Erik Erikson –

Psychosocial Theory
• Born in Frankfurt, Germany, in
1902.
• Raised by his mother and
stepfather, who married in 1905.
• He struggled with his identity
throughout his youth.
• Grew up using his stepfather’s
surname; he eventually adopted
the name Erikson in 1939.
University Education and Early Career
• Studied child development at the Vienna Psychoanalytic
Institute through the Montessori method, which focused
on psychosexual and developmental stages.
• Graduated from the Institute with a Montessori Diploma.
• Only theorist without an advanced degree.
• His theory was inspired by his clinical work and his
interactions with the key thinkers of the time, including
Anna Freud, Ruth Benedict and Margaret Mead, and the
construct of the ashramas in the Hindu life cycle.
Career
• Harvard Medical School (1934- 1935)
• Yale School of Medicine (1936- 1939)
• University of California at Berkeley (1939-1951)
• Austen Riggs Center, Stockbridge, MA (1951-1960)
• Visiting Professor at the University of Pittsburgh School of
Medicine (1951-1960)
• Professor of Human Development & Lecturer in Psychiatry at
Harvard (1960 - retirement)
Made it all the way up the academic ladder despite not having an
advanced degree.
Erikson’s Theory
• Erikson took Sigmund Freud’s controversial theory
of psychosexual development and modified it as a psychosocial
theory which mixed psychology, anthropology and sociology.
•

• Erikson emphasized that the ego makes positive contributions to

development by mastering attitudes, ideas, and skills at each
stage of development. This mastery helps children grow into
successful, contributing members of society.
•

• During each of Erikson’s eight stages, there is a psychological

conflict that must be successfully overcome in order for a child to
develop into a healthy, well-adjusted adult.
Trust vs. Mistrust
• Erikson’s first stage of psychosocial
development starts from infant to about
18 months old. At this stage, infants must
learn to trust others, particularly those
who care for their basic needs.
• Small babies may view this “new world”
as threatening, as they must depend on
others for their survival. Depending on
how they are treated by their caregivers,
this sense of threat can be replaced by
trust.
Autonomy vs. Shame
and Doubt
• One-year-old to three-year-old toddlers
are at the second stage of Erikson’s
stages of psychosocial development. At
this stage, children struggle with issues of
personal control and establishment of
self as an entity.
• As children grow physically and
cognitively, they acquire skills that allow
them to become partially independent of
their caregivers. For example, they can
play with their toys, feed themselves, go
potty by themselves and even dress
themselves.
Initiative vs. Guilt
• This Erikson’s stage occurs at 3-5 years of age. As toddlers
become pre-schoolers, they begin to develop a sense of
purpose. They like to explore and do things on their own.
• At this stage, children learn about new concepts in school
and through social interactions. Games and imagination are
recognized by Erikson as means through which these
children learn about themselves and their social world.
They like to try out new things and learn to cooperate with
others to achieve common goals. They assert themselves
more frequently, and begin to develop a sense of
purposefulness.
Industry vs. Inferiority
• During elementary school age (6-13 years
old), children become more competitive.
They want to do things that their peers can
do. They learn to read, write, do math, and
play sports. Teachers play a significant role in
these children’s life, as they are the ones who
teach them these skills.
• At this stage, children begin to expand their
social network. They get to know their
abilities as well as others’ abilities. They
compare themselves to their peers as they
feel the need to validate their competency.
They feel proud and confident when they can
do things as well as their peers. If they don’t
measure up, they feel inferior.
Identity vs. Role Confusion
• This Erikson’s stage of psychosocial
development happens during
adolescence(13-21 years old). It marks
the shift from childhood to adulthood.
It is also the turning point where
“what the person has come to be”
meets “the person society expects
one to become.”
• At this stage, young people experience
a lot of changes in their body. They
begin to contemplate on the role they
want to play in the adult world. They
examine existential questions such as
“Who am I?” and “What can I be?”.
They also try to develop their
occupational and sexual identities by
exploring different possibilities.
Intimacy vs. Isolation

• After having developed a strong sense of identity

at stage five, young adults (21-39 years old)
become concerned about finding companionship
and intimacy at Erikson’s stage six of psychosocial
development.
• It is at this Erikson’s stage that young adults think
about settling down and starting families, and
they are more willing to sacrifice and compromise
for the sake of their relationships.
Generativity vs.
Stagnation
• At the seventh stage of Erikson’s stages of
psychosocial development, the primary concern of
middle-aged adults (40-65 years old) is leaving a
legacy. They feel the urge to be productive and
make contributions to the society. For example,
they may volunteer at their church or mentor young
kids. They want to leave a legacy and make this
world a better place for future generations.
• Major milestones may happen at this stage, such as
children leaving home, change of career path, etc.
Some people may experience mid-life crisis and
struggle with finding new purposes in their lives.
Failure to resolve the crisis at this stage may lead
people to experience stagnation. They become
uninterested in their environment and the people
around them.
Integrity vs. Despair

• At the last stage of the Erikson’s stages of

development, people are in late adulthood (65 years
old and older). They are typically retirees. It is
important for them to feel a sense of fulfilment
knowing that they have done something significant
and made meaningful contributions to the society
during their younger years.
• When they look back at their lives, they experience a
sense of integrity when they feel proud of their
achievements. They are satisfied with the hand they
were dealt with and have few regrets. This is truly
possible on if they have successfully resolves the
psychosocial crises in the earlier Erikson stages.
References:
• Erik Erikson’s Theory of Psychosocial Development (2019). Retrieved
from https://www.psychologynoteshq.com/erikerikson/