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Running head: ERIKSON PROJECT

Erikson Project
Charlotte McMahan
Ivy Tech Community College

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Erikson's Stages of Pyschosocial Development
Eric Erikson was a developmental psychoanalyst who is well known for this theory on the Pyschosocial
Development. He theorized that all humans pass threw eight specific stages of development from
infancy to late-adulthood. In each stage, the person confronts new challenges, and a mastery of these
challenges means that the individual is moving through life in a healthy manner. Each of these stages
builds upon the successful completion of earlier stages, and if the challenges of these stages are not
successfully completed, individuals can expect the same challenges to arise in the future and cause
trouble. (Cherry, 2013)
Each stage in his theory is characterized by a dilemma of two conflicting forces, usually one good and
one bad, and if the person successfully resolves the conflict, he or she emerges from the stage with a
virtue. Although mastery of the stage is not required for moving on to the next stage, if the individual
does not solve the crisis, they can expect to encounter problems navigating the next stages set of
problems (Cherry, 2013)
This paper will consider my personal life experiences, through Eriksons Stages of Development.

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Stage 1- Trust Vs. Mistrust
The very first stage of development, according to Erikson, happens from the moment we are born until
about one year of age. This stage is called Trust vs. Mistrust. Erikson theorizes that we gain our sense
of trust if by our parents or caregivers ability to meet our basic needs, especially that of feeding. If we
do not form a loving bond with our parents or caregivers, a sense of mistrust is likely to develop. Trust
is the foundation of our life. Learning to trust early in life is vital, because having the capacity to trust
makes us capable of having successful future relationships. Having early, trusting relationships with
others is important in developing self-esteem. (Baker, 2013)
During our infancy, we are helpless and totally dependent on someone to meet all our needs for us. The
quality of care we receive from our caregivers plays an important role in the shaping of our
personalities. There are many opportunities for us to discover whether our world is trustworthy and
safe: When I cry, am I held and comforted? Am I fed in a timely manner or am I left to go hungry?
If these needs are met with negligence, then infants conclude that the world is a scary, dangerous place,
and the people in it are not to be trusted. (McLeod, 2008)
I was fiercely loved since the moment I was born, and it showed. My parents held, feed, and rocked me
at all hours of the day and night. They sacrificed their own sleep to attend to my needs, prioritizing my
care above all else. Often, my dad could be found in the morning, asleep on the living room couch,
with me sleeping right there on his chest. My early childhood was the epitome of idyllic. I am certain I
get my trusting nature and my optimistic outlook on life partly from these warm, early experiences.
If an infants needs are met both promptly and consistently, and they are treated with love and respect,
then they should easily resolve the first stage of pyscho-social development and gain the virtue of hope.
(McLeod, 2008)

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Stage 2: Autonomy Vs. Shame and Doubt
The second stage of Erikson's stages of psychosocial development is called autonomy versus doubt.
The stage occurs between the ages of 18 months to about three years old. When children get to this
stage, they begin developing a greater sense of self-control. The primary concern in this
stage is toilet training (Cherry, 2013)
At this age children begin asserting their independence by wanting to do things for themselves. They
start making their own choices about what toys they would like to play with, foods they want to eat,
and what clothes they want to wear. They are also learning new skills, like using the toilet and dressing
themselves. These skills illustrate the child's growing sense of independence. Erikson states, that it is
critical that parents allow their children to explore the limits of their abilities within an encouraging
environment. (Cherry, 2013) On the other-hand, if parents are overly critical and overly protective the
child could feel inadequate in their abilities and become too dependent upon others. This could also
lead to a lack of self-esteem and co-dependent behavior later on in life. (McLeod, 2008)
My parents, like many first time parents, were overly cautious with me at this age. I was their only
child for a while and they were nervous about letting me do things on my own. They watched over me
like a hawk, my mother even commenting that some nights she slept with her hand on my chest, just to
make sure I was still breathing. This all changed when my brother was born around my second
birthday, after having him they loosened their grip on me to focus on him some. I don't believe this
early coddling affected me negatively. I turned into a rather independent woman, who likes to do
things for herself.
If children at this stage are encouraged in their new-found abilities they develop autonomy and have a
basis for positive self-worth.

