ERIKSON’S THEORY DEVELOPMENT OF EMOTIONAL
ERIKSON’S THEORY OF EMOTIONAL DEVELOPMENT
Psychological stages
Erikson’s (1959) theory of psychosocial development has eight distinct stages. Like Freud, Erikson assumes that a crisis occurs at each stage of development. For Erikson (1963), these crises are of a psychosocial nature because they involve psychological needs of the individual (i.e. psycho) conflicting with the needs of society (i.e. social).According to the theory, successful completion of each stage results in a healthy personality and the acquisition of basic virtues. Basic virtues are characteristic strengths which the ego can use to resolve subsequent crises.
Failure to successfully complete a stage can result in a reduced ability to complete further stages and therefore a more unhealthy personality and sense of self. These stages, however, can be resolved successfully at a later time.
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Stage
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Psychological Crisis
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Basic Virtue
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Age
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1
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Trust vs. Mistrust
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Hope
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Infancy to 1/2
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2
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Autonomy vs. Shame
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Will
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½ to 3
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3
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Initiative vs. Guilt
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Purpose
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3 to 5
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4
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Industry vs. Inferiority
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Competency
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5 to 12
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5
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Identity vs. Identity confusion
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Fidelity
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12 to 18
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6
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Intimacy vs. Isolation
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Love
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18 to 40
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7
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Generativity vs. Stagnation
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Care
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40 to 65
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8
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Integrity vs. Despair
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Wisdom
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65+
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1. Trust vs. Mistrust (infancy to ½)
During this stage the infant is uncertain about the world in which they live. To resolve these feelings of uncertainty the infant looks towards their primary caregiver for stability and consistency of care.
If the care the infant receives is consistent, predictable and reliable, they will develop a sense of trust which will carry with them to other relationships, and they will be able to feel secure even when threatened.
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 are a source of support. Failing to acquire the virtue of hope will lead to the development of fear.
2. Autonomy vs. Shame and Doubt (½ to 3)
The child is developing physically and becoming more mobile. Between the ages of 18 months and three, children begin to assert their independence, by walking away from their mother, picking which toy to play with, and making choices about what they like to wear, to eat, etc.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.
For example, rather than put on a child's clothes a supportive parent should have the patience to allow the child to try until they succeed or ask for assistance. So, the parents need to encourage the child to becoming more independent whilst at the same time protecting the child so that constant failure is avoided.
A delicate balance is required from the parent. They must try not to do everything for the child but if the child fails at a particular task they must not criticize the child for failures and accidents (particularly when toilet training). The aim has to be “self-control without a loss of self-esteem” (Gross, 1992). Success in this stage will lead to the virtue of will.
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 own abilities
3. Initiative vs. Guilt (3 to 5)
At this stage children start their schooling. During this period the primary feature involves the child regularly interacting with other children at school.
Children begin to plan activities, make up games, and initiate activities with others. If given this opportunity, children develop a sense of initiative, and feel secure in their ability to lead others and make decisions.
The child takes initiatives which the parents will often try to stop in order to protect the child. The child will often overstep the mark in his forcefulness and the danger is that the parents will tend to punish the child and restrict his initiatives too much.
It is at this stage that the child will begin to ask many questions as his thirst for knowledge grows. If the parents treat the child’s questions as trivial, a nuisance or embarrassing or other aspects of their behavior as threatening then the child may have feelings of guilt for “being a nuisance”.
A healthy balance between initiative and guilt is important. Success in this stage will lead to the virtue of purpose.
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.
4. Industry (competence) vs. Inferiority (5 to 12)
Children are at the stage where they will be learning to read and write, to do sums, to do things on their own. Teachers begin to take an important role in the child’s life as they teach the child specific skills.
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.
Success in this stage will lead to the virtue of competence.
5. Identity vs. Role Confusion (12 to 18)
This is a major stage in development where the child has to learn the roles he will occupy as an adult. It is during this stage that the adolescent will re-examine his identity and try to find out exactly who he or she is. Erikson suggests that two identities are involved: the sexual and the occupational.
At this stage during the age of 12 -18 many physical changes occurs in the body of child. Erikson claims that the adolescent may feel uncomfortable about their body for a while until they can adapt and “grow into” the changes. Success in this stage will lead to the virtue of fidelity.
During this period, they 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.
6. Intimacy vs. Isolation (18 to 40)
Occurring in young adulthood (ages 18 to 40 yrs.), we begin to share ourselves more intimately with others. We try to make positive relationship with others OR we feel socially isolated.Success in this stage will lead to the virtue of love.
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