase. Apollo is reaching for her, his face locked to hers. In his other hand is his musical instrument, ready to woo her. Daphne looks distressed and frightened because of Apollos persistence. The roots begin to hold her in place, beginning the transformation. In their faces, you can see the results of Eros arrows. Apollo is so focused on winning Daphnes affections that there seems to be nothing else in the world for him to do. Daphne seems so repulsed by him, you can almost hear her scream Leave me alone! just by looking at her face. These five examples really express the importance of visual art in mythology. Because we can see these pieces whenever we want, we can relive the stories whenever we want as well. They allow us to really see the thematic emotion behind each story and each god, goddess, nymph and mortal. They take the immortals and make them, well, immortal.

Understanding Alzheimers Disease :: Alzheimers Disease Essays

Understanding Alzheimer's Disease Alzheimer's Disease is a progressive and irreversible brain disease that destroys mental and physical functioning in human beings, and invariably leads to death. It is the fourth leading cause of adult death in the United States. Alzheimer's creates emotional and financial catastrophe for many American families every year. Fortunately, a large amount of progress is being made to combat Alzheimer's disease every year. To fully be able to comprehend and combat Alzheimer's disease, one must know what it does to the brain, the part of the human body it most greatly affects. Many Alzheimer's disease sufferers had their brains examined. A large number of differences were present when comparing the normal brain to the Alzheimer's brain. There was a loss of nerve cells from the Cerebral Cortex in the Alzheimer's victim. Approxiately ten percent of the neurons in this region were lost. But a ten percent loss is relatively minor, and cannot account for the severe impairment suffered by Alzheimer's victims. Neurofibrillary Tangles are also found in the brains of Alzheimer's victims. They are found within the cell bodies of nerve cells in the cerebral cortex, and take on the structure of a paired helix. Other diseases that have "paired helixes" include Parkinson's disease, Down's Syndrome, and Dementia Pugilistica. Scientists are not sure how the paired helixes are related in these very different diseases. Neuritic Plaques are patches of clumped material lying outside the bodies of nerve cells in the brain. They are mainly found in the cerebral cortex, but have also been seen in other areas of the brain. At the core of each of these plaques is a substance called amyloid, an abnormal protein not usually found in the brain. This amyloid core is surrounded by cast off fragments of dead or dying nerve cells. The cell fragments include dying mitochondria, presynaptic terminals, and paired helical filaments identical to those that are neurofibrillary tangles. Many neuropathologists think that these plaques are basically clusters of degenerating nerve cells. But they are still not sure of how and why these fragments clustered together. Congophilic Angiopathy is the technical name that neuropathologists have given to an abnormality found in the walls of blood vessels in the brains of victims of Alzheimer's disease. These abnormal patches are similar to the neuritic plaques that develop in Alzheimer's disease, in that amyloid has been found within the blood-vessel walls wherever the patches occur. Another name for these patches is cerebrovascular amyloid,

Erik Erikson

The aim of this essay is to select a major theorist and discuss their contribution to the cognitive and social development in childhood. Erik Erikson was one of the most distinguished theorists of the 20th century. He discovered and developed psychosocial theory. He was also one of the first theorists to cover the entire lifespan of an individual. Erikson’s proposed eight psychosocial stages which he named â€Å"The Eight Ages of Man†, which range from birth to 65 years and onwards (O’Brien, 2008). Throughout this essay I will discuss stages one to four which occur during childhood 0-12 years old.Erik Erikson was born on June 15th 1902, in Frankfurt Germany. When Erikson finished school he left home and moved to Florence to pursue his interest in art and enrolled in Baden State Art School. A year later, he moved to Vienna where he became an art teacher in a psychoanalytic school for children run by Dorothy Burlingham and Anna Freud who was the daughter of Sigmund Freud. While in Vienna, he also took classes in the University of Vienna which led him to receive a certificate in the Montessori Method (Puckett and Diffily, 2004).This move changed his life and career. When Erikson met Anna Freud he became interested in psychology which led him to study psychoanalysis. He was influenced by the work of Freud and this turned his career towards the study of children and their development (Salkind, 2004). Erikson extended Freud’s theory by combining his primary assumptions and expanding on them, considering