-Erik Erikson

BIOGRAPHY

Erik Salomonsen Mother: Karla Abrahamsen Father: Waldemar Isidor

Salomonsen Stepfather: Theodor Homburger Born: 15 June 1902 Frankfurt, Germany Died: 12 May 1994 (aged 91) Harwich, Massachusetts Citizenship: American, German Nationality: German Sons: Kai, John & Neil Daughter: Sue

 Erikson was a student

Author of books:
Childhood and Society (1950, psychology) Young Man Luther (1958, psychology)

of Sigmund Freud Studied at: Vienna Psychoanalytic Institute in 1933 First child psychoanalyst in Boston Field: developmental psychologist Institutions: Harvard Medical School Known for: Theory on social development Professor: Harvard Medical School (1934-35) Professor: Yale Medical School (1936-39) Professor: University of California at Berkeley (1939-51)

Insight and Responsibility (1964, psychology)

Identity: Youth and Crisis (1968, psychology) Gandhi's Truth (1969, psychology) Dimensions of a New Identity (1974, psychology) Life History and the Historical Moment (1975, psychology) The Life Cycle Completed (1987, psychology, with J.M. Erikson)

Kai

Joan

"Every adult, whether he is a follower or a leader, a member of a mass or of an elite, was once a child. He was once small. A sense of smallness forms a substratum in his mind, ineradicably. His triumphs will be measured against this smallness, his defeats will substantiate it. The questions as to who is bigger and who can do or not do this or that, and to whomthese questions fill the adult's inner life far beyond the necessities and the desirability which he understands and for which he plans." - Erik H. Erikson (19021994), U.S. psychoanalyst. Childhood and Society, ch. 11 (1950).

Stage 1: Trust vs. Mistrust

Virtue: HOPE

Age: 0-2 years

Significant relationship: Mother

Existential Question: Can I Trust the

World? Trust: "an essential truthfulness of others as well as a fundamental sense of one's own trustworthiness.

 The infant depends on the parents, especially the mother,

for sustenance and comfort. The child's relative understanding of world and society come from the parents and their interaction with the child. If the parents expose the child to warmth, regularity, and dependable affection, the infant's view of the world will be one of trust. Should the parents fail to provide a secure environment and to meet the child's basic needs a sense of mistrust will result. Development of mistrust can lead to feelings of frustration, suspicion, withdrawal, and a lack of confidence. Ex. Feeding, Abandonment

Stage 2: Autonomy vs. Shame &Doubt

Virtue: Will
Age: 2-4 years Significant relationship: Parents Existential Question: Is it Ok To Be

Me?

 As the child gains control over eliminative functions

and motor abilities, they begin to explore their surroundings. The parents still provide a strong base of security from which the child can venture out to assert their will. The parents' patience and encouragement helps foster autonomy in the child. Children at this age like to explore the world around them and they are constantly learning about their environment. Caution must be taken at this age while children may explore things that are dangerous to their health and safety.
Ex. Toilet Training, Clothing Themselves

Stage 3:Initiative vs. Guilt

Virtue: Purpose
Age: 4-5 years Significant relationship: Family Existential Question: Is It Ok For Me

To Do, Move and Act?

 The development of courage and independence are what set

preschoolers, ages three to six years of age, apart from other age groups. The child during this stage faces the complexities of planning and developing a sense of judgement. During this stage, the child learns to take initiative and prepare for leadership and goal achievement roles. Activities sought out by a child in this stage may include risk-taking behaviours, such as crossing a street alone or riding a bike without a helmet; both these examples involve self-limits. Within instances requiring initiative, the child may also develop negative behaviours. These behaviours are a result of the child developing a sense of frustration for not being able to achieve a goal as planned and may engage in behaviours that seem aggressive, ruthless, and overly assertive to parents. Aggressive behaviours, such as throwing objects, hitting, or yelling, are examples of observable behaviours during this stage. **
Ex. Exploring, Using Tools or Making Art

Stage 4: Industry vs. Inferiority

Virtue: Competence

Age: 5-12 years

Significant relationship: Neighbours, School Existential Question: Can I Make It In The

World Of People And Things?

 Erikson viewed the elementary school years as critical for the development of self-confidence. Ideally, elementary school provides many opportunities for children to achieve the recognition of teachers, parents and peers by producing things- drawing pictures, solving addition problems, writing sentences, and so on. If children are encouraged to make and do things and are then praised for their accomplishments, they begin to demonstrate industry by being diligent, persevering at tasks until completed, and putting work before pleasure. If children are instead ridiculed or punished for their efforts or if they find they are incapable of meeting their teachers' and parents' expectations, they develop feelings of inferiority about their capabilities.
At this age, children start recognizing their special talents and continue to discover interests as their education improves. They may begin to choose to do more activities to pursue that interest, such as joining a sport if they know they have athletic ability, or joining the band if they are good at music. If not allowed to discover own talents in their own time, they will develop a sense of lack of motivation, low self esteem, and lethargy. They may become "couch

potatoes" if they are not allowed to develop interests.

