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Erik Erikson's Psychosocial Development Theory
Introduction
Erik Erikson was a German psychologist who suffered serious identity crisis in his youthful years
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He then concluded
that a need for identity is a major aspect in life
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The psychosocial development theory
as articulated by Erikson explains eight stages through which a healthily developing human should
pass, from infancy to late adulthood
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If the
crisis in a given stage is not resolved, the individual continues to struggle with it and if not
completed, is expected to reappear as problems in the future
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Stage 1: Infancy (Birth to 18 months)
In this first stage, the psychosocial crisis is defined as trust versus mistrust
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These include, attention,
feeding, changing and holding
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If the child's needs are adequately met, the child learns to trust the
caregiver and this is then extended to die other people in the child's environment
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Trust should
predominate but the child should develop a little mistrust because not all people in the environment
can be trusted and in some circumstances and situations cannot always guarantee trust
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Therefore, if the concept of trust
versus mistrust is not addressed, taught and handled during infancy, the individual may be
negatively affected for the rest of their life
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They may then lose hope and continually struggle with
overcoming hard times and failures in their life and may never fully recover from them
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During this
stage the toddler discovers that he or she is no longer attached to the primary caregiver, but is a
separate individual
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They work
in and between places, and force adults to do things their own way
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During this stage children
begin to make their own decisions and judgments
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For example, removing clothes because they are forced
by their mother to put them on
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However, when
the toddler is not given choices or boundaries, shame and doubt may result
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Autonomy can only be gained when given
reasonable choices and proper guidance from the caregiver
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At this stage, the child

wants to begin and complete his or her own actions for a purpose
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In this stage
the child initiates activities and begins to form and carry out goals and make judgment about what
they want to do
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The child is learning to
master the world around him or her, learning basic skills and principles of physics
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A child who fails to meet his/her goals feels guilty
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Those who fail to resolve the crisis well may become guilty and repressed
and in adulthood they may consistently inhibit their impulses and fail to express themselves
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Stage 4: School age (6 to 12 years)
Like Freud, Erikson views this stage as that of relative emotional calmness
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According to him, the child can attend his schooling and learn the skills
that are useful for his life which are in accordance with his societal and cultural expectations
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Children at this stage are becoming more aware of themselves as individuals, and
will work hard at being responsible and good, and doing the right thing
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At this stage, the children are eager to learn
and accomplish more complex skills such as reading, writing and telling the time
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They should be helped to learn
and feel success
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It should be noted, though, that too much industry will not allow
children to be children
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STAGE 5: ADOLESCENCE {12 TO 20 YEARS}
During this stage, the psychosocialogical crisis is identity versus role confusion
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The child experiences a need to
become a unique adult with an important role in life
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They also abuse
drugs and substance and lazy around
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STAGE 6: EARLY ADULTHOOD (20 - 40YEARS)
This is the stage of intimacy versus isolation
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He asserts that this stage is commonly manifested during the period between 19 to 34 years
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This intimacy is expressed through sharing of feelings and emotions and
achieves a mutual devotion to each other
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The virtue achieved in this stage is the virtue of love which may lead to courtship and
end up in marriage
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Isolated persons usually express worry, anxiety,

resentment, fear, concern and withdrawal from any attempt to establish intimacy
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Generativity is the concern to establish and
guide the next generation
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The virtue
of caring is developed in this stage
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A stagnant person cannot bring out about continuity to the next generation
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Hence they become
irresponsible
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It is the stage of
ego and integrity versus despair
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They tend to look back on good times with gladness, hard
times with self-respect and on mistakes and regrets with forgiveness
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A person with integrity feels proud of his/her successes, achievements and productivity
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People who fail to resolve the crisis at this stage
develop despair
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They always worry about
death and wish that they could still live a little longer to accomplish those tasks they were not able
to accomplish
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They
complain about others not being responsive to them and are a cause of discomfort and irritation
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Parents and caregivers should meet the needs of children adequately
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This influences the development of personality in the other stages and in
adulthood,
2
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3
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Therefore, there is need for them to develop independence and judge what is best
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Parents, teachers and caregivers should provide assistance, guidance and encouragement
to children to boost their self-esteem
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W
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Concepts of trait and personality
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Allport, F
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, & Allport, G
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(1921)
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Journal of Abnormal and Social Psychology, 16, 6-40
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G
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Gordon Allport
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Online at:
http://webspace
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edu/cgboer/allport
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(1969)
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New York: Holt, Rinehart &
Winston
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& Walters, R
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Social Learning and Personality Development
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Baumeister, R
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, & Tice, D
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(1996)
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Journal of Research in Personality, 30, 363-373
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B
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The scientific analysis of personality
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B
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The scientific analysis of personality
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S
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Emergent integration in contemporary personality
psychology
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Diener, E
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Traits can be powerful, but are not enough: Lessons from subjective
well-being
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Dweck, C
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(1996)
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Journal of Research in
Personality, 30, 348-362
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(1996)
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Journal of Research in Personality, 30, 435-446
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P
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What do we know when we know a person? Journal of
Personality, 63, 365-396
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R
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T
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(1995)
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European Journal of Personality, 9, 231-252
McClelland, D
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(1996)
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Mweru, M
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(2009)
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Nairobi: Longhorn
publishers
Pervin, L
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(1985)
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Annual
Review of Psychology, 36, 83-114
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(1995)
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Annual Review of Psychology, 46, 295-328
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E
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W
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Seventh Edition
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Roberts, B
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, & DelVecchio, W
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(2000)
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Psychological Bulletin, 126, 3-25
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G
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R
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R
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Views of the future
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