21/08/2018

ERIK Psychosocial Development

ERIKSON • Erik Erikson’s ideas were greatly
influenced by Freud
• But...
– FREUD: id psychologist
– ERIKSON: ego psychologist
Erik Erikson’s Eight
Psychosocial Stages of Emphasis on the role of society and
Human Development culture

Psychosocial Development
• Erik Erikson’s ideas were greatly
influenced by Freud
• But...
– FREUD: id psychologist
– ERIKSON: ego psychologist
Emphasis on the role of society and
culture
Differences with
Freudian theory
• instead of focusing on sexual
development (like Freud), he was
interested in how children socialize and
how this affects their sense of self.
• Erikson proposed a lifespan model of
development, taking in five stages up to
the age of 18 years and three further
stages beyond, well into adulthood.

CRISES RESOLUTION
CRISES RESOLUTION
• For Erikson (1963), these crises are of a
• establishing a sense of trust in psychosocial nature because they involve
others psychological needs of the individual (i.e. psycho)
conflicting with the needs of society (i.e. social).
• developing a sense of identity in • Successful completion of each stage results in a
society healthy personality and the acquisition of basic
• helping the next generation prepare virtues. Basic virtues are characteristic
strengths which the ego can use to resolve
for the future subsequent crises.

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Eight Stages of Psychosocial
Development
1. TRUST vs. MISTRUST
Positive outcome: If their
needs are met consistently
and responsively by the
parents, infants not only will
develop a secure attachment
with the parents, but will
learn to trust their
environment in general as
well.
Negative outcome: If not,
infant will develop mistrust
towards people and things in
their environment, even
towards themselves.
2. Autonomy vs. Shame
and Doubt
Positive outcome: If parents encourage
their child's use of initiative and reassure
her when she makes mistakes, the child
will develop the confidence needed to
cope with future situations that require
choice, control, and independence.
Negative outcome: If parents are
overprotective, or disapproving of the
child's acts of independence, she may
begin to feel ashamed of her behaviour,
or have too much doubt of her abilities.
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1. TRUST vs. MISTRUST
• Infancy
• Failing to acquire the virtue of hope will lead to
the development of fear.
• Consistent with Erikson's views on the
importance of trust, research by Bowlby
and Ainsworth has outlined how the quality of
the early experience of attachment can affect
relationships with others in later life.
• Resolution leads to: HOPE
2. Autonomy vs. Shame
and Doubt
• 1-3 years old
• If children in this stage are encouraged and
supported in their increased independence, they
become more confident and secure in their own
ability to survive in the world.
• If children are criticized, overly controlled, or
not given the opportunity to assert themselves,
they begin to feel inadequate in their ability to
survive, and may then become overly dependent
upon others, lack self-esteem, and feel a sense
of shame or doubt in their own abilities
• Resolution leads to: WILL
3. Initiative vs. Guilt
• Play Age (3-5 yrs)
• Children begin to plan activities, make up games,
and initiate activities with others. If given this
opportunity, children develop a sense of
initiative, and feel secure in their ability to lead
others and make decisions.
• Conversely, if this tendency is squelched, either
through criticism or control, children develop a
sense of guilt. They may feel like a nuisance to
others and will therefore remain followers,
lacking in self-initiative.
• Resolution leads to: PURPOSE
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3. Initiative vs. Guilt
Positive outcome: If parents are
encouraging, but consistent in
discipline, children will learn to
accept without guilt, that certain
things are not allowed, but at the
same time will not feel shame when
using their imagination and engaging
in make-believe role plays.
Negative outcome: If not, children
may develop a sense of guilt and may
come to believe that it is wrong to
be independent.
4. Industry (competence)
vs. Inferiority
Positive outcome: If children can
discover pleasure in intellectual
stimulation, being productive, seeking
success, they will develop a sense of
competence.
Negative outcome: If not, they will
develop a sense of inferiority.
5. Identity vs. Role
Confusion
Positive outcome: If the
adolescent solves this conflict
successfully, he will come out of
this stage with a strong identity,
and ready to plan for the future.
Negative outcome: If not, the
adolescent will sink into confusion,
unable to make decisions and
choices, especially about vocation,
sexual orientation, and his role in
life in general.
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4. Industry vs.
Inferiority
• School Age (5-12 yrs)
• If children are encouraged and reinforced for
their initiative, they begin to feel industrious
and feel confident in their ability to achieve
goals. If this initiative is not encouraged, if it is
restricted by parents or teacher, then the child
begins to feel inferior, doubting his own
abilities and therefore may not reach his or her
potential.
• Resolution leads to: COMPETENCY
5. Identity vs. Role
Confusion
• Adolescence (12-18 yrs)
• During this period, they explore possibilities
and begin to form their own identity based upon
the outcome of their explorations. Failure to
establish a sense of identity within society ("I
don’t know what I want to be when I grow up")
can lead to role confusion. Role confusion
involves the individual not being sure about
themselves or their place in society.
• Resolution leads to: FIDELITY
6. Intimacy vs. Isolation
• Young Adulthood (18-40 yrs)
• Exploring relationships leading toward longer
term commitments with someone other than a
family member.
• Successful completion of this stage can lead to
comfortable relationships and a sense of
commitment, safety, and care within a
relationship. Avoiding intimacy, fearing
commitment and relationships can lead to
isolation, loneliness, and sometimes
depression.
– Resolution leads to: LOVE
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6. Intimacy vs. Isolation
Positive outcome: Adult individuals
can form close relationships and
share with others if they have
achieved a sense of identity.
Negative outcome: If not, they will
fear commitment, feel isolated and
unable to depend on anybody in the
world.
7. Generativity vs.
Stagnation
• Middle Adulthood (40-65 yrs)
• We give back to society through raising our
children, being productive at work, and becoming
involved in community activities and organizations.
• By failing to achieve these objectives, we become
stagnant and feel unproductive.
• Resolution leads to: CARE

7. Generativity vs. 8. Ego Integrity vs.

Stagnation Despair
• Late Adulthood (65+ yrs)
Positive outcome: People can solve
this crisis by having and nurturing

• Erik Erikson believed if we see our lives

children, or helping the next
generation in other ways.
as unproductive, feel guilt about our
Negative outcome: If this crisis is not
past, or feel that we did not accomplish
our life goals, we become dissatisfied
successfully resolved, the person will
remain self-centered and experience

with life and develop despair, often

stagnation later in life.

leading to depression and hopelessness.

• Resolution leads to: WISDOM

8. Ego Integrity vs.

Despair
Positive outcome: If the adult
has achieved a sense of
fulfilment about life and a sense
of unity within himself and with
others, he will accept death with
a sense of integrity. Just as the
healthy child will not fear life,
said Erikson, the healthy adult
will not fear death.

Negative outcome: If not, the

individual will despair and fear
death.