Running head: ERIKSON PROJECT

Erikson Project
Kara Martin
Ivy Tech Community College

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Introduction
Erik Erikson was born in 1902 in Germany. After finishing high school he moved to
Florence where he studied art and later took a job as an art teacher at a psychoanalytically
enlightened school in Vienna. He received a certificate from the Maria Montessori School. He
began training at the Vienna Psychoanalytic Institute. He would then in 1936 join the department
of psychiatry at Yale University( Retrieved from www.erikson.edu 2013.)
Through his studies, Erik Erikson developed a theory on human psychosocial
development. Erikson believed that human personality develops over time in stages. Each stage
includes a conflict that is key to the transition into the next stage. The resolution of the conflicts
or lack there of effects the stages later. The theory is widely used in psychology. This project
will show how my journey through each stage and my predictions of how I will progress through
the final stages of this theory.

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Stage 1- Trust vs. Mistrust

The first stage in Ericsons Psychosocial Theory includes children from birth to 18
months in age. The most important event in this stage is feeding. Feeding provides a bonding
opportunity for parent and child. A childs nourishment needs must be met in a consistent and
caring way by the childs parent in order for trust to be developed. Familiarity and parental
responsiveness along with reliability are key components for a child to develop trust. Erikson
includes joint experience and mutual regulation of frustration as essential components of
identification in terms of the basic sense of trust. The very experience of establishing this mutual
regulation results in moments of frustration for both child and mother. When this frustration is
not eventually resolved in trust, it can lead to feelings of uncertainty and a basic sense of mistrust
(Ocasio 2003.)
Conflict arises during this stage when the childs needs are not met in a caring and
reliable way leading to mistrust. Positive outcomes in which a childs needs are met in a
consistent and responsive way will lead the child to develop trust.
In my own life from my research I was a happy content infant who fed well. According to
my mother I developed trust with her and my other caregivers. My parents both worked and I
was cared for by extended family during those times. I developed bonds with my grandmothers
who were the primary caregivers during my parents working hours. Eriksons theory would
conclude that my needs were met in a consistent and caring way and therefore I developed trust.
My mother also states that I did not like strangers outside my familiar family. I found this
interesting. According to Eriksons theory I developed trust, but also had mistrust of those who
for me had not established caring, consistent meeting of my needs. I only trusted the familiar. I

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developed strong bonds with my family especially my mother and grandmothers. My physical
development was normal as well as my emotional development.
I believe I overcame the conflict of this stage well. I formed trust not only with my
mother and father but also my grandmothers and siblings. I had no feeding issues and rested
well. My needs were met in a caring and reliable way. According to my mother I transitioned
well into the next stage.

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Stage 2- Autonomy vs. Shame/Doubt

The second stage in Eriksons theory includes children from 2 to 3 years of age. Erikson
suggests it is here that they learn to be autonomous and independent. A path that does not include
this learning will be sown with shame, self-doubt, lack of self-esteem, and a reluctance to risk or
to take control of life (Olhoff, 1996.) The most important event in this stage is toilet training.
Toilet training gives children the opportunity of physical control of their bodies leading to
autonomy. Encouragement and patience are key components that parents need to have at this
stage of development. Punishing the child for making a mistake or having an accident in toilet
training can lead to shame and doubt and not to the autonomy the child needs to achieve. Positive
outcomes in which the parents are encouraging and patient lead the child to become less
dependent on parents and gives a sense of pride to the child that he/she is able to accomplish
something all on his/her own. Negative outcomes where the parents punish or berate the child for
mistakes lead the child to feel shame and doubt independent ability.
In my own life from my research, I learned that I was a typical 2 year old. According to
my mother, at about 2 years of age, I wanted to do everything myself. She states that my
determination was boundless. I was also informed by my mother that I could be quite stubborn
and No was my favorite word. I had working parents and was cared for by my grandparents.
Unfortunately they are no longer with us therefore I am unable to obtain any information from
them.
I learned from my mother that I was fairly easy to potty train. She states that I introduced
toilet training to her when she found me sitting on the toilet one day. She asked me what I was
doing and according to her all I said was I dont like diapers. My mother informed me she had
not attempted to toilet train me prior to this incident because of my stubbornness. She thought it

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needed to be my choice. My mother set a goal for my toilet training. The goal was one week
accident free would give me a reward. I accomplished this goal and was taken to Rinks
department store and received a stuffed animal for my accomplishment. Eriksons theory would
conclude that my mother showed me encouragement and patience as well as understanding and
provided me with a foundation to accomplish the autonomy needed in this stage of development.
I believe I overcame the conflict of this stage very well. I was fortunate to have parents
who were patient and encouraging. I have recognized that my stubbornness began at a very early
age and it is something I continue to work on. I accomplished toilet training and various other
methods of independence during this stage. According to my mother I transitioned smoothly into
the next stage.

