Completing the Circle
A Critique of Maslow and Erikson: Hierarchy of Needs and Psychosocial Theories and the Perspective Applied to One’s life Charlsity Lynn SmithHSBE IThe University of North Carolina at PembrokeABSTRACTThis review explains Maslow’s Hierarchy of Needs Theory, and Erikson’s Psychosocial Theory in perspective. The purpose is to bring self-awareness of one when developing an understanding of the overall psychological well-being that the two theories incorporate. This paper also modifies the strengths’ and weaknesses of both theories incorporating the positive and negative comparisons among Maslow and Erikson. After a better understanding is achieved; The Hierarchy of Needs Theory and The Psychosocial Theory can be put into perspective following the models of human needs, and psychosocial approach in development. This paper explains the successes and barriers Maslow’s Hierarchy of Needs Theory, and Erikson’s Psychosocial Theory has when applying them to the writer’s life; then providing the reader with the writer’s opinion of why Maslow’s Theory is beneficial when applying to one’s life as a result. The writer supports Maslow’s Theory as being most beneficial when evaluating clients.Key terms: Successes, Barriers, Maslow’s Hierarchy of Needs Theory, Erikson’s Psychosocial TheoryReview of TheoriesThe goal of this paper is to better understand Maslow’s Hierarchy of Needs Theory, Newman and Newman’s Life Stage Theory, and Erikson’s Psychosocial Theory. In order to better understand the theories set forth, one must first consider the foundation set forth by each. This review will explain the strengths and weakness of Erikson’s Psychosocial Theory and Maslow’s Hierarchy of Needs Theory. Next the review will compare Erikson’s Psychosocial Theory to Newman and Newman’s Life Stage Theory. Then after gaining knowledge on the key concepts each theory has to offer one can then compare and relate by extracting and distinguishing barriers and success between each and contribute to one’s own life. Perspective of Erikson’s TheoryErikson’s Theory is based upon eight stages that encompass the human personality development (Graves & Larkin, 2006). According to Graves and Larkin (2006), Erikson’s Theory is characterized by an individual’s developmental crisis stemming from stages in infancy to adulthood. Erikson describes these eight stages as stepping stones for the foundation of the later adulthood (Sneed, Whitbourne & Culang, 2008); One stage must be met in order to achieve success and stability in the next stage (Sneed, & et al, 2008). Studies conducted on Erikson’s psychosocial development theory stages are: First, trust vs. mis-trust; this is usually learned in infancy, this holds the most critical key in the developing process. Failure of this stage will lead to unpredictability and insecurities (Graves & Larkin, 2006). Second, autonomy vs. shame and doubt; this is learned from age one to three years, and is exceptionally as important as stage one. Erikson describes this being the stage where one is learning to detach oneself from parental figures and exploring the environment, while still holding on; this stage is also where the strength will derives (Graves & Lark, 2006). Third, initiative vs. guilt; this is learned in early childhood (ages 4 to 6). Fourth, industry vs. inferiority; this is learned in middle and late childhood (ages 6 to11); (Graves & Lark, 2006). Next, the fifth stage, identity vs. identity confusion; this is learned in the adolescence stage. Then the sixth stage, intimacy vs. isolation; this is learned in the early adulthood (ages 20-25). Last but not least the seventh stage, generativity vs. stagnation; this is learned at the middle adulthood stage (ages 26 to 60); entailing a high importance in maintaining independence (Graves & Lark, 2006). The final stage in Erikson’s theory, integrity vs. despair; this is learned at the late adulthood stage (ages 60 and beyond). In Erikson’s final stage; one undergoes the concept of self, and idealizes the accomplishments through term. Only if all stages have been met one may adapt a feeling of successfulness, if not; one may often adapt to a fearful disposition (Graves & Lark, 2006). According to Erikson, the “Crisis-Identity” was a discovery of his, rather than an invention (Atalay, 2007). Erikson refers to the word “crisis” when referring to his eight stages used to describe the process of human development; not meaning problematic, but rather meaning evolving of one’s life experiences, leading to rationalizing the failed “crisis” stage in development to provoke a higher tendency in achievement, in order to progress to the next “crisis” stage with success (Atalay, 2007). Erikson suggest that successfully learning each stage does lead to a healthier later adulthood, but does not hold dominance over the negative outcomes as long as the unlearned stage is modified and learned (Atalay, 2007). Strengths The strengths of Erikson’s psychosocial Theory of development achieved autonomy among other psychologist found importance in Erikson’s concept “Identity” (Strayer, 2002). According to Strayer, (2002) Erikson’s theory is beneficial when linking the human development to emotion and creating stability and change in adulthood (Stayer, 2002). According to Graves and Larkin, (2006) Erikson’s theory takes a positive