Erick Erickson Model to Supports the Family-centered Care Model
Erik Erikson'south Stages of Psychosocial Development
By Dr. Saul McLeod, updated 2018
Erikson maintained that personality develops in a predetermined gild through 8 stages of psychosocial development, from infancy to adulthood. During each stage, the person experiences a psychosocial crisis which could have a positive or negative outcome for personality development.
For Erikson (1958, 1963), these crises are of a psychosocial nature considering they involve psychological needs of the private (i.east., psycho) conflicting with the needs of social club (i.due east., social).
According to the theory, successful completion of each phase 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 consummate a stage tin 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 on time.
| Stage | Psychosocial Crunch | Bones Virtue | Historic period |
|---|---|---|---|
| 1. | Trust vs. Mistrust | Hope | 0 - ane½ |
| 2. | Autonomy vs. Shame | Will | one½ - iii |
| iii. | Initiative vs. Guilt | Purpose | 3 - five |
| iv. | Manufacture vs. Inferiority | Competency | 5 - 12 |
| 5. | Identity vs. Role Confusion | Fidelity | 12 - xviii |
| 6. | Intimacy vs. Isolation | Love | 18 - 40 |
| 7. | Generativity vs. Stagnation | Care | 40 - 65 |
| eight. | Ego Integrity vs. Despair | Wisdom | 65+ |
1. Trust vs. Mistrust
Trust vs. mistrust is the first stage in Erik Erikson's theory of psychosocial evolution. This phase begins at birth continues to approximately 18 months of age. During this stage, the infant is uncertain most the earth in which they alive, and looks towards their primary caregiver for stability and consistency of care.
If the care the baby receives is consequent, anticipated 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.
If these needs are non consistently met, mistrust, suspicion, and anxiety may develop.
If the intendance has been inconsistent, unpredictable and unreliable, then the infant may develop a sense of mistrust, suspicion, and anxiety. In this situation the infant will not have confidence in the globe around them or in their abilities to influence events.
Success and Failure In Phase One
Success in this phase will pb to the virtue of hope. Past developing a sense of trust, the infant can have hope that as new crises arise, there is a real possibility that other people will exist in that location every bit a source of support.
Failing to larn the virtue of promise volition pb to the development of fear. This infant will deport the basic sense of mistrust with them to other relationships. It may result in feet, heightened insecurities, and an over feeling of mistrust in the world effectually them.
Consistent with Erikson's views on the importance of trust, enquiry past Bowlby and Ainsworth has outlined how the quality of the early feel of attachment tin can bear upon relationships with others in later life.
2. Autonomy vs. Shame and Uncertainty
Autonomy versus shame and doubt is the second stage of Erik Erikson's stages of psychosocial development. This stage occurs between the ages of xviii months to approximately iii years. Co-ordinate to Erikson, children at this stage are focused on developing a sense of personal control over concrete skills and a sense of independence.
Success in this stage will lead to the virtue of volition. If children in this stage are encouraged and supported in their increased independence, they become more confident and secure in their ain ability to survive in the world.
If children are criticized, overly controlled, or non given the opportunity to assert themselves, they begin to feel inadequate in their power to survive, and may then become overly dependent upon others, lack self-esteem, and feel a sense of shame or doubt in their abilities.
What Happens During This Phase?
The child is developing physically and becoming more mobile, and 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 kid'southward growing sense of independence and autonomy.
For example, during this stage children begin to assert their independence, past walking away from their mother, picking which toy to play with, and making choices about what they like to wear, to consume, etc.
What Can Parents Practise to Encourage a Sense of Control?
Erikson states it is critical that parents let their children to explore the limits of their abilities within an encouraging surround which is tolerant of failure.
For instance, rather than put on a child'south clothes a supportive parent should accept the patience to allow the child to try until they succeed or ask for assistance.
So, the parents demand to encourage the kid to become more than independent while at the same time protecting the child so that constant failure is avoided.
A frail remainder is required from the parent. They must try not to do everything for the child, but if the kid 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 command without a loss of self-esteem" (Gross, 1992).
iii. Initiative vs. Guilt
Initiative versus guilt is the tertiary stage of Erik Erikson's theory of psychosocial evolution. During the initiative versus guilt stage, children assert themselves more frequently through directing play and other social interaction.
