Erik Erikson

Background

• Erikson created his theory within a discontinuous, stage-based model.
• The primary foundation is sourced from social development throughout culture, moral conscience and the ability to successfully navigate crises.
• This theory addresses human development throughout a lifespan and it's influence on personality formation.

Background

• Psychosocial Theory has 5 developmental stages based in childhood & adolescence.
• There are 3 stages in relation to adulthood.
• These stages vary depending on culture and their influence on development.
• Erikson's Theory of Psychosocial Development is often found to be relatable and follows the epigenetic principal.

Background

• Each stage is related to a sequential developmental crisis and assesses a child or adult's ability to navigate each crisis successfully.
• Crisis navigation is impacted by many factors, some of which are: affirmation, boundaries, guidance, consistency, reinforcement, freedom to explore and safety.

background

• Positive resolution of moral crises help facilitate innate virtue emobodiment.
• "successful completion of each stage results in a healthy personality and the acquisition of basic virtues. Basic virtues are characteristic strengths which the ego can use to resolve subsequent crises." (McLeod, 2018).

unresolved crises

• If a stage of development is not resolved properly a person may not acquire basic virtues.
• Poor crisis resolution may result in maladaptive personalities, an unhealthy sense of self and difficulty completing future developmental stages.
• Crises may be resolved as development continues if appropriately addressed.

the 8 stages

• Trust vs. Mistrust, virtue = hope
• Autonomy vs. Shame, virtue = will
• Initiative vs. Guilt, virtue = purpose
• Industry vs. Inferiority, virtue = competence
• Identity vs. Confusion, virtue = fidelity
• Intimacy vs. Isolation, virtue = love
• Generativity vs. Stagnation, virtue = care
• Integrity vs. Dispair, virtue = wisdom

Trust vs. Mistrust

• Approximately: Infancy-1.5 years.
• During this stage infants and young toddlers require their primary caregivers to reinforce a sense of safety, stability and consistency through proper response time and management of meeting the child's basic needs.
• Trust is developed through the reliability of the caregiver during a time of dependance.

TRUST VS. MISTRUST

• The virtue of hope is actualized through the solidification of trust.
• Hope stems from the child feeling confident that when new crises emerge, they will not be left to flounder and have a stable and reliable support system.
• Fear, anxiety or self-consciousness may escalate if trust is not sustained and hope is not developed throughout this stage.

TRUST VS. MISTRUST

• "If the care has been harsh or inconsistent, unpredictable and unreliable, then the infant will develop a sense of mistrust and will not have confidence in the world around them or in their abilities to influence events." (McLeod, 2018).

Autonomy vs. Shame

• Approximately: 1.5 years to 3 years.
• During this stage independence increases.
• To create a healthy sense of autonomy children should be encouraged to explore boundaries, choices and physicality in a supportive and safe environment.
• If the child is shamed, controlled, scolded or discouraged from such exploration their sense of autonomy may be impeded.

AUTONOMY VS. SHAME

• Parents must be mindful of practicing patience & self-regulation during this time.
• For example: instead of spoon feeding their child, it is important for the parent to allow the child to practice feeding themselves, regardless of the missed-mouth messes and elongated time needed to eat.
• It is important to encourage autonomy and avoid making children feel incapable.

AUTONOMY VS. SHAME

• Safety should always be monitored and the utilization of non judgmental guidance so the child doesn't repetitively fail or falter.
• It is important to encourage “self control without a loss of self-esteem” (Gross, 1992).
• If the proper balance of structure and freedom are implemented the child should build the virtue of will.

Initiative vs. Guilt

• Approximately: 3 years to 5 years.
• Play takes a lead role in children's initiative.
• A child will begin to plan, create and implement games while mirroring throughout play socially with other children and adults. This encourages decision making.
• The virtue that should stem from this developmental stage is purpose.

INITIATIVE VS. GUILT

• If a child is critiqued, controlled or criticized often during this time, they may feel embarrassed, ashamed and guilty.
• This stage requires a balance of boundaries and validation.
• Imbalance in response, primarily negative responses, may discourage children from taking future initiative.

INITIATIVE VS. GUILT

• Boundaries are to protect the child from putting themselves in harms way through taking inappropriate initiative, enhancing self control and self regulation. Validation is to encourage to child to continue thirsting for knowledge, curiosity and independence.