approach toward the development in younger children and older adults finding autonomy amongst them. Erikson’s theory also employs self- governance and self-direction; giving one the ability to change with maximal influence throughout the life-span (Graves & Larkin, 2006). Erikson’s theory was used in a study predicting that family and university relationship environments are linked with identity processes, the study demonstrated the complexity in Erikson’s theory regarding identity –formation was significant (Adams, Berzonsky, & Keating, 2005). WeaknessesErikson’s psychosocial theory inhabits a few weaknesses that should be considered. According to C?té, & Schwartz, (2002) Erikson’s theory did not take the Western cultures into perspective when using the “human self” (C?té & Schwartz, 2002). Erikson uses the autonomous self and the relational self where he believes Erikson’s approach should have included autonomous self and relational “sides” of the personality; in which he believes would have been a more valuable and balanced perspective on one’s life, and also argues that manipulation of people’s identities is disguised under Erikson’s aspects (C?té & Schwartz, 2002). According to C?té & Schwartz, (2002) Erikson’s view on ego-strengths are mandatory in establishing social relationships later in life; C?té & Schwartz (2002) describes this process as being a slow development over a life-span, and it is not capable of securing bonds until adult hood where even then the relational consciousness ground ability (C?té & Schwartz, 2009). To conclude, C?té & Schwartz, 2002 suggests that if one has a well- developed relational side and an under development in autonomous side one may be more prone to dealing with the manipulations stemming from the unlearned behavior associated with Erikson in his crisis stages (C?té & Schwartz, 2002).Maslow’s Hierarchy of Needs TheoryMaslow’s Hierarchy of Needs Theory is focused on the “basic” human needs. Maslow uses his pyramid to illustrate the five levels of need (Newman & Newman, 2009). The first basic need in Maslow’s pyramid is physiological needs; these needs consist of food, rest, and thirst. Next, is safety and security needs; these needs are important for protecting ones- self against danger, or seemingly threatening situations (Newman & Newman, 2009). According to Newman and Newman, (2009); safety and security are essential in ascending to the next level where love and a sense of belonging is achieved. In achieving the first three levels of Maslow’s needs pyramid, motives are driven toward self-actualization; which is where the self-fulfillment is established for life long accomplishments (Newman & Newman, 2010). Maslow’s theory revolutionized from self-experiences as a child. Maslow developed his study by using those whom were healthy exceptional people, excluding those persons of dysfunctional behaviors studied by other theorists (Ya-Wen & Sigmund).Strengths Maslow’s Hierarchy of Needs Theory has been studied and used in various evaluations over a period of 34 years; although the many years of acknowledging Maslow’s theory employs an enormous amount of success, it also was opposed to after a study conducted among geriatric patients (Ya-Wen & Sigmund) In a study conducted using Maslow’s five levels of needs paired with other needs, a questionnaire was formulated using the 10 items, then asking which level of the paired items held a dominant importance among the geriatric patients’ resulting upside down in the ascendance sequence of needs used from Maslow’s pyramid. Self-actualization was not followed from Love and self-esteem, but was followed by physiological needs (Ya-Wen & Sigmund, 2006). After, opposing Maslow’s needs pyramid used in the study; other psychologist supported Maslow’s theory suggesting fault in the questionnaire, deriving from questioning the patients’ most current needs, not the overall needs in general (Ya-Wen & Sigmund, 2006). The study did suggest that Maslow’s Theory still held importance in the measurement of self-actualization assuming if it was not in the outcome the need had already been met among the geriatric patients’ (Ya-Wen & Sigmund, 2006).WeaknessesMaslow’s theory proposes a few weaknesses. Maslow’s Hierarchy of Needs Theory was criticized for his fifth level on self-actualization is not easily operationalized, and has found difficulty using his hierarchy as measurement tool (Groves, Kahalas, & Erikson, 1975). Other studies conducted that Maslow’s self-actualization, which is at the top of his pyramid and symbolizes the motivational level of deliverance and self- satisfaction, should had been developed using other terms associated with an outer experience instead of the inner self; these terms should represent power, achievement, and competition. The studies suggest not everyone was power driven toward self, but driven to other needs deriving from religious beliefs, or toward others for accomplishments. Critiques also argued that one may experience all of the needs constructed throughout Maslow’s pyramid at some point, and maybe even at the same time (Groves & et al, 1975). Overall, one may change depending upon situations causing a continuously pattern; seeking a behavioral need amongst oneself, leaving Maslow’s hierarchy of needs theory questionable in observance.Erikson vs. NewmanNewman and