{"id":536,"date":"2018-11-15T21:43:01","date_gmt":"2018-11-15T21:43:01","guid":{"rendered":"https:\/\/benimyuvam.com.tr\/?p=536"},"modified":"2018-11-15T21:43:01","modified_gmt":"2018-11-15T21:43:01","slug":"makale-ericsonun-sekiz-evresi-ve-freud-adler-berne-ve-jungun-kisilik-kuramlariyla-ilgili-yaklasimlar","status":"publish","type":"post","link":"https:\/\/benimyuvam.com.tr\/?p=536","title":{"rendered":"Makale…Ericson\u2019un Sekiz Evresi ve Freud, Adler, Berne ve Jung\u2019un Ki\u015filik Kuramlar\u0131yla \u0130lgili Yakla\u015f\u0131mlar."},"content":{"rendered":"

Narin \u00d6zbing\u00f6l * ,
\nAbdullah Tolan ,
\nVeysel Kahraman ,
\nSabri Demir ,
\nEren K\u00fc\u00e7\u00fck\u00e7irkin<\/em><\/p>\n

\u00a0
\n\u00d6zet:<\/strong>
\nGeli\u015fim dinamik bir olgu olup genetik yap\u0131n\u0131n bir sonucudur. Giderek artan \u00f6zelle\u015fme ve zamanla de\u011fi\u015fen d\u00fczenli bir s\u00fcre\u00e7tir.Geli\u015fimde denge vard\u0131r. Geli\u015fimi farkl\u0131 evrelere ay\u0131rarak incelemek,pratik\u00a0 nedenlerden dolay\u0131 gereklidir. Erikson, insan geli\u015fimini sekiz evreye ay\u0131rm\u0131\u015f ve her bir evrede bireyin ba\u015farmas\u0131 gereken bir\u00a0 psikososyal g\u00f6rev oldu\u011funu belirtmi\u015ftir. Her bir psikososyal g\u00f6revi yerine\u00a0 getirmenin olas\u0131 iki sonucu vard\u0131r: G\u00f6rev ba\u015far\u0131l\u0131 bir \u015fekilde\u00a0 \u00a0tamamlan\u0131rsa ki\u015fili\u011fe olumlu bir nitelik eklenir ve geli\u015fimde ilerleme sa\u011flan\u0131r. Ancak g\u00f6rev ba\u015far\u0131l\u0131 bir \u015fekilde tamamlanmazsa \u00e7at\u0131\u015fma doyumsuz bir bi\u00e7imde \u00e7\u00f6z\u00fcl\u00fcr ve ki\u015filik bu yolla eklenen olumsuz nitelikten zarar g\u00f6r\u00fcr. Bireyin g\u00f6revi, bir evreden di\u011ferine ge\u00e7tik\u00e7e\u00a0 olumlu bir kimlik kazanmaktad\u0131r. Ki\u015filik kavram\u0131; bireyin fiziksel, ruhsal, duygusal ve toplumsal \u00f6zelliklerinin t\u00fcm\u00fcd\u00fcr. Ki\u015filik, bireyi ba\u015fkalar\u0131ndan ay\u0131ran do\u011fu\u015fta\u00a0 getirdi\u011fi ve sonradan kazan\u0131lan, tutarl\u0131 olarak sergilenen \u00f6zelliklerin b\u00fct\u00fcn\u00fc olup, y\u0131llar boyu s\u00fcren ,\u00a0 de\u011fi\u015fen\u00a0 ve geli\u015fen bir olgudur. Ki\u015filik geli\u015fiminde, do\u011fu\u015ftan gelen genetik\u00a0 \u00f6zellikler \u00e7evresel fakt\u00f6rlerin\u00a0 etkile\u015fimi uzun bir b\u00fcy\u00fcme- geli\u015fme s\u00fcrecinde kendine \u00f6zg\u00fc bir ki\u015filik \u00e7\u0131karmaktad\u0131r. Bu husus Ericson taraf\u0131ndan da vurgulanm\u0131\u015ft\u0131r.Ericson\u2019a g\u00f6re\u00a0 ki\u015filik bir bilin\u00e7 (belirli bir ko\u015fulda farkl\u0131l\u0131\u011f\u0131 ifade eder) ve belirli bir s\u00fcre\u00e7 olarak (de\u011fi\u015fik ko\u015fullarda farkl\u0131l\u0131\u011f\u0131 ifade eder) tan\u0131mlanabilir. Ericson\u00a0 ki\u015fililik olu\u015fumunda bilin\u00e7in ve s\u00fcre\u00e7in etkisinden bahseder. Bilin\u00e7 olarak, bireyin kendi spesifikli\u011fi hakk\u0131nda ki duyguna g\u00f6nderir; s\u00fcre\u00e7 olarak, ise bireyin ya\u015fant\u0131lar\u0131n\u0131n s\u00fcreklili\u011fini sa\u011flama y\u00f6n\u00fcndeki\u00a0 bilin\u00e7 d\u0131\u015f\u0131\u00a0 \u00e7abas\u0131n\u0131 ve bir grubun idealleriyle dayan\u0131\u015fmas\u0131n\u0131 i\u00e7erir.\u00a0 \u00a0\u00a0<\/p>\n

\nGiri\u015f;<\/strong><\/p>\n

Son y\u0131llarda geli\u015fim psikologlar\u0131 insan\u0131n geli\u015fim evrelerini ve \u00f6\u011frenmesi ile ilgili baz\u0131 temel teoriler ortaya koymu\u015flard\u0131r. Bu teorileri ortaya koyan d\u00fc\u015f\u00fcn\u00fcrlerden birisi olan Ericson\u2019un insan\u0131n geli\u015fim evreleri ile ilgili g\u00f6r\u00fc\u015fleri ve ki\u015filik ile ilgili g\u00f6r\u00fc\u015fler, \u00c7a\u011fda\u015f Bat\u0131 e\u011fitimini etkilemi\u015ftir.Onun \u00e7al\u0131\u015fmalar\u0131, hayat tecr\u00fcbesi a\u00e7\u0131s\u0131ndan insanlar\u0131n nas\u0131l \u00f6\u011frendiklerini ve ileti\u015fimde bulunduklar\u0131n\u0131 ortaya koymaya \u00e7al\u0131\u015fmakt\u0131r. Ericson g\u00f6r\u00fc\u015fleri \u00e7ocu\u011fun yarat\u0131l\u0131\u015ftan getirdi\u011fi baz\u0131 g\u00fc\u00e7leri ile yeti\u015fkin ol\u011funlu\u011fu aras\u0131nda do\u011frudan bir ba\u011flant\u0131 oldu\u011fu temeli \u00fczerine in\u015fa etmemekle birlikte, \u00e7ocukluk ve ergenlik d\u00f6nemindeki geli\u015fim evrelerinin yeti\u015fkin davran\u0131\u015f\u0131nda baz\u0131 etkinliklerinin ve imkanlar\u0131n\u0131n olabilece\u011fini ortaya koymakt\u0131r. Ericson bireyin bil\u015fsel, ahlaki ve dini\u00a0 geli\u015fiminin olgunla\u015fmas\u0131nda bu geli\u015fim alanlar\u0131n\u0131n di\u011fer safhas\u0131ndaki insanlarla y\u00fcz y\u00fcze gelmesi, onlarla ileti\u015fime ge\u00e7mesi ve baz\u0131 \u00e7at\u0131\u015fmalarla kar\u015f\u0131la\u015fmas\u0131nda \u00f6nemli etkilerinin oldu\u011funu ileri s\u00fcrer.<\/p>\n