INDUSTRY VS. INFERIORITY

• Approximately: 5 years to 12 years.
• During this stage children become motivated by external relations, such as impressing their teacher, parents or peers through displayed competency.
• Children will begin to feel confident in their industry if properly supported when taking initiative.

INDUSTRY VS. INFERIORITY

• Often if the child has difficulty with mastery, competence or understanding within school or at home, they may feel inferior, overly self-critical or lacking self-confidence all together.
• If this stage is successfully navigated, the child should embody the virtue of competence. Allowing the space for mastery assists feeling competent.

Identity vs. ROle Confusion

• Approximately: 12 years to 18 years.
• Throughout this stage challenging boundaries and beliefs can help the adolescent create and recreate themselves through personal exploration, striving for a reinvented identity.
• "Erikson suggests that two identities are involved: the sexual and the occupational." (McLeod, 2018).
• Peer pressure, family stressors, labeling and mislabeling, may leave an adolescent feeling trapped, causing them to rebel or potentially shut down and withdraw.

IDENTITY VS. ROLE CONFUSION

• An adolescent must balance their exploration of self and identity, not only socially, but also professionally as they consider college, trade schooling and future occupations post high school.
• Body image and body consciousness are vital components to this stage.
• Adolescent's must grapple with self-image and identity to achieve the virtue of fidelity.

IDENTITY VS. ROLE CONFUSION

• Throughout this stage adolescents are pressured to understand who they are and what their purpose is.
• Identity crises may occur if the adolescent is unable to accept their sense of self.
• Peer pressure, family stressors, labeling and mislabeling, may leave an adolescent feeling trapped, causing them to rebel or potentially shut down and withdraw.

Intimacy vs. Isolation

• Approximately: 18 years to 40 years.
• Throughout this stage, often, people begin engaging in forward thinking, goal oriented, loving relationships.
• If healthy and supportive relationships are experienced during this time the virtue of love should form.
• It is important to be willing to commit and be comfortable feeling vulnerable.

INTIMACY VS. ISOLATION

• The avoidance of relationships can lead to depression, isolation and unhealthy commitment patterns that may be difficult to overcome.
• Through the virtue of love, intimate relations should provide a feeling of safety, security, companionship, comfort and support.

Generativity vs. Stagnation

• Approximately: 40 years to 65 years.
• Through this stage the importance of having something that will outlast ones existence can often become their purpose, such as a legacy, engrained family tradition, charity or tangible objects.
• The goals of Generativity surpass egocentrism and self purpose, spotlighting a bigger picture and benefiting others.

GENERATIVITY VS. STAGNATION

• The virtue that emerges from this stage is care.
• If this stage is unsuccessfully navigated a person will likely feel purposeless, isolated, disconnected, unfulfilled and unhappy.

Integrity vs. Dispair

• Approximately: 65 years +
• Throughout this stage, perspective and self-actualization of lifetime accomplishments is crucial to experiencing a sense of integrity while our self production often slows.
• Lacking a sense of pride and productivity will often lead to despair, hopelessness and dissatisfaction during retirement.

INTEGRITY VS. DISPAIR

• The retention of guilt, regret or shame from past experiences will impede a persons ability to feel that they have led a truly successful and accomplished life.
• If a person is able to accept their life with a sense of closure and without residual negativity they will be able to achieve the last virtue, wisdom.
• Wisdom allows for a sense of balance.

room for improvement:

• Psychosocial Development is viewed as a framework that can not be tested like a theory, but just as more of a guideline indicative of growth.
• There are no concrete outlines for causation of developmental stages or emphasis on the variety of personal experiences people endure throughout their day-to-day life.

ROOM FOR IMPROVEMENT:

• There is a lack of clarity and definition on successful stage accomplishment and transitions.

references:

• Malone, Johanna C. et al. “Midlife Eriksonian Psychosocial Development: Setting the Stage for Late-Life Cognitive and Emotional Health.” Developmental Psychology 52.3 (2016): 496–508. Web.
• McLeod, S. A. (2013). Psychology perspectives. Retrieved from https://www.simplypsychology.org/perspective.html

REFERENCES:

• McLeod, S. A. (2018, May 03). Erik Erikson's stages of psychosocial development. Retrieved from https://www.simplypsychology.org/Erik-Erikson.html
• Munley, Patrick H., and Berdie, Ralph F. . “Erik Erikson’s Theory of Psychosocial Development and Vocational Behavior.” Journal of Counseling Psychology 22.4 (1975): 314–319. Web.