Erik Erikson:

Theory of
Psychosocial
Development
 Erik Erikson: The Father of
Psychosocial Development

“Children love and want to be loved and

they very much prefer the joy of
accomplishment to the triumph of hateful
failure. Do not mistake a child for his
symptom”

- Erik Erikson
Erik Erikson’s Biography

Erik Erikson 1902-1994

• Born June 15,1902 Frankfurt, Germany
• Died May 12, 1994 Massachusetts, USA
• Nationality American/ German
• Fields Developmental Psychology
• Influences Sigmund Freud/ Anna Freud
• Coined the term Lifespan Development
• Key Idea Theories of Social
Psychological Development
 Erik Erikson’s Biography

• He was an artist and a teacher in the late 1920s when he met Anna Freud,
an Austrian psychoanalyst. With Anna’s encouragement, he began to study
child psychoanalysis at the Vienna Psychoanalytic Institute.

• He immigrated to the US in 1933 and taught at Yale and Harvard University.

• It was at this point in his life that he became interested in the influence of
society and culture on child development. To satisfy his curiosity, he
studied groups of American Indian Children to help formulate his
theories. Studying these children enabled him to correlate personality
growth with parental and societal values.
 Field of Research

• He studied groups of Aboriginal children to learn about the influence of

society and culture on child development. From this, he developed a
number of theories, the most famous being his psychosocial development.

• He believed that humans have to resolve different conflicts as they progress

through each stage of development in the life cycle.

• Erikson’s theory consists of eight stages of development. Each stage is

characterized by a different conflict that must be resolved by the
individual. If a person is unable to resolve a conflict at a particular
stage, they will be confront and struggle with it later in life.
ELEMENTS

• Ego Identity

• Ego Strength

• Conflict
 Ego Identity

• Ego identity is developed by human

interaction and how an individual
becomes more conscious of themselves
and their surrounding.
 Ego Strength

• Ego strength deals with an individual

becoming competent in different areas of
life, by becoming competent in life they
feel more important.
 Conflict

• Conflict is a turning point during which an

individual struggles to attain some
psychological quality. Sometimes referred
to as a psychosocial crisis, this can be a
time of both vulnerability and strength,
as the individual works toward
success or failure.
Erik Erikson and the 8 Stages of
Psychosocial Development
• Best known theories of personality and
development.
• Personality develops in a series of
predetermined stages.
• Psychosocial, and not psychosexual.
• In each stage of development
conflicts acts as turning points in life.
 Personality

• Personality consists of all the relatively

stable and distinctive styles of thought,
behavior, and emotional responses that
characterize a person’s adaptations to
surrounding situations
 Why Study Personality?

• Identify patterns in the way people

behave.
• Explain the differences between
people.
• Explore how people function in life (The
good and bad).
• How to improve life.
 Psychosexual Stages of
Development-Sigmund Freud
1 Oral Stage (Birth to 1) Sucking/Pleasure With Mouth
2 Anal Stage (1 to 3)
• Controlling Bowel Movements
3 Phallic Stage (3 to 6)
• Discovery of reproductive organs
4 Latency Period (6 to 13)
• Cognitive skills learned while interest in sexuality is
in the background
5. Genital Phase (adolescence)
• Sexual interests arise
 Psychosocial Development

• Refers to the emotional and psychological

changes across the life cycle that occurs
in the context of the individual’s social
environment.
 Psychosocial Development

• According to Erikson- Each part of the

personality has a particular time in the life
span when it must develop, if it is going to
develop at all. If it failed to developed on
schedule, the rest of the development is
unfavorably altered. The individual is
then hindered from dealing effectively
with reality.
 Psychosocial Stages

• Stage 1- Trust vs. Mistrust

• Stage 2- Autonomy vs. Shame & Doubt
• Stage 3- Initiative vs. Guilt
• Stage 4- Industry vs. Inferiority
• Stage 5- Identity vs. Role Confusion
• Stage 6- Intimacy vs. Isolation
• Stage 7- Generativity vs. Stagnation
• Stage 8- Integrity vs. Despair
 Stage 1-Trust vs. Mistrust

• Age- Birth to 18 months

• Conflict- Trust vs. Mistrust
• Relationship- Mother
• Strength- Hopes
• Question- Can I trust the world?
• Key Event- Feeding
 Stage 1-Trust vs. Mistrust