other factors that could influence development. Erikson’s theory highlights that an individual’s personality develops in stages from social and cultural experiences across the lifespan.Freud’s theory of personality development concentrates on sexual and aggressive impulses through different psychosexual stages (Keenan and Evans, 2009). Erikson's theory of psychosocial development helps us understand children's feelings and how their emotional and social lives affect their learning (Pound, 2011). Erikson’s theory describes that an individual’s personality develops at each of the eight psychosocial stages of life. Erikson suggested that at each stage there is a different sort of conflict or crises that arises between the individual and relationships with others.He believed that each crisis must be resolved successfully for the individual to be prepared for the next life crisis. A negative or positive outcome of how the crisis is resolved leads to the change and development of the individual (Shaffer, 2009). Erikson’s first psychosocial stage of life is called Trust versus Mistrust. This stage takes place from birth to one year. The basic idea of the first stage is for the infant to develop trust. This occurs when the child’s needs for warmth, food, sleep and nurturing are consistently met. The infant is completely dependent on the caregiver and relies on them to meet thei r needs.By providing the child with consistent care, the caregiver helps them to develop self-trust and the ability to trust others and their environment (Essa, 2010). In a case were the child’s needs are not adequately met, a sense of mistrust in themselves and others around them is developed. They then move through future stages with this sense of mistrust, seeing the world as threating place filled with unreliable or untrustworthy people. When working with children Erikson’s theory is still used in practice nowadays. Teachers working with infants take particular care to provide a predictable environment and consistent caregiving.Babies are completely dependent on adults to meet their needs. Therefore, it is very important that they are nurtured by admirable, positive adults who are affectionate and sensitive in response to the babies needs as soon as they occur. The infant can then start to develop a sense of trust in the world that will support their growth into th e next stage (Gordon and Browne, 2010). The second stage of life is known as Autonomy versus Doubt. This occurs from two to three years of age. According to Erikson during the second year of life toddlers begin to assert both their motor and cognitive abilities by trying to become more independent.Although they are still very dependent, they must learn to reach a balance between reliance on their caregiver and their desire to explore new things. One possible conflict revolves around toilet training. Successful growth through this stage gives the child a feeling of self-control and accomplishment of their own abilities (Essa, 2011). Erikson portrays a view that if children are made feel ashamed of their efforts they can develop a sense of self-doubt and insecurity. Children need to be able to express their growing independence within the safety of a loving, supportive environment.The search for autonomy not only requires great efforts from the child but also patience and support from their parents (Pressley and McCormick, 2007). For example, by encouraging children to explore and try new tasks parents hope to further their sense of independence. When children complete a task independently and successfully their sense of autonomy grows. Some children fail to develop a sense of autonomy. This may be because they failed at most tasks they attempted or discouragement from parents and developed a sense of shame and self-doubt instead (Newman and Newman, 2006).In early childhood education programmes children are praised for their achievements such as toilet training. A relaxed attitude from teachers and praise for their students helps the child gain a sense of independence without shame. Providing encouragement for both the child’s success and failure of a task gives balance between the child’s natural doubts and their drive for independence. The third stage of Erikson’s theory is Initiative versus guilt. This stage takes place from three to six years. During this stage children observe their parents and want to attempt many tasks that they watch them perform.Their sense of autonomy which developed from the last stage gives them the independence to attempt activities that are beyond their competency. If the parents give the child support and guidance in their new activities, this will result in feelings of achievement and pride in their own initiative. If the child is made feel that they are wrong for trying out new activities and are punished when the child tries to show initiative, they will be left with feelings of guilt (Berns, 2009). At this stage children have a great imagination and are very curious about their surroundings.In schools, children are encouraged to play with