Erickson's theory of Psychosocial Development

Erickson's Development Theory

Erickson's theory of psychosocial development is one of the best-known theories of personality in psychology. Much like Sigmund Freud, Erikson believed thatpersonality develops in a series of stages. Unlike Freud's theory of psychosexual stages, Erikson's theory describes the impact of social experience across the whole lifespan.

One of the main elements of Erikson's psychosocial stage theory is the development of ego identity. Ego identity is the conscious sense of self that we develop through social interaction. According to Erikson, our ego identity is constantly changing due to new experience and information we acquire in our daily interactions with others in addition to ego identity, Erikson also believed that a sense of competence also motivates behaviours and actions. Each stage in Erikson's theory is concerned with becoming competent in an area of life. If the stage is handled well, the person will feel a sense of mastery, which he sometimes referred to as ego strength or ego quality. If the stage is managed poorly, the person will emerge with a sense of inadequacy.

In each stage, Erikson believed that people experience a conflict that serves as a turning point in development. In Erikson's view, these conflicts are centered on either developing a psychological quality or failing to develop that quality. During these times, the potential for personal growth is high, but so is the potential for failure.

The Ego Psychology

Erikson's theory of ego psychology holds certain tenets that differentiate his theory from that of Freud's. Some of these include:

•The ego is of utmost importance

•Part of the ego is able to operate independently of the id and the superego.

•The ego is a powerful agent that can adapt to situations, thereby promoting mental health.

•Social and sexual factors both play a role in personality development.

Erikson's theory was more comprehensive than Freud's, and included information about "normal" personality as well as neurotics. He also broadened the scope of personality to incorporate society and culture, not just sexuality. Criticisms of his theories, in addition to the factors discussed in class, have noted that he did no statistical research to generate his theories, and it is very hard to test his theories in order to validate them.

The Epigenetic Principle

Erikson's work is based on the basic theory of Freud but expands Freud's theoryof stages. According to him, development takes place through a predetermine unfolding of individuals' personalities in eight stages. 

Erikson believed that childhood is very important in personality development. He accepted many of Freud's concepts, including the id, ego, and superego, and Freud's theory of infantile sexuality. But Erikson rejected Freud's attempt to describe personality solely on the basis of sexuality, and, unlike Freud, felt that personality continued to develop beyond five years of age.

The stages

Erikson's stages provide a framework in which one can bring in the culture concept and compare the present day to that of the earlierdays. Italso offers insights regarding the 8 stages into 2 parts, with one ending with childhood and the other adult development.

The table below presents the details of the stages as visualized by Erikson and also presents the various conflicts that arise during each stage of development.

Infancy: Trust vs. Mistrust (0 to 1 year)

The first stage which corresponds to Freud's oral stage and centre around the infant's basic needs being met by the parents, especially the mother, for food sustenance, and comfort. The child's relative understanding of the world and society comes from the parents and their interaction with the child. If the parents expose the child to warmth, regularity, and dependable affection, the infant's view of the world will be one of trust. If the parents fail to provide that kind of warmth and a secure environment or not able to meet the child's basic needs, the child will develop a sense of mistrust.

Toddler : Autonomy vs. Shame & Doubt (2 to 3 years)

The second stage comes about when the child gains control over eliminative functions and motor abilities, and when they start exploring their surroundings. At this stage also there is a need for the parents to continue providing a strong base of security from which the child can venture out to try to be independent. The amount of patience and encouragement that the parents show helps foster autonomy in the child. Highly restrictive parents, however, are more likely to instill the child with a sense of doubt and reluctance to attempt new challenges.

As children gain increased muscular coordination and mobility, they become capable of satisfying some of their own needs. They begin to feed themselves, wash and dress themselves, and use the bathroom. If caregivers encourage self-sufficient behaviour toddlers develon a sense of autonomy, that is a sense of being able to handle many problems on their own. At the same time too much of demands and that too soon, or not allowing children opportunity to perform tasks of which they are capable, or ridiculing children's attempts at self-sufficiency, lead to the development of shame and doubt in the youngsters about their own ability to handle problems.

Preschool: Initiative vs. Guilt (4 to 6 years)

This is the age at which children are learning to master the world around them. They are learning the basic skills and principles of physics such as things fall on the ground and not up, round things roll etc. Initiative adds to autonomy the quality of undertaking, planning, and attacking a task for the sake of being active and on the move. At this stage the child wants to begin and complete his or her own actions for a purpose. Guilt is a new emotion and is confusing and the child may feel guilty over things which are not logically guilt producing. They may be feel guilty when their initiative does not produce the desired results.

Childhood: Industry vs. Inferiority (7 to 12 years)

This is the time formal schooling starts. Erikson viewed the elementary school years as critical for the development of self-confidence. At this time many tasks are performed by them in terms of writing, reciting, sports and so on in which the children can show their abilities and achievements. If children are encouraged to make and do things and are then praised for their accomplishments, they begin to demonstrate industry by being diligent, persevering at tasks until completed and putting work before pleasure. On the other hand if children are ridiculed or punished for their efforts or if they find they are incapable of meeting the expectations of their teachers and parents they develop feelings of inferiority about their capabilities.

Adolescence: Identify vs. Role Confusion (13 to 19 year)

Children move from this stage to adulthood and they learn many things and are also physically capable of accomplishing many things that adults do which the children were not able to in the earlier stages. The adolescents ponder the roles they will play in the adult world. Initially there could be some confusion about the roles that they have to play, the ways in which they will fit into the society, and also may experiment with a varicty of behaviours and activities. For instance they may drive a car which they should not, they will work in a canteen during off hours, may baby sit for neighbours, and may also affiliate themselves with a certain political or religious group.

At this time they are idealistic and also keep questioning many of the established norms which irritate the adults. If the youngster does not get any proper response but only ridicule, the self concept may end up also to be negative. Also the adolescent is highly concerned with how he or she appears to others. If they feel that their look is like others and not abnormally positive or negative, they feel confident.

At this time the youngster is idealistic and the superego identity is the accrued confidence that their planning and the actual achievement of the goals are the same.

Young Adulthood: Intimacy vs. Isolation (20 to 34 years)

The Intimacy vs. Isolation conflict is emphasised around the ages of 20 to 34. At the start of this stage, identity vs. role confusion is coming to an end, and it still lingers at the foundation of the stage. Young adults are still eager to blend their identities with friends. They want to fit in. Erikson believes we are sometimes isolated due to intimacy. We are afraid of rejcctions such as being turned down or our partners breaking up with us. We are familiar with pain, and to some of us, rejection is painful; our egos cannot bear the pain.

Middle Adulthood: Generativity vs. Stagnation (25 to 65 years)

During middle age the primary developmental task is one of contributing to society and helping to guide future generations. When a person makes a contribution during this period, perhaps by raising a family or working toward the betterment of societ
a sense of generativity, that is a sense of productivity and accomplishment results. In
contrast, a person who is self centered and unable or unwilling to help society move forward develops a fecling of stagnation and dissatisfaction with the relative lack of productivity.

Senior: Integrity vs. Despair (65 years onwards)

As people grow older and become senior citizens there is a natural slowing down process that takes plage. It is during this time that people contemplate about their past accomplishments and are able to develop integrity and see themselves as leading a successful or unsuccessful life. If people see their life as unproductive, or feel that they have not been able to accomplish their life goals, they become dissatisfied with life and develop despair, often leading to depression and hopelessness. People generally look back on their lives and accomplishment and develop feelings of contentment and integrity if they believe that they have led a happy, productive life. They may instead develop a sense of despair if they look back on a life of disappointments and unachieved goals.