These are peculiarly lively, rapid-developing years in a child's life. According to Bee (1992), information technology is a "time of vigor of action and of behaviors that the parents may see equally aggressive."
During this period the primary characteristic involves the child regularly interacting with other children at school. Central to this stage is play, as information technology provides children with the opportunity to explore their interpersonal skills through initiating activities.
Children begin to programme 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 brand decisions.
Conversely, if this tendency is squelched, either through criticism or control, children develop a sense of guilt. The child volition often overstep the marker in his forcefulness, and the danger is that the parents will tend to punish the kid and restrict his initiatives also much.
It is at this phase that the child will begin to ask many questions every bit 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 every bit threatening and so the child may have feelings of guilt for "being a nuisance".
Too much guilt can brand the child boring to collaborate with others and may inhibit their creativity. Some guilt is, of form, necessary; otherwise the child would non know how to practice cocky-command or have a conscience.
A healthy balance between initiative and guilt is important. Success in this phase will pb to the virtue of purpose, while failure results in a sense of guilt.
iv. Manufacture vs. Inferiority
Erikson's fourth psychosocial crisis, involving industry (competence) vs. Inferiority occurs during childhood betwixt the ages of five and twelve.
Children are at the stage where they will be learning to read and write, to do sums, to exercise things on their own. Teachers begin to take an important part in the kid's life as they teach the child specific skills.
It is at this stage that the child'southward peer group volition gain greater significance and volition become a major source of the child'south cocky-esteem. The kid now feels the demand to win approval past demonstrating specific competencies that are valued by gild and brainstorm to develop a sense of pride in their accomplishments.
If children are encouraged and reinforced for their initiative, they begin to experience industrious (competent) and experience confident in their ability to achieve goals. If this initiative is not encouraged, if information technology is restricted by parents or teacher, and so the child begins to experience inferiour, doubting his ain abilities and therefore may not reach his or her potential.
If the kid cannot develop the specific skill they experience club is demanding (e.thousand., being able-bodied) so they may develop a sense of Inferiority.
Some failure may be necessary so that the child tin can develop some modesty. Once again, a balance between competence and modesty is necessary. Success in this stage will lead to the virtue of competence.
5. Identity vs. Function Confusion
The fifth stage of Erik Erikson's theory of psychosocial development is identity vs. role confusion, and information technology occurs during adolescence, from near 12-xviii years. During this stage, adolescents search for a sense of self and personal identity, through an intense exploration of personal values, behavior, and goals.
During boyhood, the transition from childhood to adulthood is almost of import. Children are becoming more independent, and begin to await at the futurity in terms of career, relationships, families, housing, etc. The private wants to vest to a society and fit in.
The adolescent listen is substantially a mind or moratorium, a psychosocial stage between childhood and adulthood, and betwixt the morality learned by the child, and the ideals to be developed by the adult (Erikson, 1963, p. 245)
This is a major stage of evolution where the child has to learn the roles he volition occupy every bit 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.
According to Bee (1992), what should happen at the cease of this stage is "a reintegrated sense of self, of what one wants to practise or be, and of one'south appropriate sex part". During this stage the torso epitome of the adolescent changes.
Erikson claims that the adolescent may experience uncomfortable about their body for a while until they tin arrange and "abound into" the changes. Success in this stage will lead to the virtue of fidelity.
Fidelity involves being able to commit one's self to others on the basis of accepting others, fifty-fifty when in that location may exist ideological differences.
During this menses, they explore possibilities and begin to form their own identity based upon the issue of their explorations. Failure to institute a sense of identity within society ("I don't know what I want to exist when I abound up") can pb to office defoliation. Role defoliation involves the private non being sure well-nigh themselves or their place in society.
In response to office confusion or identity crisis, an boyish may begin to experiment with different lifestyles (e.yard., work, instruction or political activities).
Too pressuring someone into an identity can result in rebellion in the form of establishing a negative identity, and in improver to this feeling of unhappiness.
6. Intimacy vs. Isolation
Intimacy versus isolation is the 6th stage of Erik Erikson's theory of psychosocial evolution. This stage takes place during young adulthood between the ages of approximately 18 to 40 yrs. During this stage, the major conflict centers on forming intimate, loving relationships with other people.
During this phase, we brainstorm to share ourselves more intimately with others. Nosotros explore relationships leading toward longer-term commitments with someone other than a family member.
