PerDev Study Guide

Erik Erikson’s Theory of Psychosocial Development

According to Erikson (1958, 1963), these crises are psychosocial because they result
from a conflict between the individual's needs and the needs of the community. The
theory states that acquiring fundamental virtues and developing a healthy personality
are the outcomes of successfully completing each stage. The ego can use basic virtues
as defining strengths to get through subsequent crises.

Missing a step can make it harder to go on to the next one, which can lead to a
more dysfunctional personality and sense of self. Nonetheless, these phases can be
effectively resolved in the future.

Stage 1. Trust Vs. Mistrust

The first phase in Erik Erikson's theory of psychosocial development is trust versus
mistrust. This stage lasts from birth to about eighteen months of age. In this phase, the
baby seeks stability and consistency of care from their primary caregiver because they
are unsure of the world around them.

Here’s the conflict:

Trust: A child will grow to believe that the world is safe and that people are dependable
and loving if their caregiver is nurturing, consistent, and dependable. This trust extends
into other relationships, giving the child a sense of security in the face of possible
threats and enables them to feel safe even in the face of danger.

Mistrust: On the other hand, a child may grow to feel insecure and mistrustful if the
caregiver does not give them regular, sufficient attention and affection. This might give
rise to the idea that the world is erratic and unpredictable, which would breed distrust,
suspicion, and anxiety.

In these situations, the child might be fearful of the outside world and lack faith in their
own power to change things.
NOTE: Feeding is a critical activity during this stage. It’s one of infants’ first and most
basic ways to learn whether they can trust the world around them. Success in this stage
will lead to the virtue of hope. By developing a sense of trust, the infant can have hope
that as new crises arise, there is a real possibility that other people will be there as a
source of support.

Stage 2. Autonomy Vs. Shame And Doubt

The second stage of psychosocial development according to Erik Erikson is autonomy

versus shame and doubt. Between the ages of 18 months and roughly 3 years is when
this stage takes place. Erikson states that children at this age are primarily concerned
with gaining independence and a sense of personal control over their physical abilities.

Here’s the conflict:

Autonomy: Children will grow more self-assured and secure in their capacity to survive
if they are encouraged and supported in their growing independence. They will have
self-control, be at ease making decisions, and be able to explore their environment
more freely. Getting this autonomy gives them confidence that they can take charge of
their lives.

Shame and Doubt: Conversely, children who experience excessive control or criticism
may start to doubt their own abilities and feel ashamed of their independence. This may
result in a lack of self-assurance, a fear of taking risks, and an inadequate sense of
self-control.

NOTE: The balance between autonomy and shame and doubt allows the child to
understand that while they can’t always control their environment, they can exercise
control over their actions and decisions, thus developing self-confidence and resilience.

Success in this stage will lead to the virtue of will. If children in this stage are
encouraged and supported in their increased independence, they become more
confident and secure in their own ability to survive in the world. Suppose children are
criticized, overly controlled, or not given the opportunity to assert themselves. In that
case, they begin to feel inadequate in their ability to survive, and may then become
overly dependent upon others, lack self-esteem, and feel a sense of shame or doubt in
their abilities.
Stage 3. Initiative Vs. Guilt

The third stage in Erik Erikson's theory of psychosocial development is initiative versus
guilt. Children tend to direct play and other social interactions more often when they are
in the initiative versus guilt stage.

Here’s the conflict:

Initiative: Children are able to plan activities, complete tasks, and overcome obstacles
when their caregivers support and encourage them to do so. The kids will gain the
ability to take charge of their surroundings and exert control over it. They can start to
think independently, make plans, and carry them out, which contributes to the
development of a sense of purpose.

Guilt: Children may experience guilt about their aspirations and initiatives if caregivers
discourage them from pursuing independent activities or discount or criticize their
efforts. This might make you feel guilty, doubt yourself, and lose initiative.

NOTE: The child begins to assert control and power over their environment by planning
activities, accomplishing tasks, and facing challenges. Youngsters start to organize
events, create their own games, and start conversations with others. Children who are
given this chance grow to be self-reliant and confident in their capacity to guide others
and make choices. At this point, achievement gives rise to the quality of purpose.
However, children experience guilt if this inclination is suppressed, either by punishment
or coercion. The child will frequently overreact when using force, and there's a chance
that his parents will punish him or severely limit his independence.

