Erik Erikson Psychosocial Development
Theory
Biography
Born: June 15, 1902 Frankfurt,
Hesse, Germany
Died: May 12, 1994 (aged 91)
Harwich, Massachusetts,
U.S.
Education: Akademie der Bildenden
Künste München
Known For: Theory on psychological
development of human
beings.
Fields: Psychoanalysis
Influences: Ruth Benedict
Anna Freud
Sigmund Freud
Margaret Mead
Psychosocial Development Theory
 Based on eight stages of
development
 Based on the idea that development
through life is a series of stages
which are each defined by a crisis or
challenge
 Personality develops in a
predetermined order through eight
stages of psychosocial development,
from infancy to adulthood. During
each stage, the person experiences a
psychosocial crisis which could have
a positive or negative outcome for
personality development.
 According to the theory, successful
completion of each stage results in
a healthy personality and the
acquisition of basic virtues. Basic
virtues are characteristic strengths
which the ego can use to resolve
subsequent crises.
 Failure to successfully complete a
stage can result in a reduced ability
to complete further stages and
therefore an unhealthier personality
and sense of self. These stages,
however, can be resolved
successfully at a later time.
Erik Erikson vs. Sigmund Freud
 Sigmund Freud's psychosexual
theory and Erik Erikson's
psychosocial theory are two well-
known theories of development.
While he was influenced by Freud's
ideas, Erikson's theory differed in a
number of important ways.
 Like Freud, Erikson believed that
personality develops in a series of
predetermined stages. Unlike Freud’s
theory of psychosexual stages,
Erikson’s theory describes the
impact of social experience across
the whole lifespan.
 Freud believed that this age served as
more of a transitional period between
childhood and adolescence. Erikson,
on the other hand, believed that kids
continue to forge a sense of
independence and competence.
Stage 1: Trust vs. Mistrust
Overview:
Psychosocial Trust vs. Mistrust
Conflict:
Age Period: 0 – 18 months
Major Question: Can I trust people
around me?
Basic Virtue: Hope
Important Feeding
Event(s):
  At the first stage of Erickson’s Comparison with Freud’s Psychosexual
Psychosocial development, children Stages
learn to trust others. Psychosexual Psychosocial
 Trust, in this convention, refers to Development Development
the ability to expect certain things, - Freud referred this - Erikson called this
from, and depend on, other people. as oral stage. the trust vs.
 This sense of trust is derived - At point in mistrust stage.
principally from the relationship an development, a - Children learn to
infant has with his or her mother. child’s primary either trust or
sources of pleasure mistrust their
Success or Failure are through the caregivers.
mouth via sucking, - The care that
 The trust between an infant and his eating and tasting. adults provide
mother is usually developed through - Problems with this determines
the act of touching and physical stage can result in whether children
interaction, as this often fosters a what Freud develop their
sense of familiarity and is something referred to as an sense of trust in
that the infant subconsciously oral fixation. the world around
remembers as he grows up. them.
 If the mother is unable to adequately - Children who do
not receive
care for the infant, such as feeding
adequate and
him when he’s hungry or providing dependable care
him with the necessary amount of may develop a
affection, then the infant will sense of mistrust
develop a sense of mistrust not only of others and the
towards his mother, but also towards world.
the world around him. The infant
will not be willing to trust and
depend on other people, a tendency
which may continue throughout the
remaining stages of his psychosocial Stage 2: Autonomy vs. Shame and Doubt
development. Overview:
Positive Negative Psychosocial Autonomy vs. Shame
Outcome: Outcome Conflict: and Doubt
Develop secure Develop mistrust Age Period: 1 – 3 years
attachment and to people and Major Question: Can I do things myself
trust people and things in or am I reliant on to
environment. environment, even help of others?
to themselves. Basic Virtue: Will
Important Event(s): Toilet Training

 As toddlers (ages 1–3 years) begin to

explore their world, they learn that
 they can control their actions and act for parents and caregivers, it is an
on their environment to get results. important part of developing a sense
 They begin to show clear preferences of self-control and personal
for certain elements of the autonomy.
environment, such as food, toys, and  Children who successfully complete
clothing. this stage feel secure and confident,
 A toddler’s main task is to resolve while those who do not are left with
the issue of autonomy vs. shame and a sense of inadequacy and self-
doubt by working to establish doubt.
independence. This is the “me do it”
Positive Outcome: Negative Outcome
stage.
