Western Mindanao State University

College of Liberal Arts

Graduate School

Subject: EDFD202 – Psychological-Philosophical Topics in Education

WRITTEN REPORT
on
Erik Erikson’s Psychosocial Development Theory
Discussants: Ms. Kharylle T. Kenoh and Ms. Ma. Ellaine M. Rayman
Professor: Dr. Lea E. Usman

ERIK ERIKSON’S PSYCHOSOCIAL DEV’T THEORY

 Erik Erikson

 Erik Homburger Erikson (born Erik Salomonsen; 15 June

1902 – 12 May 1994) was a German-American developmental

psychologist.

 He is best-known for his famous theory of psychosocial

development and the concept of the identity crisis.

 His theories marked an important shift in thinking on personality; instead of focusing

simply on early childhood events, his psychosocial theory looks at how social influences

contribute to our personalities throughout our entire lifespans.

 Erikson’s Psychosocial Development Theory

 Erik Erikson’s Theory of Psychosocial Development emphasizes the sociocultural

determinants of development and presents them as eight stages of psychosocial conflicts

(often known as Erikson’s stages of psychosocial development) that all individuals must

overcome or resolve successfully in order to adjust well to the environment.

 According to Erik Erikson’s theory, we all encounter a certain crisis that contributes to our

psychosocial growth at each of Erikson’s stages of psychosocial development. Whenever we

experience such crisis, we are left with no choice but to face it and think of ways to resolve
 it. Failure to overcome such crisis may lead to significant impact on our psychosocial

development.

 The Eight Stages of Psychosocial Development Theory

Stage Psychosocial Crisis Basic Virtue Age

1. Trust vs. Mistrust Hope 0-18 months
2. Autonomy vs. Shame/doubt Will 18 months – 3yrs
3. Initiative vs. Guilt Purpose 3 – 6 yrs
4. Industry vs. Inferiority Competency 6-12 yrs
5. Identity vs. Role Confusion Fidelity 12 – 18 years
6. Intimacy vs. Isolation Love 18-24 yrs
7. Generativity vs. Stagnation Care 24 – 54 yrs
8. Integrity vs. Despair Wisdom 54yrs -Death

I. STAGE I - TRUST VS MISTRUST

 The crisis the child faces at the first stage concerns basic trust versus basic mistrust, this

happens from infant to about 18 months. The basic strength of the first stage is hope, or

the expectation that difficulties in life, presenting whatever challenges they may, will

eventually result in a positive outcome. This sense of hope is, in turn, needed to meet the

challenges presented at later stages of development.

 At this stage, infants must learn how to trust others, particularly those who care for their

basic needs. They should feel that they are being cared for and that all their needs are

met. If a child successfully develops trust, he or she will feel safe and secure in the world.

Caregivers who are inconsistent, emotionally unavailable, or rejecting contribute to feelings

of mistrust in the children under their care. Failure to develop trust will result in fear and a

belief that the world is inconsistent and unpredictable.

 The first and most important person to teach an infant about trust is usually the parents.

Parents are expected to take good care of their children and attend to their needs. For
 example, the parents of a baby provide him with food, shelter, sustenance and make him

feel very comfortable and secure.

II. STAGE II - AUTONOMY VERSUS SHAME AND DOUBT

 The second stage of Erikson's theory of psychosocial development takes place during

early childhood and is focused on children developing a greater sense of personal

control. The toddler struggles to gain a sense of autonomy or control of bodily

functions, large, and small motor skills, should be quite obvious to the parents of such

children. Walking, talking, and later dressing and feeding oneself, as well as learning to

control bowel functions, are all tasks that the child learns during this stage.

 In is in this stage that the child is discovering that he or she has many skills and

abilities, such as putting on clothes and shoes, playing with toys, etc. Such skills

illustrate the child's growing sense of independence and autonomy. Erikson states it is

critical that parents allow their children to explore the limits of their abilities within an

encouraging environment which is tolerant of failure.Thus, will is the basic strength in

this stage.

