Erikson’s 8 Stages of Psychosocial Development

LEARNING OBJECTIVE

 Summarize Erikson’s stages of psychosocial development

KEY POINTS

o Erik Erikson (1902–1994) was a stage theorist who took Freud’s

controversial psychosexual theory and modified it into an eight-
stage psychosocial theory of development.
o During each of Erikson’s eight development stages, two conflicting ideas
must be resolved successfully in order for a person to become a confident,
contributing member of society. Failure to master these tasks leads to
feelings of inadequacy.

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.

Stages Of Psychosocial Development

Erikson’s stages of psychosocial development are based on (and expand upon) Freud’s
psychosexual theory. Erikson proposed that we are motivated by the need to achieve
competence in certain areas of our lives. According to psychosocial theory, we
experience eight stages of development over our lifespan, from infancy through late
adulthood. At each stage there is a crisis or task that we need to resolve. Successful
completion of each developmental task results in a sense of competence and a
healthy personality. Failure to master these tasks leads to feelings of inadequacy.

Erikson also added to Freud’s stages by discussing the cultural implications of

development; certain cultures may need to resolve the stages in different ways based
upon their cultural and survival needs.
Trust vs. Mistrust

From birth to 12 months of age, infants must learn that adults can be trusted. This
occurs when adults meet a child’s basic needs for survival. Infants are dependent upon
their caregivers, so caregivers who are responsive and sensitive to their infant’s needs
help their baby to develop a sense of trust; their baby will see the world as a safe,
predictable place. Unresponsive caregivers who do not meet their baby’s needs can
engender feelings of anxiety, fear, and mistrust; their baby may see the world as
unpredictable. If infants are treated cruelly or their needs are not met appropriately, they
will likely grow up with a sense of mistrust for people in the world.

Autonomy vs. Shame/Doubt

As toddlers (ages 1–3 years) begin to explore their world, they learn that they can
control their actions and act on their environment to get results. They begin to show
clear preferences for certain elements of the environment, such as food, toys, and
clothing. A toddler’s main task is to resolve the issue of autonomy vs. shame and
doubt by working to establish independence. This is the “me do it” stage. For example,
we might observe a budding sense of autonomy in a 2-year-old child who wants to
choose her clothes and dress herself. Although her outfits might not be appropriate for
the situation, her input in such basic decisions has an effect on her sense of
independence. If denied the opportunity to act on her environment, she may begin to
doubt her abilities, which could lead to low self-esteem and feelings of shame.

Initiative vs. Guilt

Once children reach the preschool stage (ages 3–6 years), they are capable of initiating
activities and asserting control over their world through social interactions and play.
According to Erikson, preschool children must resolve the task of initiative vs. guilt. By
learning to plan and achieve goals while interacting with others, preschool children can
master this task. Initiative, a sense of ambition and responsibility, occurs when parents
allow a child to explore within limits and then support the child’s choice. These children
will develop self-confidence and feel a sense of purpose. Those who are unsuccessful
at this stage — with their initiative misfiring or stifled by over-controlling parents—may
develop feelings of guilt.

Industry vs. Inferiority

During the elementary school stage (ages 6–12), children face the task of industry vs.
inferiority. Children begin to compare themselves with their peers to see how they
measure up. They either develop a sense of pride and accomplishment in their
schoolwork, sports, social activities, and family life, or they feel inferior and inadequate
because they feel that they don’t measure up. If children do not learn to get along with
others or have negative experiences at home or with peers, an inferiority complex might
develop into adolescence and adulthood.

Identity vs. Role Confusion

In adolescence (ages 12–18), children face the task of identity vs. role
confusion. According to Erikson, an adolescent’s main task is developing a sense of
self. Adolescents struggle with questions such as “Who am I?” and “What do I want to
do with my life?” Along the way, most adolescents try on many different selves to see
which ones fit; they explore various roles and ideas, set goals, and attempt to discover
their “adult” selves. Adolescents who are successful at this stage have a strong sense
of identity and are able to remain true to their beliefs and values in the face of problems
and other people’s perspectives. When adolescents are unconcerned, do not make a
conscious search for identity, or are pressured to conform to their parents’ ideas for the
future, they may develop a weak sense of self and experience role confusion. They will
be unsure of their identity and confused about the future. Teenagers who struggle to
adopt a positive role will likely struggle to “find” themselves as adults.

Intimacy vs. Isolation

People in early adulthood (20s through early 40s) are concerned with intimacy vs.
isolation. After we have developed a sense of self in adolescence, we are ready to
share our life with others. However, if other stages have not been successfully resolved,
young adults may have trouble developing and maintaining successful relationships with
others. Erikson said that we must have a strong sense of self before we can develop
successful intimate relationships. Adults who do not develop a positive self-concept in
adolescence may experience feelings of loneliness and emotional isolation.

