Psychology Assignment:

Name : BC ARYAN
Class : Third Year
Course : BA. LLB(Hons)
Division : E
Roll no : 04
PRN : 19010125404

Internal II- Submission – 11th October 2021 – 25marks

Internal Test # 2 is a Home Assignment-Case Study
1. The Home assignment is based on the “Case Study of R”.
2. Each student has to go through the case study in detail.
3. While reading the case study the student should make notes about
the observations.
4. The observations have to linked to the Eric Erikson’s theory.
5. After reading it, the students have to prepare a critical analysis
based on the case study with the help questions mentioned below.
6. The percentage of plagiarism should be lesser than assigned by
college rules
7. If students don’t abide by it, they are deemed to get minus marks
8. Submissions have to upload the assignment on teams.
9. The following are the outlines for parameters/ criterion for the
marking:
a. Explanation (definition of terms/concepts in crisp way,
examples and explanation, applications).
b. Understanding of the concept or theory written in your own
words and not copy pasted from the internet.
c. Some unique examples to explain and support your answers
better.
d. Any additional on information linked to the answers can
highlighted and mentioned.
e. Pictures, images, graphs, cutouts of articles can be used.

Home Assignment:
No. of words:
5 marks- 500 words
(Images, pictures, tables, cutouts excluded from word limit)
Prepare a critical analysis of case study of R based on Eric Erickson’s
developmental theory using the following points.

1. Eric Erikson & Work done by Eric Erikson ( 5 marks)

2. What is the epigenetic model (5 marks)
3. Explain in detail how is epigenetic model and also how it is
reflected in the case. (5 marks)
4. Write the psycho-social stages of development with reference to
yourself or an appropriate example (5 marks)
5. Comment & provide the analysis for the theory & provide the
lessons learnt from the case. (5marks)

Total Marks: 25 Marks

Jiyaa Khatri
jiyaa.khatri.vf@symlaw.ac.in
+917588327926
Assignment to be submitted on LMS.

Answers
1
Erik Erikson's relationship with Harvard crossed many years, corresponding with a portion of his
most powerful works. Brought into the world in Frankfurt, and prepared in therapy in Vienna by
Anna Freud, Erikson came to Boston in 1933. He acknowledged an arrangement as an
exploration partner at the Harvard Psychological Clinic; related to that position Erikson began to
chip away at an advanced education in brain science at Harvard. Winding up at chances with the
quantitative, exact focal point of Harvard's Psychology Department, Erikson suspended his
investigations in 1936 without completing his certificate. For the following twenty years he
sought after his inclinations in human improvement by leading examination at Yale and
Berkeley, just as proceeding with his private psychoanalytic practice.
Erikson's humanist hypothesis of psychosocial improvement digressed essentially from the
customary Freudian psychosexual hypothesis of human advancement in two ways. Erikson
accepted that people's characters kept on creating past the age of five, and he accepted that the
improvement of character relied straightforwardly upon the goal of existential emergencies like
trust, independence, closeness, distinction, uprightness, and personality (which were seen in
customary psychoanalytic hypothesis as simple side-effects of the goal of sexual emergencies).
Erikson's exceptionally powerful eight-stage hypothesis of improvement likewise extended
Freud's unique five phases to incorporate the long stretches of life after youth. Inside this
hypothesis, Erikson presented and portrayed the qualities of juvenile personality emergency and
the grown-up's emotional meltdown.
In spite of his absence of a doctorate, Erikson got back to Harvard in 1960 as Professor of
Human Development and Lecturer in Psychiatry at the Harvard Medical School, and was
welcome to be an informal individual from the Department of Social Relations. There he showed
well known undergrad and graduate seminars on human turn of events. In the resulting decade
Erikson distributed three books, Insight and Responsibility (1964), Identity Youth and Crisis
(1968) and Gandhi's Truth (1969). The last won the Pulitzer Prize and the National Book Award.
Erikson was granted the AM (hon) on arrangement in 1960, and the LLD (hon) in 1978. He
resigned as Professor Emeritus in 1970. Erik Erikson is recorded as number 12 on the American
Psychological Association's rundown of the 100 most prominent analysts of the twentieth
century.

2
Epigenetics is the investigation of how the climate and different elements can change how
qualities are communicated. While epigenetic changes don't adjust the succession of an
individual's hereditary code, they can assume a significant part being developed. Researchers
who work in epigenetics investigate the components that influence the action of qualities.

