Erik Erikson’s Psychosocial Theory

of Development

Erik Homburger Erikson

Born: June 15, 1902, Frankfurt, Germany

Died: May 12, 1994, Harwich, Massachusetts, United States

Education: University of Vienna

Spouse: Joan Erikson (m. 1930–1994)

Awards: Pulitzer Prize for General Non-Fiction, Jefferson Lecture, National Book Award for Philosophy and Religion

Erik Homburger Erikson was a German-born

American developmental psychologist and

psychoanalyst known for his theory on

psychosocial development of human beings.

He maybe most famous for coining the

phrase identity crisis.

.He first published his

eight stage theory of

human development

in his 1950 book,

Childhood and

Society. The Stages

were included in the

chapter entitled “The

Eight Ages of Man”

He expanded and refined his theory in later

books and revisions, mainly:

- Identity and the Life Cycle (1959)

- Insight and Responsibility (1964)

- The Life Cycle Completed: A Review (1982), revised 1996

by Joan Erikson

- Vital Involvement in Old Age (1989)

Identity and the Life Cycle (1959)

Insight and

Responsibility(1964)

The Life Cycle

Completed:

A Review (1982),

revised 1996 by Joan

Erikson

Vital Involvement in Old Age (1989)

Similar to theory of Freud, Erikson believed

that personality develops in a series of stages.

But unlike the Freud’s theory of psychosexual

stages, Erikson’s theory describes the impact of

social experience across the whole life-span.

What differs to the work of Erikson to Freud

is the element of which gave emphasis on

the development of ego identity.

Ego identity is the conscious sense of self

that we develop through social interaction.

According to Erikson, our ego identity

constantly changes due to new experiences

and information that we acquire in our daily

interactions with other individuals in our

environment.

Furthermore, Erikson also established a

belief that a sense of competence also

motivates behaviors and actions.

Erikson’s theory implies that each stage

concerns with becoming competent in an

area of life.

If the stage is handled well, the person will

feel a sense of mastery.

If the stage is managed poorly , the person

will feel a sense of inadequacy.

Introduction to the Eight Stages of Human Development

Erikson’s psychosocial term is derived from

the two source words- namely psychological

(or the root, psycho relating to the mind,

brain, personality, etc.) and social (external

relationships and environment).

Erikson’s theory was largely influenced by

Sigmund Freud. But Erikson extended the

theory and incorporated cultural and social

aspects into Freud's biological and sexually-

oriented theory.

The theory is a basis for broad or complex

discussion and analysis of personality and

behavior and also for understanding and

facilitating personal development of self and

others.

It can help the teacher in becoming more

knowledgeable and at the same time

understanding of the various environmental

factors that affect his own and his students’

personality and behavior.

Erikson’s eight stages theory is a

tremendously powerful model because his

theory is useful for teaching, parenting,

self-awareness, managing and coaching,

dealing with conflict and generally for

understanding self and others.

The Epigenetic Principle. As Boeree, “this priciple

says that we develop through a predetermined

unfolding of our personalities in eight stages . Our

progress through each stage is in part determined

by our success, or lack of success, in all the previous

stages.

C. George Boeree

- American psychologist - Born: January 15, 1952 (age 61)

Epigenetic theory is an emergent theory of

development that includes both the genetic

origins of behavior and the direct influence

that environmental forces have, over time,

on the expression of those genes. The theory

focuses on the dynamic interaction between

these two influences during development.

Each stages involves a psychosocial crisis of

two opposing emotional forces. A helpful

term used by Erikson for these opposing

forces is contrary dispositions.

Each crises stages relates to a corresponding life

stage and its inherent challenges. Erikson used

the words syntonic for the first listed positive

disposition in each crises (e.g., Trust) and dystonic

for the second- listed negative disposition (e.g.,

Mistrust). He used the word versus to signify the

opposing relationship between each pair of

dispositions.

If a stage is managed well , we carry away a

certain virtue or psychosocial strength

which will help us through the rest of the

stages of our life.