Eric Ericson (1902-1994 Psikanalist)<\/strong><\/p>\n

Toplumsal psikoloji, bireysel kimlik ve psikoloji ile tarih, siyaset bilim ve k\u00fclt\u00fcr aras\u0131ndaki kar\u015f\u0131l\u0131kl\u0131 etkile\u015fimi konu alan \u00e7al\u0131\u015fmalar\u0131yla uzmanlar\u0131n ruhsal ve toplumsal sorunlara yakla\u015f\u0131m\u0131n\u0131 etkilemi\u015f, geni\u015f halk kitlelerinin konuya ilgi duymalar\u0131n\u0131 sa\u011flam\u0131\u015ft\u0131r. Erikson\u2019un geli\u015ftirdi\u011fi kaynaklar \u00f6zellikle benlik psikolojisinde \u00f6nemli bir yer tutar. Almanya\u2019ya yerle\u015fmi\u015f, Danimarkal\u0131 bir anne baban\u0131n o\u011flu olan Erikson Karlsruhe\u2019de b\u00fcy\u00fcd\u00fc. Do\u011fumdan \u00f6nce\u00a0 babas\u0131ndan ayr\u0131larak bir Alman ile evlenen annesinin kendisinden ger\u00e7ek babas\u0131n\u0131n kimli\u011fini gizlemesi, Erikson\u2019da gen\u00e7lik d\u00f6neminde \u00f6nemli kimlik sorunlar\u0131 ortaya \u00e7\u0131kard\u0131. Sanat e\u011fitimi g\u00f6ren ve Avrupa\u2019y\u0131 dola\u015fan Erikson 1927\u2019de psikanalist Anna Freud\u2019un iste\u011fi \u00fczerine Viyana\u2019daki k\u00fc\u00e7\u00fck bir \u00f6zel okulda sanat, tarih ve co\u011frafya dersleri vermeye ba\u015flad\u0131. B\u00f6ylece Freud ailesi ile tan\u0131\u015fan ve ve psikanalize ilgi duyarak Anna Freud\u2019un \u00f6\u011frencisi olan Erikson \u00e7al\u0131\u015fmalar\u0131n\u0131 \u00e7ocuklar \u00fczerinde yo\u011funla\u015ft\u0131rd\u0131. 1930\u2019da ilk yaz\u0131s\u0131n\u0131 yay\u0131mlad\u0131 ve psikanaliz \u00f6\u011frenimini tamamlad\u0131ktan sonra 1933\u2019te Viyana Psikanaliz Enstit\u00fcs\u00fc\u2019ne se\u00e7ildi. Ayn\u0131 y\u0131l ABD\u2019ye g\u00f6\u00e7 ederek, bir yandan Boston\u2019da \u00e7ocuk psikanalisti olarak \u00e7al\u0131\u015fmaya, bir yandan da Harvard T\u0131p Okulu\u2019nda \u00f6\u011fretim g\u00f6revine ba\u015flad\u0131. Bu d\u00f6nemde \u00f6zellikle benli\u011fin geli\u015fmesini inceledi ve k\u00fclt\u00fcr farkl\u0131l\u0131klar\u0131n\u0131n insan geli\u015fimindeki rol\u00fcn\u00fc vurgulayan yakla\u015f\u0131m\u0131nda daha \u00e7ok Margaret Mead ve Ruth Benedicht\u2019in g\u00f6r\u00fc\u015flerinden etkilendi. Erikson, 1936\u2019da Harvard \u00dcniversitesi\u2019nden ayr\u0131larak Yale \u00dcniversitesi\u2019ne ba\u011fl\u0131 \u0130nsan \u0130li\u015fkileri Enstit\u00fcs\u00fc\u2019ne girdi. 1938\u2019de k\u00fclt\u00fcr\u00fcn ruhsal geli\u015fme \u00fczerindeki etkisini incelemek \u00fczere G\u00fcney Dakota\u2019ya giderek Pine Ridge Yerle\u015ftirme Kamp\u0131\u2019nda ya\u015fayan Dakotalar\u0131n (Siu) \u00e7ocuklar\u0131n\u0131 inceledi. ABD uyru\u011funa ge\u00e7ti\u011fi ertesi y\u0131l, antropolog Alfred Kroeber ile birlikte gene ayn\u0131 ama\u00e7la bu kez Kuzey California\u2019da bal\u0131k\u00e7\u0131l\u0131kla ge\u00e7inen Yurok Yerlilerini inceledi. Bu \u00e7al\u0131\u015fmalar\u0131 sonucunda, b\u00fct\u00fcn toplumlar\u0131n ki\u015filik geli\u015fmesini y\u00f6nlendirmek i\u00e7in kurumlar olu\u015fturdu\u011funu, ama de\u011fi\u015fik toplumlarda benzer sorunlara bulunan tipik \u00e7\u00f6z\u00fcmlerin farkl\u0131l\u0131k g\u00f6sterdi\u011fini \u00f6ne s\u00fcren kuram\u0131n\u0131 geli\u015ftirdi. (Ericson\u2019un hayat\u0131)<\/p>\n

1942\u2019de Berkeley\u2019deki California \u00dcniversitesi\u2019nde psikoloji dersleri vermeye ba\u015flayan Erikson, 1940\u2019larda ruhsal-toplumsal geli\u015fme konusunda yazd\u0131\u011f\u0131 b\u00fct\u00fcn yaz\u0131lar\u0131 1950\u2019de Childhood and Society (\u00c7ocukluk ve Toplum) ad\u0131yla yay\u0131mlad\u0131. Erikson, Freud\u2019un psikanaliz kuram\u0131n\u0131 \u00e7ekirdek aile ve \u00e7ocukluk ya\u015fam\u0131yla s\u0131n\u0131rl\u0131 olmaktan \u00e7\u0131karm\u0131\u015f, \u00e7ocu\u011fun arkada\u015flar\u0131, \u00f6\u011fretmenleri, beklentileri, etkile\u015fime girdi\u011fi toplumsal ortam ve t\u00f6relerle ilgilenmi\u015ftir. Psikanalizin odak noktas\u0131n\u0131 hastal\u0131ktan sa\u011fl\u0131\u011fa y\u00f6neltmi\u015f, ve d\u00fcrt\u00fc kuram\u0131n\u0131n \u00f6tesinde sa\u011fl\u0131kl\u0131 bir bireyin benlik geli\u015fimi \u00fczerinde durmu\u015ftur. Erikson\u2019a g\u00f6re benlik \u00f6nceden geli\u015ftirilmi\u015f a\u015famalarla, belirli bir temel tasar\u0131ma g\u00f6re geli\u015fir; bu, s\u0131ral\u0131 olu\u015f ilkesidir. Buna g\u00f6re geli\u015fme sekiz evrede ger\u00e7ekle\u015fir. Erikson\u2019un bu kuram\u0131n\u0131 bir sonraki b\u00f6l\u00fcmde detayl\u0131 olarak ele alaca\u011f\u0131m\u0131z i\u00e7in burada de\u011finmiyoruz. 1950\u2019de McCarthy d\u00f6nemine \u00f6zg\u00fc ba\u011fl\u0131l\u0131k yeminini imzalamay\u0131 reddederek California \u00dcniversitesi\u2019ndeki g\u00f6revinden ayr\u0131lan Erikson, ayn\u0131 y\u0131l Massachusetts\u2019in Stockbridge kentindeki Austen Riggs Merkezi\u2019nde kimlik sorunu \u00fczerinde \u00e7al\u0131\u015fmaya ba\u015flad\u0131. Daha sonra yeniden Harvard \u00dcniversitesi\u2019ne d\u00f6nd\u00fc ve 1967-70 aras\u0131nda profes\u00f6r, 1970\u2019ten sonra emekli profes\u00f6r olarak bu kurumda ders vermeyi s\u00fcrd\u00fcrd\u00fc. Harvard\u2019da \u00f6zellikle kimlik konusundaki kuram\u0131n\u0131 geli\u015ftirme ve tan\u0131tma olana\u011f\u0131 bulan Erikson\u2019a g\u00f6re kimlik, ki\u015finin s\u00fcrekli ve de\u011fi\u015fmez nitelikteki kendi ya\u015fant\u0131s\u0131d\u0131r, hem ki\u015finin i\u00e7 d\u00fcnyas\u0131ndaki b\u00fct\u00fcnl\u00fc\u011f\u00fc, hem de d\u0131\u015f d\u00fcnyayla ili\u015fkisini, toplumsal ve k\u00fclt\u00fcrel \u00f6rg\u00fctleni\u015fe kat\u0131l\u0131m\u0131n\u0131 belirler. Kimli\u011fin kazan\u0131lmas\u0131 temelde gen\u00e7lik d\u00f6nemine \u00f6zg\u00fc bir benlik g\u00f6revidir. Erikson, \u201ckimlik bunal\u0131m\u0131\u201d olarak adland\u0131rd\u0131\u011f\u0131 bu d\u00f6nemin, insan\u0131n geli\u015fmesindeki en \u00e7etin evre oldu\u011funu s\u00f6yler. 1972\u2019de San Francisco\u2019daki Mount Zion Hastanesi\u2019nde \u00e7al\u0131\u015fmaya ba\u015flayan Erikson\u2019un Young Man Luther\u00a0 (1958; Gen\u00e7 Luther) ve Gandhi\u2019s Truth on the Origins of Militant Nonviolence (1969; Militanca \u015eiddet Kar\u015f\u0131tl\u0131\u011f\u0131n\u0131n K\u00f6kenlerine \u0130li\u015fkin Gandhi Ger\u00e7e\u011fi) adl\u0131 yap\u0131tlar\u0131,psikanaliz kuram\u0131 ile tarih, siyaset bilimi, felsefe ve ilahiyat aras\u0131nda ili\u015fki Kuran yaz\u0131lar\u0131n\u0131 Life History and the Historical Moment (Ya\u015fam\u0131n Tarihi ve Tarihsel An) adl\u0131 kitab\u0131nda toplad\u0131. (Ericson\u2019un hayat\u0131)<\/p>\n

