Psycho-social Theory

Erik Erikson's Eight Stages of Psychosocial Development

Sigmund Freud's Psychoanalytic Theory

Erik Erikson’s 8 Stages of Psycho-Social Development

A. Read the following passage, adapted from an article on wikipedia.com, introducing Erik Erikson’s 8 Stages of Psycho-Social Development. As you read, identify and correct the mistakes in agreement.

Each of Erikson's stages of psychosocial development are marked by a conflict, for which successful resolution will result in a favorable outcome, for example, trust vs. mistrust.

Favorable outcomes for each stage is sometimes known as "virtues", referring to the virtue that emerges from the successful resolution of the conflict. Erikson's research suggest that each individual must learn how to hold both extremes of each specific life-stage challenge in tension with one another. When both extremes in a life-stage challenge is understood and accepted as both required and useful, can the optimal virtue for that stage surface. Thus, 'trust' and 'mistrust' must both be understood and accepted, in order for realistic 'hope' to emerge as a viable solution at the first stage.

B. Match the virtue/conflict with the appropriate description below:

1. Hope - Basic Trust vs. Mistrust - Infant stage _______

2. Will - Autonomy vs. Shame and Doubt - Toddler stage _______

3. Purpose - Initiative vs. Guilt - Kindergarten _______

4. Competence - Industry vs. Inferiority - Around age 6 to puberty _______

5. Fidelity - Identity vs. Role Confusion – Teenager _______

6. Love (in relationships, work and family) - Intimacy vs. Isolation - Young adult _______

7. Caring - Generativity vs. Stagnation - Mid-life crisis _______

8. Wisdom - Ego Integrity vs. Despair - old age _______

a. Measure accomplishments/failures. Am I satisfied or not? The need to assist the younger generation. Anxiety results from not having done anything to help the next generation.

b. Can the child plan or do things on his own, such as dress him or herself. If "guilty" about making his or her own choices, the child will not function well. Erikson has a positive outlook on this stage, saying that most guilt is quickly compensated by a sense of accomplishment.

c. Some handle death well. Some can be bitter, unhappy, and/or dissatisfied with what they have accomplished or failed to accomplish within their life time. They reflect on the past, and either conclude at satisfaction or despair.

d. Child needs to learn to explore the world. Bad if the parent is too smothering or completely neglectful.

e. Child compares self-worth to others (such as in a classroom environment). Child can recognize major disparities in personal abilities relative to other children. Erikson places some emphasis on the teacher, who should ensure that children do not feel inferior.

f. Does the child believe its caregivers to be reliable?

g. Questioning of self. Who am I, how do I fit in? Where am I going in life? Erikson believes that if the parents allow the child to explore, they will conclude their own identity. However, if the parents continually push him/her to conform to their views, the child will face identity confusion.

h. Who do I want to be with or date, what am I going to do with my life? Will I settle down? This stage has begun to last longer as young adults choose to stay in school and not settle down.