a variety of different toys to promote creative play and are exposed to different experiences such as school trips to learn more about the world. They are encouraged to ask the teacher questions, use their imagination and are given freedom to play a nd choose their activities. This promotes their feeling of initiative (Pillitteri, 2010). Erikson believed that the crucial point in this stage is the activity of children playing together. Playing allows the child to explore their communication abilities through such behaviour as deciding what to play.By using their initiative, children learn that they can make decisions, present a course of action and implement plans. As a result of this, children learn the basic skills of problems solving while working with other. These basic skills are an essential foundation for coping effectively in society (Carducci, 2009). The final stage of Erikson’s theory involved in childhood is called Industry versus Inferiority. During this stage the child has developed from their curiosity to try different things to their need to master certain activities (Ray, 2011).Such activities may include learning to read, write or playing a sport. As they start to master certain activities, children deve lop a sense of industry and begin to use their skills in a more personal way. For example, reading a book of their interest. While learning these skills in the company of their peers, some children may discover that their standard of skill is lower than others in their peer group. This awareness can cause the child to develop a sense of inferiority, and can lead them to lose interest in certain activities (Carducci, 2009).This feeling of failure and inferiority can result in the child giving up on certain activities because they believe they do not have the skill or ability required. Children continuously receive praise and attention for their efforts during school and social activities to encourage a sense of Industry (O’ Brien, 2011). Erikson’s theory contains 4 stages which are involved in the area of childhood. These four stages include trust vs. mistrust, autonomy vs. doubt, initiative vs. guilt and industry vs. inferiority. These range from birth to age twelve.Er ikson has helped to contribute to our understanding of child development through these eight psychosocial stages. He describes the important issues for young children and the support we need to provide to help them gain a healthy development. Erikson’s stages have provided a framework for teachers working with young children. By using Erikson’s theory this helps the teacher promote healthy development in there students and is still used now in the modern classroom. Reference List Berns, R. (2009). Child, Family, School and Community: Socialization and support. th ed. , Belmont: Wadsworth Carducci, D. (2011). The Psychology of Personality. 2nd ed. , Malden: Brooks/Cole Publishing Essa, E. (2011). Introduction to early childhood education. 6th ed. , Belmont: Wadsworth Gordon, A. and Browne, K. (2010). Beginnings and Beyond: Foundations in Early Childhood Education. 8th ed. , Belmont: Wadsworth. Keenan, T. and Evans, S. (2009). An introduction to Child Development. 2nd ed . , London: Sage Publications New, R. and Cochran, M. , eds. (2008). Early Childhood Education: An international encyclopaedia. Vol. , Westport: Praeger Newman, B and Newman, P (2006). Development Through Life: A Psychosocial Approach. 8th ed. , Belmont: Wadsworth. O’ Brien, E (2008). Human growth and development: An Irish Perspective. Dublin: Gill & Macmillian O’Brien, E. (2011). Psychology for Social Care: An Irish Perspective. Dublin: Gill & Macmillian Pillitteri, A. (2010). Maternal and Child Health Nursing. 6th ed. , Philadelphia: Lippincott Williams & Wilkins Pound, L. (2011). Influencing Early Childhood Education: Key terms, Philosophies and Theories.New York: McGraw-Hill Pressley, M. and McCormick, C. (2007). Child and Adolescent Development for Educators. New York: Guilford Press Puckett, M. and Diffily, D. (2008). Teaching young children: An introduction to early childhood. 2nd ed. , New York: Wadsworth Ray, D. (2011). Advanced play therapy: Essential conditi ons, knowledge and skills for child practice. New York: Routledge Shaffer, D. (2009). Social and Personality Development. 6th ed. , Belmont: Wadsworth Salkind, N. (2004). An introduction to theories of Human Development. London: Sage Publications Erik Erikson The most interesting topic that we discussed in class the semester, was the theory that Erik Erikson had developed. Erik Erikson's theory of psychosocial development is one of the best-kenned theories of personality in psychology. Much akin to Sigmund Freud, Erikson believed that personality develops in a series of stages. Unlike Freud's theory of psychosexual stages, Erikson's theory describes the impact of convivial 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 interaction. According to Erikson, our ego identity is fluctuating due to incipient experiences and information we acquire in our circadian interactions with others. I