The document outlines various developmental theories by prominent psychologists, including Erik Erikson's psychosocial development stages, Sigmund Freud's psychosexual stages, Jean Piaget's cognitive development stages, and Lawrence Kohlberg's moral development levels. Each theory describes critical stages and crises throughout human development, highlighting how experiences and social interactions shape personality and morality. The information serves as a comprehensive overview of how individuals grow, learn, and develop psychologically through different life stages.

1. Developmental
Theories
Prepared by:
Livson Thomas
College of Nursing
Christian Hospital, Bissamcuttack

2. Theory of Psychosocial
Development
By Erik Erikson

3. Erik Erikson
•1902 to 1994
•Danish-German- American
developmental psychologist
and psychoanalyst.

4. Erikson’s Psychosocial Theory
• 8 Stages of man
• Each stages include:
- Significant relationship
- Psychosocial crisis
- Potential positive or negative outcome

5. The Eight
Stages
Trust vs Mistrust
Autonomy vs Shame and Doubt
Initiative vs Guilt
Industry vs Inferiority
Identity vs Role confusion
Intimacy vs Isolation
Generosity vs Self absorption
Integrity vs Despair

6. Stage 1 : Trust vs. Mistrust - 0 to 1 ½ years
• Basic Virtue: HOPE
• Uncertain about the world they live
• Look towards primary care giver for stability and care
• If infant receives consistent and reliable care they will develop a sense of trust
and feel secure
• If the needs are not met then mistrust, suspicion and anxiety may develop.
• Failure to acquire virtue of hope will lead to development of fear.

7. Stage 2: Autonomy vs. Shame and Doubt – 1 to 3 years
• Basic virtue: WILL
• Children in this age should be encourages and supported in their
increased independence, they become more confident and secure in
their own ability to survive in the world.
• If children are continuously criticized, overly controlled and not given
opportunity they begin to feel inadequate, lack of self esteem and
feel a sense of shame or doubt in their abilities.
• Self control without a loss of self esteem

8. Stage 3: Initiative vs. Guilt – 3 to 5 years
• Basic Virtue: PURPOSE
• Time of rapid development, very lively years in child’s life. Parent may
see the behaviours as aggressive.
• Primary feature is interacting with other. Central focus is play
• Begin to plan activities, make up games and initiate activities with
others.
• Child asks a lot of questions
• Conversely, if this tendency is criticised, punished or controlled the
child develops a sense of guilt.

9. Stage 4: Industry vs. Inferiority- 5 to 12 years
• Basic virtue: COMPETENCY
• Learning to read, write, do sums and do things on their own.
• Teacher begin to take an important role
• Child now feels the need to win approval of peer by demonstrating
specific competencies.
• Child should be encouraged and reinforced for their initiative to feel
industrious
• If the child cannot develop specific skills then may develop a sense of
Inferiority

10. Stage 5: Identity vs. Role confusion- 12 to 18 years
• Basic Virtue: FIDELITY
• Transition from childhood to adulthood
• More independent, looks for future career, relationships, families.
• During this stage the adolescent try to identify who he or she is.
• The sexual identity and the occupational identity are involved.
• When the individual is not being sure about themselves or their
place in society it leads to role confusion or identity crisis

11. Stage 6: Intimacy vs. Isolation- 18 to 40 years
• Basic Virtue: LOVE
• Major conflicts: Forming intimate, loving relationships with other
people.
• Explore relationships for longer-term commitments
• Successful completion of this stage can result in happy relationships
with sense of commitment, safety and care
• Avoiding intimacy, fearing commitment and relationships lead to
isolation, loneliness and sometimes depression.

12. Stage 7: Generativity vs Stagnation- 40 to 65 years
•Basic virtue: CARE
•Making your mark in the world through creating or nurturing
things that will outlive the individual.
•Giving back to society through raising our children,
productive at work and become involved on community
activities and organizations.
•Failure to contribute leads to stagnation and feeling of
unproductive.

13. Stage 8: Ego Integrity vs. Despair- >65 year
•Basic virtue: WISDOM
•Acceptance of one’s life cycle, contemplate our
accomplishments and develops integrity if we see ourselves
leading a successful life.
•Explore life as a retired person.
•If we see ourselves as unproductive, feel guilty about our
past or feel we did not accomplish life goals. Then the
individual feels despair

14. Stages of Psychosexual
Development
By Sigmund Freud

15. Sigmund Freud (1856- 1939)
• Austrian Neurologist
• Founder of psychoanalysis

16. Freud’s Theory
of Psychosexual
Development
•5 Stages
•During each stage sexual energy
(libido) is expressed in different
ways through different body parts.
•Conflict resolution
•Id – Superego – Ego

17. Oral Stage
Birth to 1 year
Discovering world through oral senses –
MOUTH
Main pleasure: sucking mother’s breast or
a bottle.
Satisfaction from putting all sort of things
in mouth
Sucking, biting and breastfeeding
Weaning not proper or oral stimulations were
denied: addictions, chewing gums, smoking etc

19. Anal stage-
1 to 3 years
Libido focus: Control of the
bladder and bowel movements
The child is aware that they are
a person in their own right.
Their wishes can bring them
into conflict.
Learning how to use the potty.