 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.

However, if children are criticized, overly controlled, or not given the opportunity to

assert themselves, 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.

III. STAGE III - Initiative vs. Guilt

 Around age three and continuing to age five, children assert themselves more

frequently. These are particularly lively, rapid-developing years in a child’s life.

According to Bee in 1992, it is a “time of vigor of action and of behaviors that the
 parents may see as aggressive." During this period the primary feature involves the

child regularly interacting with other children at school. Central to this stage is play,

as it provides children with the opportunity to explore their interpersonal skills

through initiating activities.

 At this point in psychosocial development, children begin to assert their power and

control over the world through directing play and other social interactions. Children

who are successful at this stage feel capable and able to lead others. Those who fail

to acquire these skills are left with a sense of guilt, self-doubt, and lack of initiative.

 Initiative is actualized through the child’s expanding repertoire of capabilities.

Children at this age are extremely active and mobile, or in Erikson’s terms,

locomotive. They are talkative, and they experiment and learn through imaginative

play. The child’s conscience can put a damper on this very active development,

however, if parents instill guilt feelings by insisting too strongly on “good” behavior.

Too much guilt can make the child slow to interact with others and may inhibit their

creativity. Some guilt is, of course, necessary; otherwise the child would not know

how to exercise self-control or have a conscience. A healthy balance between

initiative and guilt is important. Success in this stage will lead to the virtue

of purpose.

IV. STAGE IV - INDUSTRY VS. INFERIORITY

 The fourth psychosocial stage takes place during the early school years from

approximately age 5 to 11. At Erikson’s psychosocial stage four, children mature and their

level of self-awareness increases. They understand logical reasoning, scientific facts, and

other matters that are typically taught in school

 It is at this stage that the child’s peer group will gain greater significance and will become a

major source of the child’s self-esteem. The child now feels the need to win approval by
 demonstrating specific competencies that are valued by society and begin to develop a

sense of pride in their accomplishments. If children are encouraged and reinforced for their

initiative, they begin to feel industrious and feel confident in their ability to achieve goals. If

this initiative is not encouraged, if it is restricted by parents or teacher, then the child

begins to feel inferior, doubting his own abilities and therefore may not reach his or her

potential. If the child cannot develop the specific skill they feel society is demanding (e.g.,

being athletic) then they may develop a sense of inferiority.

 Successfully finding a balance at this stage of psychosocial development leads to the

strength known as competence, in which children develop a belief their abilities to handle

the tasks set before them.

V. Stage V – Identity vs Role Confusion

 The fifth stage in the Psychosocial Development Theory is Identity vs Role Confusion. It

occurs from age 12 to 18 yrs known as the ADOLESCENT STAGE. During this stage,

adolescents search for a sense of self and personal identity through an intense exploration

of personal values, beliefs, and goals. Also, children are exploring their independence and

developing a sense of self.

 During adolescence, the transition between childhood and adulthood is most important.

This is the point where the child would ask himself questions “WHO AM I?” or “WHAT DO I

WANT TO DO WHEN I BECOME AN ADULT?”. It is also the time where they figure out their

ROLES in the society – Sexual and Occupational Roles.

 According to Bee (1992), what should happen at the end of this stage is “a reintegrated

sense of self, of what one wants to do or be, and of one’s appropriate sex role”. During this

stage the body image of the adolescent changes. Furthermore, children may explore

possibilities and begin to form their own identity based upon the outcome of their

explorations. 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. Role confusion involves the
 individual not being sure about themselves or their place in society. So, as a way of coping

with Role Confusion, an adolescent may begin to experiment with different lifestyles (e.g.,

work, education or political activities). The right people (family/peers) surrounding the

adolescent is vital in this stage of development. At this stage, it is the PEERS who play

more presence in their world. Thus, peer influence is a factor to consider in this stage of

development.