learned that when psychologists talk about identity, they are talking about the notions, ideals, and values that avail make up a person's comportment. Identity commences when were very puerile and it bec omes very paramount and critical in the adolescent teen ages. Shaping our identity never really ends it'll change for the good and maybe even for the bad for the rest of our lives.Our personal identity gives each of us something unique that dissevers one's self from every other person in this world. Erikson additionally believed that a sense of competence motivates someone’s 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 as if the have achieved something great, 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 accommodates 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 f or personal magnification is high, but so is the potential for failure. I believe that, that’s something that a lot people are faced with. It’s like having a dream and going after it, say for hockey. For me I dream big with it, I want to make it in the professionals.Therefore I’m taking a risk, I can either achieve what I’m aiming for or I can fail. I also feel that for my identity I need to be more than just a good hockey player. I need to be a good person all around. You see a hockey player, you’d never know he’s a professional athlete. But once you put the skates on him, he becomes a beast. So overall Erikson proposed a lifespan model of development, taking in five stages up to the age of 18 years and three further stages beyond, well into adulthood. Erikson suggests that there is still plenty of room for perpetuated magnification and development throughout one’s life.Erikson put a great deal of accentuation on the adolescent perio d, feeling it was a crucial stage for developing a person’s identity. Like Freud and many others, Erik Erikson maintained that personality develops in a predetermined order, and build upon each precedent stage. This is called this epigamic principle. The outcome of this ‘maturation timetable' is a wide and integrated set of life skills and abilities that function together within the autonomous individual. However, Instead of fixating on sexual development, he was intrigued with how children socialize and how this affects their sense of self. Erik Erikson The aim of this essay is to select a major theorist and discuss their contribution to the cognitive and social development in childhood. Erik Erikson was one of the most distinguished theorists of the 20th century. He discovered and developed psychosocial theory. He was also one of the first theorists to cover the entire lifespan of an individual. Erikson’s proposed eight psychosocial stages which he named â€Å"The Eight Ages of Man†, which range from birth to 65 years and onwards (O’Brien, 2008). Throughout this essay I will discuss stages one to four which occur during childhood 0-12 years old.Erik Erikson was born on June 15th 1902, in Frankfurt Germany. When Erikson finished school he left home and moved to Florence to pursue his interest in art and enrolled in Baden State Art School. A year later, he moved to Vienna where he became an art teacher in a psychoanalytic school for children run by Dorothy Burlingham and Anna Freud who was the daughter of Sigmund Freud. While in Vienna, he also took classes in the University of Vienna which led him to receive a certificate in the Montessori Method (Puckett and Diffily, 2004).This move changed his life and career. When Erikson met Anna Freud he became interested in psychology which led him to study psychoanalysis. He was influenced by the work of Freud and this turned his career towards the study of children and their development (Salkind, 2004). Erikson extended Freud’s theory by combining his primary assumptions and expanding on them, considering other factors that could influence development. Erikson’s theory highlights that an individual’s personality develops in stages from social and cultural experiences across the lifespan.Freud’s theory of personality development concentrates on sexual and aggressive impulses through different psychosexual stages (Keenan and Evans, 2009). Erikson's theory of psychosocial development helps us understand children's feelings and how their emotional and social lives affect their learning (Pound, 2011). Erikson’s theory describes that an individual’s personality develops at each of the eight psychosocial stages of life. Erikson suggested that at each stage there is a different sort of conflict or crises that arises between the individual and relationships with others.He believed that each crisis must be resolved successfully for the individual to be prepared for the next life crisis. A negative or positive outcome of how the crisis is resolved leads to the change and development of the individual (Shaffer, 2009). Erikson’s first psychosocial stage of life is called Trust versus Mistrust. This stage takes place from birth to one year. The basic idea of the first stage is for the infant to develop trust. This occurs when the child’s needs for warmth, food, sleep