Erikson’s stage theory

PRESENTED BY

RICHARD OPOKU ASARE

M.Ed (Health education), B.Ed (Hons)(Health sciences) , RN (Dip)-MN, Cert.Ed.

[email protected] © 2015 1

PSYCHOSOCIAL DEVELOPMENTThis theory of personality was developed by Erik Erikson (1902-1994) who believed that human beings go through psychosocial stages of development, in contrast to Freud’s psychosexual stages of development. He became interested in how young people acquire a personal identity and how society helps shape it. Because his theory integrates personal, emotional and social development, it is often called psychosocial theory of personality development.


PSYCHOSOCIAL DEVELOPMENT –Cont’d

Erikson divided the human life-span into eight (8) stages, and each with two possible outcomes, and described at the time that an individual experiences a psychological challenge as a crisis. A positive resolution of a crisis means a favorable ratio of positive to negative psychosocial traits emerges (i.e., the more an individual resolves the crisis successfully, the healthier development will be). A negative resolution results in individuals seeing the world as unpredictable and threatening (i.e., failure to successfully complete a stage can result in a reduced ability to complete further stages and therefore a more unhealthy personality and sense of self).


PSYCHOSOCIAL DEVELOPMENT –Cont’d

This does not mean that people who successfully resolve the crisis never have negative thoughts or distrust another person. In general, they see the best in others and have a positive orientation towards life.


Erikson’s work is based on five assumptions:

1. People, in general have the same basic needs.

2. Personal development occurs in response to these needs.

3. Development proceeds in stages.

4. Movement through the stages reflects changes in an individual’s motivation.

5. Each stage is characterized by a psychosocial challenge that presents opportunities for development.


ERIKSON’SEIGHT STAGES OF PSYCHOSOCIAL DEVELOPMENT


Trust versus Mistrust (Infancy) (Birth – 1 year)

From ages of birth to one year, infants begin to learn the ability to trust others based upon the consistency of their parents/caregivers. A sense of trust requires a feeling of physical comfort and minimal amount of fear and apprehension about the future. If infant’s basic needs, such as food, clothes, quick changing of soiled diapers, etc., are met by responsive, sensitive parents/caregivers, it leads to sound attachments.


Trust versus Mistrust (Infancy) (Birth – 1 year) – Cont’d

Infants therefore develop an optimistic, trusting attitude toward the world by having a life-long expectation that the world will be good and pleasant to live. Hence, sense of trust. However, if children’s basic needs are not met, or poorly taken care of, it may result in anxiety, a more distrusting and insecure personality, and over feeling of mistrust in the world around them. Hence, sense of mistrust.


Autonomy versus Shame and Doubt (Toddlerhood) (1 – 3 years)

This occurs in late infancy and toddlerhood when parents begin toilet training and other efforts to regulate their children. Between the ages of one and three, children begin to discover that their behaviour is their own by taking some personal responsibility. They assert their independence by walking away from their mother, picking which toy(s) to play with, and making choices about what they like to wear, to eat, bath, and so forth.


Autonomy versus Shame and Doubt (Toddlerhood) (1 year – 3 years) – Cont’d

If all goes on well when they are given the needed encouragement and support to increase their independence, children become more confident and secure in their own ability to survive in the world. Children, therefore, acquire as sense of self-sufficiency and start to assert their sense of independence by realizing their will; hence autonomy.


Autonomy versus Shame and Doubt (Toddlerhood) (1 year – 3 years) – Cont’d

But if parents/caregivers are never satisfied with children’s efforts, criticised, and restrained or overly-controlled them too much, or not given the children the opportunity to assert themselves, or punished too harshly resulting in constant parents-children conflict, they (children) begin to feel inadequate in their ability to survive, and may then become overly dependent on others, lack self-esteem, and develop a sense of personal shame and self-doubt in their own abilities.


Initiative versus Guilt (Early childhood) (3 – 5 years)

This occurs during the preschool years, where children widen their social world and are faced with challenges to function socially, within their families. Children are asked to assume responsibility for their bodies, their toys, their pets, and other belongings entrusted to them. They begin to plan activities, make up games, and initiate other activities.


Initiative versus Guilt (Early childhood) (3 – 5 years) – Cont’d

If children are given this opportunity, they develop a sense of initiate, and feel secure in their ability to lead others and make decisions. Conversely, if this tendency is suppressed or quenched, either though criticism or control, children develop a sense of guilt. They may feel like a nuisance to others and will therefore remain followers, lacking in self-initiative.


Initiative versus Guilt (Early childhood) (3 – 5 years) – Cont’d

More so, if children think only of their own needs and desires, family members may begin to instill feelings of guilt, and self-esteem may suffer. Besides, if children are irresponsible and are made to feel too anxious, uncomfortable guilt feelings may arise. But if they learn to get along well with siblings and parents, a sense of self-confidence should begin to grow.


