Journal #3: Erik Erikson's Stages of Psychosocial Development
Erik Erikson ideas on the psychosocial stages were greatly influnced by Sigmond Freud's theory regarding the structure and topography of personality. However, instead of being an id psychologist, Erikson was an ego psychologist. Erikson emphasized on the role of culture and society and the conflicts that take place within the ego itself. Erikson believed that the ego develops as it successfully resolves crises that are social in nature. These crises involve developing a sense of trust, a sense of identity in society and helping the next generation prepare for the future.
Erikson focused on the adolescent period, feeling it was a crucial stage for developing a person's identity. Erikson believed the epigenic principle, where the personality is developed in a predetermined order and builds after each stage, created an outcome of a wide, integrated set of life skills and abilites that function together within the individual.
According to Erikson's theory, each individual must pass through the entire eight stages of his psychosocial theory of development.
Stage 1: Trust vs. Mistrust
Within the first stage (birth to the age of one) the infant is uncertain about the world so they look towards their primary caregiver for security, stability, and consistancy. If given the reliable, consistant, predictable care it develops a sense of trust which will carry them to new relationships and will be able to feel secure even when threatened. Success in this stage leads to the development in the virtue of hope. Failure of developing the virtue of hope will lead to the development of fear.
Stage 2: Autonomy vs. Shame and Doubt
The second stage (ages one to three years) is when the child starts to develop physically and becomes more mobile, they also start to assert
their independence by walking away from their mother, or picking which toy to play with, or making choices on what food to eat and what clothes to wear. Because of their new found independence the child starts to discover their skills and abilities.
Erikson says that it is crucial that parents allow their children to explore the limits of their abilities within an encouraging environment which is
tolerant of failure. Parents need to encourage the child to become more independent while still protecting the child.
If the children are encouraged and supported in their increased independence, they will become more confident and secure with their own abilities leading to the development of the virtue of will. But if the child is criticized, overly controlled, or not given the opportunity to assert themselves they begin to feel inadequate in their abilities and may become overly dependent and feel a sense of shame or doubt in themselves.
Stage 3: Initiative vs. Guilt
Once the child reaches the third stage (three to five years of age) they begin to assert themsevles more frequently and begin to play. Play provides the children with the opportunity to explore their
interpersonal skills through initiating activities with others. Play consists of games such as make believe. If given the opportunity, children develop a sense of initiative, and they will feel secure in their ability to lead others and make desicions. But, if this tendency is supressed, through criticism or control, children will develop a sense of guilt. They may feel a nuisance to others and will therefore remain followers, lacking in self-initiative. Also at this stage children b
egin to ask various questions as their thirst for knowledge grows. If parents treat the child's questions as trivial, a nuisance, embarrassing or other aspects of their behavior as threatening then the child may have feelings of guilt for "being a nuisance". Too much guilt can make the child slow to interact with others and may inhabit their creativity. Though some guilt is needed otherwise the child would not know self-control or have a conscience. A healthy balance between initiative and guilt is imporant and if successful, will lead to the virtue of puropose.
Stage 4: Competence vs. Inferiority
During the fourth stage (five to twelve years of age) the child is starting to read and write, and to make things their own. At this time, the child's peer group will gain
greater signigicance and will become a major source of their self esteem. In order to build their self esteem the child will feel the need to win approval by demonstrating specific abilities that are valued by society and will begin to develop a sense of pride in their accomplishments. When the child is encouraged and reinforced for their initiative, they begin to feel confident in their abilities to achieve goals. If not encouraged, if restricted by parents or teachers, the child will begin to feel inferior and doubt their own abilities and therefore may not reach their potential. A sense of inreriority develops when the child cannot learn a specific skill they feel society is demanding from them. Although, some failure may be
necessary so that the child can develop some modesty. Again, a balance between competence and modesty is necessary. Success in this stage leads to the virtue of competence.
Stage 5: Identity vs. Role Confusion
The fifth stage (ages 12 to 18 years) is one of the most important because it is when the child transitions into an adult. In order to make a good transition the child has to learn the roles they will have as an adult. They will re-examine their identity and try to find out who they are by looking towards the future in terms of career, relationships, families, housing, etc. This is a
sensitive time for the individual because they want to belong or fit-in to society. They start to explore possibilities and form their identity based on their experiences.
Erikson believes that there are two types of identities involved: the sexual and the occupational. He says that the child may feel uncomfortable about their body until they can adapt and "grow into" the changes that occur as they physically mature.
Failure to establish a sense of identity can lead to role confusion. Role confusion involves the individual not being sure about themselves or thier hold in society. In response, an adolescent may experiment with different lifestyles (Ex: work, education, political stances, etc.). Pressuring an individual into an identity can cause a negative identity, usualy mistaken as a rebellion, and unhappiness. Though, success in this stage will lead to the virtue of fidelity: being able to commit oneself to others by accepting others even when there may be ideological differences.
Stage 6: Intimacy vs. Isolation
From the ages of eighteen to forty adolescents begin
to share themselves more intimately with others. In this stage individuals begin to explore relationships that will lead to long term commitments. Avoiding intimacy, fearing commitment and relationships can lead to issolation, loneliness, and sometimes depression. While success will lead to the virtue of love, comfortable relationships and a sense of commitment, safety, and care.
Stage 7: Generativity vs. Stagnation
This stage occurs during middle adulthood (40 to 65 years). During this point of the adults life, they have established a career, settled down with a relationship, began their own family and will start to develop a sense of
being a part of the bigger picture. People in this age begin to give back to society through the raising of their children, being a productive worker and
becoming involved in community activities and organizations. Failure to achieve the adults objectives will lead to them being stagnant and they will feel unproductive. Although, success leads to the virtue of care.
Stage 8: Ego Integrity vs. Despair
This is the last stage of life where adults grow to be senior citizens (age 65 and older). At this time in
their life, when the body starts to slow down and become less productive, they start to explore life as a retired person. Senior citizens contemplate their
accomplishments and develop integrity if they see that they have lead a
successful life. Erikson believed that if individuals saw themselves as unproductive, or felt guilty about their past, or feel that they did not accomplish their life goal, they will become dissatisfied with life and develop despair, which often leads to depression and hopelessness. Success in this stage will lead to the virtue of wisdom. Wisdom enables a person to look back on their life with a sense of closure and completeness, and also an acceptance of death without fear will come easier to them.