and nurturing are consistently met. The infant is completely dependent on the caregiver and relies on them to meet thei r needs.By providing the child with consistent care, the caregiver helps them to develop self-trust and the ability to trust others and their environment (Essa, 2010). In a case were the child’s needs are not adequately met, a sense of mistrust in themselves and others around them is developed. They then move through future stages with this sense of mistrust, seeing the world as threating place filled with unreliable or untrustworthy people. When working with children Erikson’s theory is still used in practice nowadays. Teachers working with infants take particular care to provide a predictable environment and consistent caregiving.Babies are completely dependent on adults to meet their needs. Therefore, it is very important that they are nurtured by admirable, positive adults who are affectionate and sensitive in response to the babies needs as soon as they occur. The infant can then start to develop a sense of trust in the world that will support their growth into th e next stage (Gordon and Browne, 2010). The second stage of life is known as Autonomy versus Doubt. This occurs from two to three years of age. According to Erikson during the second year of life toddlers begin to assert both their motor and cognitive abilities by trying to become more independent.Although they are still very dependent, they must learn to reach a balance between reliance on their caregiver and their desire to explore new things. One possible conflict revolves around toilet training. Successful growth through this stage gives the child a feeling of self-control and accomplishment of their own abilities (Essa, 2011). Erikson portrays a view that if children are made feel ashamed of their efforts they can develop a sense of self-doubt and insecurity. Children need to be able to express their growing independence within the safety of a loving, supportive environment.The search for autonomy not only requires great efforts from the child but also patience and support from their parents (Pressley and McCormick, 2007). For example, by encouraging children to explore and try new tasks parents hope to further their sense of independence. When children complete a task independently and successfully their sense of autonomy grows. Some children fail to develop a sense of autonomy. This may be because they failed at most tasks they attempted or discouragement from parents and developed a sense of shame and self-doubt instead (Newman and Newman, 2006).In early childhood education programmes children are praised for their achievements such as toilet training. A relaxed attitude from teachers and praise for their students helps the child gain a sense of independence without shame. Providing encouragement for both the child’s success and failure of a task gives balance between the child’s natural doubts and their drive for independence. The third stage of Erikson’s theory is Initiative versus guilt. This stage takes place from three to six years. During this stage children observe their parents and want to attempt many tasks that they watch them perform.Their sense of autonomy which developed from the last stage gives them the independence to attempt activities that are beyond their competency. If the parents give the child support and guidance in their new activities, this will result in feelings of achievement and pride in their own initiative. If the child is made feel that they are wrong for trying out new activities and are punished when the child tries to show initiative, they will be left with feelings of guilt (Berns, 2009). At this stage children have a great imagination and are very curious about their surroundings.In schools, children are encouraged to play with a variety of different toys to promote creative play and are exposed to different experiences such as school trips to learn more about the world. They are encouraged to ask the teacher questions, use their imagination and are given freedom to play a nd choose their activities. This promotes their feeling of initiative (Pillitteri, 2010). Erikson believed that the crucial point in this stage is the activity of children playing together. Playing allows the child to explore their communication abilities through such behaviour as deciding what to play.By using their initiative, children learn that they can make decisions, present a course of action and implement plans. As a result of this, children learn the basic skills of problems solving while working with other. These basic skills are an essential foundation for coping effectively in society (Carducci, 2009). The final stage of Erikson’s theory involved in childhood is called Industry versus Inferiority. During this stage the child has developed from their curiosity to try different things to their need to master certain activities (Ray, 2011).Such activities may include learning to read, write or playing a sport. As they start to master certain activities, children deve lop a sense of industry and