Module 9 Ericksons Psycho Social Theory of Development
Module 9 Ericksons Psycho Social Theory of Development
Module 9 Ericksons Psycho Social Theory of Development
LEARNING OUTCOME:
Explain the eight stages of life and the six ways on how Erikson’s theory is useful
as a future teacher (CLO 1).
INTRODUCTION:
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 stage of development. This mastery helps
children grow into successful, contributing members of society. During each of Erikson’s
eight stages, there is a psychological conflict that must be successfully overcome in
order for a child to develop into a healthy, well-adjusted adult.
https://courses.lumenlearning.com/teachereducationx92x1/chapter/eriksons-stages-of-
psychosocial-development/
I. PREPARATION
Watch a video clip on Erickson’s 8 Stages of Development on this link:
https://www.youtube.com/watch?v=aYCBdZLCDBQ&vl=en
II. PRESENTATION
Basic Cognitive Concepts
ü Autonomy- This means self-government; freedom to act or function
independently.
ü Psychosocial- This refers to having both psychological and social aspects
Psychosocial Stages: A Summary Chart
Age Conflict Important Events Outcome
Infancy (birth to 18 months) Trust vs. Mistrust Feeding Hope
Early Childhood (2 to 3 Autonomy vs. Shame and Toilet Training Will
years) Doubt
Preschool (3 to 5 years) Initiative vs. Guilt Exploration Purpose
School Age (6 to 11 years) Industry vs. Inferiority School Confidence
Adolescence (12 to 18 Identity vs. Role Social Fidelity
years) Confusion Relationships
Young Adulthood (19 to 40 Intimacy vs. Isolation Relationships Love
years)
Middle Adulthood (40 to 65 Generativity vs. Work and Care
years) Stagnation Parenthood
Maturity (65 to death) Ego Integrity vs. Despair Reflection on Life Wisdom
https://www.simplypsychology.org/Erik-Erikson.html
If the care the infant receives is consistent, predictable 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 not
consistently met, mistrust, suspicion, and anxiety may develop.
If the care 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 world around them or in their abilities to influence events.
Success and Failure in Stage One
Success in this stage will lead to the virtue of hope. By developing a sense of
trust, the infant can have hope that as new crises arise, there is a real possibility that
other people will be there as a source of support. Failing to acquire the virtue of hope
will lead to the development of fear. This infant will carry the basic sense of mistrust with
them to other relationships. It may result in anxiety, heightened insecurities, and an over
feeling of mistrust in the world around them.
Success in this stage will lead to the virtue of will. If children in this stage are
encouraged and supported in their increased independence, they become more
confident and secure in their own ability to survive in the world. If children are
criticized, overly controlled, or not given the opportunity to assert themselves, they
begin to feel inadequate in their ability to survive, and may then become overly
dependent upon others, lack self-esteem, and feel a sense of shame or doubt in
their abilities.
During this period the primary feature involves the child regularly interacting with
other children at school. Central to this stage is play, as it provides children with the
opportunity to explore their interpersonal skills through initiating activities. Children
begin to plan 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 make decisions.
Children Playing
Conversely, if this tendency is squelched, either through criticism or control,
children develop a sense of guilt. The child will often overstep the mark in his
forcefulness, and the danger is that the parents will tend to punish the child and restrict
his initiatives too much. It is at this stage that the child will begin to ask many
questions as 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 as threatening
then the child may have feelings of guilt for “being a nuisance”. Too much guilt can
make the child slow to interact with others and may inhibit their creativity. Some
guilt is, of course, necessary; otherwise the child would not know how to exercise self-
control or have a conscience. A healthy balance between initiative and guilt is
important. Success in this stage will lead to the virtue of purpose, while failure results in
a sense of guilt. The virtue would have been courage, the capacity for action despite a
clear understanding of your limitations and past failings.
4. Industry vs. Inferiority
Erikson's fourth psychosocial crisis, involving industry (competence) vs. Inferiority
occurs during childhood between the ages of five and twelve. Children are at the stage
where they will be
learning to read and
write, to do sums, to do
things on their own.
Teachers begin to take
an important role in the
child’s life as they teach
the child specific skills.
It is at this stage
that the child’s peer
group will gain greater
significance and will
become a major source
of the child’s self-
esteem. The child now
feels the need to win
approval by demonstrating specific competencies that are valued by society and begin
to develop a sense of pride in their accomplishments.
If children are encouraged and reinforced for their initiative, they begin to feel
industrious (competent) and feel confident in their ability to achieve goals. If this
initiative is not encouraged, if it is restricted by parents or teacher, then the child
begins to feel inferior, doubting his own abilities and therefore may not reach his
or her potential. If the child cannot develop the specific skill they feel society is
demanding (e.g., being athletic) then they may develop a sense of Inferiority.
