Erik Erikson: The Life-Span Approach

Erikson’s themeErikson’s theme

8 successive stages over the lifespan Addresses biological, social, situational, personal

influences

Crisis/Conflict: must adaptively or maladaptively cope with task in each developmental stage Respond adaptively: acquire strengths needed for next

developmental stage Respond maladaptively: less likely to be able to adapt to later

problems

8 successive stages over the lifespan Addresses biological, social, situational, personal

influences

Crisis/Conflict: must adaptively or maladaptively cope with task in each developmental stage Respond adaptively: acquire strengths needed for next

developmental stage Respond maladaptively: less likely to be able to adapt to later

problems

Stage 1: Basic Trust vs. MistrustBirth to age 1Totally dependent on othersMet: child develops trustNot met/neglected: child develops mistrustBasic strength: Hope

Belief our desires will be satisfied Feeling of confidence

Think of Harlow’s attachment studies here.

Fig. 3.9 Fig. 3.9 The traditional view of infancy holds that emotions are rapidly The traditional view of infancy holds that emotions are rapidly differentiated from an initial capacity for excitement. (After K.M.B. Bridges, 1932. differentiated from an initial capacity for excitement. (After K.M.B. Bridges, 1932. From “Emotional Development in Early Infancy.” Reprinted by permission of the From “Emotional Development in Early Infancy.” Reprinted by permission of the Society for Research in Child Development.)Society for Research in Child Development.)

Stage 2: Autonomy vs. Shame and DoubtAges 1-3 Positive: Child able to exercise some

degree of choiceNegative: independence is thwarted:

child develops feelings of self-doubt, shame in dealing with others

Basic Strength: Will Determination to exercise freedom of

choice in face of society’s demands

Stage 3: Initiative vs. Guilt

Stage 3: Initiative vs. Guilt

Ages 3-5 Positive: Child expresses desire to take initiative in activities

Negative: Parents punish child for initiative: child develops feelings of guilt that will affect self-directed activity throughout life (How are mistakes dealt with?)

Basic strength: Purpose Courage to envision and pursue goals

Ages 3-5 Positive: Child expresses desire to take initiative in activities

Negative: Parents punish child for initiative: child develops feelings of guilt that will affect self-directed activity throughout life (How are mistakes dealt with?)

Basic strength: Purpose Courage to envision and pursue goals

Thomas and Chess Temperament - 3

components

Thomas and Chess Temperament - 3

components• Easy• Slow to warm• Difficult• “Other”

• Easy• Slow to warm• Difficult• “Other”

The “Easy” ChildThe “Easy” Child

• Regular, predictable biological rhythms

• Positively approaches new stimuli• Easily adapts to change• Mild to moderate mood expressions—predominately positive

• Easy to manage• Represent about 40% of children

• Regular, predictable biological rhythms

• Positively approaches new stimuli• Easily adapts to change• Mild to moderate mood expressions—predominately positive

• Easy to manage• Represent about 40% of children

“Slow to Warm” Child“Slow to Warm” Child• Biological functions may or may not be regular

• Initial negative withdrawal to new stimuli

• Adapt slowly to change• Many negative mood expressions• Mood expressions are mild• Problems mostly with adapting to new stimuli

• Often considered shy• Represent about 15% of children

• Biological functions may or may not be regular

• Initial negative withdrawal to new stimuli

• Adapt slowly to change• Many negative mood expressions• Mood expressions are mild• Problems mostly with adapting to new stimuli

• Often considered shy• Represent about 15% of children

The “Difficult” ChildThe “Difficult” Child Irregular, unpredictable biological rhythms

Negative withdrawal to new stimuli

Poor adaptability to change Negative emotional expressions and loud intensity

Difficult to manage Represent about 10% of children

Irregular, unpredictable biological rhythms

Negative withdrawal to new stimuli

Poor adaptability to change Negative emotional expressions and loud intensity

Difficult to manage Represent about 10% of children

The “Other” CategoryThe “Other” Category

Many children show a mixture of traits

These children don’t clearly fit into the three major temperament categories

Represent 35% of children

Many children show a mixture of traits

These children don’t clearly fit into the three major temperament categories

Represent 35% of children

Stage 4: Industriousness vs. Inferiority

Stage 4: Industriousness vs. Inferiority

Ages 6-11Child develops cognitive abilities to enable in task completion (school work, play)