Ex. School, Sports

Stage 5: Identity vs. Role Confusion

Virtue: Fidelity
Age: 13-19 years Significant relationship: Peers, Role Model

Existential Question: Who Am I? What Can I Be?

 Erikson is credited with coining the term "Identity Crisis. Each

stage that came before and that follows has its own 'crisis', but even more so now, for this marks the transition from childhood to adulthood. This passage is necessary because "Throughout infancy and childhood, a person forms many identifications. But the need for identity in youth is not met by these." This turning point in human development seems to be the reconciliation between 'the person one has come to be' and 'the person society expects one to become'. This emerging sense of self will be established by 'forging' past experiences with anticipations of the future. In relation to the eight life stages as a whole, the fifth stage corresponds to the crossroads. The problem of adolescence is one of role confusiona reluctance to commit which may haunt a person into his mature years. Given the right conditionsand Erikson believes these are essentially having enough space and time, a psychosocial moratorium, when a person can freely experiment and explore what may emerge is a firm sense of identity, an emotional and deep awareness of who he or she is. Ex. Social Relationships

Stage 6: Intimacy vs. Isolation

Virtue: Love
Age: 20-24 years Significant relationship: Friends,

Partners Existential Question: Can I Love?

 The Intimacy vs. Isolation conflict is emphasized around the age of 30.

At the start of this stage, identity vs. role confusion is coming to an end, though it still lingers at the foundation of the stage. Young adults are still eager to blend their identities with friends. They want to fit in. Erikson believes we are sometimes isolated due to intimacy. We are afraid of rejections such as being turned down or our partners breaking up with us. We are familiar with pain, and to some of us, rejection is painful; our egos cannot bear the pain. Erikson also argues that "Intimacy has a counterpart: Distantiation: the readiness to isolate and if necessary, to destroy those forces and people whose essence seems dangerous to our own, and whose territory seems to encroach on the extent of one's intimate relations". Once people have established their identities, they are ready to make long-term commitments to others. They become capable of forming intimate, reciprocal relationships (e.g. through close friendships or marriage) and willingly make the sacrifices and compromises that such relationships require.
Ex. Romantic Relationships

Stage 7: Generativity vs. Stagnation

Virtue: Care
Age: 25-64 years Significant relationship: Household, Workmates

Existential Question: Can I Make My Life Count?

 Generativity is the concern of guiding the next generation.

Socially-valued work and disciplines are expressions of generativity. Simply having or wanting children does not in and of itself achieve generativity. The adult stage of generativity has broad application to family, relationships, work, and society. Generativity, then is primarily the concern in establishing and guiding the next generation. The concept is meant to include productivity and creativity During middle age the primary developmental task is one of contributing to society and helping to guide future generations. When a person makes a contribution during this period, perhaps by raising a family or working toward the betterment of society, a sense of generativity- a sense of productivity and accomplishment- results. In contrast, a person who is selfcentred and unable or unwilling to help society move forward develops a feeling of stagnation- a dissatisfaction with the relative lack of productivity. Ex. Work, Parenthood

Central tasks of middle adulthood Express love through more than sexual contacts. Maintain healthy life patterns. Develop a sense of unity with mate. Help growing and grown children to be responsible adults. Relinquish central role in lives of grown children. Accept children's mates and friends. Create a comfortable home. Be proud of accomplishments of self and mate/spouse. Reverse roles with aging parents. Achieve mature, civic and social responsibility. Adjust to physical changes of middle age. Use leisure time creatively.

Stage 8: Ego Integrity vs. Despair

Virtue: Wisdom
Age: 65-death Significant relationship: Mankind, My Kind

Existential Question: Is It Ok To Have Been Me?

 It is during this time that we contemplate our

accomplishments and are able to develop integrity if we see ourselves as leading a successful life. If we see our life as unproductive, or feel that we did not accomplish our life goals, we become dissatisfied with life and develop despair, often leading to depression and hopelessness. The final developmental task is retrospection: people look back on their lives and accomplishments. They develop feelings of contentment and integrity if they believe that they have led a happy, productive life. They may instead develop a sense of despair if they look back on a life of disappointments and unachieved goals. This stage can occur out of the sequence when an individual feels they are near the end of their life (such as when receiving a terminal disease diagnosis).
Ex: Reflection on Life