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Stage 3- Initiative vs. Guilt

The third stage includes children ages 2 to 6 yrs. The most important event at this stage is
the child gains independence. It is very important children are allowed to do things on their own
no matter how small. Parents should encourage the childs eagerness for responsibility. Play is a
key component in this stage as well as using the imagination. Learning when it is an acceptable
time and place to play is part of this stage. Acceptance of corrected behavior is very important
during this stage. Peer interaction is also a part of this stage. Positive outcomes would be that the
child takes initiative to do things on their own supported by parents and gain independence.
Negative outcomes would be the parents are overprotective, the child does not gain
independence and develop guilt. "Initiative adds to autonomy the quality of undertaking,
planning and attacking a task for the sake of being active and on the move.(Erikson 1963,
p.255).
My father informed me that I was a very shy child during this stage but once I became
comfortable I was fine. I was a great little helper and followed him around asking him if I
could help with anything. At around age 5, I had older sisters who were zooming around on their
bikes and according to my father I decided I was tired of watching. He said I climbed on the
bike asked for a push and off I went. I fell a few times but my father says that only made me
more determined. Once again my stubborn streak kicked in. By the end of the day I was a
proficient rider. My father also stated that my mother was not home that day, and if she had been
home I probably would still not know how to ride a bike. My mother was a tad overprotective
when it came to physical activity.
My mother informed me I had a vast imagination during this stage. Her best explanation
of my behavior at the time is that she never quite knew who I was pretending to be or what I was

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talking about. She says she played along as best she could and that seemed to satisfy me. There
was a time she said that I was disciplined for pretending at school. She said I accepted that
pretending is for the playground and not the classroom and did not get into trouble again. She
had a great deal of trouble at times in accepting that times she designated for chores were not for
play but I would ultimately accept and behave appropriately.
I believe I overcame the conflict in this stage very well. I remember at the end of
kindergarten I was class leader, so I definitely had developed independence and leadership
qualities. My imagination was not stifled and continued to grow and is alive and well today. I
still pride myself on doing things on my own.

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Stage 4- Industry vs. Inferiority

This stage includes children from six years of age to twelve years of age. Berger states:
The danger in this period of life, the elementary school days, is the feeling of inferiority.
Children at this stage are generally enrolled full time in school and need to develop a sense of
competence. It is a key component for parents as well as educators to nurture and encourage
childrens academic progress to accomplish a positive outcome in this stage. Berger states:
Children need to be supported and able to accomplish the challenges of education. If the
childs needs are met by having success and positive experiences during school, there will be a
positive outcome and the child will develop a sense of competency and industry. When children
are not receiving the proper support and encouragement in school tasks, the outcome of this stage
is a sense of inferiority.
I remember vividly my first day of first grade. I was so excited to go to school all day like
my older sisters. Kindergarten was not a very good experience for me, as I was shy and my
teacher had no use for a student who would not speak up. I will always remember my first grade
teacher, Mrs. Minnard. She introduced herself to me and I quietly responded with my head
down and eyes on my shoes. She kneeled down and asked me to look at her. I looked at her and
she told me that she was shy as a child and that it was okay to be shy. Then she said something I
will never forget. She told me I would find my voice and that she hoped to be there when I did. I
raised my hand that day and answered a question in front of the class for the first time the
following week and during that year I found my voice. Mrs. Minnards patience and
encouragement helped me overcome my shyness and excel academically.
My father was the main force in my development of competence. He never allowed me to
say I cannot. While at school I started out as a shy child, at home I was a somewhat of a

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know-it-all. I remember my father asking for my assistance when he was doing yard work. I
was about ten years old and he told me to mow the front yard while he trimmed the bushes. I told
him I could not mow the yard because the mower was just too hard for me to push. His words of
encouragement for mowing the lawn have stayed with me since that day. My father told me that
things that are hard to do are the things most worth doing because you learn so much more in
doing what is hard than what is easy.
I believe I overcame the conflict in this stage very well. I had wonderful support from my
family and most of my teachers. I was constantly encouraged to try things and experience things
that I had not experienced before. I overcame my shyness and that helped me become a more
active participant in school, building my confidence as a student. All these things lead me to
develop a sense of competence.