 Those who receive proper encouragement and reinforcement through personal exploration

will emerge from this stage with a strong sense of self and a feeling of independence and

control. Those who remain unsure of their beliefs and desires will insecure and confused

about themselves and the future.

 It is important to remember that as teachers, our role is crucial as well. We may either be

the one who will ENCOURAGE or DISCOURAGE them. Giving them the right and proper

encouragement means helping them in their role identification. However, encouraging them

in a way that will not help them (pressuring) will discourage the child. Pressuring someone

into an identity can result in rebellion in the form of establishing a negative identity, and in

addition to this feeling of unhappiness or depression.

 Succeeding in this stage would yield to the development of the virtue of FIDELITY – being

committed and true to oneself and to others, as well.

VI. Stage VI – Intimacy vs Isolation

 The sixth stage in the Psychosocial Theory deals with the psychosocial crisis

INTIMACY vs ISOLATION that occurs from age 18- 24 yrs. This stage covers the

period of early adulthood when people are exploring personal relationships.

 Given that the individual has identified what his role is – sexually and occupationally

– he is now ready to move up to the next stage labeled as the stage of intimacy.

Erikson believed it was vital that people develop close, committed relationships with

other people. Those who are successful at this step will develop relationships that

are committed and secure. The intimacy termed in this stage shall not only be
 programmed on having LOVE RELATIONSHIPS, but also includes to intimacy in

friendship and family relationship.

 Erikson believed that a strong sense of personal identity was important to

developing intimate relationships. Studies have demonstrated that those with a poor

sense of self tend to have less committed relationships and are more likely to suffer

emotional isolation, loneliness, and depression.

 Successful completion of this stage can result in happy relationships and a sense of

commitment, safety, and care within a relationship. Avoiding intimacy, fearing

commitment and relationships can lead to isolation, loneliness, and sometimes

depression. Success in this stage will lead to the virtue of love.

VII. Stage VII – Generativity vs STAGNATION

 The seventh stage in the Psychosocial Theory occurs in the Middle Adulthood stage, age 24

to 54 yrs. It deals with the psychosocial crisis GENERATIVITY vs STAGNATION.

 Having established our careers, settled down in our relationship, began our own families,

etc., it is in this stage that we give back to society through raising our children, being

productive at work, and becoming involved in community activities and organizations.

Those with no child or have not married, may want to “generate” this productivity through

adoption, looking after their nieces, nephews, cousins etc.

 Those who are successful during this phase will feel that they are contributing to the world

by being active in their home and community (generativity). Those who fail to attain this

skill will feel unproductive and uninvolved in the world (stagnant).

VIII. Stage VIII – Integrity vs. Despair

 The last stage in the Psychosocial Development Theory occurs from age 54 yrs to

death. It deals with the psychosocial crisis INTEGRITY vs DESPAIR.

  This stage is where the individual comes to terms with the temporal limits of his life.

This phase occurs during old age and is focused on reflecting back on life.

 Those who are unsuccessful during this phase will feel that their life has been wasted

and will experience many regrets. The individual will be left with feelings of bitterness

and despair.

 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. These individuals will attain wisdom, even when

confronting death.

REFERENCES:

o http://swppr.org/textbook/ch%209%20erikson.pdf

o http://info.psu.edu.sa/psu/maths/Erikson%27s%20Theory%20of%20Psychosocial%20Develop

ment%20%282%29.pdf

o https://www.psychologynoteshq.com/erikerikson/

o https://courses.lumenlearning.com/teachereducationx92x1/chapter/eriksons-stages-of-

psychosocial-development/

o https://www.verywellmind.com/erik-eriksons-stages-of-psychosocial-development-2795740

o https://www.simplypsychology.org/Erik-Erikson.html

o https://www.psychologynoteshq.com/erikerikson/

o https://www.verywellmind.com/erik-erikson-biography-1902-1994-2795538