Erik Erikson's Theor

y of Psychosocial De
velopment
Biography and Ti
meline of Erik H
omburger Erikson
Biography and Timeline
• 1902 Born in Frankfurt, Germany
• 1920(approximately) Started wandering abo
ut Europe, keeping a diary of his experiences
• 1933 Came to the U.S. and became Boston’s
first child analyst. Obtained position at Harva
rd Medical School
Biography and Timeline
• In 1936, Erikson left Harvard and joined the s
taff at Yale University, where he worked at th
e Institute of Human Relations and taught at
the Medical School.
• While at Yale he became a naturalized citizen
of the United States and changed his family’s
surname from his adoptive father’s name of
“Homburger” to “Erikson.”
Biography and Timeline
• 1938 He made important contacts with anthr
opologists such as Margaret Mead, Gregory
Bateson and Ruth Benedict, and this led to a
n excursion in 1938, which was to prove signi
ficant in the development of his thinking; he
was invited to observe the education of nativ
e Sioux children on the Pine Ridge Reservatio
n in South Dakota.
Biography and Timeline
• In 1939 he left Yale, and the Eriksons moved
to California, where Erik had been invited to j
oin a team engaged in a longitudinal study of
child development for the University of Califo
rnia at Berkeley’s Institute of Child Welfare.
• He opened a private practice in child psychoa
nalysis in San Francisco.
Biography and Timeline
• 1950 Published Childhood and Society
• 1950 Erikson left the University of California
when California’s Levering Act required profe
ssors there to sign loyalty oaths.
• From 1951 to 1960 he worked and taught at
the Austen Riggs Center, a prominent psychia
tric treatment facility in Stockbridge, Massac
husetts, where he worked with emotionally t
roubled young people.
 Biography and Timeline
• 1958 Published Young man Luther
• 1963 Published Youth: Change and Challenge
• 1964 Published Insight and Responsibility
• 1968 Published Identity: Youth and Crisis
• He returned to Harvard in the 1960s as a profes
sor of human development and remained there
until his retirement in 1970.
Biography and Timeline
• In 1973 the National Endowment for the Hu
manities selected Erikson for the Jefferson Le
cture, the United States’ highest honor for ac
hievement in the humanities. Erikson’s lectur
e was titled “Dimensions of a New Identity.”
• 1994: Erikson passed away at the age of 92.
Introduction
Erikson’s ideas were greatly influenced by Freu
d, going along with Freud’s ideas about the str
ucture and topography of personality. Differen
t from Freud, who focused on the unconscious
, Erikson addressed the development of the eg
o in psycho-social stages. He emphasized the r
ole of culture and society and the conflicts tha
t take place within the ego itself, whereas Freu
d emphasizes more the internal conflicts betw
een unconscious and superego.
Introduction

According to Erikson, the ego develops as it s

uccessfully resolves crises that are distinctly s
ocial in nature. These involve establishing a s
ense of trust in others, developing a sense of
identity in society, and helping the next gener
ation prepare for the future.
Introduction
Erikson proposed a lifespan model of develop
ment, taking in five stages up to the age of 18
years and three further stages beyond, well int
o adulthood. Erikson suggests that there is still
plenty of room for continued growth and deve
lopment throughout one’s life. Erikson put a gr
eat deal of emphasis on the adolescent period
, feeling it was a crucial stage for developing a
person’s identity.
Introduction
Like Freud and many others, Erik Erikson maint
ained that personality develops in a predeter
mined order, and builds upon each previous st
age. This is called the epigenic principle. The o
utcome of this ‘maturation timetable’ is a wid
e and integrated set of life skills and abilities t
hat function together within the autonomous i
ndividual.
Psychosocial Stages
• Like Freud, Erikson assumes that a crises occ
urs at each stage of development. For Erikso
n (1963), these crises are of a psycho-social n
ature because they involve psychological nee
ds of the individual (i.e. psycho) conflicting w
ith the needs of society (i.e. social).
Psychosocial Stages
• According to the theory, successful completi
on of each stage results in a healthy personal
ity 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 r
esult in a reduced ability to complete further
stages and therefore a more unhealthy perso
nality and sense of self.
1. Trust vs. Mistrust
Basic Virtue: Hope
Age: Infancy-Oral Sensory (0-2 years)