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Stage 5- Identity vs. Role Confusion

This stage includes adolescents from twelve years to eighteen years of age. Proper
transition throughout the first four stages is key to the success of meeting the positive outcome of
identity in this stage. Hamechek states: Identity confusion is more than not just knowing who one
is (identity); it is not knowing for sure what one can do ( initiative, industry), not knowing if one
can do what needs to be done (autonomy), and in some instances not knowing whether anyone
can be counted on to help (trust). It is very important for the child to receive the proper support
to encourage development of individual identity. If this is not done for the child the negative
outcome of role confusion will come to fruition as a result. Role confusion can be crippling in
adult life. It effects the ability to make important decisions in adult life.
This stage was definitely tough for me as it is with most people. It was difficult to try to
maintain being true to myself and be cool to my friends. Of course at this stage I wanted little
to do with hanging around with my parents and sibling. Friends became the center of my social
world. I joined a youth group at my church and that is probably what helped me most through
this stage. Surrounding myself with a group of peers that helped me stay on a good path helped
reinforce the development from the first four stages. Being in an environment away from my
parents that was positive and encouraged my development of my individual identity helped me
through this stage.
My father was my rock during this time. There were things that at times were
uncomfortable to talk about with him but he always listened and did not judge. He let me make
mistakes and did not rule over me with an iron fist. I trusted him implacably. It was very helpful
to me to know that I could seek his advice. He encouraged me to find myself. He used to say

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that he knew me pretty well but it was more important for me to know me. I never thought that
really made sense until I became a mother.
There were times at this stage where I questioned who I was. I was at a party when I was
fourteen. Underage drinking was pretty commonplace although up until then I had not
participated. Someone handed me a cup of beer and I was presented with the question not
Should I drink it? Rather Is this who I am? Is this who I want to be? Peer pressure aside I
knew that the answers to all questions was no. Though I would falter in later years when
presented with the same scenario, I think it is apparent that I had at fourteen a sense of identity. I
may not have completely known who I was yet, and though I made some bad choices during
these years, because of the support and good transition through the first four stages, I developed
my sense of identity. This stage was a rough one but overall I believe I received the proper
support and transitioned through this stage positively.

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Stage 6- Intimacy vs. Isolation

This stage includes adults aged nineteen years to forty years of age. The main conflict of
this stage is developing intimate relationships with others. We begin to establish romantic
relationships. We also begin to discover our capabilities to establish intimate committed
relationships. If there is a fear of intimacy or unwillingness to be in a committed relationship, it
could lead to loneliness and isolation. The virtue to be learned in this stage is love.
I was nineteen years old when I met my husband. We moved in together three months
later. Falling in love was never a problem for me. Being in a committed relationship came
naturally to me. I had a very big undertaking when I entered an intimate committed relationship
with my husband. He was divorced with a son and twin daughters aged five and four years old. I
took it all on, being an invincible nineteen year old. Seven months later we were married, I was
twenty years old.
Orlofsky, Marcia, and Lesser state: According to the developmental scheme proposed
by Erikson (1956, 1959, 1963), the achievement of an identity is both the precursor to and
prerequisite for the establishment of an intimate mode of interpersonal relationships. (1973). I
believe I had developed a strong sense of identity. If not I would not have been able to establish
the committed intimate relationship I have with my husband. Identity and a sense of ones self is
a key component in success for this stage.
As I am now in the latter part of this stage, I am completely confident in my intimate
relationships. I have been happily married for over sixteen years. I helped raise my three
stepchildren and am now happily raising two children of my own. I have many intimate
relationships with extended family and friends. I do not feel isolation or loneliness. I have a very

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strong sense of identity and know where I want my lifes journey to continue. I think I will move
on to the next stage with a successful outcome from this stage.

