Erikson’s Theory of Psychosocial

Child and Adolescent Development

Development – • Erikson suggested that each
Erikson’s Theory of developmental stage involves a crisis in
personality that serves as a turning point
Psychosocial in development.
Development • The conflict experienced by people in
each stage is centered on a positive trait
Dr Sau Yin LAU of personality and a corresponding
The Open University of Hong Kong
EDU E253F negative one, e.g. ‘trust’ and ‘mistrust’.
Spring Term 2020 • Erikson suggested that successful
resolution of each of the eight crises
requires the balancing of the positive and
negative traits.

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Erikson’s Theory of Psychosocial Erikson’s Theory of Psychosocial

Development Development
• Erik Erikson (1902-1994) • Erikson believed that although the
was a German-born positive quality of the personality trait
American psychoanalyst. should predominate, some degree of the
• Like Freud, Erikson negative is needed as well.
believed that personality • Extremes:
develops in a series of • Maladaptation refers to a situation that the
predetermined stages. ‘positive’ extreme is adopted.
• However, Erikson emphasised societal • Malignancy refers to a situation that the
influences on personality and believed ‘negative’ extreme is adopted.
that ego development is lifelong.

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Erikson’s Theory of Psychosocial Erikson’s Theory of Psychosocial

Development
• Erikson believed that development is
social in nature which is the result of a
desire to affiliate with other people.
• Erikson proposed a theory of
psychosocial development that covers
eight stages across the life span. Each
stage in Erikson's theory builds on the
preceding stages and paves the way for
following periods of development.
Development
• Erikson believed that the successful
outcome of each crisis is the development
of a particular virtue, e.g. hope.
• He believed that the crisis in each stage
must be satisfactorily resolved for the
development of healthy ego and
psychological strengths.

