Ellie final erikson

Running head: ERIKSON SELF-STUDY 1
Erikson Self-Study
Ellie Smith
Ivy Tech Community College

ERIKSON SELF-STUDY 2
Introduction
Erik Erikson theory consists of eight stages of development. Each stage deals with a
conflict that must be resolved by the individual. The individual has two choices to handle with
the conflict in each stage. To resolve each different struggle, the individual’s personality must
change so they can deal with the next stage of development. If the struggle is not resolve or
cannot be resolved, then the individual will confront and deal with it later on in their life.
I had to talk aboutwill discuss each stage of Erikson’s theory, and describe what the
effect of each stage is inhas been on my life. Some of the stages, like the first couple, I did not
remember as much. , so I looked at pictures and talked to my family about me when I was little.
As stages four and five rolled around, everything was fresh in my mind. The rest of the stages
will happen in the future, since I am only nineteen. I talked aboutwill discuss how I wanted
myselfhope to come out of each future stages, . since I have not experienced time travel and gone
through the rest of my life.
Comment [JS1]: Check guidelines – you need to
introduce Erikson himself and discuss his theory.

Stage 1 – Trust vs Mistrust
Erikson categorized stage one as trust Trust versus mistrust Mistrust and occurs during
the first year of life, from birth to about eighteen months. It is also known as the oral-sensory
stage, because infants put everything in their mouths during this stage. Infants depend on their
parents or caregivers for food, warmth, and affection. This stage requires infants to blindly trust
their parents or caregivers to provide their needs. The child must develop some form of a trusting
relationship with the parent or caregiver, or a sense of mistrust will develop (Harder, 2012).
There are both positive and a negative outcomes in this stage. A positive outcome would be if the
infant’s needs are met consistently and responsively by the parents. , Infants infants will develop
a secure attachment with the parents and will also learn to trust their environment in general as
well. If the infant is not securely attached to their parents, he or she will develop mistrust
towards people, the things in their his/her environment, and possibly themselves (Harder, 2012).
This example would be the negative outcome of stage one.
Just like how Erikson faced his own identity crisis in this stage because his father left him
before he was born, I also faced some form of an identity crisis. Although my experience was not
as severe as his, it was still a form of a crisis. I was adopted from Russia when I was 18 months
old. The whole first year of my life I did not know who my birth parents were. Since I was very
little I did not remember much about being born in Russia, but my parents told me stories as I
grew older about where I am from help put pieces together in my mind.
I was placed in an orphanage when I was 2 months old, because my birth mother was not
able to care for herself and a baby. My dad told me that the people who worked in the orphanage
tried their best to meet the needs of every child in the orphanage. Although every child’s needs
were technically met, the quality of the care was not always the best. When I was adopted, my
Comment [JS2]: This should still be in the above
paragraph

dad was the one who came to Russia to get me. He told me that I loved to smile all the time,
which is still true to this day, and that I smiled when I first met him. When I arrived at home a
few days later, my mom and two older brothers were waiting for me, along with my
grandparents. I was not sure what was going on when I first came home. I was in a new place,
around new people, and encountering household pets – a dog and a cat. It took me about a week
to get used to where I was and who I was around. When I was in the orphanage, I was not
allowed to cry. So when I would cry at home, I would hold my breath and possibly pass out so
my parents would tell me that it was okay to cry. This is just one example of many on how I
trusted themmy new parents. I had to trust that my family would care for me and meet my needs
as an infant.
I feel like I left this stage with trust, even with being adopted. Even though I was
unfamiliar with my surroundings when I came to the United States, I quickly learned to become
familiar with it. I am lucky because I was very young when I was adopted. I did not have to
worry about not getting something to eat or being in a safe environment because my parents did
that for me. They put my needs before their own needs, while also raising two other children
along with me.
Comment [JS3]: Yes, I’ve noticed this
Comment [JS4]: Were there times you actually
passed out? If so, take out the word “possibly”
Comment [JS5]: Me too