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Stage 7- Generativity vs. Stagnation

This stage takes place during the ages of forty and sixty-five , and focuses on the care and
upbringing of future generation. In this stage most people marry and have children. For some
who do not have children, there is also social world focus in this stage. What one can do to better
the lives of future generations? Stagnation is the undesired outcome in this stage leading one to
feel unfulfilled and that one has not accomplished enough in ones life. Erikson states: "A
person does best at this time to put aside thoughts of death and balance its certainty with the only
happiness that is lasting: to increase, by whatever is yours to give, the goodwill and higher order
in your sector of the world.(Erikson 1974.)
I believe I will enter into this stage with a solid foundation based on the previous stages. I
am raising my two children with my husband and strive to care and raise them to the best of my
knowledge and ability. My first priorities are my children and their upbringing and educations. I
think my dedication as a parent and wife will help keep me from the undesired outcome of
stagnation.
Unlike most I am working toward my career of choice late in life. I believe I can also
achieve the goals of Generativity through my career as an educator. Being a teacher will present
me with opportunities to make a difference in the lives of future generations. Through my career
I can accomplish goals to assist in the development of a better world for future generations.
I think I will come through this stage with a positive outcome. I am confident in my
marriage and my abilities to care and raise my children. I also think my career as an educator
will lead me to a positive outcome by accomplishing goals to benefit future generations.

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Stage 8-Integrity vs. Despair

In this stage integrity in the main conflict. At the end of life it is important to take
responsibility for ones life as a whole and to reflect upon ones life, whether negative or
positive. Individuals come out of this stage with Integrity if they are able to look back on a
fulfilled, productive life. Those whose lives are filled with bitter regrets end this stage in despair.
This stage is also about coming to terms with ones death. Just as the healthy child will not fear
life, said Erikson, the healthy adult will not fear death.(www.pccua.edu 2012.)
I believe I will transition through this stage with integrity. I am confident in the progress
throughout my life thus far. I strive to make amends along the way to ensure my thoughts and
reflections of my life are positive. I consider myself to be a responsible and strive to always take
responsibility for my life and my mistakes.
Death is difficult to come to terms with for all people though we know it is inevitable.
The only struggle in this for me will be leaving my children. I have confidence that the
upbringing I gave my children will prepare them to live in the world without me.
Overall I think I will enter and exit this stage and life with confidence, compassion,
dignity and integrity. I will accept all the things that I cannot change and strive to change the
things I can. I will die peacefully with grace and honor hopefully surrounded who I loved most
and lived my life for.

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Conclusion
This project has been an interesting journey. I have learned much from this journey into
my development. Researching and studying Eriksons theory has changed my outlook on the
world around me. I am more aware of the developmental stages in my everyday life and use the
knowledge I have learned in this project to implement in the development of my children. I now
have a deeper understanding of the social and emotional needs of human beings, especially
children. From my own experiences through the stages, I also recognize how fortunate I was to
have the support in transitioning the stages that I had. I know that the knowledge I have gained in
doing this project will benefit my professional life as a teacher.

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References
Berger, E. (1998). Don't Shut Fathers Out. Early Childhood Education Journal, 26(1),
57-61.
Erikson, E. (1963). Childhood and Society. New York, New York: W.W. Norton and Co,
Inc.
Hamachek, D. E. (1988). Evaluating Self-Concept and Ego Development within
Erikson's Psychosocial Framework: A Formulation. Journal Of Counseling And
Development, 66(8), 354-60.
www.haverford.edu
Ocasio, J., & Knight, J. (2003). Rediscovery of Trust: Erikson, Kaplan and the Myth of
Foster Care. Web. Retrieved from ERIC.
Ollhoff, J. (1996). Human Development Theories: A Comparison of Classic Human
Development Theorists and the Implications for a Model of Developmental Social
Interaction. Web. Retrieved from ERIC.
Orlofsky, J. L., Marcia, J. E., & Lesser, I. M. (1973). Ego identity status and the intimacy
versus isolation crisis of young adulthood. Journal Of Personality And Social
Psychology, 27(2), 211-219
www.pccua.edu
www.simplypsychology.org
Web.courtland.edu/andersmd/erik
www.erikson.edu

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