Ama\u00e7:<\/strong><\/p>\n

Bu ara\u015ft\u0131rman\u0131n amac\u0131, ki\u015filik geli\u015fimine ve yeti\u015fkinlikte g\u00f6r\u00fclen bozukluklara geleneksel yakla\u015f\u0131m yollar\u0131 i\u00e7in Erikson\u2019un\u00a0 sekiz evresinin \u00f6nemini vurgulamak, ki\u015filik geli\u015fiminin \u00e7ocukluk \u00f6tesindeki evrelerle orta ya\u015f\u0131 ve olgunlu\u011fu da i\u00e7eren ya\u015fam evrelerinden her birine \u00f6zg\u00fc duygusal bunal\u0131mlar\u0131n varl\u0131\u011f\u0131n\u0131 belirtmektir.<\/p>\n

Y\u00f6ntem:<\/strong><\/p>\n

Literat\u00fcr tarama y\u00f6ntemi kullan\u0131larak buradaki \u00e7al\u0131\u015fma yap\u0131lm\u0131\u015ft\u0131r.<\/p>\n

Ara\u015ft\u0131rman\u0131n \u00d6nemi:<\/strong><\/p>\n

\u0130nsan ya\u015fam d\u00f6ng\u00fcs\u00fcndeki, her biri kendi sorun ve \u00e7eli\u015fkileriyle sekiz evrede incelenmi\u015f. Psikososyal geli\u015fim d\u00f6nemleri\u00a0 farkl\u0131 ku\u015faklar\u0131n birbirleriyle daha anlaml\u0131 ileti\u015fim kurmalar\u0131 ve birlikte ya\u015famalar\u0131 ihtiyac\u0131n\u0131n \u00f6nemine vurgu yapmas\u0131 a\u00e7\u0131s\u0131ndan \u00f6nem arz etmektedir. Bireyin geli\u015fimi sadece ya\u015fam\u0131n ilk y\u0131llar\u0131nda de\u011fil, t\u00fcm ya\u015fam boyunca devam eder.\u00a0 Ergenlere ve yeti\u015fkinlere \u00f6zg\u00fc problemler \u00fczerinde \u00f6nemle durulmal\u0131d\u0131r. Ki\u015filik geli\u015fiminin ba\u015flang\u0131c\u0131 ve bitimi olarak t\u00fcm d\u00f6nemler \u00f6nemlidir .Yeti\u015fkin davran\u0131\u015f\u0131n\u0131 \u00e7ocukluk olaylar\u0131n\u0131n\u00a0 bir uzant\u0131s\u0131 olarak g\u00f6r\u00fclmemesi gerekmektedir. Uygun \u00e7evresel \u015fartlar ortaya \u00e7\u0131kt\u0131\u011f\u0131nda daha \u00f6nceki ya\u015fant\u0131lara ba\u011fl\u0131 olmaks\u0131z\u0131n, sa\u011fl\u0131kl\u0131 d\u00f6nemler ge\u00e7irebilir.\u0130nsan geli\u015fimini k\u00fclt\u00fcrel, sosyal ve \u00e7evresel etmenler de etkilemektedir. \u0130nsan geli\u015fiminin\u00a0 toplum ve k\u00fclt\u00fcrle ili\u015fkisi yads\u0131namaz.\u00a0 \u0130nsan\u0131n psikososyal evreler i\u00e7erisinde geli\u015fimini devam ettirdi\u011fi bu evreler bireyin bili\u015fsel, ahlaki ve dini geli\u015fimde ve olgunla\u015fmas\u0131nda etkilidir. Her ku\u015fakta bulunan bireyleri di\u011fer ku\u015faktaki bireylere ba\u011flayan ili\u015fkilere ihtiya\u00e7 duyulur. Her ku\u015faktaki bireyler aras\u0131 ili\u015fkilerin ahlaki de\u011ferler ve ilgilerle y\u00f6nlendirilmesi gerekmektedir. Geli\u015fim evreleri anlay\u0131\u015f\u0131nda ya\u015f evrelerinde, bireyler olgunlu\u011fa ula\u015fma hususunda birbirlerinin olumlu etkilerine ihtiya\u00e7 duymaktad\u0131r.<\/p>\n

Ericson\u2019un Sekiz Geli\u015fim Evresi<\/strong><\/p>\n

At\u0131c\u0131, Bilgin ve \u0130nanc\u0131n (2004) \u201cGeli\u015fim Psikolojojisi ve \u00c7ocuk Ergen Geli\u015fim<\/em>i\u201d isimli yap\u0131tlar\u0131ndan bu evreler a\u015fa\u011f\u0131daki \u015fekilde al\u0131nm\u0131\u015ft\u0131r:<\/p>\n

G\u00fcvene Kar\u015f\u0131 G\u00fcvensizlik: <\/strong>Anne baba ya da bak\u0131c\u0131lar, beslenme, korunma, rahatl\u0131k ve sevgi g\u00f6rme ihtiyac\u0131n\u0131 zaman\u0131nda kar\u015f\u0131lad\u0131klar\u0131nda bebek, \u00e7evresine kar\u015f\u0131 g\u00fcven duygusu geli\u015ftirir. Anne baba ya da bak\u0131c\u0131lar, bebe\u011fin bu gereksinimlerini zaman\u0131nda kar\u015f\u0131layamazsa bebekte, \u00e7evresine kar\u015f\u0131 g\u00fcvensizlik geli\u015fecektir.<\/p>\n

\u00d6zerkli\u011fe Kar\u015f\u0131 Utan\u00e7 ve Ku\u015fku (1-2 ya\u015f): <\/strong>\u00c7ocuklar bu d\u00f6nemde, tuvalet ihtiyac\u0131n\u0131 kontrol etme becerisi kazan\u0131r, kendi kendilerine yemek yemeyi \u00f6\u011frenir, izin verildi\u011finde tek ba\u015flar\u0131na oynayabilir ve g\u00fcvenli s\u0131n\u0131rlar i\u00e7erisinde d\u00fcnyay\u0131 ke\u015ffederken ba\u011f\u0131ms\u0131zl\u0131k duygusu geli\u015ftirirler.Buna kar\u015f\u0131t bir tutumla a\u015f\u0131r\u0131 k\u0131s\u0131tlan\u0131rsa utan\u00e7 duygusu geli\u015ftirir, kendi yeteneklerinden ku\u015fku duyarlar.<\/p>\n