Stage 2 – Autonomy vs Shame/Doubt
The second stage, autonomy Autonomy versus shameShame/doubtDoubt, occurs in
toddlers, which is from one to two years old between the ages of one and three. Self-control and
self-confidence begin to develop at this stage (Cramer, Flynn, & LaFave, 1997). Toddlers begin
doing some things independently, like learning how to walk, talk, and use the bathroom.
Learning to use the bathroom is the most important event to take place in this stage. When
parents are patient and encouraging during potty training, toddlers will learn autonomy.
However, if a parent is overbearing, too strict, and impatient during this event, the child will
learn shame and doubt. Children will also learn how to do things for themselves, such as
choosing their own clothes and getting dressed, picking what foods they like, and having a
favorite toy. In this stage, a positive outcome would be parents encouraging their child’s use of
initiative and reassuring the child when he or she makes a mistake (Cramer, Flynn, & LaFave,
1997). The child will develop the confidence needed to cope with future situations that require
choice, control, and independence. If parents are overprotective or disapproving of the acts of
independence the child makes, he or she may being to feel ashamed of his or her behavior or
have many doubts of his or her abilities (Cramer, Flynn, & LaFave, 1997). This would be the
negative outcome of this stage.
From looking at pictures when I was a toddler, I seemed to always be doing something.
In one picture, I had a washcloth in my hand and I was cleaning the front of the dishwasher. In
another picture I was drinking out of a syrup bottle. Do not worry, my parents made sure it was
all gone first! Looking at all of the different photos of blowing out candles on a birthday cake to
cleaning around the house, my parents always encouraged me to do things. Sure I have made

mistakes, everyone has, but my parents always reassured me that everything was going to be
alright.
I made the mistake one time of drawing with a sharpie marker on the back of a door. I got
in trouble for it, like I deserved, but that did not make my parents think any less of me. They
made sure that they never doubted me, at least to my face, because they believed in me. Growing
up, my family encourages everyone to do what they want to do. I still make mistakes, like every
human being does, even if my mistakes might not be as severe as someone else’s. I feel like I left
this stage being more responsible each day. I felt confident in myself and so did my parents,
which is important to me. Everyone should feel confident in what they do, because if they do not
feel confident then they are not giving their all in what they are doing. I am glad my parents
encouraged, believed, and give me reassurancereassured me when I need it as I was growing up.
It has helped me become who I am today, and I would not be who I am now, if I just received
doubt from my family.

Stage 3 – Initiative vs Guilt
Stage three, initiative Initiative versus guiltGuilt, occurs in children from three to five
years old. Independence is the important event occurring in this stage. The child continues being
assertive and taking the initiative for things. Children in this stage also begin playing pretend
games and worshiping heroes they see on TV or read about in books. Adults need to confirm the
child’s initiative and imagination is acceptable, regardless of how large or small it may be. If the
child is not given the chance to be independent, and responsible, and imaginative, guilt may
develop. , and The the child will believe that everything he or she does is going to always be
wrong (Cramer, Flynn, & LaFave, 1997). To receive a positive outcome in this stage, children
need to understand that some things are not allowed, without guilt. Children must be guilt- free
when using imagination. They also need to be assured that it is all right to play certain adult roles
and pretend (Cramer, Flynn, & LaFave, 1997). The negative outcome is if the child is not
allowed to do things independently, he/she will develop a sense of guilt.
I have two older brothers: Ben who is four years older than me, and Daniel who is eight
months older than me. Whatever they were doing, I wanted to do. One of the major events that
we all did was to make home made movies. Ben called them “Knox.”. I am not sure if it was a
video game title, or something he just made up himself. Ben would be the main character, my
other brother, Daniel, would be the supporting sidekick character. Both of my brothers would
each have friends over, to be guest appearances in their movies. After they made their first
movie, they had my dad help set up the video camera to the TV and everyone would watch it,
while eating popcorn. It was a blast, and after watching the movie they made. I suddenly wanted
to help them with the whole process.

