.:: Erik Erikson ::.

Covering the Section of Erik Erikson for Chapter 3: Julianne Rowland

Article Title: Erikson's Theory of Psychosocial Development, Psychosocial Development in Infancy and Early Childhood

Author: Kendra Cherry

Summary:  One of the most important concepts of Erikson’s psychosocial stage theory is the development of ego identity. Ego identity can be explained as the conscious sense of self that we develop through social interaction. According to Erikson and his theory, our ego identity changes frequently over time based upon our experiences and new information that we acquire through our social interactions with others. Erikson believed that in each stage, there is a conflict that serves as a turning point in development. Such conflicts are centered on either developing psychological quality or failing to develop that quality and failure to progress and grow. Erikson’s 8 stages of psychosocial development are: basic trust vs. mistrust, autonomy vs. shame, initiative vs. guilt, industry vs. inferiority, identity vs. role confusion, intimacy vs. isolation, generativitiy vs. stagnation and ego integrity vs. despair.

Key Points:

1. Erikson believed that all humans have the same basic needs and that each society must accommodate those needs. Erickson developed the psychosocial theory of development to emphasize the relationship between society and the individual and their personal development.

2. Erikson developed 8 stages of psychosocial development that occur between infancy and old age, each of which involves a central crisis. The resolution of each crisis leads to greater personal and social competence and a stronger foundation for solving future crises.

3. Erikson’s 8 stages of psychosocial development:

1. Basic trust vs. mistrust (birth- 12/18 months):  The infant must form a first loving, trusting relationship with the caregiver or develop a sense of mistrust.
2. Autonomy vs. shame/doubt (18 months-3 years):  The child’s energies are directed toward the development of physical skills (walking, grasping, controlling the sphincter). The child learns to control but may develop shame and doubt if not handled well.
3. Initiative vs. guilt (3-6 years):  
   The child continues to become more assertive and to take more initiative but may be too forceful, which can lead to guilt feelings.
4. Industry vs. inferiority (6-12 years):  The child must deal with demands to learn new skills or risk a sense of inferiority, failure, and incompetence.
   
   
5. Identity vs. role confusion (adolescence):  The teenager must achieve identity in occupation, gender roles, politics, and religion. 
6. Intimacy vs. isolation (young adulthood): The young adult must develop intimate relationships or suffer feelings of isolation.
7. Generativity vs. stagnation (middle adulthood): Each adult must find some way to satisfy and support the next generation.
8. Ego integrity vs. despair (late adulthood): The culmination is a sense of acceptance of oneself and a sense of fulfillment.

4. By accepting or rejecting the later stages, efforts may lead to identity achievement: strong sense of commitment to life choices after free consideration of alternatives, foreclosure: acceptance of parental life choices without consideration of options, identity diffusion: uncenteredness; confusion about who is one and what one wants and moratorium: identity crisis; suspension of choices because of struggle.

5. In order to support identity amongst students, educators should: give students many models for career choices and other adult roles, help students find resources for working out personal problems, be tolerant of teenage fads as long as they don’t offend others or interfere with learning and give students realistic feedback about themselves.

Complete Reference:

Cherry, K (2011). Erikson's Theory of Psychosocial Development: Psychosocial development in infancy and early childhood, preschool, middle childhood, adolescence, young adulthood, middle age and old age. About.com.Psychology