Children who Problem in this stage can
Success or Failure
successfully complete leave kids feeling doubtful
 Gaining a sense of personal control this stage feel secure and of their own abilities and
over the world is important at this confident, while those may even result in
stage of development. Toilet training who do not are left with feelings of shame.
a sense of inadequacy
plays a major role; learning to
and self- doubt
control one’s body functions leads to
a feeling of control and a sense of
independence. Successfully toilet Comparison with Freud’s Psychosexual
training can help children at this Development
stage of development gain a greater Psychosexual Psychosocial
sense of autonomy. Those who learn Development Development
to use the toilet emerge feeling - Freud called this - Erikson called this
confident in themselves. the anal stage of the autonomy
 Problems with toilet training can development. versus shame and
leave kids feeling doubtful of their - Freud called this doubt stage.
own abilities and may even result in the anal stage of - Children develop
feelings of shame. development. self- sufficiency
 Other important events include - Children who by controlling
succeed at this activities such as
gaining more control over food
stage develop a eating, toilet
choices, toy preferences, and
sense of capability training, and
clothing selection. and productivity. talking.
 Children at this age are becoming - Those who have - Those who
increasingly independent and want to problems at this succeed at this
gain more control over what they do stage may develop stage develop a
and how they do it. Kids in this stage an anal fixation. sense of
of development often feel the need to As adults, they independence
do things independently, such as might be while those who
picking out what they will wear each excessively orderly struggle will be
day, putting on their own clothes, or messy. left doubting
and deciding what they will eat. themselves.
While this can often be frustrating
Stage 3: Initiative vs. Guilt
Overview:
Psychosocial Initiative vs. Guilt
Conflict:
 This stage can sometimes be
Age Period: 3 – 5 years
Major Question: Am I good or bad?
Basic Virtue: Purpose
Important Exploration, Play
Event(s):
 Once children reach the preschool
stage, they are capable of initiating
activities and asserting control over
their world through social
interactions and play.
 According to Erikson, preschool
children must resolve the task of
initiative vs. guilt. By learning to
plan and achieve goals while
interacting with others.
 However, it is important that parents
Success or Failure
 If they have successfully completed
the earlier two stages, kids now have
a sense that the world is trustworthy
and that they are able to act
independently. Now it is important
for kids to learn that they can exert
power over themselves and the
world. They need to try things on
their own and explore their own
abilities. By doing this, they can
develop ambition and direction.
 Children need to begin asserting
control and power over the
environment by taking initiative by
planning activities, accomplishing
tasks and facing challenges. During
this stage, it is important for
caregivers to encourage exploration
and to help children make
appropriate choices. Caregivers who
are discouraging or dismissive may
cause children to feel ashamed of
themselves and to become overly
dependent upon the help of others.
frustrating for parents and caregivers
as children begin to exercise more
control over the things that impact
their lives. Such decisions can range
from the friends they play with, the
activities they engage in, and the
way that they approach different
tasks. Parents and other adults might
want to guide children toward certain
friends, activities, or choices, but
children might resist and insist on
making their own choices. While this
might lead to some conflicts with
parental wishes at times, it is
important to give kids a chance to
make such choices.
continue to enforce safe boundaries
and encourage children to make
good choices through the use of
modeling and reinforcement. • As
you might guess, play and
imagination take on an important
role at this stage. Children have their
sense of initiative reinforced by
being given the freedom and
encouragement to play. When efforts
to engage in physical and
imaginative play are stifled by
caregivers, children begin to feel that
their self-initiated efforts are a
source of embarrassment. Children
who are over-directed by adults may
struggle to develop a sense of
initiative and confidence in their own
abilities.