• Children are completely dependent on others

• Trust: Established when babies given
adequate warmth, touching, love, and
physical care-Dependable & Reliable.
• Mistrust: Caused by inadequate or
unpredictable care and by cold,
indifferent, and rejecting parents-
Undependable, Unpredictable &
Dangerous.
 Stage 1 INFANCY
Birth – 18 months
Too much TRUST Too much MISTRUST

Maladaptation Psychosocial crisis Malignancy

SENSORYMALADJUSTMENT TRUSTVS. MISTRUST WITHDRAWAL

• The child whose balance is

 Overly trusting, even gullible. tipped away on the mistrust
This person cannot believe Virtue
side. Characterized by
anyone would mean them harm HOPE
depression, paranoia and
& will use all the defenses at
• The strong belief that even possibly psychosis.
their command to an
things are not going well,
explanation or excuse from the
they will work out well in the
person who did him wrong.
end.
Trust and Mistrust
 If the primary caregivers can give the sense of familiarity , consistency
& continuity the baby will develop that feeling that the world is a safe
place to be. People are reliable and loving.
 If the parents are inadequate & unreliable, if they reject the infant or
harm it. He or she will be apprehensive or suspicious around people.
 Stage 2-
Autonomy vs. Shame & Doubt

• Age- 18 month to 3 years

• Conflict- Autonomy vs. Shame
• Relationship- Parents
• Strength- Will
• Question- Is it ok to be me?
• Key Event- Toilet Training
 Stage 2-
Autonomy vs. Shame & Doubt
• Autonomy: Doing things for themselves
such as body control & making choices.
- Secure and confident self.
• Shame: Overprotective or ridiculing parents
may cause children to doubt abilities
and feel shameful about their
actions- Inadequacy & self doubt.
 Stage 2
TOODLER
18 months – 3 years old
Too much AUTONOMY Too much SHAME & DOUBT

Maladaptation
IMPULSIVENESS
• A sort of shameless willfulness
that leads you, in later childhood
& adulthood to jump into things
w/o proper consideration of your
abilities.
Psychosocial crisis
AUTONOMY VS. SHAME &
DOUBT
• Feels as if their being rides on
Virtue
WILL
• “can do” is the motto of the 2
& 3 yr. old child. If we can
presume the “can do” attitude
we are better off as adult.
Malignancy
COMPULSIVENESS
everything they do. And must e
done it perfectly. Following all the
rules precisely keep you from
mistakes & mistakes must be
avoided.

Autonomy vs. Shame & doubt

 the child will explore and manipulate his/her environment if the parents
permitted their child.
 The parents should not discourage the child but neither should they
push.
 if the parents give unrestricted freedom & no sense of limits, or if you
try to help children do what they should learn to do for themselves.
You are giving them the impression that they are not good for much.
 Stage 3- Initiative vs. Guilt

• Age- 3 years to 5 years

• Conflict- Initiative vs. Guilt
• Relationship- Family
• Strength- Purpose
• Question- Is it okay for me to do,
move & act?
• Key Event- Independence
 Stage 3- Initiative vs. Guilt

• Initiative: Parents reinforce via giving

children freedom to play, use imagination,
and ask questions- Creative, Constructive.
• Guilt: May occur if parents criticize,
prevent play, or discourage a child’s
questions- Always being wrong, Failed
to explore world.
• Initiative and Guilt should be balanced
in order to have moral judgment.
 Stage 3
PRE SCHOOL

Too much INITIATIVE Too much GUILT

Maladaptation Psychosocial crisis Malignancy

RUTHLESSNESS INITIATIVE VS. GUILT INHIBITION

• Heartless , unfeeling or be “ w/o  The inhibited person will not try

mercy.
• Takes an initiative alright, they
have their plans.
• They don’t care who they step on
to achieve their goals.
Virtue
PURPOSE
Capacity for an action despite
a clear understanding of your
limitations & past failings.
things. Coz’ “ nothing ventured,
nothing lost” & nothing to feel
guilty about.
 they are so afraid to start a lead
on a project. They fear if it fails,
they will be blamed.

