MODULE 9: DEVELOPMENTAL THEORISTS AND THEORIES (Continuation)

C. Erik Erikson

WEEK: 9

TIME ALLOTMENT: 3 Hours

OBJECTIVE/ LEARNING OUTCOMES:

At the end of the period, the students will be able to describe Erikson’s eight (8) stages of
psychosocial development.

DEVELOPMENTAL THEORIST AND THEORIES

Introduction

Erik Erikson: Personality (1902-1994)

German psychologist; later moved to America
Studied under Freud and later refined Freud's theory

Discussion

In refining Freud's theory, Erikson postulated that personality developed in 8 stages, starting in
infancy and ending with old age. Each stage had a unique psychological crisis whose outcome is
dependent on how caregivers and significant others respond to the needs at that stage. If a person has
a problem in any of the stages they would develop an identity crisis that would affect them later in life.

Introduction to the 8 Stages:

1. Erikson’s ‘psychosocial’ term is derived from the two source words – namely psychological (or the
root, ‘psycho’ relating to the mind, brain, personality, etc) and social (external relationships and
environment), both at the heart of Erikson’s theory. Occasionally, you’ll see the term extended to
biopsychosocial, in which “bio” refers to life, as in biological.
2. Erikson’s theory was largely influenced by Sigmund Freud. But Erikson extended the theory and
incorporated cultural and social aspects into Freud’s biological and sexually-oriented theory.
3. It is also interesting to see how his ideas developed over time, perhaps aided by his own journey
through the ‘psychosocial crisis’ stages model that underpinned his work.
4. Like other influential theories, Erikson’s model is simple and well designed. The theory is a basis for
broad or complex discussion and analysis of personality and behavior, and also for understanding
and for facilitating personal development - of self and others. It can help the teacher in becoming
more knowledgeable and at the same time understanding of the various environmental factors that
affect his own and his students’ personality and behavior.
5. Erikson’s eight stages theory is a tremendously powerful model. It is very accessible and obviously
relevant to modern life, from several different perspectives for understanding and explaining how
personality and behavior develops in people. As such Erikson’s theory is useful for teaching,
parenting, self-awareness, managing and coaching, dealing with conflict, and generally for
understanding self and others.
6. Various terms are used to describe Erikson’s model, for example Erikson’s biopsychosocial or bio-
psycho-social theory (bio refers to biological, which in this context means life); Erikson’s human
development cycle or life cycle, and variations of these. All refer to the same eight stages
psychosocial theory, being Erikson’s most distinct work and remarkable model.
7. The epigenetic principle. As Boeree explains, “This principle says that we develop through a
predetermined unfolding of our personalities in eight stages. Our progress through each stage is in
part determined by our success, or lack of success, in all the previous stage. A little like the unfolding
of a rose bud, each petal opens up at a certain time, in a certain order, which nature, through its
genetics, has determined. If we interfere in the natural order of development by pulling a petal
forward prematurely or out of order, we ruin the development of the entire flower.” Erikson’s
theory delved into how personality was formed and believed that the earlier stages served as a
foundation for the later stages. The theory highlighted the influence of one’s environment,
 particularly on how earlier experiences gradually build upon the next and result into one’s
personality.
8. Each stage involves a psychosocial crisis of two opposing forces is ‘contrary disposition’. Each crisis
stage relates to a corresponding life stage and its inherent challenges. Erikson used the words
‘syntonic’ for the first-listed ‘positive’ disposition in each crisis (e.g., Trust) and ‘dystonic’ for the
second-listed ‘negative’ disposition (e.g., Mistrust). To signify the opposing or conflicting relationship
between each pair of forces or dispositions, Erikson connected them with the word ‘versus’.
9. If a stage is managed well, we carry away a certain virtue or psychosocial strength which will help
us through the rest of the stages of our lives. Successfully passing through each crisis involves
‘achieving’ a healthy ratio or balance between two opposing dispositions that represent each crisis.
10. On the other hand, if we don’t do so well, we may develop maladaptation and malignancies, as well
as endanger all our future development. A malignancy is the worse of the two. It involves too little
of the positive and too much of the negative aspect of the task, such as a person who can’t trust
others. A maladaptation is not quite bad and involves too much of the positive and too little of the
negative such as a person who trusts too much.
11. The crisis stages are not sharply defined steps. Elements tend to overlap and mingle from one stage
to the next and to the preceding stages. It’s a broad framework and concept, not a mathematical
formula which replicates precisely across all people and situations.
12. Erikson was keen to point out that the transition between stages is ‘overlapping’. Crisis stages
connect with each other like inter-laced fingers, not like a series of neatly stacked boxes. People
don’t suddenly wake up one morning and be in a new life stage. Changes don’t happen in regimented
clear-cut steps. Changes are graduated, mixed-together and organic.
13. Erikson also emphasized the significance of ‘mutuality’ and ‘generativity’ in his theory. The terms
are linked. Mutuality reflects the effect of generations on each other, especially among families, and
particularly between parents and children and grandchildren. Everyone potentially affects everyone
else’s experiences as they pass through the different crisis stages. Generativity, actually a named
disposition within one of the crisis stages (Generativity vs Stagnation, stage seven), reflects the
significant relationships between adults and the best interests of children – one’s own children, and
in a way everyone else’s children – the next generation, and all following generations.

AGE CONFLICT SUCCESSFUL RESOLUTION

Birth to 18 months Trust vs. Mistrust
18 months to 3 years Autonomy vs. Shame and
doubt
4 - 6 years Initiative vs. Guilt
7 to 12 years Industry vs. Inferiority
confidence. Learns to think about others.
Adolescence Identity vs. Role Confusion
Young Adulthood Intimacy vs. Isolation
Middle Adulthood Generativity vs. Stagnation
Late Adulthood Integrity vs. Despair
The infant develops a sense of security
and learns to trust caregivers.
The infant achieves a sense of
independence.
The child finds a balance between
spontaneity and restraint. Learns to think
independently.
The child attains a sense of self
The adolescent experiences a unified
sense of self based on a combination of
previous learning.
The adult forms close personal
relationships.
The adult promotes the well-being of
others.
The adult enjoys a sense of satisfaction by
reflecting on a life well lived.
 Summary

Why are Erikson’s ideas significant?

His theory is still considered valid.
Caregivers can use this theory to effectively meet the different emotional needs of each age from
infancy to adolescence.
One of the only theorists to tackle young, middle and older adulthood stages of life
Parents are able to look at their own development and assess where they are.

REFERENCE:

Corpuz, Brenda B., et al. (2010). Child and Adolescent Development. Lorimar Publishing Inc., Cubao,
Quezon City, Metro Manila. ISBN 971-685-721-4

LEARNING TASK/ACTIVITY/ONLINE QUIZ

Week 9
General Direction:
1. Be online during the scheduled online class/consultation hours.
2. Make sure you have a stable connection.
3. Synchronous short quiz will be posted both on the assignment tab and in the Week 4 channel
before the scheduled time. (Or link will be provided)
4. Read the directions carefully before starting the quiz.

Congratulations in completing the week 9 module! Keep it up!

Prepared by:

NOVELYN L. MITRA, LPT, MST

Instructor

Reviewed/Approved:

ANGELO K. LAHINA, LPT, MAT

Program Head, Teacher Education