Erikson’s Psychosocial Stages of Development

Erikson was one of the first psychologists to insist that development was a lifelong process rather than coming to completion at
puberty or adolescence. He conceptualized eight stages spanning from birth to old age. Erikson defined these stages with a focus on
tasks that each individual must master. Unsuccessful resolution of these tasks would leave a “psychological scar.” Erikson’s stages
were developed in response to Freud’s psychosexual stage theory. Whereas Freud thought that each stage was represented by a
sexual crisis, Erikson thought that each stage was distinguished by a psychosocial crisis. Erikson took into account the impact of the
larger society on development.

Erikson’s Stages:
Trust vs. Mistrust (Birth to 1-year):​ Feeling that people will take care of you vs. viewing the world as a cold, fearsome place.
​The basic crisis at this stage is the infant’s hope and faith that someone cares about and will take care of him or her versus a dread
or fear of being abandoned. If parents consistently and successfully meet the infant’s needs, the infant learns to trust his or her
environment. If parents do NOT successfully meet the infant’s needs, the infant develops a mistrust and fear of people and objects in
the environment. Failure to develop this trust also results in adults who display psychopathology of withdrawal and depression.

Autonomy vs. Shame and Doubt (1 to 3-years):​ Independence through exploring and “testing” others vs. doubt that you can
succeed.
The basic crisis at this stage is the toddler’s assertion of independence through exploring and testing limits versus the toddler being
made to feel ashamed for maintaining independence. “Potty training” is an important issue. Successful resolution of the crisis occurs
when parents allow toddlers some autonomy (say be giving them choices) but at the same time impose some limits. This results in
the development of willpower on the part of the toddler.

Initiative vs. Guilt (3 to 5 years):​ Ability to take initiative and follow through vs. guilt when others discourage this behavior.
The basis crisis is the development of the child’s ability to initiate activity and see those activities through. Guilt arises from parental
discouragement of a child’s initiative, although Erikson argues that the parent must forbid some inappropriate behaviors, but in a
manner that does not make the child feel guilty for initiating the activity. Successful resolution leaves the child with a sense of
purpose and direction and confidence in planning. Unsuccessful resolution leaves the child with a feeling of unworthiness and a fear
that almost everything self-initiated will go wrong.

Industry vs. Inferiority (6 to 11 years):​ Learning culture’s skills and deriving feelings of competence from peers vs. feeling inferior
relative to peers.
The basic crisis is the for the child to learn the skills of the culture, usually in a school setting. For Erikson, school marked the child’s
entrance into real life. The child’s constant testing of self in school and against peers is the basis for feelings of competency (industry)
or lack of it (inferiority). At this stage, children are eager to be productive and learn the fundamentals of technology. If encouraged, a
child will enjoy solving problems and completing tasks, and will seek intellectual stimulation. If not, a sense of inferiority will arise.

Identity vs. Role Confusion (12 to 20 years):​ Asking the question “Who am I?” by trying on roles within a secure environment vs.
lack of exploration and delayed sense of self.
Successful resolution of this crisis involves the development of a sense of identity, of reconciling various roles in life into a single
identity. Ego identity also involves a confidence that one has a sense of sameness and continuity that is apparent to others.
Unsuccessful resolution involves confusion and uncertainty over self-identity.

Intimacy vs. Isolation (young adults):​ Committing to a close, sharing relationship, surrendering some independence vs. keeping total
independence and isolation.
Successful resolution involves giving up some isolation and developing healthy bonds/love with another. Unsuccessful resolution
involves loneliness and may possibly lead to promiscuity. Those choosing isolation are ready, if necessary, to destroy those people
who seem dangerous to them, thus the development of prejudice.

Generativity vs. Stagnation (middle adults):​ Developing a concern for establishing and guiding the next generation vs. feeling
unfulfilled and becoming self-centered.
Successful resolution of this conflict may involve having and nurturing children, teaching, taking on younger protégés, or by
productive and creative work that will live on. Unsuccessful resolution involves stagnation and selfishness.

Integrity vs. Despair (65 years on):​ Accepting the life one has lived without major regrets vs. despair that time has run out.
Ego integrity is the culmination of the successful resolution of the seven previous crises in development. It is an acceptance of the life
one has lived without major regrets for what could or should have been done differently. The person who cannot accept the basic
way his life has been lived may despair that time has run out. Many of those experiencing despair are very afraid of death. Successful
resolution involves wisdom and acceptance of being in the final stages of life.

Name That Psychosocial Stage

Scenario Conflict Age range

Annie’s parents are doctors. Her grandparents are doctors. In fact, Annie’s
parents have told her that they are looking forward to her entering the same
college and medical school they attended. Annie waits for just the right time
to announce her plans to travel Europe after high school and pursue her
interests in drawing and painting, and to learn Italian.

Baby Christopher’s mom feeds him frequently, burps him, walks with him
when he is fussy, and makes sure he is dressed warmly every time he goes
outside of a walk with her.

Daniel doesn’t want to wear the pajamas his mother chose for him. Instead,
he insists on wearing dirty PJs. Daniel’s mom recognizes his need for control
and allows him to wear his dirty PJ’s.

It’s Little League season and third-grader, Jonathan, can’t wait. He knows he
will have to work hard and practice several times a week, but that’s what it
takes to get good, right?

Martin has been a very successful businessman for nearly 25 years. His three
children are reaching adulthood. Martin decides to start a small business that
provides financial advising to young people who are just starting their careers.

Rosemary loves when her grandchildren visit. She proudly tells them of the
great times she had with raising her family and making a nice home for
everyone she loves. Sometimes, she wishes he went to college and worked
outside the home as her husband did, but Rosemary says,
“If I did that, I probably wouldn’t have had time to enjoy such a beautiful
family!”

Samuel is tired of meeting women at parties and bars. Sure, it’s fun
sometimes, but now he’d rather have one special person to settle down with
and share his life.

Timmy’s mom pours him a bowl of Cheerios and milk. She directs him to go sit
at the kitchen table. Timmy reaches for the bowl of Cheerios, announcing, “I
carry it!” On the way to the table, lots of milk and cereal spills on the floor.
Mom quietly cleans up the mess and thanks Timmy for his “help”.