Existential question:
• Can I trust the world?
1.Trust vs. Mistrust
• During this stage the infant is uncertain abou
t the world in which they live. To resolve thes
e feelings of uncertainty the infant looks tow
ards their primary caregiver for stability and
consistency of care.
• If the care the infant receives is consistent, pr
edictable and reliable they will develop a sen
se of trust which will carry with them to othe
r relationships, and they will be able to feel s
ecure even when threatened.
1. Trust vs. Mistrust
• Success in this stage will lead to the virtue of
hope. By developing a sense of trust, the infa
nt can have hope that as new crises arise, th
ere is a real possibility that other people will
be there are a source of support. Failing to ac
quire the virtue of hope will lead to the devel
opment of fear.
2. Autonomy vs. Shame and D
oubt
Basic Virtue: Will
Age: Early Childhood (2-4 years)

Existential question:
• Is it okay to be me?
2. Autonomy vs. Shame and D
oubt
• The child is developing physically and becomi
ng more mobile. Between the ages of 18 mo
nths and three, children begin to assert their
independence, by walking away from their m
other, picking which toy to play with, and ma
king choices about what they like to wear, to
eat, etc.
2. Autonomy vs. Shame and D
oubt
• The child is discovering that he or she has ma
ny skills and abilities, such as putting on cloth
es and shoes, playing with toys etc. Such skill
s illustrate the child’s growing sense of indep
endence and autonomy. Erikson states it is cr
itical that parents allow their children to expl
ore the limits of their abilities within an enco
uraging environment which is tolerant of fail
ure.
2. Autonomy vs. Shame and D
oubt
• If children in this stage are encouraged and s
upported in their increased independence, t
hey become more confident and secure in th
eir own ability to survive in the world.
• If children are criticized, overly controlled, or
not given the opportunity to assert themselv
es, they begin to feel inadequate in their abili
ty to survive, and may then become overly d
ependent upon others, lack self-esteem, and
feel a sense of shame or doubt in their own a
bilities.
3. Initiative vs. Guilt
Basic Virtue: Purpose
Age: Play age (4-5 years)

Existential question:
• Is it okay for me to Do, Move, and Act?
3. Initiative vs. Guilt
• During this period the primary feature involv
es the child regularly interacting with other c
hildren at school. Central to this stage is play,
as it provides children with the opportunity t
o explore their interpersonal skills through in
itiating activities.
3. Initiative vs. Guilt
• Conversely, if this tendency is squelched, eith
er through criticism or control, children devel
op a sense of guilt. They may feel like a nuisa
nce to others and will therefore remain follo
wers, lacking in self-initiative.
• The child takes initiatives which the parents
will often try to stop in order to protect the c
hild. The child will often overstep the mark in
his forcefulness and the danger is that the pa
rents will tend to punish the child and restric
t his initiatives too much.
3. Initiative vs. Guilt
• It is at this stage that the child will begin to a
sk many questions as his thirst for knowledge
grows. If the parents treat the child’s questio
ns as trivial, a nuisance or embarrassing or ot
her aspects of their behavior as threatening t
hen the child may have feelings of guilt for “b
eing a nuisance”.
3. Initiative vs. Guilt
• Too much guilt can make the child slow to int
eract with others and may inhibit their creati
vity. Some guilt is, of course, necessary other
wise the child would not know how to exerci
se self control or have a conscience.
4. Industry vs. Inferiority
Basic Virtue: Competency
Age: School age (5-12 years)

Existential question:
• Can I make it in the world of People and Thin
gs?
4. Industry vs. Inferiority
• It is at this stage that the child’s peer group w
ill gain greater significance and will become a
major source of the child’s self esteem. The c
hild now feels the need to win approval by d
emonstrating specific competencies that are
valued by society, and begin to develop a sen
se of pride in their accomplishments.
4. Industry vs. Inferiority
• If children are encouraged and reinforced for
their initiative, they begin to feel industrious
and feel confident in their ability to achieve g
oals. If this initiative is not encouraged, if it is
restricted by parents or teacher, then the chil
d begins to feel inferior, doubting his own abi
lities and therefore may not reach his or her
potential.
4. Industry vs. Inferiority
• If the child cannot develop the specific skill t
hey feel society is demanding (e.g. being athl
etic) then they may develop a sense of inferi
ority. Some failure may be necessary so that
the child can develop some modesty. Yet agai
n, a balance between competence and mode
sty is necessary. Success in this stage will lea
d to the virtue of competence.
5. Identity vs. Role Confus
ion
Basic Virtue: Fidelity
Age: Adolescence (13-19 years)