Newman, (2009) define Psychosocial theory as the ongoing interaction between individuals biological, and psychological needs. Erikson, Newman and Newman have similarities with a few differences involving the human development and psychosocial theory. According to Newmann and Newmann, (2009) there is an additional three stages Erikson did not include into his theory. Newman and Newman (2009) suggests Erikson’s theory is incomplete; and consists of several changes when escalating through one stage to the next. Other concepts that should be considered among Erikson and Newman and Newman’s theories are; coping behaviors, stages of development, psychosocial crises and central processes, and significant relationships (Newman & Newman, 2009). Stages First we will consider the Stages. The first stage added by Newman and Newman was the prenatal stage, another adolescent stage, and very old age; these stages derived after several studies and practices among other theorists proposals (Newman & Newman, 2009). Newman & Newman considered adding the adolescent stage due to modern society and the changes in it. Erikson suggests that growth will emerge biologically until one fully functions and the organism has developed; whereas Newman and Newman (2009), suggests that the development of one may have contributing factors in the growth process. Some of these contributing factors are environmental changes, socio-economic status, cultural group, and many other evolving factors (Newman & Newman, 2009).Developmental StagesNext, one must consider the developmental stages that are accompanied by each life stage. The developmental stages are the task that must be met in sequence to develop the highest level of mastery in one’s environment (Newman & Newman, 2009). Newman and Newman, (2009) agrees with the developmental changes within each stage that Erikson conducted, in consideration of the pre-natal stage in which Newman and Newman feels is not appropriate (Newman & Newman, 2009). The developmental stages consist of, 42 developmental tasks in the overall life-span and accounts for four to five tasks that should be learned in each stage to grow and achieve autonomy within oneself (Newman & Newman, 2009).Psychosocial Crisis and Central ProcessesThen, one must consider the psychosocial crisis and central processes. These processes are the way one perceives the cultural expectations and changes the new pressures of expectancies, gradually modifying those (Newman & Newman, 2009). Newman and Newman employ that central process when coping, creates personal and societal strategies for adding to the existing information; this enables one to change the particular stage leading to other innovations of skills. Erikson, also Newman and Newman; have the same ideas of the central processes; taking into consideration of Newman and Newman’s extra stages (Newman & Newman, 2009). Overall, cultural and societal should be considered when encompassing a resolution to the process stage (Newman & Newman, 2009).Significant RelationshipsLast but not least, Erikson’s theory, along with Newman and Newman’s theory contributes to the significant relationships. Significant relationships measure the responsibilities of that person and how one will handle specific situations (Newman & Newman, 2009). Overall, Significant relationships are developed over time, the social and environment decide the importance of development on these networks of relationships (Newman & Newman, 2009).Coping BehaviorsFinally, one must consider the coping behaviors associated with the psychosocial theory. According to Newman and Newman, 2009, coping depends upon the person, and involves how one handles a certain situation. Newman and Newman, (2009) suggest that not coping successfully; achievements are altered and leads to core pathologies. Core pathologies and prime adaptive ego qualities are coping behaviors, and derived from the psychosocial development theory. Core pathologies refer to interferences with the future development; whereas Erikson’s prime adaptive ego qualities are positive forces deriving from successful coping strategies (Newman & Newman, 2009). Overall, Newman and Newman, and Erikson have similar coping behaviors associated with the psychosocial theory.The goal of this part of the paper is to achieve a better understanding of the writer’s life after reviewing Maslow’s Theory and Erikson’s Theory. This part will provide a greater awareness for the writer by acknowledging the successes achieved, and barriers that have not been achieved; based on the stages set forth in both theories. In order to better understand one’s life; it is important to gain knowledge on the key concepts in both theories to redirect the unmet needs (barriers), then one can consider a future foundation for modified success. Application of the Writer’s Life to Maslow’s TheoryAccording to Maslow’s Hierarchy of Needs Theory the focus is “basic” human needs. When applying Maslow’s Theory to the writer’s life the first stage is physiological needs; this stage is infancy to 2 years old (Newman & Newman, 2009). The need in this stage consists of food, rest, and thirst. The writer was successful in achieving this physiological stage. The writer implies food, rest, and thirst have always been a maintained and satisfied need in her life. The next stage of Maslow’s theory