Erik Erikson was a German-American psychologist and psychoanalyst who with his wife, Joan, became known for his work on psychosocial development of human beings. He was influenced by Anna Freud and Sigmund Freud and became famous for coining the phrase “identity crisis."

Major Components of Erikson's Psychosocial Theory:

Erikson's theory is divided into eight stages, each characterized by a specific psychosocial crisis that individuals must navigate. Successful resolution of each crisis leads to the development of a fundamental virtue or strength.

• Basic Trust vs. Mistrust (Infancy, 1-2 years): Development of trust when caregivers provide reliability, care, and affection. We learn that if we trust someone now we can also trust them in the future. If we experience fear we develop doubt and mistrust. The key to our development is our mother.

• Autonomy vs. Shame and Doubt (Early Childhood, 2-4 years): In our early childhood, we experience ourselves and discover our bodies. If we are allowed to discover ourselves then we develop self-confidence. If we are not we can develop shame and self-doubt.

• Initiative vs. Guilt (Preschool, 4-5 years):This is where we take initiative and try out new things and learn basic principles like how round things roll. We ask is it okay for me to do what I do? If we are encouraged we can follow our interests. If we are held back or told what we’re doing is silly we can develop guilt.

• Industry vs. Inferiority (School Age, 5-12years): This is where we discover our own interests and realise we are different from others. We want to show that we can do things right. We ask if we can make it in this world. When we receive recognition from our teachers or peers we become industrious. If we get negative feedback we start to feel inferior and lose motivation.

• Identity vs. Role Confusion (Adolescence, 13-19 years): We learn that we have different social roles. Many experience an identity crisis. If our parents allow us to go out and explore we can find identity. If they push us to conform to their views, we can face role confusion and feel lost. Key to our learning are our peers and role models.

• Intimacy vs. Isolation (Young Adulthood, 20-40 years): We ask ourselves if we can love. If we can make a long-term commitment we become confident and happy. If we cannot form intimate relationships, we might end up feeling isolated and lonely. Our friends and our partners are now the center of our development.

• Generativity vs. Stagnation ( Adulthood, 40-65 years): When we reach our forties we become comfortable, use our leisure time creatively and. maybe begin contributing to society. Our concern is generativity. If we think we are able to lead the next generation into this world we are happy. If we do not resolve some conflicts earlier we become pessimistic and experience stagnation.

• Ego Integrity vs. Despair (Maturity, 65+ years): As we grow older we tend to slow down and begin to look back over our lives. We ask how have I done? If we think we did well, we develop feelings of contentment and integrity. If not, we can experience despair and become grumpy and bitter. Time to compare us with mankind.

The story is set in the early 1990s and follows Charlie, a shy and introverted teenager, as he starts his freshman year of high school. Struggling with his mental health and the recent suicide of his best friend, Charlie feels isolated and finds it difficult to connect with others. However, his life begins to change when he befriends a group of eccentric seniors, including the free-spirited Sam and her stepbrother Patrick, who embrace him as one of their own.

Through his new friendships, Charlie experiences the highs and lows of adolescence, including first love, the complexity of friendships, and the impact of past trauma. The film explores themes such as mental illness, sexuality, and the importance of acceptance and empathy.

1. He posited that the individual’s environment, including family and culture, plays a significant role in shaping personality.

2. He emphasized the importance of the ego and identity in development, seeing them as driving forces behind an individual’s behavior and actions.

CRITIQUES OF THE THEORY:

1. Lack of Empirical Evidence: Some critics argue that Erikson's theory is too broad and lacks the empirical evidence necessary to support it.

2. Cultural Bias: Others point out that the theory may be culturally biased, as it was developed based on observations of Western societies and may not apply to non-Western cultures.

3. Gender Bias: The theory has also been criticized for its potential gender bias, as some believe it does not adequately account for differences in male and female development.

4. Overemphasis on Identity: Some argue that Erikson placed too much emphasis on the importance of identity in development and overlooked other important factors.

While Erikson's theory can be applied to understand some aspects of Charlie's development, it is important to recognize the potential limitations of the theory in capturing the full range of diverse and contemporary experiences. In particular, the theory may not fully account for the ways in which Charlie's cultural, religious, gender, and sexual identities intersect and impact his development. Additionally, the theory was developed based on observations of Western societies, and may not be fully applicable to individuals from non-Western cultures or backgrounds.

Erikson's theory is a good fit for assessing Charlie's psycho-developmental stage and challenges. The theory's focus on identity development during adolescence aligns with the primary themes of the film and provides a useful lens through which to understand Charlie's experiences. However, it is important to consider the limitations of the theory and to supplement it with other perspectives when necessary.