Giri\u015fimcili\u011fe Kar\u015f\u0131 Su\u00e7luluk:<\/strong> Bu d\u00f6nemde motor becerileriyle zihinsel yeteneklerigeli\u015fimlerini s\u00fcrd\u00fcr\u00fcrken \u00e7ocuklar, \u00e7evreyi ara\u015ft\u0131rmaya, pek \u00e7ok \u015feyi denemeye devam eder, plan yap\u0131p bu planlar\u0131 uygulamada daha \u00e7ok sorumluluk \u00fcstlenebilir. S\u00f6z konusu geli\u015fim d\u00f6neminin \u00f6zelli\u011fi olan bu giri\u015fimcili\u011fi kabul edemeyen anne babalar, \u00e7ocukta su\u00e7luluk duygusuna neden olurlar.<\/p>\n

\u00c7al\u0131\u015fkanl\u0131\u011fa Kar\u015f\u0131 A\u015fa\u011f\u0131l\u0131k Duygusu: <\/strong>Bu ya\u015flar aras\u0131nda \u00e7ocuklar ev ve okulla ilgili beklenti ve sorumluluklar\u0131 yerine getirmeyi \u00f6\u011frenirlerken, ya ba\u015fka insanlarla olumlu etkile\u015fimde bulunma, ba\u015far\u0131l\u0131 olma gibi ya\u015fant\u0131lar sonucunda de\u011ferlilik duygusu geli\u015ftirirler ya da bu d\u00f6nemdeki olumsuz ya\u015fant\u0131lara ba\u011fl\u0131 olarak ba\u015fka insanlarla ili\u015fkilerinde a\u015fa\u011f\u0131l\u0131k duygusu ya\u015famaya ba\u015flarlar.<\/p>\n

Kimli\u011fe Kar\u015f\u0131 Kimlik Karma\u015fas\u0131:<\/strong> Ergenler, ya\u015fant\u0131lar\u0131na ba\u011fl\u0131 bir bi\u00e7imde ya g\u00fc\u00e7l\u00fc bir kendilik duygusu geli\u015ftirirler ya da kimlikleri ve ya\u015famdaki rolleriyle ilgili bir kar\u0131\u015f\u0131kl\u0131k ya\u015farlar.<\/p>\n

Yak\u0131nl\u0131\u011fa Kar\u015f\u0131 Yal\u0131t\u0131lm\u0131\u015fl\u0131k (20 ve 30\u2019lu\u00a0 ya\u015flar):<\/strong> Gen\u00e7 yeti\u015fkinlerin ba\u015fkalar\u0131yla etkile\u015fimi\u00a0 ba\u015fl\u0131ca iki bi\u00e7imde sonu\u00e7lan\u0131r. Gen\u00e7 yeti\u015fkinler ya ba\u015fkalar\u0131yla yak\u0131n ve anlaml\u0131 ili\u015fkiler geli\u015ftirirler\u00a0 ya da bu t\u00fcrden anlaml\u0131 ili\u015fkilere girmeden kendilerini \u00e7evrelerinden yal\u0131t\u0131rlar.<\/p>\n

\u00dcretkenli\u011fe Kar\u015f\u0131 Durgunluk (40 ve 50li y\u0131llar): <\/strong>Orta yeti\u015fkinlik y\u0131llar\u0131ndaki bireyler, yeti\u015fkin rol ve sorumluluklar\u0131n\u0131 \u00fcstlenerek gelecek ku\u015faklar\u0131 yeti\u015ftirme ve onlara k\u0131lavuzluk etme g\u00f6revini yerine getirirler. Orta yeti\u015fkinlik d\u00f6nemindeki birey, bu g\u00f6revleri gerek toplum ya\u015fam\u0131 i\u00e7inde gerekse i\u015f ya\u015fam\u0131nda ger\u00e7ekle\u015ftirebilir. Orta yeti\u015fkinlik d\u00f6neminin bu geli\u015fim \u00f6zelliklerini ta\u015f\u0131mayan bireyler, ki\u015filik olarak zay\u0131f, kendine d\u00f6n\u00fck ve durgun olurlar.<\/p>\n

B\u00fct\u00fcnl\u00fc\u011fe Kar\u015f\u0131 Umutsuzluk (60 ya\u015f ve \u00fcst\u00fc): <\/strong>Bu d\u00f6nemde ya\u015famlar\u0131n\u0131 de\u011ferlendiren yeti\u015fkinler ya kendilerini olduklar\u0131 gibi kabul ederler ya da ya\u015famlar\u0131na bir anlam y\u00fckleyemedikleri i\u00e7in umutsuzluk duygusu ya\u015farlar.<\/p>\n

Sigmund Freud\u2019un Ki\u015filik Teorisi<\/strong><\/p>\n

Freud, ki\u015fili\u011fi duygusal a\u00e7\u0131dan inceleyip, ki\u015filik olgusunun bireysel duygunun yap\u0131s\u0131n\u0131 olu\u015fturdu\u011funu ileri s\u00fcrm\u00fc\u015ft\u00fcr. Freud\u2019a g\u00f6re ki\u015filik, id ego,ve s\u00fcper-ego olarak\u00a0 \u00fc\u00e7 ana bilimden olu\u015fmu\u015ftur. Bu \u00fc\u00e7 temel \u00f6\u011fe \u00e7ogunlukla insan davran\u0131\u015flar\u0131n\u0131 y\u00f6netmektedir (Bilgin 2001,56)<\/p>\n

Freud\u2019a g\u00f6re, insan e\u011filimleri ve sevgi g\u00fcd\u00fclerinin toplad\u0131\u011f\u0131 yer \u2018\u2019id\u2019\u2019 (altbenlik) ad\u0131 verilen dilimdir. Ki\u015fi kendi haline b\u0131rak\u0131lsa veya h\u00fcr olsa kendisinin t\u00fcm g\u00fcd\u00fclerini tatmin edecek davran\u0131\u015flarda bulunacakt\u0131. Burada\u00a0 bireyin\u00a0 hi\u00e7bir bask\u0131 ve etki alt\u0131na al\u0131nmam\u0131\u015f istek ve arzular\u0131 k\u0131saca biyolojik e\u011filimlerinin olu\u015fturdu\u011fu do\u011fas\u0131 vard\u0131r. \u0130d\u2019in zaman i\u00e7erisinde de\u011fi\u015fmesi\u00a0 s\u00f6z konusudur. Belirli refleksler \u015fuursuz tepkiler, zaman i\u00e7inde\u00a0 de\u011fi\u015fikler\u00a0 g\u00f6r\u00fclebilir. G\u00f6r\u00fcn\u00fcm\u00fc ne olursa olsun bu tepkiler ve tepkinin g\u00f6r\u00fcn\u00fcm\u00fc \u015fuursuz olacakt\u0131r. Freud\u2019a g\u00f6re \u2018\u2019id\u2019\u2019, k\u00fclt\u00fcrel s\u0131n\u0131rlamalardan etkilenmez ve bireyin y\u00fczy\u0131llar boyu geli\u015fen do\u011fal\u00a0 d\u00fcrt\u00fc\u00a0 ve hislerini temsil eder) \u0130d\u2019in kar\u015f\u0131t\u0131 \u2018\u2019 s\u00fcper-ego(\u00fcst benlik)\u2019\u2019 dur. S\u00fcper-ego insan\u0131n en asil\u00a0 \u00a0d\u00fc\u015f\u00fcncelerini, b\u00fcy\u00fcklerinden, \u00f6\u011fretmenlerinden k\u0131saca ya\u015fad\u0131\u011f\u0131 ve ili\u015fkide bulundu\u011fu\u00a0 k\u00fclt\u00fcrel ortamdan kazand\u0131\u011f\u0131 iyi \u00f6zellikleri i\u00e7erir. Di\u011fer bir ifade ile toplumun ahlaki standartlar\u0131n\u0131n bir temsilcisidir bu duruma ba\u011fl\u0131 olarak s\u00fcper-ego birden bire de\u011fil zamanla olu\u015fur. S\u00fcper-ego\u00a0 olu\u015ftuktan sonra insan\u0131n davran\u0131\u015flar\u0131n\u0131,d\u00fc\u015f\u00fcncelerini,e\u011filim ve duygular\u0131n\u0131 kontrol\u00fc alt\u0131na al\u0131r. . S\u00fcper-ego ile s\u00fcrekli m\u00fccadele i\u00e7inde olan\u00a0 \u2018\u2019id\u2019\u2019 , bireyin ne yapmak istedi\u011fini g\u00f6sterir. S\u00fcper-ego ise, toplumda\u00a0 bireyin ne yapmas\u0131 gerekti\u011finin belirleyicisi durumundad\u0131r. Birey g\u00fcnl\u00fck ya\u015fant\u0131s\u0131nda s\u00fcrekli olarak zihinsel \u00e7eki\u015fme alt\u0131nda kalamayaca\u011f\u0131na g\u00f6re bir dengeleyici olguya gereksinim olacakt\u0131r.(Bilgin 2001, 57)<\/p>\n