begin to use their skills in a more personal way. For example, reading a book of their interest. While learning these skills in the company of their peers, some children may discover that their standard of skill is lower than others in their peer group. This awareness can cause the child to develop a sense of inferiority, and can lead them to lose interest in certain activities (Carducci, 2009).This feeling of failure and inferiority can result in the child giving up on certain activities because they believe they do not have the skill or ability required. Children continuously receive praise and attention for their efforts during school and social activities to encourage a sense of Industry (O’ Brien, 2011). Erikson’s theory contains 4 stages which are involved in the area of childhood. These four stages include trust vs. mistrust, autonomy vs. doubt, initiative vs. guilt and industry vs. inferiority. These range from birth to age twelve.Er ikson has helped to contribute to our understanding of child development through these eight psychosocial stages. He describes the important issues for young children and the support we need to provide to help them gain a healthy development. Erikson’s stages have provided a framework for teachers working with young children. By using Erikson’s theory this helps the teacher promote healthy development in there students and is still used now in the modern classroom. Reference List Berns, R. (2009). Child, Family, School and Community: Socialization and support. th ed. , Belmont: Wadsworth Carducci, D. (2011). The Psychology of Personality. 2nd ed. , Malden: Brooks/Cole Publishing Essa, E. (2011). Introduction to early childhood education. 6th ed. , Belmont: Wadsworth Gordon, A. and Browne, K. (2010). Beginnings and Beyond: Foundations in Early Childhood Education. 8th ed. , Belmont: Wadsworth. Keenan, T. and Evans, S. (2009). An introduction to Child Development. 2nd ed . , London: Sage Publications New, R. and Cochran, M. , eds. (2008). Early Childhood Education: An international encyclopaedia. Vol. , Westport: Praeger Newman, B and Newman, P (2006). Development Through Life: A Psychosocial Approach. 8th ed. , Belmont: Wadsworth. O’ Brien, E (2008). Human growth and development: An Irish Perspective. Dublin: Gill & Macmillian O’Brien, E. (2011). Psychology for Social Care: An Irish Perspective. Dublin: Gill & Macmillian Pillitteri, A. (2010). Maternal and Child Health Nursing. 6th ed. , Philadelphia: Lippincott Williams & Wilkins Pound, L. (2011). Influencing Early Childhood Education: Key terms, Philosophies and Theories.New York: McGraw-Hill Pressley, M. and McCormick, C. (2007). Child and Adolescent Development for Educators. New York: Guilford Press Puckett, M. and Diffily, D. (2008). Teaching young children: An introduction to early childhood. 2nd ed. , New York: Wadsworth Ray, D. (2011). Advanced play therapy: Essential conditi ons, knowledge and skills for child practice. New York: Routledge Shaffer, D. (2009). Social and Personality Development. 6th ed. , Belmont: Wadsworth Salkind, N. (2004). An introduction to theories of Human Development. London: Sage Publications

Abnormal Psychology Dissociative Identity Disorder

Abnormal Psychology: Dissociative Identity Disorder Dissociative Identity Disorder, previously referred to as Multiple Personality Disorder, is a psychological illness that has raised a lot of controversy and led researchers to question its validity. This disorder has been recorded as early as the 1800’s, but has recently been given more attention to by clinical researchers because of its diagnosis rates. The brain is a very complex organ and certain traumas can lead to the occurrence of this illness. Dissociative identity disorder is an illness in which individuals develop two or more very different personality states. In this paper, I will explain the causes of dissociative identity disorder, outline the symptoms, and elaborate on the†¦show more content†¦Interestingly, women are three times more likely to be diagnosed with dissociative identity than men and only one percent of the world’s population develop the disorder. In women, the number of subpersonalities that can be involved in a single diagnosis is fi fteen whereas in males it is eight. The subpersonalities often have their own themes and there is always a host, the high functioning personality; a child, specifically at the age in which the individual experienced the traumatic event; a hedonistic, the personality that operates on the pleasure principle; an aggressive identity, the personality that serves as a protector to the host; and a subpersonality of the opposite sex, this identity is obvious through the change of tone in the individual’s voice. The subpersonalities can either maintain a relationship with one another or be completely unaware of each other’s existence. Mutually amnesic relationships, one way amnesic relationships or mutual cognizant patterns may be present with this disorder (Comer, R. J., Whiteford, F. 1998). 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