While Erikson's theory does capture many aspects of Charlie's development, it may not fully encompass the complexity of his experiences. In particular, the theory may not adequately address the impact of mental illness on Charlie's identity development and the ways in which trauma can disrupt the normal developmental process.

Erikson's theory provides a useful framework for understanding the primary developmental challenge facing Charlie in "The Perks of Being a Wallflower" - that of developing a clear sense of personal identity during adolescence. The theory helps to explain some of the internal and external factors that influence Charlie's journey towards self-discovery, including his past trauma, family dynamics, and relationships with friends.

1. Preconventional morality is a moral decision-making strategy driven by the potential rewards and punishments of the decision. In this stage, what's right is what maximizes benefit and minimizes hardship for you. You make decisions to serve your own needs (Kohlberg, 1973a). • Conventional morality is a moral decision-making strategy driven by the desire to follow society's norms and laws. In this stage, what's right is what puts you in line with your culture's expectations of you. You make decisions to ensure that others will approve of you, and when you consider doing something bad you realize that the system would fall apart "if everyone did it" (Kohlberg, 1974).

2. Postconventional morality is a moral decision-making strategy driven by fundamental rights and ethical principles. The personal consequences of the decision, as well as how well the decision fits with society's preferences, take a backseat at this point. In this stage, what's right is what's right in the larger sense. You make decisions because ethical principles that steer all people toward such collective values as justice, dignity, and equality instruct you to do so (Kohlberg, 1984).

Kohlberg (1984, pp. 177-178) offers the example of Joe, a participant in one of his longitudinal studies. Joe answered the same moral question at ages 10, 17, and 24: why shouldn't you steal from a store? His answers show a progression through Kohlberg's three stages. At 10, Joe explains that "someone could see you and call the police." So, you don't steal because if you do, bad things can happen to you. This kind of pre-conventional moral reasoning is common to children. By 17, adolescent Joe has entered the conventional morality stage. This is shown by his consideration of society's expectations and what it would mean if he and others didn't meet them.

Charlie Kelmeckis' development can be related to Kohlberg's stages. At the beginning of "The Perks of Being a Wallflower", Charlie may exhibit pre-conventional morality, as he makes decisions to serve his own needs, such as befriending Sam and Patrick to avoid loneliness (Kohlberg, 1973a). As he progresses through the story, Charlie's decisions become influenced by a desire to conform to the expectations of his friends and family, which aligns with conventional morality (Kohlberg, 1974). By the end of the story, Charlie begins to show signs of postconventional morality, as he starts to make decisions based on his own ethical principles, such as seeking help for his mental health challenges (Kohlberg, 1984).

Past trauma and mental illness: Charlie's history of trauma and mental health struggles significantly impact his sense of self and his ability to form healthy relationships. This could make the task of developing a clear identity more challenging.

Family dynamics: Charlie's relationship with his family, particularly his parents and aunt, also play a role in shaping his identity. The dynamics of these relationships and the secrets and traumas they conceal contribute to Charlie's internal conflict.

Friendships and romantic relationships: Charlie's friendships with Sam, Patrick, and others are central to his development. These relationships provide Charlie with a sense of belonging and acceptance, helping him to develop a clearer sense of who he is and what he values.

School and social environment: The social environment of high school, with its distinct social groups and expectations, also influences Charlie's identity development. His experiences at school, both positive and negative, contribute to his understanding of himself and his place in the world.

The resolution comes as Charlie begins to confront and process his past trauma, with the support of his friends and family. He also seeks professional help for his mental health issues. As Charlie opens up about his experiences and gains a deeper understanding of himself, he is able to strengthen his relationships and move towards a hopeful future. The film concludes with a sense of optimism, as Charlie embraces the beauty and complexity of life.

The primary conflict in the film is internal, as Charlie struggles to cope with his past trauma, mental health issues, and the challenges of adolescence. His relationships with Sam and Patrick are also sources of conflict, as he navigates the complexities of friendship, love, and acceptance.

• The Journey from Adolescence to Adulthood: The film captures adolescence's emotional highs and lows, as Charlie and his friends navigate their way towards adulthood.

• The Impact of Trauma and Mental Illness: Charlie's past trauma and mental health struggles are central to the narrative, and the film explores how these experiences shape his perspective and relationships.

• The Importance of Friendship and Acceptance: The bonds Charlie forms with Sam, Patrick, and their friends are essential to his growth and healing process.

• The Search for Identity: Each character is on a journey to discover who they are and what they value, which is a common theme in coming-of-age stories