What is the crisis experienced in Erikson’s fourth stage of psychosocial development? How did Betty resolve this stage? What was the outcome of the crisis? Was it favorable or unfavorable?

What is the crisis experienced in Erikson’s sixth stage of psychosocial development? How did Betty resolve this stage? What was the outcome of the crisis? Was it favorable or unfavorable?

What could be expected in the eighth stage of Betty’s life according to Erikson’s theory?

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Oetty, Caucasian and now 68, contemplates her life. She sent her children off lies of their own. She should be happy, but she is not. Instead, she feels dissatis- fied and wonders if her life would be better if she divorced her husband of more than 40 years. She would like to do so but lacks the confidence to carry out this drastic change. She doesn't believe she could live on her own. She always had someone to take care of her: first her parents, then her husband. Now she doesn't believe that she could support herself financially. Betty's childhood was fairly uneventful. She was the second of two children; her brother is three years older than she is. Her parents were both of above- average intelligence, and her family could be considered middle class. Although they were certainly not rich, they at least had the necessities, which is more than many families she knew had. Her childhood was fairly sheltered but she attended school and made a few friends there. She was an average student, getting grades of mostly Bs and Cs. Although these were similar to those of her friends, her parents were disappointed with her grades and let her know about that. They believed she should be doing better because they had done better in school and because her older brother did much better; he was an exceptional student. Betty's main ambition, a typical one for girls at that time, was to get married and have a family. In the 1950s middle-class girls found a husband by attending college, which she did. Betty attended an all-girl college and majored in educa- tion, one of the acceptable majors for young women then. However, she dated infrequently probably because (1) she felt that the other women in her classes were wittier and more attractive (she often referred to herself as a Plain Jane, both in outward appearance and in personality) and (2) her father often forbade her to attend social functions held by the dose-by, all-male academy, even though they were extremely well chaperoned. Despite these obstacles, Betty Oetty, Caucasian and now 68, contemplates her life. She sent her children off lies of their own. She should be happy, but she is not. Instead, she feels dissatis- fied and wonders if her life would be better if she divorced her husband of more than 40 years. She would like to do so but lacks the confidence to carry out this drastic change. She doesn't believe she could live on her own. She always had someone to take care of her: first her parents, then her husband. Now she doesn't believe that she could support herself financially. Betty's childhood was fairly uneventful. She was the second of two children; her brother is three years older than she is. Her parents were both of above- average intelligence, and her family could be considered middle class. Although they were certainly not rich, they at least had the necessities, which is more than many families she knew had. Her childhood was fairly sheltered but she attended school and made a few friends there. She was an average student, getting grades of mostly Bs and Cs. Although these were similar to those of her friends, her parents were disappointed with her grades and let her know about that. They believed she should be doing better because they had done better in school and because her older brother did much better; he was an exceptional student. Betty's main ambition, a typical one for girls at that time, was to get married and have a family. In the 1950s middle-class girls found a husband by attending college, which she did. Betty attended an all-girl college and majored in educa- tion, one of the acceptable majors for young women then. However, she dated infrequently probably because (1) she felt that the other women in her classes were wittier and more attractive (she often referred to herself as a Plain Jane, both in outward appearance and in personality) and (2) her father often forbade her to attend social functions held by the dose-by, all-male academy, even though they were extremely well chaperoned. Despite these obstacles, Betty

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