Parents/teachers do not support child’s efforts: child develops feelings of inferiority and inadequacy

Basic strength: CompetenceExertion of skill and intelligence in pursuing and completing tasks

Ages 6-11Child develops cognitive abilities to enable in task completion (school work, play)

Parents/teachers do not support child’s efforts: child develops feelings of inferiority and inadequacy

Basic strength: CompetenceExertion of skill and intelligence in pursuing and completing tasks

Child/Adult divisionChild/Adult division

Stages 1-4Stages 1-4– Largely determined by others Largely determined by others (parents, teachers)(parents, teachers)

Stages 5-8Stages 5-8– Individual has more control over Individual has more control over environmentenvironment

– Individual responsibility for Individual responsibility for crisis resolution in each stagecrisis resolution in each stage

Stage 5: Identity vs. Role Confusion

Stage 5: Identity vs. Role Confusion

Ages 12-18 Form ego identity: self-image Strong sense of identity: face adulthood with certainty and confidence

Identity crisis: confusion of ego identity

Basic strength: Fidelity Emerges from cohesive ego identity Sincerity, genuineness, sense of duty in relationships with others

Ages 12-18 Form ego identity: self-image Strong sense of identity: face adulthood with certainty and confidence

Identity crisis: confusion of ego identity

Basic strength: Fidelity Emerges from cohesive ego identity Sincerity, genuineness, sense of duty in relationships with others

Adolescence

The Personal Fable

According to David Elkind, teenagers are particularly prone to harbor beliefs such as:

“I am special – what is true for others is not true for me.”“It won’t happen to me!“Nobody understands how I feel.”“Everyone cares about how I look and what I am

wearing.” – also known as the “imaginary audience.”

These beliefs may be adaptive in some situations, but can also lead to risk-taking behavior and feelings of alienation from parents and peers.

The Personal Fable

According to David Elkind, teenagers are particularly prone to harbor beliefs such as:

“I am special – what is true for others is not true for me.”“It won’t happen to me!“Nobody understands how I feel.”“Everyone cares about how I look and what I am

wearing.” – also known as the “imaginary audience.”

These beliefs may be adaptive in some situations, but can also lead to risk-taking behavior and feelings of alienation from parents and peers.

Adolescence

Identity Development

Marcia’s statuses are useful for thinking about the important dimensions of finding a stable identity.

It is possible that identity achievement does not happen “all at once.”

One may settle on a career well before finding a committed relationship.

It is also possible or even common to rethink decisions later in life.

Identity Development

Marcia’s statuses are useful for thinking about the important dimensions of finding a stable identity.

It is possible that identity achievement does not happen “all at once.”

One may settle on a career well before finding a committed relationship.

It is also possible or even common to rethink decisions later in life.

Values Adolescents carry with them a set of values that

influences their thoughts, feelings& actions Over past two decades, they have shown an

increased concern for personal well-being & decreased concern for well-being of others & demonstrate an increasing need for self-fulfillment & self-expression

Narcissism is no longer classified as a disorder.

Adolescents carry with them a set of values that influences their thoughts, feelings& actions

Over past two decades, they have shown an increased concern for personal well-being & decreased concern for well-being of others & demonstrate an increasing need for self-fulfillment & self-expression

Narcissism is no longer classified as a disorder.

