Erik

Erikson
Psychosocial Stages
Biography
Born June 15, 1902 in southern Germany and was brought up by his young Jewish
mother, Karla Abrahamsen, raised Erik by herself for a time before marrying a
physician, Dr. Theodore Homberger and stepfather.
Erikson ventured away from home during his late adolescents to discover his niche in
life and adopt a life of a wandering artist and poet. After 7 years he returned home
exhausted, depressed and was unable to paint.
He taught children in a school in Vienna where he met Anna Freud who also became
his psychoanalyst.
During his treatment with Anna Freud he stressed that his most difficult problem was
searching for the identity of his biological father.
He married Joan Serson, a Canadian-born dancer, artist and teacher, she became a
valuable editor and occasional coauthor of Erikson's books.
Erikson and Joan had four kids: sons Kai, Jon and daugther Sue.
He is the 1st Child Psychologist in the U.S.
Contributions
Ego - Erikson saw ego as the person's ability to unify experiences and actions
in an adaptive manner (Erikson, 1963)
Body Ego - refers to experiences with our body; a way of seeing our
physical self as different from other people.
Ego Ideal - responsible for being satisfied or dissatisfied not only with our
physical self but with our entire personal identity.
Ego Identity - the image we have for ourselves in the variety of social
roles we play.

Society's Influence - Erikson believe that inborn capacities are important in

personality development, but is largely shaped by society and the
environment we live in.
Epigenetic Principle
Erikson believed that the ego develops throughout the various stages of
life according to an epigenetic principle.
One stage emerges from and still built upon a previous stage, but it does
not replace that earlier stage.
When children are still crawling, they are developing the potential to
walk, run and jump; and after they mature enough to jump, they still
retain their ability to run, walk and crawl.
 Stages of Psychosocial Development
Growth takes place according to epigenetic principle.
Every stage of life, there is an interaction of opposites.
- Syntonic (harmonious) element and a dsyntonic (disruptive) element.
example: during infancy basic trust (syntonic tendency) is opposed to basic mistrust
(dystonic tendency)
Each stage , the conflict between the dystonic elements produces an ego quality or
ego strength, which Erikson referred to as basic strength.
example: Contrast between Trust and Mistrust emerges to Hope.
Too little basic strength at any stage results in a core pathology for that stage.
Erikson believe that events in earlier stage do not cause personality development.
Ego Identity is shaped by multiplicity of conflicts and evens-- past, present and
anticipated.
Personality Development is characterized by an identity crisis, which Erikson called
"a turning point."
 STAGE 1: INFANCY - AGE 0-1 1/2
TRUST VS. MISTRUST
POSTIVE OUTCOME
Needs are met by responsive
parents/caregiver.
Child develop secure attachment and
trust
If they consistently hear the pleasant
voice of their mother they can develop
basic trust.
Success in this stage will lead to the
virtue of hope. By developing a sense of
trust, the infant can have hope that as
new crises arise, there is a real
possibility that other people will be there
as a source of support.
NEGATIVE OUTCOME
Develop mistrust towards people if
they find no correspondece between
their oral-sensory needs and their
environment.
Failing to acquire the virtue of hope
will lead to the development of fear.
The infant will carry the basic sense
of mistrust with them to other
relationships. It may result in anxiety,
heightened insecurities, and an over
feeling of mistrust in the world
around them.
 STAGE 2: TODDLER - AGE 1-2
AUTONOMY VS. SHAME & DOUBT
early childhood is a time for self-expression, children at this stage are
focused on developing a sense of personal control over physical skills
and a sense of independence.

POSTIVE OUTCOME NEGATIVE OUTCOME

Developing initiative can develop
confidence to cope.
Success in this stage will lead to the
virtue of will.
If children in this stage are encouraged
and supported in their increased
independence, they become more
confident and secure in their own ability
to survive in the world.
Success in this stage will lead to the
virtue of will. If children in this stage are
encouraged and supported in their
increased independence, they become
more confident and secure in their own
ability to survive in the world.
 STAGE 3: PLAY AGE - AGE 2-6
INITIATIVE VS GUILT
-During the initiative versus guilt stage, children assert themselves more frequently
through directing play and other social interaction.
-become more engaged in the external world.