My brothers let me get into the process of the video making. , and I usually was in charge
of the video camera. Now when I think about it, having a little girl who was like two feet tall be
the person in charge of the video camera was not the best way to have a steady video. I think I
had to stand on a chair many times to get the perfect angle. Sometimes my brothers would even
let me make guest appearances in their videos. I remember one time, I had to wrap a blanket
around myself, and pretend like a poor beggar on the side of the street asking for some coins.
Both of my brothers inspired me to use my imagination a lot. I enjoyed being in front of
the camera, and doing anything creative. When I think about myself today, I am the only person
in my family who is “right brained.”. Everyone else is “left brained,”, including my parents.
Even though I will say that I hate my brothers on some days, or get annoyed with them
constantly, I still love them. They sort of sparked the imagination light bulb in my brain. Maybe
that is the reason why I want to be a kindergarten teacher. I love being creative and having fun
while working. Because my imagination was not stifled, and my parents encouraged me to do
many things independently, I believe I came out of this stage with a great sense of initiative.
Comment [JS6]: Put this back up with the other
paragraph, since you are still discussing the same
thing.

Stage 4 – Industry vs Inferiority
Industry versus inferiority Inferiority occurs from age six to age twelve. Children are able
to learn, create and accomplish many new skills and knowledge, which will develop a sense of
industry. This stage is also very social, as most of the time during this stage is spent at school,
building friendships with peers and teachers. If children experience inadequacy and inferiority
from peers and/or teachers, serious problems with competence and self-esteem may generally
occur. The world expands and children grow in this stage, revealing that the most significant
relationship is now with the school and neighborhood. Parents are not as authoritative as they
once were, but are still important (Harder, 2012). I think that teachers play a significant role in
this stage because they are like my parents when I am not at home. It is easy to make
relationships with my teachers because they knew me from how I acted in class. Talking to
teachers whom I trust, makes it easier to talk to about things that I am dealing with. My peers are
were also an important role in this stage. They are were like brothers and sisters to me. I have
things in common with my peers because they can help me through whatever I am facing, and
are always there for me.
I was finally in grade school, along with my brother. I went to a Christian school from
kindergarten to fourth grade. There was only one class per grade, so I was in the same class as
my brother for a while. It was not always fun because I did not get the chance to be completely
myself, as I knew he would tell me what I should or shouldn’t should not do. It was one more
thing I had to worry about, while also being on the lower end of the class. I had trouble
concentrating on my school work and this started when I was in first grade. This struggle
continued on, when we finally moved to Yorktown. I was going into and in fifth grade at the
time. Luckily I had a different teacher than my brother so I did not have to have the same friends

as him. It felt good to have my own space during school. I made a lot of friends and adjusted
well to the new school. It was a completely different setting than the private school I was used to,
like polar opposites. I was not sure how to handle some of the things I heard in the public school.
Throughout the grade school experience, I have had to deal with many different things. I
was always picked on for my size, ; still to this day I get picked on, but it comes from my friends
who know when it can be funny. Even though I have had to go through some rough patches in
my life, throughout grade school, my parents have always been there for me. They do not love
me because of how I act or dress. ; They yhey love me because I am their child. Even though
they are protective, they still give me the freedom I deserve.
From all of the experiences I went through in this these six years, it has made me
stronger. I learned so much from my teachers and peers. I developed the skills that I use today
and every day from now on. I started diving and cheerleading closer to the end of this stage,
since I would be in sixth grade. Everything was different in middle school, and learning how to
adjust to a new school year, new teachers and friends all made it a worthwhile experience that I
would not want to change. It These experiences have made me who into the industrious person I
am today.
Comment [JS7]: This statement should have
some examples to back it up, or you can delete it.