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Stage 3: Initiative Vs Guilt
The third stage of development, according to Erikson, is from the age three to five. This stage is called
Initiative Versus Guilt. During this period, children start to explore their world, becoming more
courageous; they also take on the complexities of planning things on their own. But more importantly;
this is the stage where children develop a sense of judgment. (Cherry, 2013)
At this age children begin to mimic the behaviors and actions of the adults around them. They become
more creative in their play and take initiative in creating play scenarios. Play is very important at this
age, because they express, and assert themselves. Parents need to encourage children to use their
imaginations during play, and not to place too many restrictions on them.
Children sometimes try to be assertive by seeking out risk-taking activities, such as crossing the street
alone or climbing playground equipment without help. In these and other dangerous activities, parents
need to step-in and help the child understand correct decisions.
During this stage he child is starting to set goals for him or herself, if these goals are unattainable, the
child becomes frustrated. . Too much frustration or restriction can trigger aggressive behaviors, such as
hitting and throwing objects. (Cherry, 2013) Children also become more curious about the world
around them and how things work. This is the age the ever famous WHY? comes into play.
(Harder, 2012)
It is important for parents and caregivers to encourage children to try new things and venture out within
safe boundaries. If children are discouraged from taking any initiative, they begin to feel guilty,
thinking everything they want to do is wrong. It is a time that feelings of shame and guilt can develop
that could stick with them throughout their lives. It is also the time in which a leader can be born.
(McLeod, 2008)
I was especially inquisitive and precocious at this age. I was constantly asking questions and felt a
strong desire to know everything about everything. I was strong willed and independent, I would often

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wake up early and cook myself a bowl of cereal and then go outside and eat it on the front porch, even
though I knew I was not supposed to. I loved books and taught myself how to read before I entered
kindergarten. My favorite movies were Alice in Wonderland and the Wizard of Oz and I would
direct my younger brothers and neighborhood children to reenact scenes from these movies; I would
always take the lead role, of course. I was well on my way to becoming a leader, up until my parents
got divorced right before my sixth birthday. All-in-all, I believe I came out of this stage with initiative.

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Stage 4: Industry Vs Inferiority
Industry versus Inferiority is the fourth stage in Erikson's Stages of Psychosocial development. This
stage occurs roughly between the ages of six to eleven. According to Erikson, this is the stage when
individuals develop self-confidence. (Cherry, 2013)
Most children in this stage are going to school for the first time. Their world is now no longer simply
the home environment and school becomes the most important thing in their life. Children at this age
begin to value the opinion of others more, and mom and dad become less cool. School brings many
new experiences and life-lessons for them, such as; learning to relate with their peers, moving from free
play to a more structured form of play, and mastering their school subjects. Children try to win
approval by demonstrating the specific skills that they feel are valued by society. Here is also where
peer groups will have a greater influence over children, and the way their peers treat them will have a
major impact on the child's self-esteem. (McLeod, 2008)
If children in this stage are praised and recognized for their efforts, they will gain self-confidence and
feel industrious. Those who receive little to no encouragement will doubt their abilities and may feel
inferior. Praise, attention, and encouragement is vital is at this age, but it is important to remember that
some failure is necessary for the child to develop modesty. (Cherry, 2013)
When I was six my parents went through a nasty divorce, which lead to a tumultuous two-year custody
battle, putting me and my brothers square in the middle of their fight. I sort of shut down after this,
and became really quiet and withdrawn. At school I was extremely shy and refused to talk to anyone
unless they spoke to me first, this caused me to have problems making friends with my peers. I was
also bow-legged, and kids would tease and bully me, which exacerbated my shyness, and therefore
school became somewhat of a nightmare for me. I would use any excuse I could to get out of going,
and this lead too many absents and missed lessons. These missed days resulted in bad grades in every
subject except one: reading. I loved to read. Books were my escape and I would read anything I could

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get my hands on. By fifth grade I was reading at about a college level. You would most likely find me
curled up in some tucked away corner with a stack of books, reading for hours on end. To this day I am
still a bookworm, and reading a good book is one of my all-time favorite activities.
During this stage, children need to be encouraged and praised in their efforts. Kind words can go a
long way, especially if a child is struggling rather than excelling. Another thing to keep in mind is that
peer relationships can make or break self -esteems. Successful completion of this stage leads to the
virtue of competence.

