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Psychol Assess. Korean J of child Stud. Download references. You can also search for this author in PubMed Google Scholar. The authors alone are responsible for the writing and content of this article. JYL, YL analysed the data and wrote the first draft of the manuscript. All authors read and approved the final manuscript. Correspondence to Young-ae Lee. The participating therapists and the guardians of the children were asked to sign an informed consent prior to their participation in the study.
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If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. Reprints and Permissions. Lee, J. Child Adolesc Psychiatry Ment Health 15, 20 Download citation. Received : 23 May Accepted : 23 March Published : 17 April Anyone you share the following link with will be able to read this content:.
Sorry, a shareable link is not currently available for this article. Provided by the Springer Nature SharedIt content-sharing initiative. Skip to main content. Search all BMC articles Search. Download PDF. Method Data were collected from play therapists and play therapist-supervisors, who observed play therapy sessions and 55 children aged 7—9 who received play therapy in Korea. Conclusion The CESS appears to be a practical method for the assessment of ego strength in the field of child counseling.
Background In children, ego strength is an index of current psychosocial health [ 1 ] as well as an indicator of maturity and adaptation in later developmental stages [ 2 , 3 ].
Ego strength in children Childhood is a time when one breaks away from the self-centered thinking of infancy, more realistic thinking becomes possible, and ego strengthens. Play assessment of ego strength for children Researchers initially discussed the concept of ego strength with a focus on treating patients with psychiatric disorders [ 21 , 22 ] but gradually expanded it to include the assessment of general adaptive capacity [ 1 ].
Stage 1: Generate item pool Stage 1 aimed to generate a pool of game play behaviors in which ego strength can be measured. Participants To extract the items through clinical cases, counseling sessions with 35 children aged 7—9 years who used games in play therapy were analyzed. Procedure and data analysis Two sources of data were used to extract appropriate items from game playing behavior to measure ego strength: 1 literature review, through which the subcomponents of ego strength were extracted.
Results Five factors were extracted from literature review related to ego strength, and items were extracted through clinical case analysis. Stage 2: Review and revisions of CESS factors and items through content validity verification In Stage 2, after verifying the appropriateness of the five factors of the CESS, the five factors were confirmed. Participants Content validity tests were performed on the five factors and items extracted from Stage 1.
Procedure and data analysis For Stage 2, we visited 10 play therapist-supervisors and conducted one-on-one structured interviews. Results Through the qualitative assessment of 10 play therapist-supervisors, it was determined that the factor consists of five and each definition was appropriate. Stage 3: Factor analysis of the CESS In this stage, the five factors and 55 items selected as the preliminary content from Stage 2 were ultimately finalized into a model with five factors and 24 items using factor analysis.
Participants For Stage 3, play therapists and play therapist-supervisors who provide counseling in the play therapy field tested the preliminary scale items that were confirmed in Stage 2.
Procedure and data analysis For Stage 3, the participants were asked to select between two and four children aged 7 to 9 years who were judged as having weak ego strength from their clinical cases and were either currently receiving counseling or had been in counseling in the past 6 months. Results Item finalization through correlation of preliminary items and iterative verification of reliability.
Factor model and standardized factor coefficients through confirmatory factor analysis. Full size image. Factors and components of items As the establishment of a stable factor structure plays a very important role in the validation process [ 97 ], this study underwent several stages of development.
Validity and reliability of CESS There was significant correlation between the game play behavior observation-based CESS and the sub-factors in terms of construct validity. References 1. Article Google Scholar 2. Article Google Scholar 5. Article Google Scholar 6.
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Consent for publication The authors declare that there is no conflict of interest. Competing interests The authors declare that they have no competing interests. Additional information Publisher's Note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Supplementary Information. Additional file 1: Table S1. About this article. Cite this article Lee, J.
Success during this stage of psychosocial development leads to feelings of autonomy; failure results in feelings of shame and doubt. 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. The third stage of psychosocial development takes place during the preschool years. At this point in psychosocial development, 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. The major theme of the third stage of psychosocial development is that 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. When an ideal balance of individual initiative and a willingness to work with others is achieved, the ego quality known as purpose emerges.
The fourth psychosocial stage takes place during the early school years from approximately ages 5 to Through social interactions, children begin to develop a sense of pride in their accomplishments and abilities. Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority. 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. Successfully finding a balance at this stage of psychosocial development leads to the strength known as competence, in which children develop a belief in their abilities to handle the tasks set before them. The fifth psychosocial stage takes place during the often turbulent teenage years. This stage plays an essential role in developing a sense of personal identity which will continue to influence behavior and development for the rest of a person's life.
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. During adolescence, children explore their independence and develop a sense of self. Those who remain unsure of their beliefs and desires will feel insecure and confused about themselves and the future. 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.
Completing this stage successfully leads to fidelity, which Erikson described as an ability to live by society's standards and expectations. While Erikson believed that each stage of psychosocial development was important, he placed a particular emphasis on the development of ego identity. Ego identity is the conscious sense of self that we develop through social interaction and becomes a central focus during the identity versus confusion stage of psychosocial development.
According to Erikson, our ego identity constantly changes due to new experiences and information we acquire in our daily interactions with others. As we have new experiences, we also take on challenges that can help or hinder the development of identity.
Our personal identity gives each of us an integrated and cohesive sense of self that endures through our lives. Our sense of personal identity is shaped by our experiences and interactions with others, and it is this identity that helps guide our actions, beliefs, and behaviors as we age.
Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation. 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 enduring 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 struggler with 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. 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. 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. 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. The final psychosocial stage occurs during old age and is focused on reflecting back on life. Erikson's theory differed from many others because it addressed development throughout the entire lifespan, including old age. 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.
At this stage, people reflect back on the events of their lives and take stock. Those who look back on a life they feel was well-lived will feel satisfied and ready to face the end of their lives with a sense of peace. Those who look back and only feel regret will instead feel fearful that their lives will end without accomplishing the things they feel they should have. Those who are unsuccessful during this stage will feel that their life has been wasted and may experience many regrets.
The person will be left with feelings of bitterness and despair. 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. A crisis happens when a child's psychological needs conflict with society's expectations. This paper delves further into strength and the developmental stage of initiative vs. A child's strength develops as a result of a never-ending conflict-driven process.
As a result, when a child faces a crisis, he must negotiate and adopt a healthy ego growth and strength. Average infant growth is disrupted by hardship, but the ego can be achieved by overcoming a series of conflicts. In this setting, children learn to do things on their own and work toward their goals. The child looks to have plenty of energy, which causes them to be resilient, forgetful of their setbacks, and eager to attempt new things.
Furthermore, the ideas and behaviors of the child's culture and society influence these conflicts. As a result, if a child is coping with a catastrophe, positively, the child gains ego power, which increases his internal strength and encourages healthy growth. However, if the issue is not resolved, the child's ego power suffers. However, children's development is limited by their progress in growing strength.
Because the child's curiosity and exploration of new activities necessitate him obeying or disobeying parental boundaries, he must comply or defy parental limits.
As a result, these kids must assess the conflict between parental monitoring and the desire to do new things. Children, for example, learn in school by setting, planning, and achieving goals while interacting and playing with others.
They gain a sense of responsibility through creating since they must adhere to the constraints imposed by teachers and parents. Those who obey gain strength, while those who resist suffering, which are counterproductive.
Finally, it is evident that when a child is confronted with a crisis, he must navigate it effectively to gain greater ego power. As a result, the child develops ego strength of purpose during dispute settlement, which leads to healthy growth.
Bastable, S. Developmental Stages of the Learner.
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