In Eriksons Theory a Life Review That Leads to a Positive Outcome Will Result in a Sense of

Erikson's psychosocial stages of development focus on the resolution of different crises to get a successful, complete person.

LEARNING OBJECTIVE

• Summarize Erikson's stages of psychosocial evolution

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KEY POINTS

• • Erik Erikson (1902–1994) was a stage theorist who took Freud'southward controversial psychosexual theory and modified it into an viii-stage psychosocial theory of evolution.
  • During each of Erikson's eight evolution stages, two conflicting ideas must be resolved successfully in society for a person to go a confident, contributing member of society. Failure to master these tasks leads to feelings of inadequacy.
  • Erikson'south viii stages of psychosocial development include trust vs. mistrust, autonomy vs. shame/doubt, initiative vs. guilt, manufacture vs. inferiority, identity vs. office confusion, intimacy vs. isolation, generativity vs. stagnation, and integrity vs. despair.
  • Erikson likewise expanded upon Freud's stages by discussing the cultural implications of development; sure cultures may need to resolve the stages in unlike ways based upon their cultural and survival needs.

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TERMS

• autonomy: Cocky-regime; freedom to act or function independently.
• psychosocial: Having both psychological and social aspects.

Erikson's Theory

Erik Erikson (1902–1994) was a stage theorist who took Freud's controversial theory of psychosexual development and modified it as a psychosocial theory. Erikson emphasized that the ego makes positive contributions to development by mastering attitudes, ideas, and skills at each phase of development. This mastery helps children grow into successful, contributing members of society. During each of Erikson's 8 stages, there is a psychological conflict that must be successfully overcome in order for a kid to develop into a healthy, well-adjusted adult.

Erik Erikson

Erikson developed his eight stages of psychosocial development based on Freud's psychosexual theory.

Stages of Psychosocial Development

Erikson's stages of psychosocial development are based on (and expand upon) Freud'south psychosexual theory. Erikson proposed that we are motivated by the need to reach competence in sure areas of our lives. According to psychosocial theory, we experience eight stages of development over our lifespan, from infancy through late adulthood. At each stage in that location is a crisis or chore that nosotros need to resolve. Successful completion of each developmental task results in a sense of competence and a healthy personality. Failure to principal these tasks leads to feelings of inadequacy.

Erikson also added to Freud's stages by discussing the cultural implications of development; sure cultures may need to resolve the stages in different ways based upon their cultural and survival needs.

Trust vs. Mistrust

From nascence to 12 months of age, infants must learn that adults can be trusted. This occurs when adults meet a child's basic needs for survival. Infants are dependent upon their caregivers, then caregivers who are responsive and sensitive to their babe'south needs aid their babe to develop a sense of trust; their baby volition see the globe as a safety, predictable place. Unresponsive caregivers who practise not meet their baby'south needs can engender feelings of anxiety, fear, and mistrust; their baby may see the world every bit unpredictable. If infants are treated cruelly or their needs are not met appropriately, they will probable grow up with a sense of mistrust for people in the world.

Autonomy vs. Shame/Uncertainty

Every bit toddlers (ages ane–3 years) brainstorm to explore their world, they larn that they can control their actions and human action on their environment to go results. They brainstorm to show clear preferences for certain elements of the environment, such equally nutrient, toys, and clothing. A toddler's main job is to resolve the issue ofautonomy vs. shame and doubt by working to establish independence. This is the "me do it" phase. For instance, we might observe a budding sense of autonomy in a 2-year-onetime child who wants to choose her clothes and apparel herself. Although her outfits might not be appropriate for the situation, her input in such basic decisions has an effect on her sense of independence. If denied the opportunity to act on her environment, she may begin to dubiety her abilities, which could lead to low self-esteem and feelings of shame.

Initiative vs. Guilt

Once children reach the preschool stage (ages 3–six years), they are capable of initiating activities and asserting command over their world through social interactions and play. According to Erikson, preschool children must resolve the job ofinitiative vs. guilt.By learning to programme and achieve goals while interacting with others, preschool children tin principal this task. Initiative, a sense of ambition and responsibility, occurs when parents let a child to explore within limits and then support the child'southward choice. These children volition develop self-conviction and experience a sense of purpose. Those who are unsuccessful at this stage—with their initiative misfiring or stifled by over-decision-making parents—may develop feelings of guilt.

Manufacture vs. Inferiority

During the simple school stage (ages 6–12), children face the job ofmanufacture vs. inferiority.Children brainstorm to compare themselves with their peers to encounter how they measure up. They either develop a sense of pride and accomplishment in their schoolwork, sports, social activities, and family life, or they feel inferior and inadequate because they feel that they don't measure upwardly. If children practice not learn to get along with others or take negative experiences at domicile or with peers, an inferiority complex might develop into adolescence and adulthood.

Identity vs. Office Confusion

In boyhood (ages 12–18), children face up the task ofidentity vs. function confusion.According to Erikson, an boyish'due south master task is developing a sense of cocky. Adolescents struggle with questions such as "Who am I?" and "What do I want to do with my life?" Along the way, most adolescents try on many different selves to see which ones fit; they explore various roles and ideas, set goals, and attempt to discover their "adult" selves. Adolescents who are successful at this stage have a strong sense of identity and are able to remain true to their beliefs and values in the face up of problemsand other people's perspectives. When adolescents are apathetic, do non make a conscious search for identity, or are pressured to adapt to their parents' ideas for the future, they may develop a weak sense of self and experience role confusion. They will be unsure of their identity and confused almost the future. Teenagers who struggle to adopt a positive role will likely struggle to "find" themselves as adults.

Intimacy vs. Isolation

People in early adulthood (20s through early 40s) are concerned withintimacy vs. isolation.Later we accept developed a sense of self in adolescence, we are ready to share our life with others. However, if other stages accept non been successfully resolved, young adults may have trouble developing and maintaining successful relationships with others. Erikson said that nosotros must accept a strong sense of cocky before nosotros can develop successful intimate relationships. Adults who exercise not develop a positive self-concept in boyhood may experience feelings of loneliness and emotional isolation.

Generativity vs. Stagnation

When people achieve their 40s, they enter the time known as middle adulthood, which extends to the mid-60s. The social job of middle adulthood isgenerativity vs. stagnation.Generativity involves finding your life's piece of work and contributing to the development of others through activities such every bit volunteering, mentoring, and raising children. During this phase, center-aged adults begin contributing to the next generation, often through childbirth and caring for others; they also engage in meaningful and productive work which contributes positively to society. Those who practice not principal this task may experience stagnation and feel as though they are non leaving a mark on the world in a meaningful way; they may accept lilliputian connectedness with others and little interest in productivity and cocky-improvement.

Integrity vs. Despair

From the mid-60s to the end of life, we are in the period of development known as tardily adulthood. Erikson'south chore at this stage is chosenintegrity vs. despair.He said that people in tardily adulthood reverberate on their lives and feel either a sense of satisfaction or a sense of failure. People who feel proud of their accomplishments experience a sense of integrity, and they can look back on their lives with few regrets. Even so, people who are not successful at this phase may feel as if their life has been wasted. They focus on what "would have," "should have," and "could have" been. They face the end of their lives with feelings of bitterness, depression, and despair.

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Source: https://courses.lumenlearning.com/teachereducationx92x1/chapter/eriksons-stages-of-psychosocial-development/