POSTIVE OUTCOME NEGATIVE OUTCOME

Encouraging parents can help the child
follow rules and be disciplined without
guilt.
Children begin to plan activities, make up
games, and initiate activities with others.
If given this opportunity, children
develop a sense of initiative and feel
secure in their ability to lead others and
make decisions.
A healthy balance between initiative and
guilt is important. Success in this stage
will lead to the virtue of purpose.
When parents are not encouraging
children may develop a sense of guilt
when trying to be independent.
if this tendency is supressed, either
through criticism or control, children
develop a sense of guilt. The child will
often overstep the mark in his
forcefulness, and the danger is that the
parents will tend to punish the child and
restrict his initiatives too much.
STAGE 4: ELEMENTARY - AGE 6-12
INDUSTRY VS INFERIORITY
Stage where they will be learning to read and write, to do sums, to do things on their own.
Teachers begin to take an important role in the child’s life as they teach the child specific skills.
Child’s peer group will gain greater significance and will become a major source of the child’s
self-esteem.

POSTIVE OUTCOME NEGATIVE OUTCOME

If children are encouraged and
reinforced for their initiative, they begin Ifit is restricted by parents or teacher,
to feel industrious (competent) and feel then the child begins to feel inferior,
confident in their ability to achieve goals. doubting his own abilities and therefore
If this initiative is not encouraged, if it is may not reach his or her potential.
restricted by parents or teacher, then
the child begins to feel inferiour,
doubting his own abilities and therefore
may not reach his or her potential.
 STAGE 5: YOUNG ADULTHOOD - AGE 12-18
IDENTITY VS ROLE CONFUSION
Period of Sexual Development
This is a major stage of development where the child has to learn the roles he will occupy as an
adult. It is during this stage that the adolescent will re-examine his identity and try to find out
exactly who he or she is. Erikson suggests that two identities are involved: the sexual and the
occupational.

POSTIVE OUTCOME NEGATIVE OUTCOME

Develops strong indentity and have plans
and goals for the future.
Chilren learn to work and play activities
directed towards acquiring job skills and
learning rules of cooperation.
Success in this stage will lead to the
virtue of fidelity.
Pressuring someone into an identity can
result in rebellion in the form of
establishing a negative identity, and in
addition to this feeling of unhappiness.
Failure to establish a sense of identity
within society ("I don’t know what I want
to be when I grow up") can lead to role
confusion.
STAGE 6: YOUNG ADULTHOOD - AGE 18-40
INTIMACY VS. ISOLATION
During this stage, the major conflict centers on forming intimate,
loving relationships with other people.
We explore relationships leading toward longer-term commitments
with someone other than a family member.

POSTIVE OUTCOME NEGATIVE OUTCOME

Developing initiative can develop
confidence to cope.
Success in this stage will lead to the
virtue of will. If children in this stage are
encouraged and supported in their
increased independence, they become
more confident and secure in their own
ability to survive in the world.
Success in this stage will lead to the
virtue of will. If children in this stage are
encouraged and supported in their
increased independence, they become
more confident and secure in their own
ability to survive in the world.
STAGE 7: MIDDLE ADULTHOOD - AGE 40-65
GENERATIVITY VS. STAGNATION
Generativity refers to "making your mark" on the world through creating
or nurturing things that will outlast an individual
During middle age individuals experience a need to create or nurture
things that will outlast them, often having mentees or creating positive
changes that will benefit other people.

POSTIVE OUTCOME NEGATIVE OUTCOME

Gnerativity refers to "making your By failing to find a way to contribute, we

mark" on the world through creating
or nurturing things that will outlast an
individual
become stagnant and feel unproductive.
These individuals may feel disconnected
or uninvolved with their community and
with society as a whole. Success in this
stage will lead to the virtue of care.
STAGE 8: AGE 65 ENDS TO DEATH
EGO INTEGRITY VS DESPAIR
By failing to find a way to contribute, we become stagnant and feel
unproductive. These individuals may feel disconnected or uninvolved with
their community and with society as a whole. Success in this stage will
lead to the virtue of care.
described ego integrity as “the acceptance of one’s one and only life cycle
as something that had to be”

POSTIVE OUTCOME NEGATIVE OUTCOME

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 accept death without fear.
believed if we see our lives as
unproductive, feel guilt about our past,
or feel that we did not accomplish our
life goals, we become dissatisfied with
life and develop despair, often leading to
depression and hopelessness.