Epigenetics and Genetics

Every individual's DNA lays the foundation for the improvement of physical and mental
qualities—giving complex directions to the production of proteins and different particles.
However, the way where these directions are utilized can be changed by different components.
The compound changes that impact quality action in this manner are aggregately called the
epigenome.
These changes happen normally and help to control advancement—for instance, they empower
cells in the cerebrum and in different pieces of the body to perform particular jobs dependent on
a similar fundamental hereditary code. However, the epigenome is additionally vulnerable to
impact by openness to poisons and other ecological variables.

What's the contrast among hereditary qualities / Genetics and epigenetics?

Hereditary qualities is the investigation of qualities—the units of an individual's hereditary code,
produced using DNA—and the characteristics that they impact. Epigenetics centers around
actual changes that influence how the qualities are "communicated"— regardless of whether, for
instance, a specific quality is dynamic or not, and in this manner whether specific proteins are
delivered.

How do epigenetic changes influence quality articulation?

Epigenetic changes don't really change the basic DNA succession of qualities. All things being
equal, they include the connection of synthetic mixtures to the DNA. (The prefix "epi-" signifies
"above" or "upon.") One significant sort of epigenetic component, called DNA methylation,
happens when atoms called methyl bunches connect to specific bits of DNA. This might deliver
a quality idle—forestalling the making of proteins dependent on the quality—by truly closing off
the DNA and through other, less immediate impacts. Methylation can actuate qualities also.
Epigenetic changes additionally incorporate adjustments to the histone proteins around which
DNA particles are twisted, alongside different sorts of modifications.

Epigenetics and Psychology

Pezibear/Pixabay
Every single human trademark, including mental ones, are impacted somewhat by hereditary
qualities. Since the epigenome balances the impacts of a singular's genome—and on the grounds
that it very well may be affected by outer variables—it is normally a significant space of
investigation for those looking to see how individual contrasts, psychological maladjustment and
different parts of intellectual life come to fruition.
Social geneticists and conduct epigeneticists are researchers who examine whether epigenetic
changes can help represent weakness to specific types of psychological sickness. One more
chance that has gotten consideration lately is that epigenetic changes coming about because of
awful encounters can be passed starting with one age then onto the next, in some cases called
intergenerational transmission of injury.

How is epigenetics identified with dysfunctional behavior?

Proof that epigenetic contrasts are related with dysfunctional behavior has been found for
sorrow, schizophrenia, bipolar confusion, and different conditions. For instance, research
members with sorrow have shown contrasts—contrasted with those without gloom—in degrees
of methylation of a quality liable for the creation of a protein called mind determined
neurotrophic factor, or BDNF. (BDNF assumes a critical part in the advancement of the sensory
system.) It still needs not really set in stone whether epigenetic contrasts like these are significant
for the improvement of these psychological issues, one way or the other, they might fill in as
biomarkers for the conditions.

How does pressure influence epigenetics?

Serious pressure right off the bat throughout everyday life, some examination proposes, may
result in epigenetic changes that add to an enduring expansion in one's physiological pressure
reaction. Such an impact could mirror an instrument for adjusting to a compromising climate
dependent on early experience. Be that as it may, when the wellspring of stress, like early abuse,
doesn't proceed endlessly, a reinforced pressure reaction could demonstrate destructive in the
long haul. (Studies with rodents make up a large part of the exploration on early affliction and
epigenetics.)