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Stage 5: Identity versus Role Confusion
Stage five in Eriksons stages of psychosocial development begins at the onset of puberty and goes
until about eighteen years of ages. Teenagers are struggling with who they are and where they fit in
with society. They are no longer children, but they are not yet adults. They may feel insecure about
who they are and how they fit in, and in an attempt to establish a sense of self, teens will experiment
with various different roles, activities and behaviors. Erikson feels that is an important part of the
process of forming a strong identity. (Cherry, 2013)
As children become more independent they begin to think about their future; what they want their
career to be, where they might want to live, whether they want a family or not. Adolescents will
examine and re-examine his or her identity many times throughout these years, trying to find out just
exactly who he or she is. They may explore different career aspirations, or experiment with different
sets of personal beliefs or values. The teens form their own identity based upon their perceived
outcome of these experiences. If they fail to figure out what they want in life and establish their own
identity, then they may experience role-confusion. This will make the individual unsure about
themselves and their place in the world. (McLeod, 2008)
Erikson also theorizes that adolescents may feel uncomfortable about their new changing body, and it
may take a while for them to adapt to the changes. (McLeod, 2008)
When I was eleven years old I went and lived abroad with my dad. We lived in Guam for two years,
and then in Japan for two years. I experienced different cultures, different religions, and went through
a natural disaster or two. (8.1 earthquake in Guam, as well as a major typhoon the year before) I was
homeschooled while in Guam, and then went to a DoDD school in Okinawa. I took part in working
with and acting in a childrens theatre company, and I loved it. At fourteen I underwent surgery to
correct the bowing of my legs, and besides a few scars you can hardly tell I was ever bow-legged.
Besides certain disagreements with my step-mom, I was enjoying both my life and my surroundings.

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At 15 I moved back to the states to live with my mom and went back to public school. I was the new
girl, who had moved here from exotic locations, and everyone wanted to be my friend. Girls wanted
me to hang out with them and sit with them at lunch, and boys where asking me out on dates. I had
never gotten this kind of attention; I was usually the loser reading in the corner by myself, so I may not
have made the best choices with who I chose to associate with. I dated some boys who were way too
old for me. I hung out with girls that I thought were cool and modeled my behavior after theirs.
These behaviors led to trouble in both my home life and my school life. At sixteen, after only about a
year and a half of high school, I dropped out. I then obtained my GED on my seventeenth birthday and
started college a year early, only to quit after one year. At eighteen I thought I knew it all and knew
exactly what I was doing with my life, but in reality I was immature and knew nothing about being
adult. Although my life during this stage was mixed, I think I came out okay

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Stage 6: Intimacy vs Isolation
The sixth stage in Eriksons stages occurs in young adulthood, ages nineteen to forty. During this time
in early adulthood most people fall in love, get married and start building their own family. In this
stage we focus on the development of more intimate relationships with others. Intimate relationships
that lead into longer term commitments with someone other than a family member are what we are
supposed to be working towards. Erikson theorizes that, no matter how successful you are with your
work, you are not developmentally complete until you are capable of intimacy. (Keough)
Successful completion of this stage leads to strong and committed relationships with others. Failure
results in a lack of intimacy, isolation, loneliness, and sometimes depression. (McLeod, 2008)
If I had to pick which stage of development I got right, it would be this one; I know how to pick a
husband. My early twenties started out somewhat rocky, I went through a series of bad relationships
with some not great guys, and by the time I was twenty-four, I found myself a single mom to two small
boys. Not exactly the kind of life I had dreamed of, but I was happy. I had my boys, a very supportive
family, and the best friends a girl could ever ask for. My kids where the center of my world, and there
was nothing I would not do for them, falling in love and finding a man was the very last thing on my
mind. Then I met Adam.
A mutual friend introduced us right before my twenty-sixth birthday. We have the same birthday so we
celebrated it together, and I knew by the end of that night that he was the one. One month later he was
living with me and my kids and two months after that he proposed. We then married almost a year to
the date of our meeting. Adam is great with my boys, he loves them like they are his own, and in some
ways they are closer to him then to they are to their dad, and I get to wake up every morning knowing
how lucky I am to have married my best friend.
Those previous bad relationships are what let me spot a good one when I had it. And while I love
Adam with all my heart, it is really my sons that showed me what true love is.

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Relationships with others, whether it is with a romantic partner, your family, or a good group of friends,
are what make life worth living. No one wants to be alone, so developing strong, loving relationships
with others is not just essential for stage six of development, but for life in general. Successful
completion of this stage leads to the virtue of love.