Industry versus Inferiority (Middle & late childhood) (6 – 12 years/Puberty)

This occurs approximately in their elementary school years, where children are faced with the challenges of learning to function socially that is beyond the family to the broader realm of the neighborhood and school. They begin to develop a sense of pride in their accomplishments as a result of their initiatives that bring them in contact with a wealth of new experiences.


Industry versus Inferiority (Middle & late childhood) (6 – 12 years/Puberty) – Cont’d

They direct their energy toward mastering knowledge and intellectual skills. They initiate projects, see them through to completion, and feel good about what they have achieved. This increases their competencies in academic skills and social interactions. If children are encouraged and reinforced for their initiative, they begin to feel and develop a sense of industry and feel confident in their ability to achieve goals.


Industry versus Inferiority (Middle & late childhood) (6 – 12 years/Puberty) – Cont’d

In contrast, if this initiative is not encouraged, if it is restricted by parents, teachers or peers, it may result in difficulties in this stage that could lead to feelings of failure, inadequacy, and unproductive. Children may doubt their own abilities and therefore may not reach their potential. They develop a sense of inferiority.


Identity versus Role/Identity Confusion (Adolescence) (12 – 20 years)

This is experienced during the adolescent years, where the transition from childhood to adulthood is most important. Adolescents are faced with finding out who they are, what they are all about, and where they are going in life. They are faced with major decisions to make about their identity – a term known as identity crisis.


Identity versus Role/Identity Confusion (Adolescence) (12 – 20 years) – Cont’d They also become more independent, and begin to look at the future in terms of career, relationships, families, housing, and so forth. Adolescents at this stage are confronted with many new roles and adult statuses, such as vocation or career development, and issues of romance. If adolescents explore such roles in a healthy manner and arrive at a positive path to follow in life, then a positive identity will be achieved.


Identity versus Role/Identity Confusion (Adolescence) (12 – 20 years) – Cont’d

If an identity is pushed on adolescents by parents, hindering their sense of who they are, and adolescents do not adequately consider alternative possibilities, then a sense of identity confusion (“I don’t know what I want to be when I grow up”) and their role in the world result.


Intimacy versus Isolation (Early adulthood) (20 – 40 years)

A person with a firm sense of identity is prepared for intimacy, or giving the self over to another. This is experienced during the early or young adulthood years. At this stage, we begin to share ourselves more intimately with others. Young adults seek to make long term commitments to others than a family member.


Intimacy versus Isolation (Early adulthood) (20 – 40 years) – Cont’d

Successful completion can lead to comfortable and secure relationships and a sense of commitment, safety, and care within that relationship (provided young adults are able to form a healthy friendship and intimate close relations with other persons).


Intimacy versus Isolation (Early adulthood) (20 – 40 years) – Cont’d

If they are unsuccessful and avoid intimacy, fear commitment and relationships, it can lead to emotional isolation, loneliness and sometimes depression. The young adults therefore develop a sense of isolation and self-absorption will result.


Generativity versus Stagnation (Middle adulthood) (40 – 65 years)This is the period of middle adulthood where we have established our careers, settled down within a relationship, began our own families and developed a sense of being a part of the bigger picture of the society. We give back to society through raising our children, being productive at work, and becoming involved in community activities and organizations. This stage also marks the period where individuals acquire a genuine concern for the welfare of the future generations, which results in providing unselfish guidance to younger people.


Generativity versus Stagnation (Middle adulthood) (40 – 65 years) – Cont’d

The chief challenge or task is to assist the younger generation in developing and leading useful lives. This is termed generativity. Generative adults try to contribute to the betterment of society by working for principles such as a clean physical environment, a safe and drug-free social world and adherence to the principles of freedom and dignity for individuals.


Generativity versus Stagnation (Middle adulthood) (40 – 65 years) – Cont’d

The key characteristics of generativity are creativity, productivity, and concern for and commitment to guiding the next generation. By failing to achieve these key objectives, the feeling of having done nothing to help the next generation, and experiencing a sense of personal impoverishment, we become stagnant and feel unproductive, apathy, pseudo-intimacy, or self-absorption.


Ego Integrity versus Despair (Late adulthood) (65 years to death)

This phase occurs during late adulthood or old age and is focused on reflecting back on life. We evaluate what we have done with our lives. Those who feel proud of their accomplishments will feel a sense of integrity. Successfully completing this phase means looking back with few regrets and a general feeling of satisfaction.


Ego Integrity versus Despair (Late adulthood) (65 years to death) – Cont’d

These individuals will attain wisdom, even when confronting death. They accept responsibility for the way they have lived and accept the finality of death. People who accept themselves, conclude that they only have one life to live, live it as well as possible and have few regrets are seen as having integrity.


Ego Integrity versus Despair (Late adulthood) (65 years to death) – Cont’d

Those who are unsuccessful during this phase will feel that their life has been wasted and will experience many regrets and guilt feelings. The individual will be left with feelings of bitterness and despair, often leading to depression and hopelessness.


THE END – THANK YOU


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Erikson’s stage theory