3
Early educational encounters apply a significant and enduring impact on physical and
psychological well-being all through life. The endeavors to distinguish the essential drivers of
this have fundamentally profited from investigations of the epigenome—a unique layer of data
related with DNA that contrasts among people and can be modified through different encounters
and conditions. The epigenome has been proclaimed as a key "missing piece" of the etiological
riddle for seeing how improvement of mental issues might be affected by the general climate, in
concordance with the genome. Understanding the components engaged with the commencement,
upkeep, and heritability of epigenetic states is in this manner a significant part of exploration in
current science, especially in the investigation of learning and memory, feeling, and social
conduct in people. Additionally, epigenetics in brain science gives a structure to seeing how the
declaration of qualities is affected by encounters and the climate to create individual contrasts in
conduct, insight, character, and psychological wellness. In this module, we study ongoing
improvements uncovering epigenetic parts of psychological wellness and survey a portion of the
difficulties of epigenetic approaches in brain research to assist with clarifying how sustain shapes
nature.
Youth isn't just a time of actual development; it is likewise a period of mental advancement
identified with changes in the life structures, physiology, and science of the sensory system that
impact psychological well-being all through life. Intellectual capacities related with learning and
memory, thinking, critical thinking, and creating connections keep on arising during
adolescence. Mental health is more quick during this basic or touchy period than at some other,
with in excess of 700 neural associations made each second. Thus, complex quality climate
communications (or genotype–climate cooperations, G×E) serve to build the quantity of potential
contacts between neurons, as they sharpen their grown-up synaptic properties and sensitivity.
Numerous feeble associations structure to various neuronal targets; in this way, they go through
redesigning in which most associations evaporate and a couple of stable associations remain.
These primary changes (or pliancy) might be pivotal for the improvement of mature neural
organizations that help enthusiastic, intellectual, and social conduct. The age of various
morphology, physiology, and conduct results from a solitary genome in light of changes in the
climate shapes the reason for "phenotypic versatility," which is central to the manner in which
creatures adapt to ecological variety, explore the current world, and take care of future issues.
The test for brain research has been to incorporate discoveries from hereditary qualities and
ecological (social, organic, substance) factors, including the nature of baby mother connections,
into the investigation of character and our comprehension of the development of dysfunctional
behavior. These investigations have exhibited that normal DNA grouping variety and uncommon
changes represent just a little portion (1%–2%) of the complete danger for legacy of character
qualities and mental problems . Also, concentrates on that have endeavored to analyze the
instruments and conditions under which DNA succession variety impacts mental health and
capacity have been bewildered by complex circumstances and logical results connections
(Petronis, 2010). The enormous unaccounted heritability of character qualities and psychological
well-being proposes that extra sub-atomic and cell systems are involved.
Epigenome-wide investigations have identified a few dozen locales with DNA methylation
adjustments in qualities associated with mental health and synapse pathways, which had recently
been related with psychological maladjustment (Mill et al., 2008). These problems are mind
boggling and ordinarily start at a youthful age and cause deep rooted inability. Frequently,
restricted advantages from treatment make these infections probably the most troublesome issues
for people, families, and society. It has become apparent that the endeavors to distinguish the
essential drivers of perplexing mental issues may fundamentally profit from studies connecting
natural impacts with changes saw inside the singular cells.

4
Stage 1: Trust versus Doubt / Mistrust
The primary phase of Erikson's hypothesis of psychosocial advancement happens among birth
and year old enough and is the most principal stage throughout everyday life. Since a baby is
totally reliant, creating trust depends on the steadfastness and nature of the youngster's guardians.
Now being developed, the youngster is completely reliant upon grown-up parental figures for all
that they need to endure including food, love, warmth, security, and sustaining. On the off
chance that a guardian neglects to give satisfactory consideration and love, the kid will come to
feel that they can't confide in or rely on the grown-ups in their life.
Results
On the off chance that a youngster effectively creates trust, the kid will have a sense of security
and secure on the planet. Guardians who are conflicting, relationally stunted, or dismissing add
to sensations of question in the kids under their consideration. Inability to foster trust will bring
about dread and a conviction that the world is conflicting and unusual.
During the principal phase of psychosocial improvement, youngsters foster a feeling of trust
when parental figures give unwavering quality, care, and love. An absence of this will prompt
doubt.
No youngster will foster a feeling of 100% trust or 100% uncertainty. Erikson accepted that
effective improvement was tied in with finding some kind of harmony between the two rival
sides. At the point when this occurs, youngsters procure trust, which Erikson portrayed as a
receptiveness to encounter tempered by some attentiveness that peril might be available.
Ensuing work by specialists including John Bowlby and Mary Ainsworth showed the
significance of confidence in framing solid connections during adolescence and adulthood.

