ERIK ERIKSON’S

PSYCHOSOCIAL DEVELOPMENT
Module 11: DEVELOPMENTAL THEORIES AND OTHER
RELEVANT THEORIES
 LEARNING COMPETENCIES

1. Explain 8 stages of life by Erik Erikson

2. Draw implications of Erikson’s theory to education.

 INTRODUCTION

Erikson’s stages of psychosocial development is a

very relevant, highly regarded and meaningful
theory. Life is a continuous process involving
learning and trials which help us to grow.
Erikson’s enlightening theory guides us and helps
us to tell why.
 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 8
STAGES OF LIFE
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.
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.

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.

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.

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.
 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.

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).
 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 A maladaptation is

worse of the two. It not quite bad and
involves too little of involves too much
the positive and too of the positive and
much of the too little of the
negative aspect of
negative such as a
the task, such as a
person who trusts
person who can’t
too much.
trust others.
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.
 Erikson also emphasized the significance of
‘mutuality’ and ‘generativity’ in his theory. The
terms are linked.

Generativity, actually a named

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
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.
 ERIKSON’S PSYCHOSOCIAL STAGES

INFANCY PRESCHOOL ADOLESCENCE MIDDLE

ADULTHOOD

EARLY SCHOOL AGE YOUNG ADULT MATURITY

CHILDHOOD
 INFANCY
(0 TO 18 MONTHS)

Basic Conflict: Trust vs. Mistrust

Important Events: Feeding/Comfort

Key Questions to be Answered: Is my world safe?

Outcome: Children develop a sense of trust when

caregivers provide reliability, care and affection. A
lack of this will lead to mistrust.
 EARLY CHILDHOOD
(2 TO 3)

Basic Conflict: Autonomy vs. Shame and Doubt

Important Events: Toilet Training/Dressing

Key Questions to be Answered: Can I do things by

myself or always rely on others?

Outcome: Children need to develop a sense of

personal control over physical skills and a sense of
independence. Success leads to a feeling of
autonomy, failure results in feelings of shame and
doubt.
 PRESCHOOL
(3 TO 5)

Basic Conflict: Initiative vs. Guilt

Important Events: Exploration/Play

Key Questions to be Answered: Am I good or bad?

Outcome: Children need to begin asserting control

and power over the environment. Success in this
state leads to a sense of purpose. Children who try
to exert too much power experience disapproval,
resulting in a sense of guilt.
 SCHOOL AGE
(6 TO 11)

Basic Conflict: Industry vs. Inferiority

Important Events: School/Activities

Key Questions to be Answered: How can I be

good?

Outcome: Children need to cope with new social

and academic demands. Success leads to a sense
of competence, while failure results in feeling of
inferiority.
 ADOLESCENCE
(12 TO 18)

Basic Conflict: Identity vs. Role Confusion

Important Events: Social Relationships/Identity

Key Questions to be Answered: Who am I and

where am I going?

Outcome: Teens need to develop a sense of self

and personal identity. Success leads to an ability to
stay true to yourself, while failure leads to
confusion and a weak of sense of self.
 YOUNG ADULT
(19 TO 40)

Basic Conflict: Intimacy vs. Isolation

Important Events: Intimate Relationships

Key Questions to be Answered: Am I loved and

wanted?

Outcome: Young adults need to form intimate,

loving relationships with other people. Success
leads to strong relationships, while failure results
in loneliness and isolation.
 MIDDLE ADULTHOOD
(40 TO 65)
Basic Conflict: Generativity vs. Stagnation

Important Events: Work and Parenthood

Key Questions to be Answered: Will I provide

something of real value?

Outcome: Adults need to create or nurture things

that outlast them, often by having children or
creating a positive change that benefits other
people. Success leads to feelings of usefulness and
accomplishments, while failure results in shallow
involvement in the world.
 MATURITY
(65 TO DEATH)

Basic Conflict: Ego Identity vs. Despair

Important Events: Reflection on Life

Key Questions to be Answered: Have I lived a full

life?

Outcome: Other adults need to look back on life

and feel a sense of fulfillment. Success at this state
leads to a feeling of wisdom, while failure results
in regret, bitterness, and despair.
THANK YOU