Freud\u2019a g\u00f6re bu dengeleyici \u2018\u2019ego\u2019\u2019 dur. Ego, id\u2019in engelleyicisi ve k\u0131s\u0131tlay\u0131c\u0131s\u0131d\u0131r. \u00d6rne\u011fin baz\u0131 t\u00fcrlerindoyurulmas\u0131n\u0131, toplum taraf\u0131ndan\u00a0 kabul edilebilen bir yol bulununcaya kadar erteler. Ba\u015fka bir ifade ile ego, \u2018\u2019id\u2019\u2019 in isteklerini s\u00fcper-ego\u2019ya\u00a0 uygun hale getirmeye \u00e7al\u0131\u015f\u0131r. Ego, bu konuda ba\u015far\u0131l\u0131 olamasa bireyde zihinsel gerginlik, teredd\u00fcd ve \u00e7eki\u015fme do\u011far. Freud\u2019a g\u00f6re bireyin zihinsel\u00a0 sa\u011fl\u0131\u011f\u0131 ve davran\u0131\u015f\u0131n\u0131n d\u00fczenlili\u011fi \u2018\u2019ego\u2019\u2019nun iyi i\u015flemesine ba\u011fl\u0131d\u0131r(.Zel 2001,33)\u00a0 \u00a0<\/p>\n

Erick Berne\u2019nin Ki\u015filik Teorisi<\/strong><\/p>\n

Erick Berne\u2019de ki\u015fili\u011fi duygusal y\u00f6n\u00fcyle a\u00e7\u0131klay\u0131p ki\u015fili\u011fin \u00fc\u00e7 y\u00f6n\u00fcn\u00fcn oldu\u011funu ileri s\u00fcrm\u00fc\u015ft\u00fcr. Bu dilimler ki\u015fili\u011fin, \u00e7ocuk, ebeveyn ve olgun\u00a0 y\u00f6n\u00fcd\u00fcr.(Berne 1992,26)<\/p>\n

Berne\u2019ye g\u00f6re \u2018\u2019 \u00e7ocukluk\u2019\u2019 diliminde bireyin bir tak\u0131m ki\u015fisel istek ve arzular\u0131n\u0131n bulundu\u011funu ve bunlara eri\u015fmek\u00a0 ve kendini tatmin etmek i\u00e7in diledi\u011fince davrand\u0131\u011f\u0131 k\u0131sm\u0131d\u0131r. Burada\u00a0 birey toplumu dikkate almadan davran\u0131\u015flar\u0131n\u0131n getirece\u011fi sonu\u00e7lar\u0131 hi\u00e7 d\u00fcs\u00fcnmeden diledi\u011fi gibi hareket etmektedir. Bireyin zihinsel yap\u0131s\u0131nda \u00f6yle y\u00f6nler ve d\u00fcrt\u00fcler vard\u0131r ki, bu y\u00f6nlerin etkisiyle\u00a0 ki\u015fi bencillik, sorumsuzluk duygusuna sahip olur. \u00c7o\u00e7uklar nas\u0131l bu t\u00fcr davran\u0131\u015flarla \u00e7evrelerini rahats\u0131z eder ve zarar verirlerse insan\u0131n her davran\u0131\u015f\u0131da \u00e7evresince ho\u015f kar\u015f\u0131lanmaz. Ki\u015fili\u011fin geli\u015fimi itibar\u0131yla \u00e7o\u00e7ukluk y\u00f6n\u00fc, her bireyde k\u00fc\u00e7\u00fck ya\u015flarda bask\u0131n iken ileriki ya\u015f d\u00f6nemlerinde oran olarak gittik\u00e7e zay\u0131flamaktad\u0131r.( Zel 2001,34)<\/p>\n

Ki\u015fili\u011fin \u2018\u2019anne-babal\u0131k\u2019\u2019 y\u00f6n\u00fc, her bireyin birer ana ve babas\u0131 (veya onlar\u0131n yerine koydugu ki\u015filer) oldu\u011funu ifade eder. Birey,ana ve babas\u0131n\u0131n benlik durumlar\u0131n\u0131,kendi alg\u0131lad\u0131\u011f\u0131 bi\u00e7imde zihninde yeniden in\u015fa ederek bir anlamda kendi benli\u011finde bir anne-babal\u0131k bi\u00e7imlendirir. Anne baban\u0131n\u00a0 \u00f6zellikleri,birey i\u00e7in s\u0131k\u0131c\u0131 olabilece\u011fi gibi baz\u0131 olumlu fonksiyonlarada sahip olabilir. Anne-babal\u0131k y\u00f6n\u00fc,bireyin ya\u015fam\u0131nda istikrar fakt\u00f6r\u00fcd\u00fcr. Geleneklere olan ba\u011fl\u0131l\u0131k da bu y\u00f6n\u00fcn kapsam\u0131ndad\u0131r. Normal \u015fartlarda anne-babal\u0131k y\u00f6n\u00fc,\u00e7o\u00e7uk ki\u015fili\u011finde oran olarak d\u00fc\u015f\u00fck iken ya\u015fland\u0131k\u00e7a bunun pay\u0131 y\u00fckselecektir. Ki\u015fili\u011fin \u2018\u2019olgunluk\u2019\u2019y\u00f6n\u00fc herkeste bulunur ve ya\u015famak i\u00e7in gereklidir. Bireydeki olgunluk, ger\u00e7e\u011fin objektif bir bi\u00e7imde de\u011ferlendirilmesi ve insan\u0131n daha etkin olmas\u0131n\u0131 sa\u011flar. Bireyin do\u011fal olarak yapmak istedi\u011fi(\u00e7ocukluk) fakat yapamad\u0131\u011f\u0131 \u015feyler ,yeti\u015fkin dilim sayesinde bilin\u00e7alt\u0131na itilip bask\u0131 alt\u0131nda muhafaza edilmektedir. Berne\u2019nin bu g\u00f6r\u00fc\u015f\u00fc \u00f6rg\u00fctlere uyarlanacak olursa herkes zaman zaman, bilin\u00e7li veya bilin\u00e7 d\u0131\u015f\u0131 olarak tasvip g\u00f6rmeyen \u2018\u2019hata\u2019\u2019olarak nitelenen bir tak\u0131m davran\u0131\u015flarda bulunabilirler. Bireysel hatalar \u00f6rg\u00fctlerde normaldir. Hatas\u0131z insan olmaz,bunlara y\u00f6netici olan kimseler belirli \u00f6l\u00e7\u00fcde ho\u015fg\u00f6r\u00fc g\u00f6stermelidir. Bu ho\u015fg\u00f6r\u00fc ve makul kar\u015f\u0131lama,Berne\u2019nin \u2018\u2019anne-babal\u0131k dilimi\u2019\u2019ile tan\u0131mlanmaktad\u0131r. (Zel 2001,34)<\/p>\n