Successful completion of this stage can effect in happy relationships and a sense of commitment, safety, and care inside a human relationship.
Avoiding intimacy, fearing commitment and relationships can pb to isolation, loneliness, and sometimes depression. Success in this stage will lead to the virtue of beloved.
seven. Generativity vs. Stagnation
Generativity versus stagnation is the seventh of eight stages of Erik Erikson'southward theory of psychosocial development. This stage takes place during during middle adulthood (ages 40 to 65 yrs).
Psychologically, generativity refers to "making your mark" on the world through creating or nurturing things that will outlast an private. During heart age individuals experience a need to create or nurture things that will outlast them, ofttimes having mentees or creating positive changes that volition benefit other people.
We give back to gild through raising our children, being productive at piece of work, and condign involved in community activities and organizations. Through generativity nosotros develop a sense of being a function of the bigger movie.
Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world.
By declining to discover a manner to contribute, we become brackish and feel unproductive. These individuals may feel disconnected or uninvolved with their customs and with society as a whole. Success in this stage will pb to the virtue of care.
viii. Ego Integrity vs. Despair
Ego integrity versus despair is the eighth and last phase of Erik Erikson's stage theory of psychosocial development. This stage begins at approximately age 65 and ends at death. It is during this time that we contemplate our accomplishments and can develop integrity if we encounter ourselves as leading a successful life.
Individuals who reflect on their life and regret not achieving their goals volition experience feelings of bitterness and despair.
Erikson described ego integrity as "the acceptance of 1's i and just life cycle equally something that had to exist" (1950, p. 268) and later on as "a sense of coherence and wholeness" (1982, p. 65).
As we abound older (65+ yrs) and become seniour citizens, we tend to irksome down our productivity and explore life as a retired person.
Erik Erikson believed if nosotros see our lives as unproductive, feel guilt about our past, or feel that we did not reach our life goals, we become dissatisfied with life and develop despair, ofttimes leading to depression and hopelessness.
Success in this stage will lead to the virtue of wisdom. Wisdom enables a person to await back on their life with a sense of closure and completeness, and likewise accept expiry without fear.
Wise people are not characterized by a continuous land of ego integrity, but they experience both ego integrity and despair. Thus, tardily life is characterized by both integrity and despair every bit alternating states that demand to be balanced.
Critical Evaluation
By extending the notion of personality development across the lifespan, Erikson outlines a more realistic perspective of personality development (McAdams, 2001).
Based on Erikson'due south ideas, psychology has reconceptualized the style the later periods of life are viewed. Middle and belatedly adulthood are no longer viewed as irrelevant, because of Erikson, they are now considered active and significant times of personal growth.
Erikson's theory has expert face up validity. Many people find that they tin relate to his theories about various stages of the life bicycle through their ain experiences.
However, Erikson is rather vague about the causes of development. What kinds of experiences must people have to successfully resolve various psychosocial conflicts and movement from one stage to another? The theory does not have a universal mechanism for crunch resolution.
Indeed, Erikson (1964) acknowledges his theory is more than a descriptive overview of human social and emotional development that does not adequately explain how or why this development occurs. For case, Erikson does non explicitly explain how the outcome of ane psychosocial stage influences personality at a later stage.
Notwithstanding, Erikson stressed his work was a 'tool to retrieve with rather than a factual analysis.' Its purpose and so is to provide a framework within which development tin can exist considered rather than testable theory.
I of the strengths of Erikson's theory is its ability to tie together important psychosocial development beyond the unabridged lifespan.
Although support for Erikson'southward stages of personality development exists (McAdams, 1999), critics of his theory provide evidence suggesting a lack of discrete stages of personality development (McCrae & Costa, 1997).
How to reference this article:
McLeod, Due south. A. (2018, May 03). Erik erikson's stages of psychosocial development. Merely Psychology. www.simplypsychology.org/Erik-Erikson.html
APA Way References
Bee, H. L. (1992). The developing child. London: HarperCollins.
Erikson, E. H. (1950). Childhood and gild. New York: Norton.
Erickson, Eastward. H. (1958). Young man Luther: A study in psychoanalysis and history. New York: Norton.Erikson, E. H. (1963). Youth: Change and claiming. New York: Bones books.
Erikson, Eastward. H. (1964). Insight and responsibleness. New York: Norton.
Erikson, E. H. (1968). Identity: Youth and crisis. New York: Norton.