is safety and security needs; these needs are important for protecting ones- self against danger, or seemingly threatening situations and also takes place in the first level. According to the writer she has achieved success in the safety and security level. She employs her mother and father had always responded when she was hurt or needed comfort or protection. According to Newman and Newman, (2009); safety and security are essential in ascending to the next level where love and a sense of belonging is achieved.Third, Maslow’s Theory suggests the level of love and a sense of belonging are important (Newman & Newman, 2009). The writer employs in her earlier stages of life during infancy throughout early childhood this was achieved, but not met after that point; later donating to questions and insecurities of belonging; more prominent during the middle school age. The writer entails that although love was being satisfied within the home from family; a sense of not belonging in the family was lacking. The writer employs that she felt distant from siblings and other members of the family and shared no commonalities with them. She never engaged in family gatherings; therefore at this point in her life, she felt rejected by peers and family later leading to her unhappiness within herself contributing to questioning of where she belonged.During the fourth stage of life; where Maslow’s Theory suggests self-esteem is important; barriers from the third stage contributed to a negative impact upon the fourth stage. During this stage the upper-level needs (food, thirst, sleep, safety, and security) were still being maintained, the lack of belonging in the family contributed to failure of positive relationships within school; leading to bad choices to gain self-esteem. Self-esteem was eventually achieved, but barriers in later stages relapsed the modified behavior (Newman & Newman, 2009).After the fourth stage where self-esteem is developed, is the fifth stage of life’s early adolescence (Newman & Newman, 2009); this stage of life is where self-actualization is needed for success. The writer’s need for self-actualization was not met at the early adolescence period, but the upper three levels continued to be maintained. During the adolescence period she found a sense of belonging by peers, and graduated high school; later enrolling in a community college. Then, is the sixth stage of life; the third level of love and belonging had relapsed; leading to the pregnancy of her daughter at age 18 and giving birth at age 19. Although meeting a guy, and feeling that the third level; where love and belonging is achieved was satisfied; four years into the relationship she found now the third, fourth, (relapse mentioned previously, self-esteem) and fifth level of Maslow’s theory still were not achieved.Finally, during early adulthood the writer is still maintaining Maslow’s first, second, and third levels of Maslow’s Hierarchy of Needs life stages, and is currently focusing on the success of fully maintaining the fourth and fifth levels. The writer has achieved love through her children, but not through positive lasting relationships. She concludes that her bad experiences have deterred her judgments on establishing a healthy relationship. The writer is now the mother of two children, and enrolled in The University of North Carolina at Pembroke. She has discovered how to build self-esteem through educating herself using the studies of her social work major program as encouragement to meet and redirects future outcomes; hopefully in turn will contribute to satisfying the unmet needs; love within intimate relationships, and “fully” satisfying self-actualization.An Application of the Writer’s Life to Erikson’s TheoryErikson’s first stage, trust vs. mistrust is critical in the psychosocial life stage of development. Trust vs. mistrust is usually learned in infancy, this holds the most critical key in the developing process. Failure of this stage will lead to unpredictability and insecurities (Graves & Larkin, 2006). This stage has been satisfied at the early stages in life, but is unsatisfied currently. The writer’s trust vs. mistrust was developed at a young age by response of her parents to her essential and emotional needs, such as food, attention, acknowledging cries, and taking care of her when she was sick or hurt as an infant; although bad experiences in intimate relationships and friendships has scrutinized in her life now as an adult.Next, Erikson’s second stage, autonomy vs. shame and doubt; this is learned from age one to three years, and is exceptionally as important as stage one. Erikson describes this being the stage where one is learning to detach oneself from parental figures and exploring the environment, while still holding on; this stage is also where the strength will derives (Graves & Lark, 2006). The writer was successful when developing autonomy (self-control); but did have a barrier to accomplishing shame and doubt. Shame and doubt associated with Erikson’s theory was deployed from the writer at later stages in life as in the adolescence stage, contributed from failures to entail positive relationships and carrying on through early adulthood; which are now satisfied.Then, the third stage, initiative vs. guilt; this is learned in early childhood (ages 4 to 6 years old). The