Initiative vs.Guilt
 A positive response to the world’s challenges, taking on
responsibilities. Learning new skills, feeling purposeful.
 Parents can encourage their child’s initiative in a way of trying
out their ideas. This is the time for play not for formal
education.
 Guilt - The capacity for moral judgment
 Stage 4- Industry vs. Inferiority

• Age- 6 years to 11 years

• Conflict- Industry vs. Inferiority
• Relationship- Neighbors, School
• Strength- Competence
• Question- Can I make it in the world
of people and things?
• Key Event- School
Stage 4- Industry vs. Inferiority

• Children's have to cope with new social

and academic demands
• Industry: Occurs when child is praised for
productive activities, such as painting and
building- Sense of competence
• Inferiority: Occurs if child’s efforts are
regarded as messy or inadequate-
Weak sense of self, Incapable to take
responsibility
 Stage 4
SCHOOL-AGE STAGE
Too much INDUSTRY INFERIORITY
Too much

Maladaptation Psychosocial crisis Malignancy

VIRTUOSITY
We see this in “ Children who
aren’t allowed to be children ”
INDUSTRY VS. INFERIORITY INERTIA
Includes all of us suffer
Virtue from the inferiority
COMPETENCE complexes. If at first you
don’t succeed, don’t even
try it again!

Industry vs. Inferiority

 children must “ tame the imagination” & dedicate themselves
to education & to learning social skills their society requires
them. Much broader social sphere at work now.
 Parents, teachers ,peers & other members of the community.
They all contribute.
 They must learn the feeling of success.
 Stage 5-
Identity vs. Role Confusion
• Age- 12 years to 18 years
• Conflict- Identity vs. Role Confusion
• Relationship- Peers, Role Model
• Strength- Fidelity
• Question- Who am I? what can I be?
• Key Event- Peer relationships
 Stage 5-
Identity vs. Role Confusion
• Children learn a number of different roles.
• Identity: One’s organization of individual
drives, abilities, beliefs, and experience
into consistent image of self. Who we are.
• Role Confusion: Failure to establish
an individual identity separate from
the family and having no peer
relationships and plans for an
occupation- Ego diffusion
 Stage 5
ADOLESCENCE
Too much EGOIDENTITY Too much ROLECONFUSION
Psychosocial crisis
Maladaptation EGOIDENTITY VS.ROLE Malignancy
FANATICISM CONFUSION REPUDIATION

“ His way is the only way” • To reject, they reject their

Virtue membership in the world of adults.
FIDELITY And even more they reject their
need for an identity.
• Loyalty. Ability to live by societies standards • They may withdraw into their
despite their imperfections, incompleteness & psychotic fantasies
inconsistencies. “ being bad or being nobody” is
• You found a place in that community, a place better than knowing who you are.
that allows you to contribute.
Ego identity vs. Role confusion
 Knowing who you are & how you fit in to the rest of the society.
 Requires that you take all you’ve learning about life & yourself & mold
into a unified self image. And you find your community meaningful a
meaningful one.
 An uncertainty about one’s place in society in the world.
 Suffer from identity crisis & this is the stage wherein they ask a question
of identity.
Stage 6-Intimacy vs. Isolation

• Age- 18 years to 40 years

• Conflict- Intimacy vs. Isolation
• Relationship- Friends, Partners
• Strength- Love
• Question- Can I love?
• Key Event- Love relationships
 Stage 6-Intimacy vs. Isolation

• Start of families
• Intimacy: Ability to care about others and
to share experiences with them-
Strong relationship
• Isolation: Feeling alone and uncared
for in life- Loneliness
 Stage 6
YOUNG ADULTHOOD
Too much INTIMACY Too much ISOLATION

Maladaptation Psychosocial crisis Malignancy

PROMISCUITY INTIMACY VS. ISOLATION EXCLUSION

It refers to the tendency to become Tendency to isolate oneself from

intimate too freely, too easily w/o Virtue
any depth to your intimacy. LOVE
Able to put aside differences &
antagonism through mutuality of
devotion.
love, friendship & community. To
develop a certain hatefulness in
compensation for one’s loneliness.