Stage 5 – Identity vs. Role Confusion
Stage five occurs in adolescents, 12 to 18 years of age, commonly known as teenagers. In
this stage teens are finding out who they really are, in this stage and developing an identity that
will lead them into adulthood. Everything that has occurred in stages one to four will be
depended onbuilt upon:. Did we develop a basic sense of trust? What about a strong sense of
independence, competence, and feel in control of our lives? Adolescents who have successfully
dealt with the earlier conflicts, are ready for the Identity Crisis. Erikson states that the identity
crisis, is the single most important crisis a person will face (Harder, 2012). When teens are able
to withstand peer pressure, learning to stand on their own personal values, morals, and beliefs,
they will develop a positive, strong sense of identity. Teens who give-in to their peers all the
time will not build a sense of identity, and instead, come out of this stage confused.
I would have been starting middle school at this age, and I don’t do not think that the
importance of finding out who I am had consciously begun. All throughout school, I did not have
a “set” group of friends. I had the friends that I ate lunch with and always was partners with in
class. Even though those would fall under the “best friends”’ category, I felt like a floater. Since
I really enjoyed being in many extracurricular activities, I made friends with almost every group
in my grade. I knew many people, which made it easier for me as I did not have my “set”any real
friends in a class with me. Looking back from seventh grade all the way up to my senior year of
high school, I stayed really close with my “set”main group of friends. I also stayed friends with
many of the other people in my grade, which confirmed me being a floater. I would always
would help someone if they needed it, because I found a joy in helping others. In school, by
helping someone with their homework, I was learning from the peer I was tutoring. It was a
“win-win” situation for me and my peers. I feel like I developed a really good sense of my
Comment [JS8]: Sounds very familiar

identity throughout school. I wanted to be someone that could be depended upon, but still
depended on others for help when I needed it. I also wanted to be a person who searched for new
and creative ways of doing something. I was a perfectionist, and still am today. In all my classes,
when I would be taking notes, I would have to have the perfect handwriting and no smears on
my paper. Achieving the “no smears” was difficult, since I am left handed. If my handwriting
was not acceptable to my standards, I would erase it and re-write it until it was satisfactory. My
friends would call me crazy, because of how much responsibility I placed on myself at this age. I
like how my past, being adopted, has affected my identity. It is something I cannot change. ; This
it has shaped me to who I am today, giving me a trait that is unique from everyone around me. I
surrounded myself with my peers, also my family, but learned how to become more independent
during this time, and build my own identity.

Stage 6 – Intimacy vs. Isolation
With the largest age gapspread in the stages, stage six occurs from ages 18 to 40. At this
stage, we begin to share ourselves with others more intimately. Exploring relationships that leads
towards longer term commitments with someone who is not a family member. We learn to share
ourselves with others, trust others, and build close, intimate relationships. If this stage is
successful, it will lead to comfortable relationships and a sense of commitment, safety, and care
within a relationship. The success, which will lead to the virtue of love. Avoiding intimacy,
fearing commitment, and relationshipsand failing to build close, personal relationships can lead
to isolation, loneliness, and sometimes depression (Harder, 2012).
I am just starting this stage now. I am getting ready to turn nineteen this March. Since I
am beginning this stage, I will talk about what I want to be like when I reach the end of this
stage. Right now I do not have a relationship with a significant other because I do not feel like I
have time for a relationship. I have friends that are guys, but I would not want to give up a job
because of a relationship. I see myself in a “pre-marriage” relationship around the age of
twentyin my early twenties. I will have had some time to work, make money for school and
everything else that comes with becoming an adult. I see myself settling down with someone,
getting married, and having a family. I think about how I want to stay close to home, so I can be
close to my parents. , so I see myself getting a job at a school in Delaware County, hopefully
Yorktown Community Schools, and being a teacher for kindergarten class. If that age group is
not available to me, I will go as high as third grade. I see myself surrounding myself with work,
to where I will be satisfied but not overwhelmed. I also see myself surrounded by the ones I love.
, including Like my family, parents, friends, and co-workers/peers. I see myself enjoying my life,
as well as the relationships I have made. In this stage, I will have made it successful. Having
Comment [JS9]: This stage is about so much
more than a guy/girl relationship… think about
friendships you have in which you share yourself
with that person… someone with whom you can
share all your secrets. Talk about THAT relationship,
because that’s exactly where you should be right
now.

comfortable relationships to go to, whether it will be from church, work, friends, family, or even
a combination of them. I see myself feeling safe, and trusting the people I have a built intimate
relationships with. I do not think that I will have any problem being more intimate, instead of
isolated. I enjoy meeting new people, making new connections, finding someone to share an
interest with, and creating new relationships that I will carry with me for my life.

