Scenario-Based Questions with Answers: Erikson’s Psychosocial Theory
Scenario 1: Industry vs. Inferiority
Situation:
A 9-year-old student struggles with math and says, “I’m just not good at this; I’ll never get it.”
Question:
As a teacher, how would you respond to support the student’s psychosocial development?
Answer / Recommended Strategy:
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Provide small, achievable tasks and scaffold learning.
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Give positive reinforcement for effort, not just results.
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Celebrate progress and effort to build confidence.
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Encourage peer support or cooperative learning.
Concept Connection: Industry vs. Inferiority – building competence and self-esteem.
Scenario 2: Identity vs. Role Confusion
Situation:
A 13-year-old student is unsure whether to join the drama club or the sports team and seems anxious about peer acceptance.
Question:
What strategies can help the student explore interests and develop confidence?
Answer / Recommended Strategy:
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Encourage exploration of multiple interests.
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Affirm the student’s strengths and preferences.
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Provide mentoring opportunities to guide decision-making.
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Support self-reflection on interests and goals.
Concept Connection: Identity vs. Role Confusion – supporting self-exploration and decision-making.
Scenario 3: Industry vs. Inferiority – Group Work
Situation:
During a group project, a student feels left out and says, “I can’t do anything right in this group.”
Question:
How can you foster competence and inclusion?
Answer / Recommended Strategy:
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Assign clear roles to ensure participation.
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Recognize individual contributions publicly.
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Teach collaboration and social skills.
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Provide guidance and encouragement throughout the activity.
Concept Connection: Industry vs. Inferiority – promoting skill mastery and inclusion.
Scenario 4: Identity vs. Role Confusion – Peer Pressure
Situation:
A 14-year-old student hesitates to participate because friends tease them for asking questions.
Question:
How can you support the student’s social and emotional development?
Answer / Recommended Strategy:
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Foster a safe, respectful classroom environment.
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Use positive reinforcement for participation.
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Discuss peer pressure and self-expression openly.
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Implement cooperative learning strategies to reduce fear of judgment.
Concept Connection: Identity vs. Role Confusion – building self-confidence and independence.
Scenario 5: Mixed Stages
Situation:
A student performs well academically but is socially withdrawn and unsure about making friends.
Question:
Which psychosocial concepts are relevant, and what interventions could a teacher apply?
Answer / Recommended Strategy:
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Relevant Stages: Industry vs. Inferiority + Identity vs. Role Confusion
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Interventions:
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Encourage participation in group activities or clubs.
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Provide social skills support and peer buddy systems.
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Highlight strengths and successes in academics and behavior.
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Model inclusive and supportive social behaviors.
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Scenario 6: Industry vs. Inferiority – Feedback
Situation:
A student says, “I don’t know why I even try; I always get low grades.”
Question:
How should a teacher respond?
Answer / Recommended Strategy:
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Give constructive, specific feedback.
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Focus on effort, strategy, and improvement rather than just grades.
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Offer remedial support or additional practice.
Concept Connection: Industry vs. Inferiority – encouraging effort and skill development.
Scenario 7: Identity vs. Role Confusion – Career Exploration
Situation:
A 15-year-old asks, “I don’t know what I want to be when I grow up; I feel confused about my future.”
Question:
How can a teacher guide the student?
Answer / Recommended Strategy:
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Encourage exploration of hobbies and interests.
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Discuss possible career paths and skills needed.
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Connect the student with mentors or role models.
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Promote self-reflection and decision-making skills.
Concept Connection: Identity vs. Role Confusion – guiding self-discovery and planning.