Gustav Jung\u2019un Ki\u015filik Teorisi\u00a0 \u00a0 <\/strong>\u00a0 \u00a0\u00a0<\/p>\n

Jung\u2019 a g\u00f6re, bireyin davran\u0131\u015flar\u0131 ge\u00e7mi\u015finden etkilenir, ancak gelece\u011fe d\u00f6n\u00fck olarak yap\u0131l\u0131r. B\u00f6ylece birey gelecekte istedi\u011fi bi\u00e7imde hareket etmektedir. Bu durumda, birey kendi gelece\u011fini tayin edecek ki\u015fili\u011fe sahip olur. Jung, bireyin devaml\u0131 kendini yeniledi\u011fini ve\u00a0 yarat\u0131c\u0131 bir geli\u015fim d\u00fc\u015f\u00fcncesi i\u00e7inde oldu\u011funa inanmaktad\u0131r. Ayr\u0131ca Jung,\u00a0 \u00a0ki\u015fili\u011fin kal\u0131t\u0131msal y\u00f6nlerine \u00f6nem vermesi nedeniyle birey psiko-analitik teorilerden ayr\u0131lmaktad\u0131r. Jung\u2019a g\u00f6re, bireyin davran\u0131\u015flar\u0131, bireyselli\u011fin ve kal\u0131t\u0131msall\u0131\u011f\u0131n yani s\u0131ra, ama\u00e7lar\u0131 ve idealleri taraf\u0131ndan \u015fekillenir. Jung\u2019 a g\u00f6re ki\u015filik bireyle etkile\u015fim durumunda bulunan baz\u0131 sistemlerden olu\u015fmaktad\u0131r. Bunlar\u0131n en \u00f6nemlileri \u015funlard\u0131r.(Tombs 1997, 376)<\/p>\n

Ego: Jung\u2019a g\u00f6re ego, ki\u015fili\u011fin birinci b\u00f6l\u00fcm\u00fcd\u00fcr. \u00c7ocuk giderek ana babas\u0131n\u0131 ve \u00e7evresindeki nesneleri se\u00e7meye ba\u015flar. Zamanla bilin\u00e7 alan\u0131n\u0131n geli\u015fmesi, Jung\u2019un d\u00fc\u015f\u00fcnme, hissetme, duygu ve sezgi olarak adland\u0131rd\u0131\u011f\u0131 zihin fonksiyonlar\u0131n\u0131n devaml\u0131 olarak uygulanmas\u0131yla sa\u011flan\u0131r. B\u00fct\u00fcn insanlarda bu d\u00f6rt i\u015flev mevcut olmas\u0131na ra\u011fmen bir tanesi daha \u00e7ok geli\u015fmi\u015ftir ve insan\u0131n bilin\u00e7li d\u00fcnyas\u0131nda etkili bir rol oynar. Bu i\u015fleve \u2018\u2019 egemen i\u015flev\u2019\u2019 denir. Geri kalan \u00fc\u00e7 i\u015flev ise, bu egemen i\u015fleve yard\u0131mc\u0131 olmaya \u00e7al\u0131\u015f\u0131r. D\u00f6rt i\u015flevden en az belirgin olan ise \u2018\u2019 zay\u0131f i\u015flev\u2019\u2019 olarak alg\u0131lan\u0131r. Bu i\u015flev daha \u00e7ok r\u00fcya ve d\u00fc\u015flerde ifadesini bulur. Bu d\u00f6rt zihinsel fonksiyonun y\u00f6nelimi iki t\u00fcr y\u00f6nelimin do\u011fas\u0131na sebebiyet verir. Bunlardan birisi, zihinsel fonksiyonlar\u0131n i\u00e7sel ve subjektif d\u00fcnyaya y\u00f6nelmesiyle meydana gelen \u2018\u2019 i\u00e7e d\u00f6n\u00fckl\u00fck\u2019\u2019, di\u011feri de, bu d\u00f6rt fonksiyonun d\u0131\u015f ve objektif d\u00fcnyaya y\u00f6nelmesiyle ortaya \u00e7\u0131kan \u2018\u2019 d\u0131\u015fa d\u00f6n\u00fckl\u00fck\u2019\u2019 t\u00fcr. Bu kapsamda, bireyin bilincinin di\u011fer insanlar\u0131nkinden farkl\u0131la\u015fmas\u0131 s\u00fcre\u00e7ine, bilin\u00e7 alan\u0131n\u0131n geli\u015fmesi veya bireyselle\u015fmesi ad\u0131 verilir. Jung bilincin bireyselle\u015fmesi s\u00fcrecine \u2018\u2019 ego\u2019\u2019 ad\u0131n\u0131 verir. Ki\u015fisel bilin\u00e7 d\u0131\u015f\u0131: Jung\u2019a g\u00f6re ki\u015fisel bilin\u00e7d\u0131\u015f\u0131 egonun geri \u00e7evirdi\u011fi ya\u015fant\u0131lar\u0131n duygu ve d\u00fc\u015f\u00fcncelerin depoland\u0131\u011f\u0131 bir yerdir.Kolektif bilin\u00e7 d\u0131\u015f\u0131: Jung\u2019un ki\u015filik teorisine g\u00f6re, ki\u015fili\u011fin \u00fc\u00e7\u00fcnc\u00fc b\u00f6l\u00fcm\u00fcn\u00fc olu\u015fturan kolektif bilin\u00e7d\u0131\u015f\u0131, bireyin mensubu oldu\u011fu toplumun yada \u0131rk\u0131n kal\u0131t\u0131msal \u00f6zellikleri ile ilgili bir kavramd\u0131r. (Zel 2001, 35)<\/p>\n

Alfred Adler\u2019in Ki\u015filik Teorisi<\/strong><\/p>\n

Adler, di\u011fer teorisyenlerden farkl\u0131 olarak ki\u015filik kapsam\u0131nda \u2018\u2019 \u00fcst\u00fcnl\u00fck arzusu\u2019\u2019 nu \u00f6n plana \u00e7\u0131karm\u0131\u015ft\u0131r. (Tombs 1997,378; Wortman 1988,352). Adler\u2019e g\u00f6re \u00fcst\u00fcnl\u00fck arzusu, ki\u015fili\u011fin temel amac\u0131 ve bireyin davran\u0131\u015f\u0131n\u0131 g\u00fc\u00e7lendiren \u00f6nemli bir fakt\u00f6rd\u00fcr. \u00c7evreden gelen bask\u0131lar bireyin \u00fcst\u00fcnl\u00fc\u011f\u00fc ve m\u00fckemmeli\u011fe ula\u015fma arzusu ile uyu\u015fmad\u0131\u011f\u0131 zaman ki\u015filik \u00e7al\u0131\u015fmas\u0131 olu\u015fur. Bu \u00e7al\u0131\u015fma ise a\u015fa\u011f\u0131l\u0131k duygusu ile sonu\u00e7lar\u0131n bireyin hayat tarz\u0131 genellikle bu duygunun telafi y\u00f6n\u00fcnde geli\u015fir. Evrensel olarak, her bireyde \u2018\u2019 \u00fcst\u00fcn olma\u2019\u2019 i\u00e7g\u00fcd\u00fcs\u00fc bulunmaktad\u0131r ve Adler\u2019e g\u00f6re bu i\u00e7g\u00fcd\u00fcn\u00fcn herkes taraf\u0131ndan her zaman ve\u00a0 her ortamda tatmin edilmesi imkans\u0131zd\u0131r. Adler, bireyde ki bu i\u00e7 g\u00fcd\u00fcy\u00fc engelleyen en \u00f6nemli\u00a0 sebepler aras\u0131nda organ eksikli\u011fi, k\u0131sa boyluluk, zay\u0131fl\u0131k, \u00e7irkinlik gibi bireylerdeki bir tak\u0131m bedensel ayr\u0131cal\u0131k ve \u00f6z\u00fcrleri saymaktad\u0131r. Bunlara ek olarak ikinci grup fakt\u00f6rler ise, fakirlik, az\u0131nl\u0131k k\u00fcmesinde olma yetersiz e\u011fitim ve g\u00f6rg\u00fc gibi sosyal fakt\u00f6rlerden meydana gelmektedir. Adler, sosyal \u00e7evrenin birey \u00fczerindeki etkilerini tart\u0131\u015f\u0131rken, \u00f6zellikle aile \u00fczerinde durmu\u015ftur. (Zel 2001, 36)<\/p>\n