Intimacy vs. Isolation

 Ability to be close to others.
 Fear of commitment- an example of immaturity at this stage.
 A teenage relationship is more often a matter of trying to
establish identity through “ couple-hood.”
 Stage 7-
Generativity vs. Stagnation
• Age- 40 years to 65 years
• Conflict- Generativity vs. Stagnation
• Relationship- Household, Workmates
• Strength- Care
• Question- Can I make my life count?
• Key Event- Parenting
 Stage 7-
Generativity vs. Stagnation
• Primary developmental task is one of
contributing to society and helping to
guide future generation.
• Generativity: Interest in guiding the next
generation- Social involvement, Parenting
• Stagnation: When one is only
concerned with one’s own needs and
comforts- Material possession,
Physical well being, Non productive
 Stage 7
MIDDLE ADULTHOOD
Too much GENERATIVITY Too much STAGNATION

Psychosocial crisis
Maladaptation
GENERATIVITY VS.
OVEREXTENSION
STAGNATION
Some people try to be generative
that they no longer allow time for Virtue
themselves, for rest & relaxation. CARE
No longer contributes well.
Capacity for caring that will serve
you through the rest of your life.
Malignancy
REJECTIVITY
• You are no longer
participating in contributing
to society.
• “The meaning of life is a
matter of how we participate
& what we contribute”

Generativity vs. Stagnation

 Overextension of love into the future. A concern for the next
generation & all future generation.
 Less “ selfish”
 Self absorption, caring for no-one. Stops to be a productive
member of the society.
 Stage 8-Integrity vs. Despair

• Age- 65 years to Death

• Conflict- Integrity vs. Despair
• Relationship- Mankind, My kind
• Strength- Wisdom
• Question- Is it ok to have been me?
• Key Event-Reflecting on and
acceptance of one’s life
 Stage 8-Integrity vs. Despair

• In the last stages of life individuals look

back over their lives and judge them.
• Integrity: Self-respect; developed when
people have lived richly and responsibly-
Feeling of wisdom and meaning
• Despair: Occurs when previous life
events are viewed with regret;
experiences heartache and remorse-
Regret, Bitterness
 Stage 8
LATEADULTHOOD
Too much EGOINTEGRITY Too much DESPAIR
Psychosocial crisis Malignancy
Maladaptation
EGOINTEGRITY VS.DESPAIR
PRESUMPTION DISDAIN
• It happens when a person Contempt of life, one’s
Virtue
presumes ego integrity WISDOM
own or anyone. The
w/o actually facing the person became very
difficulties of old age. negative & appears to
• “He alone is right” Approaching death hate life.
without fear.

Ego integrity vs. Despair

 Coming to terms with your
life, and coming to terms with
the end of life.
 Erikson’s
Psychosocial Development
Age Stage Psychosocial Psychosocial Environmental
(Years) Crisis Strength Influence

Birth – 18 Infancy Trust vs. Mistrust Hope Maternal

mos
18 mos – 3 y/o Toodler Autonomy vs. Willpower Both parents or
Shame and Doubt adult substitutes

3 -5 y/o Preschool Initiative vs. Guilt Purpose Parents, family and

friends
6-11 y/o School age Industry vs. Competence School
Inferiority
12-18 y/o Adolescence Identity vs. Role Fidelity Peers
confusion
18-40y/o Young adulthood Intimacy vs. Love Spouse, lover,
Isolation friends
40-65 y/o Middle adulthood Generativity vs. Care Family, society
Stagnation
Over 65 Late adulthood Integrity vs. Despair Wisdom All humans
Assessment in Erikson’s Theory

• Psycho historical Analysis

– Application of lifespan theory to lives of
historical figures

• Psychological Tests:
– Instruments based on crisis in stages
Research in Erikson’s Theory

• Generativity
– Evokes need to feel closer to others
– Correlated with extraversion, openness to
new experiences
– Likely to be involved in community, social
relationships
Research in Erikson’s Theory

• Maturity
– High ego integrity: spent much time reviewing
their lives
• Ethnic Identity
– Ethnic minorities: ethnic identity significant
factor in determining sense of self
 Erikson’s Contributions
• He made major contributions in the area of child development by
studying groups of Native American children and developed the
concept of identity crisis.
• He was concerned with the relationship between society/culture and
child development, which he termed “psychosocial development”.
• This interest led him to develop the Eight Stages of Development.
• In each stage, the individual encounters a developmental crisis.
• In order to move on to the next stage, the individual must resolve
the crisis.
 Criticisms of Erikson

• Ambiguous terms and concepts

• Lack of precision
• Some terms are not easily measured
empirically
• Experiences in stage may only apply to
males
• Identity crisis may only apply to those
affluent enough to explore identities