Stage 4. Industry Vs. Inferiority

Between the ages of five and twelve is when Erikson's fourth psychosocial crisis, which
pits industry (competence) against inferiority, takes place in childhood. At this age, kids
begin evaluating their skills and value by comparing them to their classmates.

Here’s the conflict:

Industry: Children acquire a sense of industry—a sense of competence and confidence
in their abilities—if parents and teachers support them in developing their skills. They
begin to grasp that they can use their abilities to finish tasks and start learning how to
collaborate and work with others. They become more assured of their capacity to
succeed as a result.

Inferiority: Conversely, kids may grow to feel inadequate if they get unfavorable
feedback or aren't allowed to show off their abilities. They might begin to believe that
their efforts aren't appreciated or that they aren't as good as their peers, which would
make them feel inadequate and low in confidence.

NOTE: The child is coping with new learning and social demands. At this stage, the
child’s peer group will gain greater significance and become a major source of the
child’s self-esteem. Success leads to the virtue of competence, while failure results in
feelings of inferiority. The balance between industry and inferiority allows children to
recognize their skills and understand that they have the ability to work toward and
achieve their goals, even if they face challenges along the way.

Stage 5. Identity Vs. Role Confusion

Identity vs. role confusion, the fifth stage according to Erik Erikson's theory of
psychosocial development, happens in adolescence, between the ages of 12 and 18
years. Adolescents go deeply into their own values, beliefs, and aspirations in an
attempt to find a sense of self and personal identity during this stage.

Here’s the conflict:

Identity: Adolescents are likely to come out of this stage with a strong sense of self as
well as a sense of independence and control if they are encouraged in their exploration
and allowed the freedom to try on different roles. They can develop their own distinct
identity through this process, which involves investigating their values, objectives, and
areas of interest.

Role confusion: Adolescents may experience role confusion if they are constrained, do
not have the freedom to explore, or find the process to be too stressful or overwhelming.
This could imply having doubts about one's values, identity in the world, and course in
life. They might find it difficult to pinpoint their path or purpose, which could cause them
to become unsure of who they are.
NOTE: This is a major stage of development where the child has to learn the roles he
will occupy as an adult. During this stage, the adolescent will re-examine his identity
and try to find out exactly who he or she is. Erikson claims adolescents may feel
uncomfortable about their bodies until they can adapt and “grow into” the changes.
Success in this stage will lead to the virtue of fidelity. Failure to establish a sense of
identity within society (“I don’t know what I want to be when I grow up”) can lead to role
confusion.

Stage 6. Intimacy Vs. Isolation

The sixth stage of Erik Erikson's theory of psychosocial development is intimacy versus
isolation. This phase occurs in early adulthood, roughly between the ages of 18 and 40.
The main source of conflict at this point is establishing close, loving relationships with
other people.

Here’s the conflict:

Intimacy: Those who make it through this phase are able to develop close, mutually
beneficial relationships with other people. They are at ease with mutual reliance and are
able to form strong bonds. Being open and sharing oneself with others, as well as being
prepared to dedicate oneself to a relationship and make sacrifices for it, are all
necessary for intimacy.

Isolation: People may feel alone if they find it difficult to build these intimate bonds,
possibly as a result of past unresolved identity crises or a fear of being rejected. Being
alone is defined as not being able to build deep, personal relationships with other
people. Feelings of isolation, alienation, and exclusion may result from this.

NOTE: Successfully navigating this stage develops the virtue of love. Individuals who
develop this virtue have the ability to form deep and committed relationships based on
mutual trust and respect, and avoiding intimacy and fearing commitment and
relationships can lead to isolation, loneliness, and sometimes depression.

Stage 7. Generativity Vs. Stagnation

Erik Erikson's theory of psychosocial development has eight stages, the seventh of
which is generosity versus stagnation. This phase occurs between the ages of 40 and
65, or middle adulthood. People in this stage of life are more concerned with creating
our lives, especially with regard to our families, careers, and social contributions.

Here’s the conflict:

Generativity: People will have a sense of generativity if they believe they are changing
the world in a meaningful way, such as by raising children or promoting social change.
Generativity entails caring for others and wanting to support the next generation,
frequently by acting as a parent, mentor, leader, or producer of worthwhile works of art.