Ki\u015filik Geli\u015fimi ve Psikososyal D\u00f6nemler ilgili Hakk\u0131nda Yaz\u0131lan \u00dc\u00e7 Makale<\/strong><\/p>\n

\u00d6zdemir Kodak ve \u00d6zdemir\u2019in \u2018\u2019Ki\u015filik Geli\u015fimi\u2019\u2019 (2012) adl\u0131 makalelerin\u00a0 amac\u0131\u00a0 \u00a0ki\u015fili\u011fi ba\u015fkalar\u0131ndan ay\u0131ran do\u011fu\u015ftan gelen ve sonradan kazan\u0131lan \u00f6zellikle olu\u015fan bir b\u00fct\u00fcn oldu\u011fu g\u00f6stermektir. Do\u011fu\u015ftan gelen genetik \u00f6zellikler ve \u00e7evresel fakt\u00f6rlerin etkile\u015fimi uzun bir b\u00fcy\u00fcme geli\u015fme s\u00fcrecinde kendine \u00f6zg\u00fc bir ki\u015filik ortaya koymakt\u0131r. Bu \u00e7al\u0131\u015fmaya g\u00f6re; ki\u015filik bireyin i\u00e7 ve d\u0131\u015f \u00e7evresiyle kurdu\u011fu di\u011fer bireylerden ay\u0131rt edici tutarl\u0131 ve yap\u0131la\u015fm\u0131\u015f bir ili\u015fki bi\u00e7imidir.(C\u00fccelo\u011flu 2009).<\/p>\n

Ki\u015filik geli\u015fiminde anne ve baba etkisi en \u00f6nemli \u00e7ocuklar\u0131n nas\u0131l bir ki\u015fili\u011fe sahip olaca\u011f\u0131n\u0131 belirlemede anne-baban\u0131n \u00f6nemli bir yeri vard\u0131r. \u00c7ocuk hem genel bir tak\u0131m tutumlar\u0131 hem de \u00f6zel baz\u0131 davran\u0131\u015flar\u0131 anne babay\u0131 g\u00f6zlemleyerek \u00f6\u011frenir. Annesini model alan k\u0131z \u00e7ocu\u011fu bir kad\u0131n olmak ister. Ericson ki\u015fili\u011fin olu\u015fumunda biyolojik etmenlerin yan\u0131 s\u0131ra toplumsal etmenlerin belirleyici rol\u00fcn\u00fc vurgular.(Osman \u00d6zdemir, Muhammed Tayyip Kodak, P\u0131nar \u00d6zdemir,2012)<\/p>\n

Elkind\u2019in\u2018\u2019Eric Ericson\u2019un \u0130nsanda Sekiz Geli\u015fim Evresi\u2019(2009)\u2019adl\u0131 makalesinin amac\u0131, Ericson, bir bireyin karakterinin \u00e7ocuklukta bi\u00e7imlendi\u011fini s\u00f6ylemek, ve belli ba\u015fl\u0131 sekiz evrede bunu a\u00e7\u0131klamakt\u0131r. Bu evreler aras\u0131nda k\u00f6t\u00fc bir sorunla kar\u015f\u0131la\u015ft\u0131\u011f\u0131nda t\u00fcm ya\u015fam\u0131n etkilenece\u011fini g\u00f6stermektir. Yeti\u015fkin davran\u0131\u015flar\u0131n\u0131n \u00e7ocukluk olaylar\u0131n\u0131n devam\u0131 oldu\u011funu belirtmektir. Bu \u00e7al\u0131\u015fmaya g\u00f6re; Ericson Freud\u2019cu kuram\u0131n temel \u00f6\u011felerinin \u00e7o\u011funu kabul etmi\u015f ve kendi d\u00fc\u015f\u00fcncelerini bu g\u00f6r\u00fc\u015flere g\u00f6re bi\u00e7imlendirmi\u015ftir. Freud bireyin kendine ve d\u00fcnyas\u0131na ili\u015fkin tutum ve kavramlar\u0131n\u0131n da birikti\u011fi ki\u015fili\u011fin y\u00fcr\u00fct\u00fcc\u00fc g\u00fcc\u00fc olan ego ile ilgilenmi\u015ftir. Eric Ericson psikoanalitik kurama Freud an\u0131tsal katk\u0131s\u0131n\u0131 yads\u0131madan ya da g\u00f6rmezlikten gelmeden yenilik ba\u015far\u0131labilir. Bu \u00f6zelliklerde geli\u015ftirdi\u011fi sekiz evrede bu olay\u0131 a\u00e7\u0131klam\u0131\u015ft\u0131r. Ericson psikiyatri psikoloji e\u011fitim ve sosyal hizmet alan\u0131na katk\u0131lar\u0131na ili\u015fkin geni\u015f ve uluslaraars\u0131 \u00fcne sahip olmas\u0131na kar\u015f\u0131n g\u00f6r\u00fc\u015fleri ele\u015ftirilerek kabul\u00a0 g\u00f6rmemi\u015ftir.(David Elkind, 2009)<\/p>\n

Ericson\u2019un \u2018\u2019Psikososyal Kimlik\u2019\u2019(2003) adl\u0131 makalesinin amac\u0131, kimlik olu\u015fumunda ailenin, \u00f6gretmenin, okulun, sosyal ve fiziki\u00a0 \u00e7evrenin, ve do\u011fu\u015ftan gelen bilgilerin etkisini ara\u015ft\u0131rmakt\u0131r. Bu \u00e7al\u0131\u015fmaya g\u00f6re; bir kimsenin kimli\u011fini tespit etmek istedi\u011fimizde, onun isminin ve \u00e7evresindeki i\u015fgal etti\u011fi mevkinin ne oldu\u011funu sorar\u0131z. Ki\u015fisel kimlik, b\u00f6ylesi geni\u015f bir anla sahiptir. Oysa s\u00fcrekli varolu\u015fa ili\u015fkin \u00f6znel bir duyguyu ve kapsaml\u0131 bir zihni i\u00e7eren Psikososyal kimlik, \u00f6znel-nesnel ve bireysel-sosyal a\u00e7\u0131lardan anla\u015f\u0131lmas\u0131 \u00e7ok daha zor karaktersti\u011fe sahiptir. Olgunla\u015fmam\u0131\u015f bir psikososyal kimi\u011fin tedrici geli\u015fimi; ki\u015finin geli\u015fimini,\u00a0 bununla ili\u015fkili olan geleneksel de\u011ferleri ve ki\u015finin geli\u015fimine \u00f6nem veren bir insan toplulu\u011funu gerektirir. De\u011fi\u015fimli olarak oynayabilen \u00f6nemsiz \u2018roller\u2019, denklemin sosyal y\u00f6n\u00fc i\u00e7in pek de uygun de\u011fildir. Ancak, var olan ve geli\u015fen sosyal d\u00fczenin ya\u015famsal \u00f6neme sahip bir y\u00f6n\u00fcne temsil etmek suretiyle, bireysel geli\u015fmenin canl\u0131l\u0131\u011f\u0131n\u0131 besleyen rollerin hiyerar\u015fik bir b\u00fct\u00fcnl\u00fc\u011f\u00fc, kimlikleri destekleyebilir.bu nedenle psikososyal kimlik, bireydeki bir i\u00e7(ego) sentesizin ve grubundaki b\u00fct\u00fcnle\u015fmi\u015f rol\u00fcn\u00fcn t\u00fcm\u00fcne ba\u011fl\u0131d\u0131r.( Ericson ,2003)<\/p>\n

