14.7: Erikson's Psychosocial Stages of Development

Erikson proposed that each period of life has a unique challenge or crisis that a person must face. This is referred to as a psychosocial development. According to Erikson, successful development involves dealing with and resolving the goals and demands of each of these crises in a positive way. These crises are usually called stages, although that is not the term Erikson used. If a person does not resolve a crisis successfully, it may hinder their ability to deal with later crises. For example, an individual who does not develop a clear sense of purpose and identity (Erikson’s fifth crisis - Identity vs. Role Confusion) may become self-absorbed and stagnate rather than working toward the betterment of others (Erikson’s seventh crisis - Generativity vs. Stagnation). However, most individuals are able to successfully complete the eight crises of his theory.[1]

Erik Erikson proposed that we are motivated by a need to achieve competence in certain areas of our lives. As mentioned in the chapter on theory, Erikson’s psychosocial theory has eight stages of development over the lifespan, from infancy through late adulthood. At each stage there is a conflict, or task, that we need to resolve. Successful completion of each developmental task results in a sense of competence and a healthy personality. Failure to master these tasks leads to feelings of inadequacy.

Trust v. mistrust

According to Erikson, a child needs to develop trust in the first year of life. This refers to trusting that the world is a predictable place, that they have some agency in the world, and that when they cry, their caregiver will attend to them. If this trust is not established, this stage will be concluded with mistrust.

Figure \(\PageIndex{1}\): Surely this infant in Dhaka will learn that their father is around to protect and meet their needs. (Steve Evans from India and USA, CC BY 2.0 <https://creativecommons.org/licenses/by/2.0>, via Wikimedia Commons)

This stage is also discussed as Erikson's contribution to the topic of attachment.

Autonomy v. shame/doubt

According to Erikson, toddlers are often wanting to do things for themselves. Caregivers can encourage them to be autonomous by picking their own clothes and feeding themselves. Instead, if caregivers swoop in to "correct" a possible spillage, or simply take over doing things, the toddler will end up feeling ashamed and doubtful.

Figure \(\PageIndex{2}\): This child allowed to feed themself is likely to end this stage with autonomy, rather than feeling ashamed or doubtful. (Image by Mostafameraji, CC BY-SA 4.0, via Wikimedia Commons)

Initiative vs. Guilt

Psychologist Erik Erikson argues that children in early childhood go through a stage of “initiative vs. guilt”. If the child is placed in an environment where he/she can explore, make decisions, and initiate activities, they have achieved initiative. On the other hand, if the child is put in an environment where initiation is repressed through criticism and control, he/she will develop a sense of guilt.

Figure \(\PageIndex{3}\): In Erikson’s view preschoolers resolve their psychosocial conflict with initiative (rather than guilt) when they are allowed to explore and try out new things.[2]

Figure –

The trust and autonomy of previous stages develop into a desire to take initiative or to think of ideas and initiative action. Children may want to build a fort with the cushions from the living room couch or open a lemonade stand in the driveway or make a zoo with their stuffed animals and issue tickets to those who want to come. Or they may just want to get themselves ready for bed without any assistance. To reinforce taking initiative, caregivers should offer praise for the child’s efforts and avoid being critical of messes or mistakes. Soggy washrags and toothpaste left in the sink pales in comparison to the smiling face of a five-year-old that emerges from the bathroom with clean teeth and pajamas![3] To reinforce taking initiative, caregivers should offer praise for the child’s efforts and avoid being critical of messes or mistakes. Placing pictures of drawings on the refrigerator, purchasing mud pies for dinner, and admiring towers of legos will facilitate the child’s sense of initiative.

Erik Erikson- Industry vs. Inferiority

During the elementary school stage (ages 6-12), children face the task of Industry versus Inferiority. Children begin to compare themselves to their peers to see how they measure up.

Figure \(\PageIndex{4}\): The academic award this boy is receiving may contribute to his sense of industry.[4]

They either develop a sense of pride and accomplishment in their schoolwork, sports, social activities, and family life, or they feel inferior and inadequate when they don’t measure up.[5]

According to Erikson, children in middle childhood are very busy or industrious. They are constantly doing, planning, playing, getting together with friends, achieving. This is a very active time and a time when they are gaining a sense of how they measure up when compared with friends. Erikson believed that if these industrious children can be successful in their endeavors, they will get a sense of confidence for future challenges. If not, a sense of inferiority can be particularly haunting during middle childhood.[6]

Identity vs. Role Confusion

Identity vs. Role Confusion is a major stage of development where the child has to learn the roles he will occupy as an adult. In adolescence, children (ages 12–18) face the task of identity vs. role confusion. Success in this stage will lead to the virtue of fidelity. Fidelity involves being able to commit one's self to others on the basis of accepting others, even when there may be ideological differences. According to Erikson, an adolescent’s main task is developing a sense of self. Adolescents struggle with questions such as “Who am I?” and “What do I want to do with my life?” Along the way, most adolescents try on many different selves to see which ones fit; they explore various roles and ideas, set goals, and attempt to discover their “adult” selves. Adolescents who are successful at this stage have a strong sense of identity and are able to remain true to their beliefs and values in the face of problems and other people’s perspectives. When adolescents are apathetic, do not make a conscious search for identity, or are pressured to conform to their parents’ ideas for the future, they may develop a weak sense of self and experience role confusion. They will be unsure of their identity and confused about the future. Teenagers who struggle to adopt a positive role will likely struggle to “find” themselves as adults.[7]

Erikson saw this as a period of confusion and experimentation regarding identity and how one navigates along life’s path. During adolescence, we experience psychological moratorium, where teens put their current identity on hold while they explore their options for identity. The culmination of this exploration is a more coherent view of oneself. Those who are unsuccessful at resolving this stage may either withdraw further into social isolation or become lost in the crowd. However, more recent research suggests, that few leave this age period with identity achievement, and that most identity formation occurs during young adulthood (Côtè, 2006).[8]

Attributions:

Child Growth and Development by Jennifer Paris, Antoinette Ricardo, and Dawn Rymond, 2019, is licensed under CC BY 4.0

[1] Introduction to Psychology by Martha Lally and Suzanne Valentine-French is licensed under CC BY-NC-SA 3.0

[2] Image is in the public domain

[3] Children’s Development by Ana R. Leon is licensed under CC BY 4.0 (modified by Antoinette Ricardo)

[4] Image by Janarthanan kesavan is licensed under CC BY-SA 4.0

[5] Psychology - 9.2: Lifespan Theories by CNX Psychology is licensed under CC BY 4.0

[6] Sociology: Brief Edition – Explaining Socialization by Steven E. Barkan is licensed under CC BY-NC-SA 3.0

[7] Education, Society, & the K-12 Learner – Part II: Educational Psychology references Modification of Erickson’s Stages of Psychosocial Development by Boundless, which is licensed under CC BY-SA 4.0

[8] Lifespan Development: A Psychological Perspective by Martha Lally and Suzanne Valentine-French is licensed under CC BY-NC-SA 3.0

Image - Steve Evans from India and USA, CC BY 2.0, via Wikimedia Commons

Image by Mostafameraji, CC BY-SA 4.0, via Wikimedia Commons