Some failure may be necessary so that the child can develop some modesty.
Again, a balance between competence and modesty is necessary. Success in this
stage will lead to the virtue of competence.
According to Bee (1992), what should happen at the end of this stage is “a
reintegrated sense of self, of what one wants to do or be, and of one’s appropriate sex
role”. During this stage the body image of the adolescent changes. Erikson claims that
the adolescent may feel uncomfortable about their body for a while until they can adapt
and “grow 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, even when there may be ideological differences.
During this period, they explore possibilities and begin to form their own identity
based upon the outcome of their explorations. Failure to establish a sense of identity
within society ("I don’t know what I want to be when I grow up") can lead to role
confusion. Role confusion involves the individual not being sure about themselves or
their place in society. In response to role confusion or identity crisis, an adolescent
may begin to experiment with different lifestyles (e.g., work, education or political
activities). Also pressuring someone into an identity can result in rebellion in the form
of establishing a negative identity, and in addition to this feeling of unhappiness.
6. Intimacy vs. Isolation
Intimacy versus isolation is the sixth stage of Erik Erikson's theory of
psychosocial development. 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 stage, we begin to
share ourselves more intimately with others. We explore relationships leading toward
longer-term commitments with someone other than a family member.
Erikson described ego integrity as “the acceptance of one’s one and only life
cycle as something that had to be” and later as “a sense of coherence and
wholeness”.
As we grow older (65+ yrs.) and become senior citizens, we tend to slow down
our productivity and explore life as a retired person. Erik Erikson believed if we see our
lives as unproductive, feel guilty about our past, or feel that we did not accomplish our
life goals, we become dissatisfied with life and develop despair, often leading to
depression and hopelessness. Success in this stage will lead to the virtue of
wisdom. Wisdom enables a person to look back on their life with a sense of closure
and completeness, and also accept death without fear. Wise people are not
characterized by a continuous state of ego integrity, but they experience both ego
integrity and despair. Thus, late life is characterized by both integrity and despair as
alternating states that need to be balanced.
Critical Evaluation
By extending the notion of
personality development across
the lifespan, Erikson outlines a
more realistic perspective of
personality development.
Based on Erikson’s ideas,
psychology has
reconceptualized the way the
later periods of life are viewed.
Middle and late 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 good face validity. Many
people find that they can relate to his theories about various stages of the life cycle
through their own 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 move from one stage to another? The theory does not have a universal
mechanism for crisis resolution. Indeed, Erikson (1964) acknowledges his theory is
more a descriptive overview of human social and emotional development that does not
adequately explain how or why this development occurs. For example, Erikson does
not explicitly explain how the outcome of one psychosocial stage influences personality
at a later stage. However, Erikson stressed his work was a ‘tool to think with rather
than a factual analysis.’ Its purpose then is to provide a framework within which
development can be considered rather than testable theory.
One of the strengths of Erikson's theory is its ability to tie together important
psychosocial development across the entire lifespan. Although support for Erikson's
stages of personality development exists, critics of his theory provide evidence
suggesting a lack of discrete stages of personality development.
https://www.simplypsychology.org/Erik-Erikson.html
-Corpus,B.et.al.(2018),The Child and - Learners and Learning Principles, Lorimar
Publishing Inc. 2018
-Anonat,R (2014),Child and Adolescent Development-Updated and Revised
Edition,Books Atbp. Publishing Corp
PRACTICE
I. Multiple Choice. Choose the letter of the correct answer.
II. Discussion
According to Erikson’s Psychosocial Stages of development, in what stage are
you? Do you believe you are facing the challenge described by Erikson? Why or Why
not?
Click this link for your answer
https://drive.google.com/file/d/1ENnP4LjZMnDwvxXo2obm8ojVOHVR8DeX/view?usp=s
haring
PERFORMANCE
Write your own life story using the stages of psychological development as
framework. Go through each of the stages that apply to you (most probably, stages 1-5
or 6). Ask information from your parents and other significant persons in your life. Look
at old baby and photo albums. Also, include the results of your questionnaire in the
activity section. Write a narrative for each stage.
You may choose to have this project in power point slides or in scrapbook style
print outs. For every psychological stage include pictures of yourself and significant
persons in your life. Discuss your own psychological development using Erickson’s
theory. Consider the crisis, maladaptation/malignancies and the virtues.
Adapted from Corpus, B.et.al. (2018), The Child and - Learners and Learning Principles,
Lorimar Publishing Inc. 2018
ASSIGNMENT
Read the book, Healing the Eight Stages of Life by Dennis Linn, Mathew Linn
and Sheila Fabricant-Linn. This is a classic book that uses the Eriksonian stages for
personal healing. A lot of people have been changed by this book. have a reflection
diary to write your thoughts and insights about each stage.