Sonu\u00e7 ve Yorum<\/strong><\/p>\n

Erikson geli\u015fimin hayat\u0131n ilk y\u0131llar\u0131nda ba\u015flad\u0131\u011f\u0131n\u0131 ve t\u00fcm ya\u015fam boyu devam etti\u011fini\u00a0 belirtmi\u015ftir. \u0130nsan ya\u015fam\u0131n\u0131n b\u00fct\u00fcn d\u00f6nemleri \u00f6zel ve \u00f6nemlidir. Geli\u015fim d\u00f6nemleri ba\u015far\u0131l\u0131 tamamlan\u0131rsa ki\u015fili\u011fe olumlu bir nitelik eklenir fakat olumsuz ge\u00e7en d\u00f6nemler ileriki d\u00f6nemlerinde olumsuz ge\u00e7ece\u011fi anlam\u0131na gelmez.Temel ihtiya\u00e7lar\u0131n\u0131 toplumla \u00e7at\u0131\u015fma halinde d\u00fc\u015fmeden doyurabilen kimseler psikolojik bak\u0131mdan sa\u011fl\u0131kl\u0131 kimselerdir. Sa\u011fl\u0131kl\u0131 insan, benli\u011fini toplumsal otorite i\u00e7inde eriten, yok eden, topluma pasif uyum g\u00f6steren insandan farkl\u0131 olarak, kendi \u00f6z duygu ve ihtiya\u00e7lar\u0131n\u0131 do\u011frultusunda hareket eden, sahip oldu\u011fu gizil g\u00fc\u00e7leri ger\u00e7ekle\u015ftirmeye \u00e7al\u0131\u015fan, fakat bunu yaparken toplumla ciddi olarak \u00e7at\u0131\u015fma haline d\u00fc\u015fmeyen insand\u0131r.\u00a0 Ya\u015fam\u0131n ilk y\u0131llar\u0131ndan itibaren ba\u015fkalar\u0131yla etkile\u015fim i\u00e7inde olamayan \u00e7ocuklarda, sa\u011fl\u0131kl\u0131 bir bireyselle\u015fmenin ger\u00e7ekle\u015fmeyece\u011fi ve \u00e7ocu\u011fun sosyalle\u015fmesinde kal\u0131t\u0131m ve \u00e7evre fakt\u00f6rlerinin kar\u015f\u0131l\u0131kl\u0131 olarak etkili oldu\u011fu ifade edilebilir. Sa\u011fl\u0131kl\u0131 ki\u015filik geli\u015fimi, sosyalle\u015fme s\u00fcreci ile yak\u0131ndan ilgili oldu\u011fu s\u00f6ylenebilir.<\/p>\n

\u00c7ocuklu\u011fun ilk y\u0131llar\u0131nda d\u00fc\u015f\u00fcnce bi\u00e7imi mant\u0131ksal ve d\u0131\u015f ger\u00e7e\u011fe uyumsal nitelikte de\u011fildir. \u00c7ocuklu\u011fun ilk d\u00f6nemlerindeki ilkel ve ger\u00e7e\u011fi tan\u0131mayan d\u00fc\u015f\u00fcnce bi\u00e7iminden, zamanla olgunla\u015fma ve \u00f6\u011frenme ile ayr\u0131\u015farak geli\u015fen bilin\u00e7li mant\u0131ksal d\u00fc\u015f\u00fcnceye yerini b\u0131rakt\u0131\u011f\u0131 i\u00e7in \u00e7ocu\u011fun bu d\u00f6nemi kritik d\u00f6nemdir. Yine \u00e7ocuklu\u011fun ilk y\u0131llar\u0131nda, \u00e7ocuk yanl\u0131\u015fla do\u011fruyu, iyi ile k\u00f6t\u00fcy\u00fc yaln\u0131z kendi d\u00fcrt\u00fcsel doyumuna g\u00f6re de\u011ferlendirilir. Kendisini doyuran, rahatlatan \u015feyler iyi, kendisine ac\u0131 veren \u015feyler k\u00f6t\u00fcd\u00fcr. Zamanla \u00e7ocuk \u00e7evreden gelen iyi-k\u00f6t\u00fc, do\u011fru-yanl\u0131\u015f de\u011fer yarg\u0131lar\u0131n\u0131 anlamaya ba\u015flar ve davran\u0131\u015flar\u0131n bu de\u011ferlere g\u00f6re d\u00fczenledikleri i\u00e7in anne-baba veya di\u011fer \u00f6nemli ki\u015filerin neyi onaylay\u0131p onaylamad\u0131klar\u0131n\u0131 ve be\u011fenmediklerini ay\u0131rt edebildikleri i\u00e7in bu ki\u015filerin tepkilerini do\u011fru ve net olmal\u0131d\u0131r. Geli\u015fim d\u00f6nemlerinde olumsuz d\u00f6nemler ge\u00e7irilebilir ama ki\u015fi sal\u0131 verilmemelidir \u00e7\u00fcnk\u00fc uygun\u00a0 \u00e7evresel \u015fartlar ortaya \u00e7\u0131kt\u0131\u011f\u0131nda daha \u00f6nceki ya\u015fant\u0131lara ba\u011fl\u0131 olmaks\u0131z\u0131n, sa\u011fl\u0131kl\u0131 d\u00f6nemler ge\u00e7irebilir<\/p>\n

Kaynak\u00e7a<\/strong><\/p>\n

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\n\u00d6zt\u00fcrk, ZA. (2007) \u0130lk\u00f6\u011fretim \u00f6\u011frencilerinde (4., 5., 6., 7. ve 8.s\u0131n\u0131flar) dindarl\u0131k kayg\u0131 aras\u0131ndaki ili\u015fki (Y\u00fcksek lisans tezi). Adana, \u00c7ukurova \u00fcniversitesi,
\nSezer \u00d6.( 2010) Ergenlerin kendilik alg\u0131lar\u0131n\u0131n anne baba tutumlar\u0131 ve baz\u0131 fakt\u00f6rlerle ili\u015fkisi.
\nSay\u0131l M.(2007) Erik Erikson: Psikososyal geli\u015fim d\u00f6nemleri ve kimlik. In \u00c7ocuk ve Ergen Ruh Sa\u011fl\u0131\u011f\u0131 ve Hastal\u0131klar\u0131 (s: 23-37). \u0130stanbul, Golden Print.
\nTa\u015fk\u0131ntuna N, \u00d6z\u00e7\u00fcr\u00fcmez G. (2011) M\u00fckemmeli ararken: bir i\u00e7 d\u00fcnya ara\u015ft\u0131rmas\u0131. Klinik Psikiyatri Dergisi; say\u0131:14; s:103-114.
\nTaymur \u0130., T\u00fcrk\u00e7apar M.H.(2012); Ki\u015filik: tan\u0131m\u0131, s\u0131n\u0131flamas\u0131 ve de\u011ferlendirmesi. Psikiyatride\u00a0 G\u00fcncel Yakla\u015f\u0131mlar c 4;s:154-177.
\nTombs, M. (1997) Ki\u015filik Envanteri s:376-378 Elips Yay\u0131nc\u0131l\u0131k
\nZel U.(2001) Ki\u015filik ve Liderlik,s:33-39,Se\u00e7kin Yay\u0131nc\u0131l\u0131k
\nWortman K. (1988) Kimlik ve Ki\u015filik Olu\u015fumu, s:352 Alfa yay\u0131nc\u0131l\u0131k<\/p>\n

* Hasan\u00a0 Kalyoncu \u00dcniversitesi\u00a0 E\u011fitim Fak\u00fcltesi Rehberlik ve Psikolojik Dan\u0131\u015fmanl\u0131k Anabilim Dal\u0131 narinozbingol@hotmail.com abdullahtolan@gmail.com veyselkahraman693@gmail.com erenkucukcirkin80@gmail.com\u00a0 sabridemir21@gmail.com<\/em><\/p>\n

\u00a0<\/p>\n","protected":false},"excerpt":{"rendered":"

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