Positive Outcome: Negative Outcome Overview:
Psychosocial Industry vs. Inferiority
Initiative, a sense of Those who are Conflict:
ambition and unsuccessful at this stage
Age Period: 5 - 12 years
responsibility, occurs with their initiative
Major Question: How good can I be?
when parents allow a misfiring or stifled by
Basic Virtue: Competence
child to explore within over-controlling parents
limits and then support may develop feelings of Important School
the child’s choice. guilt. Event(s):
These children will
develop self- confidence
 During the elementary school stage
and feel a sense of
purpose (ages 6 –12), children face the task
of industry vs. inferiority.
 Children begin to compare
Comparison with Freud’s Psychosexual themselves with their peers to see
Stages how they measure up.
 They either develop a sense of pride
Psychosexual Psychosocial
Development Development and accomplishment in their
- Freud referred to - Erikson's called schoolwork, sports, social activities,
this as the phallic this the initiative and family life, or they feel inferior
stage. versus guilt stage. and inadequate because they feel that
- The libido's energy - Children begin to they don’t measure up.
is focused on the take more control  If children do not learn to get along
genitals. Children over their with others or have negative
begin to identify environment. experiences at home or with peers,
with their same- - Those who are an inferiority complex might develop
sex parent. successful at this into adolescence and adulthood.
- Boys experience stage develop a
the Oedipus sense of purpose
complex while while those who
Positive Outcome: Negative Outcome
girls experience struggle are left
the Electra with feelings of If the child cannot Some failure may be
complex. guilt. develop the specific necessary so that the
skill, they feel society child can develop some
is demanding (e.g., modesty. Again, a
being athletic) then balance between
they may develop a competence and
sense of inferiority. modesty is necessary.
Success in this stage
will lead to the virtue of
competence.

Comparison with Freud’s Psychosexual

Stage 4: Industry vs. Inferiority Stages
 Psychosexual Psychosocial  Adolescents are frequently confused
Development Development as they are unaware of how to
- Freud referred to - Erikson called this respond to the new sexual feelings
this as the latent the industry that they experience.
period. versus inferiority  They are also concerned with what
- The libido's energy stage. others think of them; hence
is suppressed and - Children develop concentrate more on their looks,
children are a sense of attitude and mannerisms. Some
focused on other competence by
adolescents are found to be shy
activities such as mastering new
whereas some are very outspoken.
school, friends, skills.
and hobbies. - Kids who succeed  Adolescents do want to assert their
- Freud believed this at this stage independence, yet long for the
stage was develop pride in stability of structure and discipline.
important for their
Factors affecting Identity Development
developing social accomplishments
skills and self- while those who  Personality – Flexible, open-
confidence. struggle may be minded.
left feeling
 Child-rearing practices -
incompetent.
Authoritative, attached.
 Peers - Friends to interact with.
Stage 5: Identity vs. Role Confusion  Schools and communities – Offer
rich/varied opportunities for
Overview:
exploration also supports identity
Psychosocial Identity vs. Role
development.
Conflict: Confusion
Age Period: 12 – 18 years  Larger context – Culture and
Major Question: Who am I? Historical time period.
Basic Virtue: Fidelity
Important Social Relationships
Event(s): Positive Outcome: Negative Outcome
The adolescent must If the adolescent cannot
make a conscious make deliberate
 In this stage, there is a difficult search for identity. decisions and choices,
transition from childhood to This is built on the especially about
adulthood on one hand, and outcome and resolution vocation, sexual
sensitivity to social and historical to conflict in earlier orientation, and life in
change on the other. stages. general, role confusion
 During adolescence, youngsters go becomes a threat.
through major physical, intellectual,
and emotional changes. The
magnitude of physical change in
early adolescence exceeds other
stages except infancy.