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Stage 7: Generativity vs. Stagnation
The seventh stage in Eriksons stages of development occurs in middle adulthood, from the age of forty
to sixty-five. Here in this stage adult strive to leave something on this earth that will outlast them; by
contributing to society or in helping to guide future generations. Generativity refers to "making your
mark" on the world, and this is the main dilemma that middle aged adults face; trying to do something
worthwhile with their life. (Cherry, 2013)
Many adults will feel a need to give back to society. There are many way that they do so, including
through their careers, raising a family, helping out a charity, and being active in their religious or
community organizations. If they are successful, they will feel a sense of accomplishment in having
contributed to the world. If they by failed they are in jeopardy of becoming stagnant and unproductive.
(McLeod, 2008)
Even though I am only in my early thirties, I feel like this is this stage that I am in now. I have found
my soul-mate and am raising my kids, but I feel the need to do something more. I have not really had
much of a career. I have worked odd jobs here and there through my twenties, and have been a stay-athome mom for the majority of the last decade. A year ago, my son came home from school and told
me about this motivational speaker that talked to his class. One of the lines this person said was, the
more you learn, the more you earn. My son then stated talking to me about college, explaining to me
that if you graduate college you will earn more money. He asked me if I ever went, and I told him I did
for a little while before he was born, but did not finish. He looked like he was disappointed in me,
which broke my heart, but then went on to say he was going study hard and graduate college. Two
days later I signed up for the spring semester at Ivy Tech. While my ultimate goal in doing this is to
have a career as a teacher, my other goal is being a good role model for my kids. I want them to be
proud of me for graduating college, and I want them to work hard to do the same. I know as the years
go by it is going to be harder and harder to find a decent job without a degree. One important lesson I

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want them to learn from me going back to school is that getting an education is one of the best things
you can do for yourself.
When I started writing this, my point was that going back to school and having a career teaching young
people was how I intended to give back to the world. While that is still true, another way I plan on
giving back to the world is raising two intelligent, well-educated young men.
Most people have a strong desire to help better the world around them. There are so many ways they
can do this, from doing good at your job, raising a loving family, or just by being a good neighbor, that
it should not be hard to leave this stage with a sense of accomplishment and gain the virtue of care.

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Stage 8: Integrity vs. Despair
The final stage in Eriksons stages of development is from the age sixty-five until we die. In this stage
the elderly reflect upon their life. They contemplate on all their accomplishments and all their regrets
and come away with either a sense of integrity for a life well lived, or a sense of despair for a life
misspent. (Cherry, 2013)
Erik Erikson theorized that if we see our lives as unproductive, feel guilt about our pasts, or feel that
we did not accomplish our life goals, we become dissatisfied with life and develop despair, often
leading to depression and hopelessness. (McLeod, 2008) People who have few regrets and are content
with how they lived their life gain wisdom. This wisdom allows the person to accept death without
fear. On the other hand if the person looks back on life with regrets, he or she can end up feeling bitter
and disappointed, which can lead to depression and despair. Just as the healthy child will not fear life,
said Erikson, the healthy adult will not fear death. (Keough) (McLeod, 2008)
I do not like to think about death because it really scares me, and I still feel like I have a lot of life yet
to live. I do think that when I am old and at the end of my life, that I will feel that I have lived a good
life and will be able to accept that my time here is over. When I reflect on my life now, while I do have
regrets, I also think I have made the best out of all the situations that life had for me. I feel if I keep
moving forward and accomplishing all the things that I set out to; I will make my future-self proud, and
therefore feel a sense of integrity at the end.

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Conclusion
These stages of theory give us a framework for looking back on our life and how we developed.
Understanding why we are the way we are is important, and looking back at each stage we can see
where we went wrong and make changes to correct it, and gain self-awareness.
These stages are extremely useful for educators, parents, and people working in the child care field.
They help you make the connection between life experience and human behavior, and enable you to
relate better to children in your life, as well as your peers. By learning about the different stages in this
theory adults can see where they can help and where they can hinder the emotional and social
development of children

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References
Saul McLeod. (2008). Simply Psychology: Eric Erikson. Retrieved from
http://psychology.about.com/od/psychosocialtheories/a/initiative-versus-guilt.htm
http://childdevelopmentinfo.com/child-development/erickson
Kendra Cherry. (2013) Eriksons Theory of Psychosocial Development. Retrieved from
http://psychology.about.com/od/psychosocialtheories/a/psychosocial.htm
Kendra Cherry. (2013) Erik Erikson Biography. Retrieved from
http://psychology.about.com/od/profilesofmajorthinkers/p/bio_erikson.htm
Sandra Keough, Ph.D. (unknown) Erikson's Stages of Development. Retrieved from
http://www.pccua.edu/keough/erikson's_stages_of_development.htm
Matt Baker (8 Jan 2013) Useful Charts: Eriksons Stages of Development. Retrieved from
http://www.usefulcharts.com/psychology/erikson-stages-of-development-chart.html
Arlene F. Harder, MA, MFT. The Developmental Stages of Erik Erikson. Retrieved from
http://www.support4change.com/index.php?option=com_content&view=article&id=47&Itemid=108