writer was successful in this stage of development at this age. Now Erikson’s fourth stage, industry vs. inferiority is significant to the development of Erikson’s life stages (ages 6 to 11 years old). The writer employs this developmental task was not maintained; however grades were maintained, but not being affiliated in sports or on campus activities deterred from setting absolute goals, and later leading to core pathologies. Erikson’s fifth stage is important in the development of identity vs. role confusion. This stage is learned in the adolescence stage of life. The writer was unsuccessful in achieving the identity vs. role confusion; although she was accepted by the upper class peer groups (those affiliated in sports, parents are involved in the community, and currency was maintained within the home), and by the lower class peer groups (those who were less fortunate, middle and lower-class citizens, not affiliated in sports, or not having maintained commitment within the home by care takers) she was confused with belonging and identity; therefore leading to choosing peer groups who influenced bad habits: Cigarette smoking, alcohol use, and experimenting with marijuana. Even though she was raised in a home with a strong belief system of the importance of education, self-respect, and Christianity was practiced. Although this behavior was not accepted by her mother and father; this behavior lasted until the birth of her first child, whom had a huge impact on future successes with her role identity.Erikson’s sixth stage of development is important in intimacy vs. isolation; the early adulthood stage (ages 20 to 25 years old). The writer has found love and a relationship with a partner holding importance for achieving intimacy, but not through positive lasting relationships. She has also, achieved love through her children. The writer is now the mother of two children; she is also, fully maintaining all other stages that had been unmet previously. Erikson’s seventh stage of development is important in generativity vs. stagnation; the middle adult hood stage (ages 25 to 60 years old). The writer is currently in this stage at 29 years old. Although, there is room for growing and achieving previous goals as well as current goals; she is currently focusing on her career in the social work field at The University of North Carolina at Pembroke, while maintaining previous unmet needs. She is also found the importance of guiding and directing task through her children to aide in a positive learning experience and produce healthy outcomes within their life stages.Maslow’s Contribution to a Writer’s Self EvaluationThe writer found Maslow’s Theory beneficial when evaluating her own life. She was able to evaluate and measure her accomplishments while considering Maslow’s life stages throughout the process. Maslow’s Theory expresses the importance of each stage by using the hierarchy of needs pyramid; focusing on the “basic” human needs, and illustrating the five levels of need to produce a healthy overall well-being of self (Newman & Newman, 2009). The writer suggests using Maslow’s Theory when evaluating oneself is much easier to follow and distinguish behaviors that need modification. In contrast, Erikson’s Theory is broader and more difficult when applying to one’s life. She employs when evaluating a client Maslow’s Theory could be beneficial.ConclusionIn conclusion, this is a summary of how Erikson’s Psychosocial Theory and Maslow’s Hierarchy of Needs Theory is applied to the writer’s life distinguishing the barriers and successes according to each theorists’ proposals on the development of life stages. The current paper also signifies Maslow’s Theory as being most beneficial for the writer when evaluating her life, and a client’s life. ReferencesAdams, G., Berzonsky, M. D. & Keating, L. (2006). Psychosocial Resources in First- Year University Students: The role of Identity Processes and Social Relationships. Journal of Youth and Adolescence, 35(1), 78-88.Atalay, M. (2007). PSYCHOLOGY OF CRISIS: AN OVER ALL ACCOUNT OF THE PSYCHOLOGY OF ERIKSON. Ekev Academic Review, 11(33), 15-34.C?té, J. E. & Schwartz, S. J. (2002). Comparing psychological and sociological approaches to identity: Identity status, identity capital, and the individualization process. Journal of Adolescence, 25, 571-586.Graves, S. B. & Larkin, E. (2006). Lessons from Erikson: A Look at Autonomy Across the Life-Span, Journal of Intergenerational Relationships, 4(2), 61-71.Greene, L., & Burke, G. (2007). BEYOND SELF- ACTUALIZATION. Journal of Health and Human Services Administration. 30(2), 116-128.Groves, D. L., Kahalas, H., & Erickson, D. L. (1975). A SUGGESTED MODIFICATION TO MASLOW’S NEED HIERARCHY. Social Behavior & Personality: An International Journal, 3(1), p.65, 5.Newman, B., & Newman, P., (2009). DEVELOPMENT THROUGH LIFE. A Psychosocial Approach.10e,.Sneed, J. R., Whitbourne, S. K., & Culang, M. E. (2006). Trust, Identity, and Ego-Integrity: Modeling Erikson’s Core Stages over 34 Years. Journal of Adult Development. 13(3/4), 148-157.Strayer, J. (2002). The Dynamics of Emotions and Life-Cycle Identity. Identity, 2(1), 47-79Ya –Wen, C., Sigmund, H. (2006). Quality of Life: Scaling with Maslow’s Need Hierarchy. Gerontology. 52(6), 376. ................
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