Human Growth, Learning and Developmement Erik Erickson’s Stages of Psychosocial Development and their Implications

1. Erickson’s Theory of Psychosocial
Development

2. Objectives
• To explain the Erickson’s theory of Psychosocial
development
• To define the six basic concepts of psychosocial
theory: stages of development, developmental
tasks, psychosocial crisis, central process for
resolving crisis, radius of significant relationships,
and coping
• To evaluate the theory, pointing out its strength
and weakness
• To know some educational implications of the
theory

3. Assumptions of the Theory
• The theory assumes that human development
is a product of three interacting factors:
biological maturity, the interaction between
individuals and social groups, and the
contributions that individuals make to their
own psychological growth.

4. Predictions of the theory
• There are stages of development which emerge in an
ordered sequence. Issues of the later stage can be
previewed at an earlier time. It takes the entire lifespan for
all aspects of the person’s potential to be realized.
• Developmental tasks are dictated by the interaction of the
biological, psychological, and societal systems during each
stage.
• A normal crisis arises at each stage of development and a
central process arises and operates to resolve each case.
The resolutions of an individual to the crises determines his
coping resources, the positive resolution contributes ego
strength while the negative resolution contribute core
pathologies.

5. • Each person is a part of an expanding network of
significant relationships that conveys society’s
expectations and demands.
• Development will be optimal if a person can
create new behaviors and relationships as a result
of skill attained in solving crises. Lack of
development and core pathologies result from
tendencies that restrict behavior (especially social
behavior in general and new behavior in
particular).

6. Mechanism for Positive and
Negative Psychosocial Development
Crisis
resolution
Growth forces
Prime adaptive ego
qualities
New qualities
for future
development
Destructive forces
Core pathologies
Restriction of
development

7. Strengths and weaknesses of the Theory
Strengths Weaknesses
1. The theory provides a broad, integrative
framework within which to study the
lifespan.
2. The theory provides insight into the
direction of a healthy life span.
3. The concept of psychosocial crisis, including
its positive and negative pole, offers a
model for considering the individual
differences, within the framework of normal
development.
4. Longitudinal studies support the general
direction of development hypothesized by
the theory
1. Explanations of the mechanisms of crisis
resolution and process of moving from one
stage to the next needs more explanation.
2. The idea of a specific number of stages of
life and their link to a genetic plan of
development is disputed.
3. The theory has been dominated by a male,
Eurocentric perspective that gives too
much emphasis on individuality and not
enough attention to connection and social
relatedness.
4. The specific ways that culture encourages
or inhibits development are not clearly
elaborated.

8. Erickson’s Stages of Psychosocial
Development and their Implications
Erikson’s
Stage or
Psycho-
social
Crisis
(Age)
Erickson’s Viewpoint:
Significant Events and
Social Influences
Central
Process
Ego
Quality
Core
Pathology
Educational
Implications
Trust vs.
Mistrust
(birth to
18 mos.)
Infants must learn to
trust others to care for
their basic needs. If
caregivers are rejecting
or inconsistent in their
care, the infant may
view the world as a
dangerous place filled
with untrustworthy or
unreliable people. The
mother or primary
caregiver is the key
Mutuality
with
caregiver
Hope
(An
enduring
belief that
one can
attain his
wishes)
Withdrawal
( Social and
emotional
detachment
)
Nurture and
care the child
during infancy.

9. Erikson’s
Stage or
Psycho-
social
Crisis
(Age)
Erickson’s
Viewpoint:
Significant
Events and Social
Influences
Central
Process
Ego
Quality
Core
Pathology
Educational
Implications
Autonomy
vs. Shame
and Doubt
(18 mos.
to 3 yrs.)
Children must
learn to be
“autonomous”-
to feed and dress
themselves, to
look for their
own hygiene, and
so on. Failure to
achieve this
independence
may force the
child to doubt his
or her abilities
and feel
shameful. Parent
are the key social
agents.
Imitation
Will
(A
determi-
nation to
exercise
free
choice
and self-
control)
Compulsion
(Repetitive
behaviors
cause by
impulse or
by
restrictions
against the
impulse.
Guide the child
gradually and firmly
during early childhood.
Help him build self-
esteem and
independence as she
learns new skills and
the difference between
wrong. Erikson
cautions against overly
permissive and harsh
parenting style, which
may lead the child to be
overly impulsive or
experience extreme
shame and doubt.

10. Erikson’s
Stage or
Psycho-
social
Crisis
(Age)
Erickson’s Viewpoint:
Significant Events and Social
Influences
Central
Process
Ego
Quality
Core
Pathology
Educational
Implications
Initiative
and Guilt
(3 to 6
yrs.)
Children attempt to act
grown up and will try to
accept responsibilities that
are beyond their capacity to
handle. They sometimes
undertake goals or activities
that conflict with those of
parents and other family
members, and these
conflicts make them feel
guilty. Successful resolution
of the crisis requires
balance. The child must
retain a sense of initiative
and yet learn not to impinge
the rights, privileges and
goals of others. The family is
the key social agent.
Identi-
fication
Purpose
(The
courage
to
imagine
and
pursue
valued
goals.)
Inhibition
(A
psychologi-
cal restraint
that
prevents
freedom of
thought,
expression
and
activity.)
Support the
child’s initiative
and help him
achieve goals
during this stage.