Existential question:
• Who am I and What can I be?
5. Identity vs. Role Confus
ion
• This is a major stage in development where t
he child has to learn the roles he will occupy
as an adult. It is during this stage that the ad
olescent will re-examine his identity and try t
o find out exactly who he or she is. Erikson su
ggests that two identities are involved: the se
xual and the occupational.
 5. Identity vs. Role Confus
ion
• According to Bee (1992), what should happen at
the end of this stage is “a reintegrated sense of s
elf, of what one wants to do or be, and of one’s
appropriate sex role”. During this stage the body
image of the adolescent changes.
• Erikson claims that the adolescent may feel unco
mfortable about their body for a while until they
can adapt and “grow into” the changes. Success
in this stage will lead to the virtue of fidelity.
• Erikson claims that the adolescent may feel
uncomfortable about their body for a while
until they can adapt and “grow into” the cha
nges. Success in this stage will lead to the vir
tue of fidelity.
• During this period, they explore possibilities
and begin to form their own identity based u
pon the outcome of their explorations. Failur
e to establish a sense of identity within socie
ty (“I don’t know what I want to be when I gr
ow up”) can lead to role confusion. Role conf
usion involves the individual not being sure a
bout themselves or their place in society.
5. Identity vs. Role Confus
ion
• In response to role confusion or identity crisi
s an adolescent may begin to experiment wit
h different lifestyles (e.g. work, education or
political activities). Also pressuring someone
into an identity can result in rebellion in the f
orm of establishing a negative identity, and i
n addition to this feelings of unhappiness.
6. Intimacy vs. Isolation
Basic Virtue: Love
Age: Early Adulthood (20-39 years)

Existential question:
• Can I love?
6. Intimacy vs. Isolation
• Occurring in young adulthood (ages 18 to 40)
, we begin to share ourselves more intimatel
y with others. We explore relationships leadi
ng toward longer term commitments with so
meone other than a family member.
6. Intimacy vs. Isolation
• Successful completion of this stage can lead t
o comfortable relationships and a sense of co
mmitment, safety, and care within a relations
hip. Avoiding intimacy, fearing commitment a
nd relationships can lead to isolation, lonelin
ess, and sometimes depression. Success in th
is stage will lead to the virtue of love.
7. Generativity vs. Stagnat
ion
Basic Virtue: Care
Age: Adulthood (40-64 years)

Existential question:
• Can I make my life count?
7. Generativity vs. Stagnat
ion
• During middle adulthood (ages 40 to 65), we
establish our careers, settle down within a re
lationship, begin our own families and develo
p a sense of being a part of the bigger pictur
e.
• We give back to society through raising our c
hildren, being productive at work, and beco
ming involved in community activities and or
ganizations.
7. Generativity vs. Stagnat
ion
• By failing to achieve these objectives, we bec
ome stagnant and feel unproductive. Success
in this stage will lead to the virtue of care.
8. Ego Integrity vs. Despai
r
Basic Virtue: Wisdom
Age: Maturity (65 years-death)

Existential question:
• Is it okay to have been me?
8. Ego Integrity vs. Despai
r
• Erik Erikson believed if we see our lives as un
productive, feel guilt about our past, or feel t
hat we did not accomplish our life goals, we
become dissatisfied with life and develop des
pair, often leading to depression and hopeles
sness.
• Success in this stage will lead to the virtue of
wisdom. Wisdom enables a person to look b
ack on their life with a sense of closure and c
ompleteness, and also accept death without
fear.
Evaluation
• Erikson is rather vague about the causes of d
evelopment. What kinds of experiences must
people have in order to successfully resolve v
arious psycho-social conflicts and move from
one stage to another? The theory does not h
ave a universal mechanism for crisis resolutio
n.
Evaluation
• Erikson (1964) acknowledges his theory is m
ore a descriptive overview of human social a
nd emotional development that does not ad
equately explain how or why this developme
nt occurs. For example, Erikson does not expl
icitly explain how the outcome of one psycho
social stage influence personality at a later st
age.
Evaluation
• One of the strengths of Erikson’s theory is it
ability to tie together important psycho-socia
l developments across the entire lifespan.
• Although support for Erikson’s stages of pers
onality development exists (McAdams, 1999)
, critics of his theory provide evidence sugges
ting a lack of discrete stages of personality de
velopment (Costa and McCrae, 1997).