Stage 2: Autonomy versus Disgrace / Shame and Doubt

The second phase of Erikson's hypothesis of psychosocial improvement happens during youth
and is centered around kids fostering a more noteworthy feeling of individual control.
The Role of Independence
Now being developed, kids are simply beginning to acquire a little autonomy. They are
beginning to perform essential activities all alone and simplifying choices regarding what they
like. By permitting children to decide and acquire control, guardians and parental figures can
assist youngsters with fostering a feeling of independence.
Potty Training
The fundamental topic of this stage is that kids need to foster a feeling of individual authority
over actual abilities and a feeling of freedom. Potty preparing assumes a significant part in
assisting youngsters with fostering this feeling of independence.
Like Freud, Erikson accepted that latrine preparing was a fundamental piece of this cycle. In any
case, Erikson's thinking was very not the same as that of Freud's. Erikson accepted that figuring
out how to control one's real capacities prompts a sensation of control and a feeling of autonomy.
Other significant occasions incorporate overseeing food decisions, toy inclinations, and dress
choice.
Results
Youngsters who battle and who are disgraced for their mishaps might be left without a feeling of
individual control. Accomplishment during this phase of psychosocial improvement prompts
sensations of independence; disappointment brings about sensations of disgrace and uncertainty.
Discovering Balance
Youngsters who effectively complete this stage have a sense of safety and certain, while the
individuals who don't are left with a feeling of deficiency and self-question. Erikson accepted
that accomplishing a harmony among independence and disgrace and uncertainty would prompt
will, which is the conviction that youngsters can act with aim, sensibly speaking and cutoff
points.

Stage 3: Initiative versus Culpability / Guilt

The third phase of psychosocial advancement happens during the preschool years. Now in
psychosocial advancement, youngsters start to attest their force and power over the world
through coordinating play and other social associations.
Kids who are effective at this stage feel fit and ready to lead others. The individuals who neglect
to procure these abilities are left with a feeling of culpability, self-uncertainty, and absence of
drive.
Results
The significant subject of the third phase of psychosocial improvement is that youngsters need to
start affirming control and control over the climate. Achievement in this stage prompts a feeling
of direction. Kids who attempt to apply an excessive amount of force experience dissatisfaction,
bringing about a feeling of responsibility.
At the point when an ideal equilibrium of individual drive and a readiness to work with others is
accomplished, the sense of self quality known as reason arises.

Stage 4: Industry versus Mediocrity / Inferiority

The fourth psychosocial stage happens during the early school a long time from around ages 5 to
11. Through friendly communications, youngsters start to foster a feeling of pride in their
achievements and capacities.
Youngsters need to adapt to new friendly and scholarly requests. Achievement prompts a feeling
of ability, while disappointment brings about sensations of inadequacy.
Results
Kids who are energized and complimented by guardians and instructors foster a sensation of
ability and confidence in their abilities. The people who get practically zero consolation from
guardians, instructors, or friends will question their capacities to be effective.
Effectively discovering an equilibrium at this phase of psychosocial advancement prompts the
strength known as skill, in which youngsters foster a confidence in their capacities to deal with
the undertakings set before them.

Stage 5: Identity versus Disarray

The fifth psychosocial stage happens during the regularly tempestuous high school years. This
stage assumes a fundamental part in fostering a feeling of individual character which will keep
on affecting conduct and improvement for the remainder of an individual's life. Youngsters need
to foster a self-appreciation and individual character. Achievement prompts a capacity to remain
consistent with yourself, while disappointment prompts job disarray and a feeble self-
appreciation.
During youth, youngsters investigate their freedom and foster an ability to be self aware.
The individuals who get legitimate consolation and support through close to home investigation
will rise out of this stage with a solid self-appreciation and sensations of freedom and control.
The individuals who stay uncertain of their convictions and wants will have a shaky and
befuddled outlook on themselves and what's to come.
What Is Identity?
At the point when clinicians talk about personality, they are alluding to all of the convictions,
standards, and values that help shape and guide an individual's conduct. Finishing this stage
effectively prompts loyalty, which Erikson depicted as a capacity to live by all accounts and
assumptions.
While Erikson accepted that each phase of psychosocial improvement was significant, he set a
specific accentuation on the advancement of self image character. Personality character is simply
the cognizant sense that we create through friendly cooperation and turns into a focal
concentration during the character versus disarray phase of psychosocial improvement.
As per Erikson, our self image personality continually changes due to new encounters and data
we procure in our every day associations with others. As we have new encounters, we
additionally take on difficulties that can help or upset the improvement of character.
Why Identity Is Important
Our own character gives every one of us an incorporated and durable ability to be self aware that
suffers through our lives. Our feeling of individual personality is molded by our encounters and
connections with others, and it is this character that helps guide our activities, convictions, and
practices as we age.