Stage 7 – Generativity vs. Stagnation
In this stage is about adults are from 40 to 65 years old. Generativity, in Erikson’s terms,
is referring to “the adult’s ability to look outside oneself and care for others.” One way adults can
do this is by parenting. Erikson suggests that adults need children just as much as children need
adults (Keough, n.d.). This reflects in this stage for parentsAdults in this stage want to create a
living legacy. , either by building a successful career or raising a family, or a combination of
both. The wayOne of the main ways to gain a positive outcome is by having children, caring for
them and nurturing them in a way so they are helpingbecome responsible individuals for the next
generation. If a person isWhen adults are self-centered, immature, or just lost, they will usually
experience stagnation during the latter part of this stage., which makes a negative effect on them
(Keough, n.d.).
Obviously I am not in this stage, since I am turning nineteen on March 24. In the future I
want to have a family when I am older. I think my parents model very well on what I would like
to be like, in a wayto become, as an adult and parent. I am not sure about how many children I
will want to have when I am a parent, but I know that I will strive to do my best to make them
their best. Like my parents do with me, I want to do with my children in the future. My parents
supported me in everything I do and always love me, even when I do something wrong. They are
a great support system and I can talk to them about whatever struggles I am facing or for
someone I can just sit down and talk to. They have given me the best example of parenting I can
think of, and I hope to parent my children the same way. I hope to come out of this stage on the
positive side, with strong feelings of generativity.

Stage 8 – Integrity vs. Despair Important
This stage occurs in the last years of life, from age 65 to death. Erikson states that old age
is a time to reflect upon one’s own life. It isThis stage is very important in the overall picture
because, you want toas you reflect on your life, you will either see that your liferealize it is has
been filled with pleasure and satisfaction, or disappointments and failures, when looking back on
your life (Keough, n.d.). To be positive in this stage, is if an adult has adults must have a sense of
fulfillment, success, and contentment in life, he or she will accept death with a sense of
integrityproducing a feeling of integrity. Adults who feel this sense of integrity will usually not
fear death, but see it is a natural part of life. Adults who look back with bitter regrets will live
this stage in despair, and ultimately fear death. If an adult is fearful of death and is in despair,
this will be a negative outcome (Keough, n.d.).
I think that everyone is going to be afraid of death at some wayto some degree or another.
, simply because it is unknown. When I am sixty-five years old or older, I want to be like my
grandpa, Ghanger. He passed away last year, February 13, 2013. It was hard because everyone
knew that he was in pain, but it was also the day before Valentine’s Day. He was very successful
in his lifetime, because he has done so much with his life, growing up with very little. His spirit
was bright and bubbly and he could fill a room with his stories he told. Ghanger was very strong
and brave, putting his mind to everything he did with determination. He was not fearful of death
because he knew that he will would leave a great legacy behind him. He impacted every single
person he met in his life and knew that he would go to a place much better than being on earth.
This is how I hope to come out of this stage.

Conclusion
Going over and relating Erik Erikson’s eight stages of development to my life has
definitely changed my perspective on my life. I found that doing this has confirmed my thoughts
about how I was after each stage. It is easy to understand and apply to my life because it is
broken down into these stages. This project has helped me understand not only how I have, am
and will develop – but how students will in my classroom as a teacher.
Comment [JS10]: This has either changed or
confirmed… which?

References
Cramer, C., Flynn, B., & LaFave, A. (1997). Erik Erikson's 8 Stages of Psychosocial
Development. Retrieved from State University of New York at Cortland:
http://web.cortland.edu/andersmd/ERIK/welcome.HTML
Erikson's Stages of Development. (n.d.). Retrieved from Learning-Theories:
http://www.learning-theories.com/eriksons-stages-of-development.html
Harder, A. (2012). The Developmental Stages of Erik Erikson. Retrieved from Support 4
Change:
http://www.support4change.com/index.php?option=com_content&view=article&id=47&Itemid=
108
Keough, S. (n.d.). Erikson's Stages of Development. Retrieved from Phillips Community
College University of Arkansas:
http://www.pccua.edu/keough/erikson%27s_stages_of_development.htm
McLeod, S. (2008). Erik Erikson. Retrieved from Simply Psychology:
http://www.simplypsychology.org/Erik-Erikson.html

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