 Comparison with Freud’s Psychosexual people develop close, committed
Stages relationships with other people. Such
relationships are often romantic in
Psychosexual Psychosocial nature, but Erikson believed that
Development Development close friendships were also
- Freud referred to - Erikson's called important.
this point in this point in
psychosexual psychosocial Success Failure
development as the development the People who are Failure at this stage
genital stage. identity versus successful in resolving results in loneliness
- Children begin to role confusion the conflict of the and isolation. Adults
explore romantic stage. intimacy vs. isolation who struggle with this
relationships. - Children develop are able to develop stage experience poor
- The goal of this a personal deep, meaningful romantic relationships.
stage is to develop a identity and sense relationship with They might never
sense of balance of self. other. They have share deep intimacy
between all the - Teens explore close, lasting romantic with their partners or
areas of life. Those different roles, relationships, but they might even struggle to
who have attitudes, and also forge strong develop any
successfully identities as they relationships with relationships at all.
completed the develop a sense family and friends
earlier stages are of self.
now warm, caring
and well-adjusted. Love: Which Erikson considered the
greatest human virtue.
Stage 7: Generativity vs. Stagnation
Stage 6: Intimacy vs. Isolation
Overview:
Overview: Psychosocial Generativity vs.
Psychosocial Intimacy vs. Isolation Conflict: Stagnation
Conflict: Age Period: 40 - 65 years
Age Period: 18 - 40 years Major Question: How can I contribute
Major Question: Will I be loved or will to the world?
I be alone? Basic Virtue: Care
Basic Virtue: Love Important Parenthood and Work
Important Romantic Event(s):
Event(s): Relationships
 This stage takes place during
middle adulthood between the
 This stage takes place during young ages of approximately 40 and 65.
adulthood between the ages of  During this time, adults strive to
approximately 19 and 40. During this create or nurture things that
period, the major conflict centers on will outlast them; often by
forming intimate, loving parenting children or
relationships with other people. contributing to positive changes
Erikson believed it was vital that
 that benefit other people. Stage 8: Ego Integrity vs. Despair
Contributing to society and
Overview:
doing things to benefit future
Psychosocial Ego Integrity vs.
generations are important needs
Conflict: Despair
at the generativity versus
Age Period: 65 year - death
stagnation stage of development. Major Question: Did I live a meaningful
Generativity Stagnation life?
refers to "making refers to the failure Basic Virtue: Wisdom
your mark" on the to find a way to Important Reflecting on life
world through contribute. These Event(s):
caring for others as individuals may feel  This stage begins at approximately
well as creating and disconnected or age 65 and ends at death.
accomplishing uninvolved with  The onset of this stage is often
things that make their community and
triggered by life events such as
the world a better with society as a
retirement, the loss of a spouse, the
place. whole.
loss of friends and acquaintances,
facing a terminal illness, and other
Success Failure changes to major roles in life.
Those who are Those who fail to  During this period, people reflect
successful during attain this skill will back on the life they have lived and
this phase will feel feel unproductive come away with either a sense of
that they are and uninvolved in fulfillment from a life well lived or a
contributing to the the world. sense of regret and despair over a life
world by being
misspent.
active in their home
and community.
Success Failure
Successfully completing Those who are
Midlife crisis: It is at this point in life that this phase means looking unsuccessful during this
back with few regrets and phase will feel that their
some people might experience what is often
a general feeling of life has been wasted
referred to as a "midlife crisis." People
satisfaction. This stage and will experience
might reflect back on their accomplishments leads to the development many regrets. The
and consider their future trajectory and feel of what Erikson referred to individual will be left
regret. In some cases, this might involve as ego integrity. These with feelings of
regretting missed opportunities such as individuals will attain bitterness and despair.
going to school, pursuing a career or having wisdom, even when
children. confronting death.
Care: Erikson defined care as a broad
concern for others and believed it was
manifested in the need to teach, not only to Wisdom: Erikson defined this wisdom as an
help others but also to fulfill one’s identity. "informed and detached concern with life
itself even in the face of death itself.