Stagnation: People may experience stagnation if they believe they are not having a
positive influence or if they are not engaged in creative or productive activities. Feeling
unproductive and disengaged during a period of stagnation can result in self-absorption,
a lack of progress, and empty feelings.

NOTE: Psychologically, generativity refers to “making your mark” on the world through
creating or nurturing things that will outlast an individual. Success leads to feelings of
usefulness and accomplishment, while failure results in shallow involvement in the
world. We become stagnant and feel unproductive by failing to find a way to contribute.
These individuals may feel disconnected or uninvolved with their community and with
society as a whole. This could potentially lead to feelings of restlessness and
unproductiveness in later life.

Stage 8. Ego Integrity Vs. Despair

The eighth and last stage in Erik Erikson's stage theory of psychosocial development is
ego integrity versus despair. This phase lasts until death and starts around age 65.
During this period, we reflect on our achievements and, if we believe that we are living a
successful life, we can cultivate integrity.

Here’s the conflict:

Ego Integrity: People will exhibit ego integrity if they believe they have led a happy and
purposeful life. This is demonstrated by their contentment with their life as it was, their
capacity to derive meaning and coherence from their experiences, and their sense of
wisdom and fulfillment.
Despair: On the other side, people may feel hopeless if they regret their past, think they
made bad choices, or think they haven't succeeded in reaching their objectives in life. A
person experiencing despair feels regret, resentment, and disappointment with their life,
along with a fear of dying soon.

NOTE: Success in this stage will lead to the virtue of wisdom. Wisdom enables a person
to look back on their life with a sense of closure and completeness, and also accept
death without fear. Also, Erik Erikson believed if we see our lives as unproductive, feel
guilt about our past, or feel that we did not accomplish our life goals, we become
dissatisfied with life and develop despair, often leading to depression and hopelessness.

(NOTE TO STUDENTS: Please do not try to memorize the ages, focus on

understanding the psychosocial crisis.)

Depressants are drugs that slow down the central nervous system and the
messages that go between the brain and the body. The term depressant purely refers to
the effect of slowing down the central nervous system.

Examples: ALCOHOL, CANNABIS, HEROIN

Stimulants are drugs that stimulate the central nervous system and speed up the
messages going between the brain and the body. These drugs typically increase
energy, heart rate and appetite

Example: METHAMPHETAMINE, CAFFEINE, NICOTINE

Hallucinogens are drugs which typically alter how a person perceives the
world. These drugs can change the way a person sees, hears, tastes, smells or feels
different things, including experiencing things that aren't there at all.
Example: KETAMINE, LSD, MAGIC MUSHROOMS

STRESS a state of extreme difficulty, pressure or strain. It is a way in which the

body responds to the pressures from the external environment.

Two forms of stress that can have a big influence on our functioning and general
well-being are eustress and distress.
Eustress is a constructive type of stress that gives people energy and motivation. It
frequently happens in reaction to difficult but controllable circumstances.

Features:
Motivating - Promotes better performance and aids in goal achievement.
Short-term - Usually transient and ends when the task is completed.
Viewed as within coping capabilities - People believe they are capable of managing the
expectations put upon them.
Enhances performance - May improve problem-solving, creativity, and focus.

As an illustration:
- Beginning a fresh endeavor or job.
- Arranging a wedding or taking a trip.
- Playing sports or taking up a new pastime.

Distress - is a negative form of stress that can lead to anxiety, frustration, and a
decrease in performance. It often arises from situations perceived as overwhelming or
outside of one’s control.

Features:
Overwhelming - Can cause feelings of helplessness and anxiety.
Long-term - May persist if the source of stress is not addressed.
Perceived as beyond coping abilities - Individuals may feel unable to manage the
stressor.
Decreases performance - Can impair focus, productivity, and overall health.

Examples:
- Dealing with a serious illness or financial problems.
- Experiencing conflicts in personal relationships.
- Coping with high-pressure work environments or tight deadlines.

Now, understanding the difference between eustress and distress can help individuals
manage their responses to stressors more effectively. By recognizing what situations
bring about positive stress, people can seek more of those experiences, while
identifying sources of distress can lead to better coping strategies and support systems.

(NOTE TO STUDENTS: Utilize your book as well, read modules 4-5 for reference)

Teacherly Reminder: Break your study sessions into manageable chunks. Progress is
progress, no matter how small!