Stage 6: Intimacy vs. Isolation

Ages 18-35 (approximately)Undertake productive work and establish

intimate relationships Inability to establish intimacy leads to

social isolationBasic strength: Love

Mutual devotion in a shared identityFusing of oneself with another person

Ages 18-35 (approximately)Undertake productive work and establish

intimate relationships Inability to establish intimacy leads to

social isolationBasic strength: Love

Mutual devotion in a shared identityFusing of oneself with another person

Stage 7: Generativity vs. Stagnation

• Ages 35-55 (approximately)• Generativity: Active involvement in teaching/guiding the next generation

• Stagnation involves not seeking outlets for generativity

• Basic strength: Care Broad concern for others Need to teach others

Stage 8: Ego Integrity vs. Despair

Stage 8: Ego Integrity vs. Despair

Ages 55+Evaluation of entire lifeIntegrity: Look back with satisfaction

Despair: Review with anger, frustration

Basic strength: WisdomDetached concern with the whole of life(detached has positive meaning here)

Ages 55+Evaluation of entire lifeIntegrity: Look back with satisfaction

Despair: Review with anger, frustration

Basic strength: WisdomDetached concern with the whole of life(detached has positive meaning here)

Stage 7-8 exploredStage 7-8 explored

Society’s traditional view of retirement: Society’s traditional view of retirement: “withdrawal from one’s position of “withdrawal from one’s position of occupation or from active working life” no occupation or from active working life” no longer truelonger true

Historical trends: retirement has become Historical trends: retirement has become available at increasingly younger ages; available at increasingly younger ages; increased non-work time available to increased non-work time available to general population. general population.

Our country still places emphasis on work Our country still places emphasis on work as the primary force of an individual’s as the primary force of an individual’s life and as a primary source of life and as a primary source of identification & worthidentification & worth

Stage 7-8 ExploredStage 7-8 Explored

American culture’s major American culture’s major characteristic is change. characteristic is change. Renewal, youth & flexibility Renewal, youth & flexibility are stressed, with are stressed, with little room little room for expression of the accrued for expression of the accrued experience of the older adultexperience of the older adult

An equation is implied: An equation is implied: retirement = obsolescenceretirement = obsolescence

Stagnation and Despair?

• Loss of work & social relationships can lead to a questioning of the meaning of existence, and result in a life review

• This journey of personal self-discovery and the new experience of operating in norm-less, unstructured situations can cause a sense of discontinuity and stagnation

• Ending of work interactions can weaken ties of friendship

COMPARISON OF STAGESCOMPARISON OF STAGES

GenitalGenital

LatencyLatency

OedipalOedipal

AnalAnal

OralOral

GenitalGenital

LatencyLatency

OedipalOedipal

AnalAnal

OralOral

5. Identity vs. Role Confusion5. Identity vs. Role Confusion

4. Industry vs. Inferiority4. Industry vs. Inferiority

3. Initiative vs. guilt3. Initiative vs. guilt

2. Autonomy vs. Shame & Doubt2. Autonomy vs. Shame & Doubt

1. Trust vs. Mistrust1. Trust vs. Mistrust

5. Identity vs. Role Confusion5. Identity vs. Role Confusion

4. Industry vs. Inferiority4. Industry vs. Inferiority

3. Initiative vs. guilt3. Initiative vs. guilt

2. Autonomy vs. Shame & Doubt2. Autonomy vs. Shame & Doubt

1. Trust vs. Mistrust1. Trust vs. Mistrust

FREUD ERIKSON

GOALS OF EACH STAGE

8. Integrity vs. Despair

7. Generativity vs. Stagnation

6. Intimacy vs. Isolation

5. Identity vs. Role Diffusion

4. Industry vs. Inferiority

3. Initiative vs. Guilt

2. Autonomy vs. Shame

1. Trust vs. Mistrust

Wisdom, Inner peace

Care

Love

Fidelity

CompetencePurposeWill PowerHope

Ideal AchievementStage

SIGNIFICANT RELATIONSSIGNIFICANT RELATIONS

8. Integrity vs. Despair humankind (my kind)

7. Generativity vs. Stagnation divided labor, shared household

6. Intimacy vs. Isolation partners: friends, sex,competition, cooperation

5. Identity vs. Role Diffusion peer and other groups

4. Industry vs. Inferiority neighborhood, school

3. Initiative vs. Guilt basic family

2. Autonomy vs. Shame parental persons

1. Trust vs. Mistrust maternal person