20. Scenarios
Childhood
1. Jean’s parents praise her
attempts to use the toilet and
encourage him to learn at his
own pace.
2. Sham's parents force potty
training on him too early and
punish him for mistakes
3. Ida’s parents neglect any effort
at potty training entirely
Adulthood
1. Jean develops a competent
personality and a good and
balanced relationship with
authority.
2. Sham develops anti-retentive
personality, becomes over-
controlling and stingy adult.
3. Ida becomes messy,
disorganized, inconsiderate of
other’s feelings and rebellious
to authority

22. Phallic Stage – 3 to 6 years
Libido centres upon the child’s genitalia as the erogenous zone.
Discovers difference between the female and male gender.
Boys conflict in this phase as rivalry with their father called the Oedipus complex
Girls conflict in this phase as desires the father more than mother and it is called Electra
Complex.
Conflict resolves: imitating, copying
If conflicts are not resolved: castration anxiety, Penis envy, aggressive towards woman,
constantly needs to compete with other man, inferiority complex towards man

24. Latency
Stage-
6 years to
Puberty
Dormant stage of psychosexual
development
More interest in hobbies, schoolwork and
friendships
Much of child’s energy is channelled into
developing new skills and acquiring new
knowledge and play becomes very important.
No major conflicts in this phase

26. Genital
Stage:
< Puberty
Libido becomes active again
More interest towards the opposite sex.
One to one relationships outside the family
Conflicts resolved: Succeed in building a strong ego,
disciplined at work, has a loving relationship and
fulfilled sex life.
Conflict not resolved: Suppression of desires, always
sexual needs are prioritized, becomes egoistic
without guilt, breaks laws.

28. Theory of Cognitive
Development
By Jean Piaget

29. Jean Piaget
( 1896 – 1980)
• Swiss psychologist
• Known for work on child
development
• Importance on
education of children

30. Jean Piaget’s Theory of Cognitive Development
• 4 stages
• Intelligence changes as child
grows
• Cognitive development occurs
through interaction of innate
capacities and environmental
events and not only knowledge.

32. Stage 1: Sensorimotor ( Birth to 18-24 months)
• Goal: Object Permanence
• Learns about the world through their senses and their actions
• Object prominence: knowing that an object still exist, even if it is
hidden.
• Language starts to develop : Realise words can be used to represent
objects and feelings.
• The child begins to be able to store information that it knows about
the world, recall it and label it.

33. The Preoperational Stage ( 2 to 7 years)
•Goal: Symbolic Thought
•Can think about things symbolically.
•Emergence of language takes place.
•Children becomes more skilled at pretend play.
•There is no understanding or logic and take point of view of
other people.

34. The concrete operational Stage ( 7 to 11 years)
•Goal : Logical thought
•Thinking becomes more logical and organized
•Understanding improves.
•Children become better at thinking and how people might
view a situation.
•Children begin to think how other people might think and
feel.

35. The Formal Operational Stage (12 years and above)
•Goal: Scientific reasoning
•Understanding of abstract ideas
•Think about moral, philosophical, ethical, social and political
issues
•Increase in logic and reasoning
•Capable of seeing multiple potential solutions.
•Formation of theories, hypothesis and scientific thinking
when faced with a problem.

36. Kohlberg’s Theory of
Moral Development
• Three levels of Moral development
• Each level is split into two stages. (6
stages)
• Moral logic: seeking and
maintaining justice
• By Lawrence Kohlberg an American
Psychologist

37. Level 1 : Preconventional Morality (0 – 7 yrs)
Stage 1: Obedience and Punishment
- Rules are fixed.
- Obeying the rules is important to avoid punishment
Stage 2: Individualism and Exchange
- Child recognizes that there is not just one right view. Different
viewpoints are identified.

38. Level 2 : Conventional Morality (7 – 12 years)
Stage 3: Good interpersonal relationships
- Good boy : Good girl
- Living up to social expectations
- Approval of others
Stage 4: Maintaining Social Order
- Aware of wider rules of the society.
- Obeying rules to uphold the law
- Following the rules, doing one’s duty and respecting authority.

39. Level 3: Postconventional Morality (Adolescents/ Adults)
Stage 5: Social Contract and Individual Rights
- Rules and regulations are good, but it can be against the interest of
some individuals
- Everybody should agree upon the rules
Stage 6: Universal Principles
- Own set of moral guidelines
- Own principles and reasoning

41. Read the story
•Shyam’s wife was dying from a particular type of cancer.
Doctors said a new drug might save her. The drug had
been discovered by a local chemist, and the Shyam tried
desperately to buy some, but the chemist was charging
ten times the money it cost to make the drug, and this
was much more than the Shyam could afford.
•Shyam could only raise half the money, even after help
from family and friends. He explained to the chemist that
his wife was dying and asked if he could have the drug
cheaper or pay the rest of the money later.

42. •The chemist refused, saying that he had
discovered the drug and was going to
make money from it.
•The husband was desperate to save his
wife, so later that night he broke into the
chemist’s and stole the drug.

43. Write down your Opinion
1. Should Shyam have stolen the drug?
2. Would it change anything if Shyam did not
love his wife?
3. What if the person dying was a stranger,
would it make any difference?
4. Should the police arrest the chemist for
murder if the woman died?

44. Thank
you