Stage 6: Intimacy versus Disconnection / Isolation

Youthful grown-ups need to shape close, adoring associations with others. Achievement prompts
solid connections, while disappointment brings about dejection and confinement. This stage
covers the time of early adulthood when individuals are investigating individual relationships.
Erikson trusted it was imperative that individuals foster close, serious relationships with others.
The people who are effective at this progression will shape connections that are suffering and
secure.
Expanding On Earlier Stages
Recollect that each progression expands on abilities mastered in past advances. Erikson accepted
that a solid feeling of individual personality was significant for creating close connections.
Studies have shown that those with a helpless ability to be self aware will in general have less
serious relationships and are bound to struggler with passionate seclusion, dejection, and misery.
Effective goal of this stage brings about the ethicalness known as affection. It is set apart by the
capacity to frame enduring, significant associations with others.

Stage 7: Generativity versus Stagnation

Grown-ups need to make or support things that will outlive them, regularly by having kids or
making a positive change that benefits others. Achievement prompts sensations of helpfulness
and achievement, while disappointment brings about shallow inclusion on the planet.
During adulthood, we keep on building our lives, zeroing in on our vocation and family. The
individuals who are fruitful during this stage will feel that they are adding to the world by being
dynamic in their home and local area.
The people who neglect to achieve this expertise will feel ineffective and uninvolved on the
planet.
Care is the excellence accomplished when this stage is taken care of effectively. Being glad for
your achievements, watching your kids develop into grown-ups, and fostering a feeling of
solidarity with your life accomplice are significant achievements of this stage.

Stage 8: Integrity versus Despondency / Despair

The last psychosocial stage happens during advanced age and is centered around thinking about
back life. At this point being developed, individuals think back on the occasions of their lives
and decide whether they are content with the daily routine that they experienced or then again in
the event that they lament the things they did or didn't do.
Erikson's hypothesis varied from numerous others since it tended to advancement all through the
whole life expectancy, including advanced age. More established grown-ups need to think back
on life and feel a feeling of satisfaction. Accomplishment at this stage prompts sensations of
intelligence, while disappointment brings about lament, harshness, and misery.
At this stage, individuals think about back the occasions of their lives and assess the situation.
The individuals who think back on a daily routine they feel was very much experienced will feel
fulfilled and prepared to confront the finish of their lives with a feeling of harmony. The people
who think back and just feel lament will rather feel unfortunate that their lives will end without
getting the things done they believe they ought to have.
Results
The individuals who are fruitless during this stage will feel that their life has been squandered
and may encounter many second thoughts. The individual will be left with sensations of
harshness and depression.
The people who feel glad for their achievements will feel a feeling of uprightness. Effectively
finishing this stage implies thinking back with not many second thoughts and an overall
sensation of fulfillment. These people will achieve astuteness, in any event, while facing demise.

5
Critical Analysis
By expanding the thought of character improvement across the life expectancy, Erikson
diagrams a more practical point of view of character advancement
In light of Erikson's thoughts, brain research has reconceptualized the manner in which the later
times of life are seen. Center and late adulthood are presently not seen as insignificant, in light of
Erikson, they are currently viewed as dynamic and critical occasions of self-awareness.
Erikson's hypothesis has acceptable face legitimacy. Many individuals find that they can identify
with his hypotheses about different phases of the existence cycle through their own encounters.
Notwithstanding, Erikson is fairly obscure with regards to the reasons for advancement. What
sorts of encounters should individuals need to effectively resolve different psychosocial clashes
and move starting with one phase then onto the next? The hypothesis doesn't have a general
component for emergency goal.
For sure, Erikson (1964) recognizes his hypothesis is more an expressive outline of human social
and passionate advancement that doesn't sufficiently clarify how or why this improvement
happens. For instance, Erikson doesn't unequivocally clarify what the result of one psychosocial
stage means for character at a later stage.
Nonetheless, Erikson focused on his work was a 'device to think with as opposed to an authentic
investigation.' Its motivation then, at that point, is to give a structure inside which advancement
can be thought about instead of testable hypothesis.
One of the qualities of Erikson's hypothesis is its capacity to integrate significant psychosocial
advancement across the whole life expectancy.