Successfully passing through each crises

involves achieving a healthy ratio or balance

between the two opposing dispositions that

represent each crisis.

On the other hand, if we don’t do so well,

we may develop maladaptation and

malignancy , as well as endanger all our

future development.

A malignancy is the worse of the two. If

involves too little of the positive and too much

of the negative aspect of the task, such as a

person who can’t trust others.

A maladaptation is not quite as bad and

involves too much of the positive and too little

of the negative, such as a person who trusts

too much.

Erikson also emphasized the significance of

mutuality and generativity in his theory. The

terms are linked . Mutuality reflects the effect of

generations on each other, especially among

families, and particularly between parents and

children and grand children.

Generativity, actually a named disposition within

one of the stages (Generativity vs Stagnation),

reflects the significant relationship between

adults and the best interests of children.

The Eight Psychosocial Stages of

Development

Stage 1

Infancy

-birth to 18 months

Developments

Physical Development- roll over, crawl, walk, grasp object

Mental Development

-respond to cold, hunger and pain by crying

-begin to recognize surroundings and become aware of

surroundings and people

Emotional Development

-show anger, distrust, happiness, excitement, etc.

Social Development

-self-centeredness concept of the newborn to recognition of

others in their environment

Psychosocial Crisis-Trust

vsMistrust

Important Event(Feeding)

Outcome

Children develop a sense of trust when caregivers

provide reliability, care, and affection. A lack of

this will lead to mistrust.

Maladaptation(Sensory Maladjustment)

Over trusting

Gullible

Cannot believe anyone would mean them harm.

Malignancy(Withdrawal)

Characterized by depression, paranoia and

possibly psychosis.

Virtue(Hope)

The strong belief that even things are not going

well, they will work out well in the end.

Stage 2

Toddler

-2 to 3 years old

Developments

Physical Development

-growth slower than in infancy

-muscle coordination allows the child to run, climb, move freely

-can write , draw, use a spoon and fork

Mental Development

-verbal growth progresses, short attention span, at end of stage

ask questions, recognize letters and some words

Emotional Development

-develop self-awareness and recognize the effect they have on

the other people and things

Social Development

-at the beginning of stage very self-centered one year old to

sociable six year old

-strong attachment to parents.

-needs are food , shelter, protection, love and security

Psychosocial Crisis-Autonomy

vs Shame and Doubt

Important Event(Toilet Training)

OutcomeChildren need to develop a sense of personal control

over physical skills and a sense of independence.

Success leads to feeling of autonomy, failure results

in feeling of shame and doubt.

Maladaptation(Impulsiveness)

A sort of shameless willfulness that leads you in

later childhood and even adulthood to jump into

things without proper consideration of your

abilities.

Malignancy(Compulsiveness)

Too much shame and doubt. The compulsive

person feels as if their entire being rides on

everything they do and so everything they do and

so everything must be done perfectly.

Virtue(Will power)

“Can do attitude”

Stage 3

Preschool

- 3 to 5 years old

Developments

Physical Development

-growth slower than in infancy

-muscle coordination allows the child to run, climb, move freely

-can write , draw, use a spoon and fork

Mental Development

-verbal growth progresses, short attention span, at end of stage

ask questions, recognize letters and some words

Emotional Development

-develop self-awareness and recognize the effect they have on

the other people and things

Social Development

-at the beginning of stage very self-centered one year old to

sociable six year old

-strong attachment to parents

-needs are food , shelter, protection, love and security

Psychosocial Crisis-Initiative

vsGuilt

Important Event(Exploration)

OutcomeChildren need to begin asserting control and

power over the environment. Success in this

stage leads to a sense of purpose. Children who

try to exert too much power experience

disapproval resulting in a sense of guilt.

Maladaptation(Ruthless)

To be heartless or unfeeling or to be “without mercy”

Malignancy(Inhibition)

The inhibited person will not try things because

nothing ventured, nothing lost, and particularly

nothing to feel guilty about.

Virtue(Courage)

The capacity for action despite a clear

understanding of your limitations and past

failings.

EndThank You!