11. Erikson’s
Stage or
Psycho-
social
Crisis (Age)
Erikcson’s
Viewpoint:Significant Events
and Social Influences
Central
Process
Ego Quality
Core
Pathology
Educa
Implic
Industry vs.
Inferiority
(6 – 12 yrs)
Children must master
important social and
academic skills. This is a
period when the child
compares himself with
peers. If sufficiently
industrious, the will acquire
the social and academic skills
to feel self-assured. Failure
to acquire these important
attributes leads to feelings of
inferiority. Significant social
agents are teachers and
peers.
Education
Competence
(The free
exercise of
skill and
intelligence
in
completion
of tasks.)
Inertia
(A paralysis
of action
and thought
that prevent
productive
work.)
Help t
develop a
competen
Parents an
teachers s
be over-in
under invo
Both resul
inferiority.

12. Erickson’s
Stage or
Psycho-social
Crisis (Age)
Erickson’s
Viewpoint:
Significant Events
and Social
Influences
Central
Process
Ego
Quality
Core
Pathology
Educational
Implications
Identity vs.
Role
Confusion
(12 to 18 yrs)
This is the
crossroad between
childhood and
maturity. The
grapples the
question “Who am
I?” Adolescents
must establish
basic social and
occupational
identities, or they
will remain
confused about
the roles they
should play as
adults. The key
social agent is the
society of peers.
Role
Experimen-
tation
Fidelity
(The
ability to
freely
pledge
and
sustain
loyalty to
other,
values,
and
ideology)
Repudiation
(Rejection of
roles and
values that
are alien to
oneself.)
Help the child
discover his
identity. Lead him
to find the right
peers. Give him
stimulants to
discover his
strengths.

13. Erickson’s
Stage or
Psycho-
social
Crisis (Age)
Erickson’s Viewpoint:
Significant Events and
Social Influences
Central
Process
Ego Quality
Core
Pathology
Educational
Implications
Intimacy
versus
Isolation (18
or 20 to 40
yrs)
The primary task at
this stage is to form
strong friendships and
to achieve a sense of
love and
companionship (or a
shared identity) with
another person.
Feelings of loneliness of
isolation are likely to
result from an inability
to form friendships or
an intimate
relationship. Key social
agents are lovers,
spouses, and close
friends (of both sexes)
Mutua-
lity
among
peers
Love
(The
capacity for
mutuality
the
transcends
childhood
dependen-
cy)
Exclusivity
(An elitist
shutting
out from
others.)
Connect with
others, physically
and emotionally.

14. Erikson’s
Stage or
Psycho-social
Crisis (Age)
Erickosn’s Viewpoint:
Significant Events and
Social Influences
Central
Process
Ego Quality
Core
Pathology
Educational
Implications
Generativity
vs. Isolation
(40 to 60 yrs)
At this stage, adults
face the tasks of
becoming productive
in their work and
raising their families or
otherwise looking after
the needs of young
people. These
standards of
“generativity” are
defined by one’s
culture. Those who are
unable or unwilling to
assume these
responsibilities will
become stagnant and
or self-centered.
Significant social
agents are the spouse,
children and cultural
Person-
environ-
ment fit
and
creativity
Care
(A commit-
ment to
concern
about what
has been
generated)
Rejectivity
(Unwilling-
ness to
include
certain
others or
groups of
others in
one’s
generative
concern.)
Contribute to
your family.

15. Erikson’s
Stage or
Psycho-
social
Crisis (Age)
Erikson's Viewpoint:
Significant Events and
Social Influences
Central
Process
Ego
Quality
Core
Pathology
Educational
Implications
Ego integrity
vs. Despair
(60 till
death)
The older adult will
look back at life,
viewing as either a
meaningful,
productive, and happy
experience or a major
disappointment full of
unfulfilled promises
and unrealized goals.
One’s life experiences,
particularly social
experiences will
determine the
outcome of this final
life crisis.
Introspec-
tion
Wisdom
(A
detached
yet
active
concern
with life
itself in
the face
of death)
Disdain
(A feeling
of scorn
for the
weakness
and frailty
of oneself
and
others)
Accept success
and failures. Trust
God.

16. References
Books
Acero, Victorina, et. al. Human Growth Development and Learning. Manila: Rex Bookstore ___ .
Barbara, Newman M and Philip R Barbara. Development through Life: A Psychological Approach.
CA USA: Wadsworth, Cengage Learning, 2012.
Shaffer, David R. Social and Personality Development Sixth Edition. CA USA: Wadsworth,
Cengage Learning. 2009
On-line Sources
Guidoccio, Joanne. “How to Use Erikson’s Theory of Psychosocial Development.”
www.ehow.com.
Sussman, Steve. “A Lifespan Development Stage Approach to Tobaccoand Other Drug Abuse
Prevention”. ISRN Addiction Volume 2013. (2013). www.hindawi.com.