Dr Kings Office

Like Piaget, Erik Erikson (1902-1994) argued that children develop in a predetermined order. Instead of focusing on cognitive development, however, he was interested in how children are socialized and how this affects their sense of personal identity. Erikson's theory of psychosocial development comprises eight distinct stages, each with two possible outcomes.

In theory, the successful completion of each stage leads to a healthy personality and successful interactions with others. The failure to successfully complete a stage can lead to a reduced ability to complete the other stages and, therefore, a personality and a sense of personal identity less healthy. These steps, however, can be resolved successfully in the future.

From birth to age one, children begin to develop the ability to trust others based on the consistency of their caregivers (usually mothers and fathers). If trust develops successfully, the child gains confidence and security in the world around them and can feel secure even when threatened. Do not complete this step may lead to an inability to trust, and therefore a sense of fear by the inconsistency of the world. It can lead to anxiety, insecurity, and a sense of mistrust over the world.

2. Autonomy from shame and doubt.

Between the first and third years, children begin to assert their independence, walking away from her mother, picking which toy to play with, and making choices about what you used to dress, what you want to eat, etc.. If encouraged and supported the growing independence of children at this stage, they become more confident and secure about their own ability to survive in the world. If criticized, overly controlled, or not given the opportunity to assert himself, begin to feel inadequate in their ability to survive, and may then become overly dependent on others, lack of self esteem, and have a sense of shame or doubt their own capabilities.

3. Initiative versus guilt.

Around three years to seven, children are imposed or enforced more often. They begin to plan activities, invent games, and initiate activities with others. If given the opportunity, children develop a sense of the initiative, and feel confident in their ability to lead others and make decisions. Conversely, if this tendency is frustrated with the criticism or control, children develop a guilt. They may feel like a nuisance to others and therefore remain followers, lacking initiative.

4. Industry from inferiority.

From six years to puberty, children begin to develop a sense of pride in their achievements. They initiate projects, continue to finish, and feel good about what they have achieved. During this time, teachers play an increasing role in child development.



If it encourages and reinforces children for their initiative, workers begin to feel and have confidence in their ability to achieve goals. If this initiative is not encouraged and is restricted by parents or teachers, the child begins to feel inferior, doubting their own abilities and, therefore, may not reach its full potential.

5. Identity versus role confusion.

During adolescence, the transition from childhood to adulthood is extremely important. Children are becoming more independent and begin to look at the future in terms of career, relationships, families, housing, etc.. During this period, exploring the possibilities and begin to form their own identity based on the results of his explorations. This sense of who they are can be hindered, giving rise to a sense of confusion about themselves and their role in the world.

6. Intimacy versus isolation.

In early adulthood, from about 20 to 25 years, people began to interact more intimately with others. We explored the relationships that lead to longer commitments with someone who is not a member of the family. Correctly complete this stage can lead to successful relationships and provide a sense of commitment, safety, and concern for the other in a relationship. Erikson two important virtues attributed to the person who has successfully faced the problem of privacy: membership (training of friends) and love (deep interest in another person). Avoid intimacy, fearing commitment and relationships, can lead to isolation, loneliness, and sometimes depression.

7. Generativity versus stagnation.

During middle adulthood, a stage that lasts from 25 to 60 years or so, we establish our careers, we establish a relationship, we started our own families and develop a sense of being part of something larger. Contributed something to society to raise our children to be productive at work, and participate in activities and community organization. If we do not reach these goals, we were stuck with the feeling of being productive.

Not satisfactorily achieve the stage of generativity leads to personal impoverishment. The individual may feel that life is monotonous and empty, which simply takes time and age not meet your expectations. These are people who have failed in the personal skills to make life always creative flow of experience and feel listless and tired.

Generous people find meaning in the use of their knowledge and skills for their own sake and that of others, usually enjoy their work and do it well.

8. Ego integrity versus despair.

As we age and retire, we tend to diminish our productivity, and explore life as retirees. During this period we can look at our achievements and develop integrity if we consider that we have a successful life.


If we see our lives as unproductive, we feel guilty for our past actions, or we fail to consider our goals in life, we feel dissatisfied with life, resulting in the despair that often leads to depression.