Crystal is a happy 8‐year‐old who is just finishing Grade three.Like most parents, Crystal’s parents were worried about how shewould react to school and how others would respond to her. They didnot have to be worried as Crystal adjust well and she made manyfriends. She is also succeeding academically, not only fulfillingthe curriculum objectives but also surpassing them. For example,Crystal began reading in pre‐primary, an activity that usuallybegins in Grade one. Part of the reason that Crystal does so wellin school is because her parents are quick to praise her scholasticefforts and help her with schoolwork if she has difficulty. Crystalhas always been a relatively easy child to take care of. When shewas a baby, her mother nursed her on demand and found that she didnot demand to be fed often. Even after waking up in the morning,Crystal did not cry hysterically for food and her mom met her needsefficiently. Potty training was not terribly stressful either.Neither Crystal’s mother nor her father felt that they should rushthe child into potty training. They believed that the child wouldeventually learn control and it was the parent’s role to introducethe idea of using the potty to the child and to encourage her, butnot force her into using it if she was not ready. Crystal’s parentstried not to embarrass her when she had accidents, instead theyreminded her to try and remember to use the potty the next time.This approach worked well for Crystal and she learnt to use thepotty when she was about two‐and‐a‐half years old without muchhassle. Crystal’s parents took this approach for helping her reachher other milestones. They encouraged her to do things like walk,hold a spoon and feed herself. They tried to make the activitieseasier for her by practicing the activities with her and showingher how to do something and sometimes buying things that would makeit easier for her to learn new skills, such as a curved spoon thatallowed her to feed herself without making too much of a mess.Crystal’s parents did not rush her into learning new skills,although sometimes it was difficult not to. When an activity wastoo difficult for her, they would put it aside and allow her to tryagain at a later stage. As Crystal got older, her parents tried notto dictate her play activities. Instead they gave her a couple ofchoices and let her choose what she preferred. Many times herparents did not even need to do this, because often, Crystal wouldgo off on her own and amuse herself. Sometimes she would go andlook at pictures in her books, or play with her dolls or her Legos.The only time Crystal’s parents had some trouble with her was whenher younger sister was born. Crystal’s younger sister was ademanding baby born via Cesearean section so her mother had beenlimited psychically in what she could do with Crystal and in thetime she could spend with her. Crystal tried to express affectiontowards the baby but sometimes would hug her too hard. Crystal’smother was not sure if this was done on purpose or not but shewould tell Crystal that she was being too rough and show her how tohold the baby. She thought Crystal was jealous of the baby as shewould say things like “ Mommy, you are always holding the baby.”Crystal also started to stutter. Crystal’s mother would reassureher by saying “I know you feel like the baby has all of Mommy’sattention but I held you this much when you were a baby too.” Hermother tried to be understanding of Crystal’s jealousy and did nottry to make her feel bad about it. When her mother was feelingbetter, she was able to spend more time with Crystal and thestuttering eventually went away. Crystal also became gentler withthe baby. Using Erikson’s psychosocial stages of developmentanalyse Crystal’s life by answering the following questions withreference to each of the four stages: Q.5.1 Providing examples fromthe case study, identify and explain what is the crisis experiencedby Crystal in Q.5.1.1 Erikson’s first stage of psychosocialdevelopment? (4) Q.5.1.2 Erikson’s second stage of psychosocialdevelopment? (4) Q.5.1.3 Erikson’s third stage of psychosocialdevelopment? (4) Q.5.1.4 Erikson’s fourth stage of psychosocialdevelopment? (4) Q.5.2 Based on the case study provided, identifyand define the parenting styles and attachment styles employed byCrystal’s parents and detail whether these had favourable orunfavourable outcomes on Crystal’s behaviour. Use examples from thecase study.