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 Erikson’ Eight Psychosocial Stages
• Stage 1: Trust vs. Mistrust
• Age: From birth to 12-18 months
• Key Question: Is the world a pleasant
place to live?
• Key Relationship:
with mother
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Erikson’ Eight Psychosocial Stages
• Stage 1: Trust vs. Mistrust
• Characteristics:
• Infants are developing a sense of whether
world is a good and safe place. They need
food, comfort, and warmth to develop a
sense of trust. If these needs are not met in
a consistent and predictable manner, a
sense of mistrust will follow.
• Virtue: Hope
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Erikson’ Eight Psychosocial Stages
• Stage 2: Autonomy vs. Shame and Doubt
• Age: From 12-18 months to 3 years
• Key Question: Can I do things by myself or
must I always rely on others?
• Key Relationship: with parents (or
caregivers)
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Erikson’ Eight Psychosocial Stages
• Stage 2: Autonomy vs. Shame and Doubt
• Characteristics:
• Children at this stage are focused on
developing a greater sense of self-control.
They are more physically mobile and are
able to finish simple self-help tasks.
• Those who have gained trust at Stage 1 will
now try to do things for themselves such as
controlling their bodies (e.g. using a spoon
to eat, going to toilet) and making choices
(e.g. choosing toys and food).
Erikson’ Eight Psychosocial Stages
• Stage 2: Autonomy vs. Shame and Doubt
• Characteristics:
• They need to develop a balance of
independence and self-sufficiency.
• If the children are overprotected, restrained
too much or punished too harshly for their
mistakes/failure, they are likely to develop
shame and doubt.
• Virtue: Will
Erikson’ Eight Psychosocial Stages
• Stage 3: Initiative vs. Guilt
• Age: From 3 years to 6 years
• Key Question: Is it okay for me to do,
move & act?
• Key Relationship: with family and other
children
p.2
 Erikson’ Eight Psychosocial Stages
• Stage 3: Initiative vs. Guilt
• Characteristics:
• Children are developing to face with new
challenges and to master the world around
them. They begin to act with purpose.
• They need to develop a sense of initiative
so as to explore the world by themselves.
• If the children are criticised or discouraged
when they are asking questions, playing or
exploring, they may be overwhelmed by
guilt and feel anxious about their attempts.
• Virtue: Purpose
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Erikson’ Eight Psychosocial Stages
• Stage 4: Industry vs. Inferiority
• Age: From 6 years to puberty (around 12
years)
• Key Question: Am I successful or
worthless?
• Key Relationship: with schoolmates,
teachers
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Erikson’ Eight Psychosocial Stages
• Stage 4: Industry vs. Inferiority
• Characteristics:
• Children begin mastering knowledge and
intellectual skills. If children are
encouraged and reinforced for their work
and performance, they will begin to feel
industrious (competent) and develop
confidence in their ability to achieve goals.
• If children are made to feel incompetent,
they will develop feelings of inferiority and
may be unwilling to try new things.
• Virtue: Competency
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Erikson’ Eight Psychosocial Stages
• Stage 5: Identity vs. Identity Confusion
• Age: Adolescence (from around 12 years
to 18 years)
• Key Question: Who am I and where am I
going in life?
• Key Relationship: with peers, role models
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Erikson’ Eight Psychosocial Stages
• Stage 5: Identity vs. Identity Confusion
• Characteristics:
• During this stage, adolescents are
experiencing the transition from childhood
to adulthood. They begin to learn the
roles they will occupy as adults. They will
re-examine their identities and try a variety
of roles to identify where they fit in.
• There are two types of identities involved in
achieving adult identity: the sexual identity
and the occupational identity.
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Erikson’ Eight Psychosocial Stages
• Stage 5: Identity vs. Identity Cconfusion
• Characteristics:
• Adolescents may feel uncomfortable about
their body until they can adapt the changes.
They will also need to explore their future
and be identified with an occupation.
• If an adolescent fail to establish an
individual identity, he/she may feel
confused with his/her roles and sense of
self.
• Virtue: Fidelity
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p.3
 Erikson’ Eight Psychosocial Stages
• Stage 6: Intimacy vs. Isolation
• Age: Young adulthood (from around 18
years to 40 years)
• Key Question: Am I loved or will I be
alone?
• Key Relationship: with friends, partners
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Erikson’ Eight Psychosocial Stages
• Stage 6: Intimacy vs. Isolation
• Characteristics:
• Upon establishing identity, people are able
to form long term commitments. Without
healthy friendships and intimate
relationships, isolation occurs.
• Virtue: Love
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Erikson’ Eight Psychosocial Stages
• Stage 7: Generativity vs. Stagnation
• Age: Middle adulthood (from around 40
years to 65 years)
• Key Question: Will I produce something of
real value for the next generation?
• Key Relationship: with household,
workmates
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Erikson’ Eight Psychosocial Stages
• Stage 7: Generativity vs. Stagnation
• Characteristics:
• People are concerned with establishing and
guiding the younger generation.
• If they feel like they have done nothing of
real value to help the next generation, they
may feel personal impoverishment which
leads to stagnation.
• Virtue: Care
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Erikson’ Eight Psychosocial Stages
• Stage 8: Integrity vs. Despair
• Age: Late adulthood (from around 65 years
onward)
• Key Question: Was my life well spent?
• Key Relationship: with mankind/my kind
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Erikson’ Eight Psychosocial Stages
• Stage 8: Integrity vs. Despair
• Characteristics:
• Elderly people reflect on the past. If they
feel their lives were well spent and feel
comfortable in facing death, they will
develop a sense of integrity.
• If people look back on a life of
disappointments and missed goals, they
may develop a sense of despair or gloom.
• Virtue: Wisdom
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p.4
 Criticisms of Erikson’s Theory
• The terms used in Erikson’s theory are
quite ambiguous and cannot be measured
empirically. That makes it hard to test his
theory scientifically.
• Erikson’s theory is just a descriptive
overview of human social and emotional
development. The theory does not
suggest concrete causes of development,
for example the reason why a toddler has
to develop autonomy is unknown.

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Criticisms of Erikson’s Theory

• Some research studies showed that
identity development continues to be an
ongoing process throughout adulthood
rather than just occurs during
adolescence.

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What are the implications to

education?

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