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1. Introduction
Modern families face many challenges in terms of building healthy relationships, motivating members to personal development, and forming good habits. In the age of digitalization, more and more tools support the psychosocial development of children and adults, using psychological theories and technology to build positive attitudes and behavior patterns.
The Im2be application has been designed as a tool supporting the processes of shaping habits, relationships and self-development. It is based on psychological theories of human development, including Erik Erikson’s Psychosocial Theory of Development (Erikson, 1950, 1963) and Cognitive-Behavioral Psychotherapy (Beck, 1976), to provide users with a motivation system based on tasks, rewards, and mechanisms to support personal development.
2. Theoretical introduction
The psychosocial development of school-age children is a fundamental stage in the development of their personal and social competences, which will determine their functioning in later stages of life. This study focuses on the analysis of two important theoretical and practical perspectives supporting the harmonious development of children aged 7-12: Erik Erikson’s psychosocial theory of development and cognitive-behavioral psychotherapy (CBT).
In Erikson’s view, the period between the ages of 7 and 12 is characterized by a key developmental crisis referred to as “Diligence vs. Feelings of Inferiority”. This is the time when children gain confidence in their own abilities to act effectively, build a sense of competence and develop motivation to take on challenges. A positive solution to this crisis leads to the development of the virtue of competence, necessary for the healthy functioning of the individual in society.
At the same time, cognitive-behavioral therapy provides empirically validated tools to support the development of adaptive thought and behavioral patterns in children. Focusing on the relationship between thoughts, emotions and behaviour, CBT offers techniques that can be adapted to the developmental needs of school-age children, supporting the process of building mental resilience, forming healthy habits and developing self-regulation.
This paper presents the results of research indicating the key educational aspects that allow for a positive transition through a developmental crisis, as well as the possibilities of using CBT techniques in the process of supporting healthy psychosocial development of school-age children.
2.1. Erik Erikson’s psychosocial theory of development
Erikson (1950, 1963) distinguished eight stages of psychosocial development, in which a person faces specific crises affecting his identity and social functioning. Each of these stages is associated with specific challenges, and their resolution leads to further, healthy development of the individual. At each stage, the individual faces a specific psychosocial crisis, the positive resolution of which leads to the development of a specific virtue – understood as a permanent predisposition of character or a specific psychological force that allows a person to function effectively in society; or the forces of the ego – defined by Erikson as the ability of an individual to maintain the coherence and integrity of their identity in the face of life’s challenges and difficulties.
For the purposes of this study, the key stage from the perspective of educational and supportive interventions seems to be stage IV, distinguished by the Psychosocial theory of development, referred to as: Diligence vs. Sense of inferiority. This is the period between 7 and 12 years of age. The child then develops the virtue of competence, understood as the belief in his or her own ability to act effectively and achieve success in various areas of life. The child learns that his efforts lead to success, which builds his self-esteem. However, if he experiences failures without support from those around him, he may develop a sense of inferiority and give up on challenges (Erikson, 1963).
During this period, it is crucial to: (1) Build a sense of competence – by performing tasks, acquiring skills and achieving success. (2) Development of independence – children learn responsibility for their actions. (3) Social assessment – awareness of one’s abilities compared to peers. Parents, teachers and the environment have an important role in shaping a child’s positive self-esteem. Support, motivation and rewarding effort help build internal motivation to learn and develop.
Below are studies indicating the key educational aspects that allow for a positive transition to the developmental crisis Diligence vs Sense of inferiority.
2.1.1. The importance of the home environment for the development of diligence. Research by Diana Baumrind (1991) shows that the way parents raise their children significantly affects their ability to develop diligence. The parenting style, described as authoritative, combining high expectations with a high level of support and emotional warmth, most effectively supports the development of the child’s competences. Parents who use this style clearly communicate their expectations while showing understanding for their child’s difficulties and helping them overcome them (Darling & Steinberg, 1993).
The home atmosphere acts as a safe base from which the child can take cognitive risks and explore new areas of action (Ainsworth et al., 1978). When the family environment provides a balance between challenges and support, the child learns to make an effort, persevere, and cope with obstacles (Grolnick & Ryan, 1989).
