Erikson’s Theory of Psychosocial Development
Erikson’s Theory of Psychosocial DevelopmentPsychoanalyst Erik Erikson describes the physical, emotional and psychological stages of development and relates specific issues, or developmental work or tasks, to each stage. For example, if an infant's physical and emotional needs are met sufficiently, the infant completes his/her task -- developing the ability to trust others. However, a person who is stymied in an attempt at task mastery may go on to the next state but carries with him/her the remnants of the unfinished task. For instance, if a toddler is not allowed to learn by doing, the toddler develops a sense of doubt in his or her abilities, which may complicate later attempts at independence. Similarly, a preschooler who is made to feel that the activities he or she initiates are bad may develop a sense of guilt that inhibits the person later in life. InfantTrust vs MistrustNeeds maximum comfort with minimal uncertaintyto trust himself/herself, others, and the environmentToddlerAutonomy vs Shame and DoubtWorks to master physical environment while maintainingself-esteemPreschoolerInitiative vs GuiltBegins to initiate, not imitate, activities; developsconscience and sexual identitySchool-Age ChildIndustry vs InferiorityTries to develop a sense of self-worth by refining skillsAdolescentIdentity vs Role ConfusionTries integrating many roles (child, sibling, student, athlete,worker) into a self-image under role model and peer pressureYoung AdultIntimacy vs IsolationLearns to make personal commitment to another asspouse, parent or partnerMiddle-Age AdultGenerativity vs StagnationSeeks satisfaction through productivity in career, family, andcivic interestsOlder AdultIntegrity vs DespairReviews life accomplishments, deals with lossand preparation for deathSchool Age (6 to 11 years) Basic Conflict: Industry vs. Inferiority Important Events: School Outcome: Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority. CompetenceDuring this stage, often called the Latency, we are capable of learning, creating and accomplishing numerous new skills and knowledge, thus developing a sense of industry. This is also a very social stage of development and if we experience unresolved feelings of inadequacy and inferiority among our peers, we can have serious problems in terms of competence and self-esteem.As the world expands a bit, our most significant relationship is with the school and neighborhood. Parents are no longer the complete authorities they once were, although they are still important.Stage: Adolescence (12 to 18 years) Basic Conflict: Identity vs. Role Confusion Important Events: Social Relationships Outcomes: Teens needs to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self. FidelityUp until this fifth stage, development depends on what is done to a person.? At this point, development now depends primarily upon what a person does.? An adolescent must struggle to discover and find his or her own identity, while negotiating and struggling with social interactions and “fitting in”, and developing a sense of morality and right from wrong.Some attempt to delay entrance to adulthood and withdraw from responsibilities (moratorium).? Those unsuccessful with this stage tend to experience role confusion and upheaval.? Adolescents begin to develop a strong affiliation and devotion to ideals, causes, and friends.Stage: Young Adulthood (18/19 to 35/40 years) Basic Conflict: Intimacy vs. Isolation Important Events: Relationships Outcome: Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation. LoveAt the young adult stage, people tend to seek companions hip and love.? Some also begin to “settle down” and start families, although seems to have been pushed back farther in recent years.Young adults seek deep intimacy and satisfying relationships, but if unsuccessful, isolation may occur.?? Significant relationships at this stage are with marital partners and friends.Stage: Middle Adulthood (40 to 65 years) Basic Conflict: Generativity vs. Stagnation Important Events: Work and Parenthood Outcome: Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world.CareCareer and work are the most important things at this stage, along with family.? Middle adulthood is also the time when people can take on greater responsibilities and control.For this stage, working to establish stability and Erikson’s idea of generativity – attempting to produce something that makes a difference to society.? Inactivity and meaninglessness are common fears during this stage.Major life shifts can occur during this stage.? For example, children leave the household, careers can change, and so on.? Some may struggle with finding purpose.? Significant relationships are those within the family, workplace, local church and other communities.Erikson saw growth and development as something that stretched throughout the life cycle. According to Erikson there were various "crises" (Judy’s note: I prefer the word events or tasks) that developed naturally and inevitably at various points in the life cycle. Successful resolution of these crises would determine whether one later experienced relative happiness, or discontent and neurosis. In addition, each of the different phases -- and the skills that came from resolving each successive crisis -- built upon those that came before. One value of this theory is that it illuminated why individuals who had been thwarted in the healthy resolution of early phases (such as in learning healthy levels of trust and autonomy in toddlerhood) had such a tough time of it with the crises that came in adulthood. More importantly, it did so in a way that provided answers for practical application. It raised new potential for therapists and their patients to identify key issues and skills that required addressing. But at the same time, it yielded a guide or yardstick that could be used to assess teaching and child rearing practices in terms of their ability to nurture and facilitate healthy emotional and cognitive development. In fact, Erikson's contributions to the field of child development are only matched in impact and significance by the work of Jean Piaget. Like Piaget, Erikson came to the conclusion that children should not be rushed in their development; that each developmental phase was vastly important and should be allowed time to fully unfold. While Piaget emphasized that cognitive development could not be rushed (without sacrificing full intellectual potential), Erikson emphasized that a child's development must not be rushed, or dire emotional harm would be done, harm that would seriously undermine a child's ability to succeed in life. Ironically, Erikson, whose work has done so much to promote the healthy emotional and cognitive nurturance of children, had a mentally handicapped son, Neil, who lived his entire 21 years discarded in an institution. Born with severe Down Syndrome and physical handicaps, Neil Erikson was predicted by doctors to live for no more than one to two years. His parents, busy intellectuals with three more children at home to care for, conceded to the doctor's recommendation and institutionalized their son. They told the other children that Neil had died. Eventually however the truth resurfaced. Before and after, it was a source of friction within the household. Erikson's biographer, Lawrence J. Friedman, has pointed out that the life of his youngest child may have served as a constant contrasting back drop for both Joan and Erik Erikson as they co-developed the theories of healthy child development that eventually emerged in Childhood and Society. ................
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