Generativity vs. Stagnation

When people reach their 40s, they enter the time known as middle adulthood, which
extends to the mid-60s. The social task of middle adulthood is generativity vs.
stagnation. Generativity involves finding your life’s work and contributing to the
development of others through activities such as volunteering, mentoring, and raising
children. During this stage, middle-aged adults begin contributing to the next generation,
often through childbirth and caring for others; they also engage in meaningful and
productive work which contributes positively to society. Those who do not master this
task may experience stagnation and feel as though they are not leaving a mark on the
world in a meaningful way; they may have little connection with others and little interest
in productivity and self-improvement.
Integrity vs. Despair

From the mid-60s to the end of life, we are in the period of development known as late
adulthood. Erikson’s task at this stage is called integrity vs. despair. He said that people
in late adulthood reflect on their lives and feel either a sense of satisfaction or a sense
of failure. People who feel proud of their accomplishments feel a sense of integrity, and
they can look back on their lives with few regrets. However, people who are not
successful at this stage may feel as if their life has been wasted. They focus on what
“would have,” “should have,” and “could have” been. They face the end of their lives
with feelings of bitterness, depression, and despair.

Psychosocial Stages Summary Chart

Stage 1: Infancy (birth to 18 months)

 Basic Conflict: Trust vs. Mistrust

 Important Events: Feeding
 Outcome: During the first stage of psychosocial development, children develop a sense of trust
when caregivers provide reliability, care, and affection. A lack of this will lead to mistrust.

Stage 2: Early Childhood (2 to 3 years)

 Basic Conflict: Autonomy vs. Shame and Doubt

 Important Events: Toilet Training
 Outcome: Children need to develop a sense of personal control over physical skills and a sense
of independence. Potty training plays an important role in helping children develop this sense of
autonomy. Children who struggle and who are shamed for their accidents may be left without a
sense of personal control. Success during this stage of psychosocial development leads to feelings
of autonomy, failure results in feelings of shame and doubt.

Stage 3: Preschool (3 to 5 years)

 Basic Conflict: Initiative vs. Guilt

 Important Events: Exploration
 Outcome: Children need to begin asserting control and power over the environment. Success in
this stage leads to a sense of purpose. Children who try to exert too much power experience
disapproval, resulting in a sense of guilt.

Stage: School Age (6 to 11 years)

 Basic Conflict: Industry vs. Inferiority

 Important Events: School
 Outcome: Children need to cope with new social and academic demands. Success leads to a
sense of competence, while failure results in feelings of inferiority.
Stage: Adolescence (12 to 18 years)

 Basic Conflict: Identity vs. Role Confusion

 Important Events: Social Relationships
 Outcome: Teens need to develop a sense of self and personal identity. Success leads to an ability
to stay true to yourself, while failure leads to role confusion and a weak sense of self.

Stage: Young Adulthood (19 to 40 years)

 Basic Conflict: Intimacy vs. Isolation

 Important Events: Relationships
 Outcome: Young adults need to form intimate, loving relationships with other people. Success
leads to strong relationships, while failure results in loneliness and isolation.

Stage: Middle Adulthood (40 to 65 years)

 Basic Conflict: Generativity vs. Stagnation

 Important Events: Work and Parenthood
 Outcome: Adults need to create or nurture things that will outlast them, often by having children
or creating a positive change that benefits other people. Success leads to feelings of usefulness
and accomplishment, while failure results in shallow involvement in the world.

Stage: Maturity (65 to death)

 Basic Conflict: Ego Integrity vs. Despair

 Important Events: Reflection on life
 Outcome: Erikson's theory differed from many others because it addressed development
throughout the entire lifespan, including old age. Older adults need to look back on life and feel a
sense of fulfillment. Success at this stage leads to feelings of wisdom, while failure results in
regret, bitterness, and despair. At this stage, people reflect back on the events of their lives and
take stock. Those who look back on a life they feel was well-lived will feel satisfied and ready to
face the end of their lives with a sense of peace. Those who look back and only feel regret will
instead feel fearful that their lives will end without accomplishing the things they feel they should
have.

Erik Erikson was an ego psychologist who developed one of the most popular and influential theories
of development. While his theory was impacted by psychoanalyst Sigmund Freud's work, Erikson's
theory centered on psychosocial development rather than psychosexual development. The stages that
make up his theory are as follows:

 Stage 1 - Trust vs. Mistrust

 Stage 2 - Autonomy vs. Shame and Doubt
 Stage 3 - Initiative vs. Guilt
 Stage 4 - Industry vs. Inferiority
 Stage 5 - Identity vs. Confusion
 Stage 6 - Intimacy vs. Isolation
 Stage 7 - Generativity vs. Stagnation
 Stage 8 - Integrity vs. Despair