Erikson E. H . (1982). The life cycle completed. New York: W.W. Norton & Company.
Erikson, E. H. (1959). Psychological issues. New York, NY: International Academy Press
Freud, S. (1923). The ego and the id. SE, 19: i-66.
Gross, R. D., & Humphreys, P. (1992). Psychology: The science of mind and behavior. London: Hodder & Stoughton.
McAdams, D. P. (2001). The psychology of life stories. Review of Full general Psychology, 5(2), 100.
McCrae, R. R., & Costa Jr, P. T. (1997). Personality trait structure as a homo universal. American Psychologist, 52(5), 509.
How does Maslow's bureaucracy of needs differ from Erikson's stages of psychosocial development?
| Maslow | Erikson |
|---|---|
| Maslow proposed a serial of motivational stages, each edifice on the previous one (i.eastward., cannot progress without satisfying the previous stage). | Erikson proposed a serial of predetermined stages related to personality development. The stages are time related. |
| Progression through the stages is based on life circumstances and achievement (i.e., information technology is flexible). | Progression through the stages is based a person's historic period (i.e., rigid). During each phase an individual attains personality traits, either beneficial or pathological. |
| There is merely i goal of achievement, although not everyone achieves it. | The goal of achievement vary from stage to stage and involve overcoming a psychosocial crunch. |
| Individuals move up the motivational stages / pyramid in order to achieve cocky-actualisation. The first four stages are like stepping stones. | Successful completion of each phase results in a healthy personality and the acquisition of basic virtues. Basic virtues are characteristic strengths used to resolve subsequent crises. |
Psychosocial Stages Summary
Psychosocial Stages Summary
Like Freud and many others, Erik Erikson maintained that personality develops in a predetermined lodge, and builds upon each previous phase. This is called the epigenetic principle.
Erikson'southward 8 stages of psychosocial evolution include:
Trust vs. Mistrust
This phase begins at birth and lasts through effectually one year of age.
The infant develops a sense of trust when interactions provide reliability, care, and affection.
A lack of this will lead to mistrust.
Autonomy vs. Shame and Dubiety
This stage occurs betwixt the ages of 18 months to approximately age two to three years.
The infant develops a sense of personal command over physical skills and a sense of independence.
Erikson states it is critical that parents allow their children to explore the limits of their abilities within an encouraging surround which is tolerant of failure.
Success leads to feelings of autonomy, failure results in feelings of shame and doubt.
Initiative vs. Guilt
This phase occurs during the preschool years, between the ages of three and five.
The child begins to affirm command and ability over their environment by planning activities, accomplishing tasks and facing challenges. Success at this stage leads to a sense of purpose.
If initiative is dismissed or discourages, either through criticism or control, children develop a sense of guilt.
Manufacture vs. Inferiority
This stage occurs during babyhood between the ages of v and twelve.
It is at this stage that the child's peer group will gain greater significance and will become a major source of the kid's cocky-esteem. The child is coping with new learning and social demands.
Success leads to a sense of competence, while failure results in feelings of Inferiority.
Identity vs. Role Defoliation
The fifth stage occurs during adolescence, from about 12-18 years.
Teenagers explore who they are every bit individuals, and seek to constitute a sense of self, and may experiment with different roles, activities, and behaviors.
According to Erikson, this is of import to the process of forming a strong identity and developing a sense of direction in life.
Intimacy vs. Isolation
This phase takes place during young machismo betwixt the ages of approximately xix and xl.
During this flow, the major conflict centers on forming intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation.
Generativity vs. Stagnation
This stage takes place during middle adulthood between the ages of approximately 40 and 65.
People feel a demand to create or nurture things that will outlive them, oft having mentees or creating positive changes that volition do good other people.
Success leads to feelings of usefulness and achievement, while failure results in shallow involvement in the globe.
Ego Integrity vs. Despair
This stage takes place after age 65 and involves reflecting on one's life and either moving into feeling satisfied and happy with 1's life or feeling a deep sense of regret.
Success at this stages leads to feelings of wisdom, while failure results in regret, bitterness, and despair.
How to reference this article:
How to reference this article:
McLeod, Southward. A. (2018, May 03). Erik erikson'south stages of psychosocial evolution. But Psychology. www.simplypsychology.org/Erik-Erikson.html
Source: https://www.simplypsychology.org/Erik-Erikson.html
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