Erik Erikson's theory of Psychosocial Development. He focused on the 8 stages that an individual passes through from infancy until death. Success and failures experienced at each stage and the virtues that develop are a crucial element of his theory. Freud - psychosexual; Erikson -- psychosocial.

1. Erikson’s
Theory of
Psychosocial
Development
By:
Dr Chetna Lakhotia
PhD, Psychology

2. INTRODUCTION
• 1902-1994
• German-American developmental psychologist & psychoanalyst
• Respected Freud’s theory but disagreed on a lot of aspects
• Erikson proposed the concept of development in terms of psychosocial stages and not psychosexual
stages
• Freud – motivation for behaviour – sexual
• Erikson – social aspects and desire to affiliate drives behaviour

3. 8 stages of development
• These stages unfold as we grow
• Each stage  unique developmental task + a crisis - that needs to
be resolved
• Crisis – turning point in life marked by:
• Increased vulnerability
• Enhanced potential
• The more successfully one resolves it  healthier the development

5. I. Trust vs Mistrust
• 1st stage
• Age - Birth to approx. 18 months of age
• Here infant is uncertain about the world in
which they live, and looks towards their primary
caregiver for stability and consistency of care.
• Success - If care is received  trust
• Failure - If care isn’t received  mistrust
• Success  virtue of HOPE

6. II. Autonomy vs. Shame & Doubt
• 2nd stage
• Age - 18 months – approx. 3 years
• Focus – developing a sense of personal
control over physical skills and a sense of
independence
• Success  virtue of WILL
• Failure  lacks of self-esteem, sense of
doubt in their abilities

7. III. Initiative vs. Guilt
• 3rd stage
• Age - 3-5 years
• Focus – time of action and regular
interaction with other children at school.
• Central focus – PLAY – provides
opportunity to explore interpersonal skills
through initiating activities
• Success  virtue of PURPOSE
• Failure  Sense of guilt

8. IV. Industry vs. Inferiority
• 4th stage
• Age - 5-12 years
• Focus – learning to read and write, do things on their
own.
• Central focus – Teachers and peer group
• Child now feels the need to win approval by displaying
competencies that are valued by society
• Success  virtue of COMPETENCE
• Failure  Sense of inferiority
• However some failure is necessary for them to develop
modesty and balance

9. V. Identity vs. Role Confusion
• 5th stage
• Age - 12- 18 years
• Focus – sense of self and personal identity, through intense
exploration of personal values, beliefs and goals
• Central focus – learn the roles he will occupy as an adult
• Balancing between selecting aa single self vs trying out many
possible selves
• Success  virtue of FIDELITY
• Failure  Sense of role confusion/identity crisis – not being
sure about themselves or their place in the society
• An adolescent may start to experiment with different lifestyles to
resolve this.

10. VI. Intimacy vs. Isolation
• 6th stage
• Age - 18-40 years
• Focus – forming intimate, loving relationships
with people
• Central focus – long-term commitments
• Success  virtue of LOVE
• Failure  Avoiding intimacy, fearing
commitment, loneliness and sometimes
depression

11. VII. Generativity vs. Stagnation
• 7th stage
• Age - 40-65 years
• Focus – raising children, being productive at work,
becoming involved in community activities etc
• Central focus – “making your mark” on the world
• Success  virtue of CARE – feeling of usefulness
and accomplishment
• Failure  Shallow involvement in the world, feeling
disconnected or uninvolved with the community

12. VIII. Ego Integrity vs. Despair
• 8th stage
• Age - 65 until death
• Focus – contemplating achievements, developing a
sense of wholeness and coherence
• Central focus – “How did I live my life?”
• Success  virtue of WISDOM – looking back at
life with a sense of closure and completeness
• Failure  Despair – dissatisfaction with life
• Late life is a mix of both ego integrity and despair
that need to be balanced

13. Critical Analysis
• Realistic perspective
• Good face validity – people can relate to it
• Ability to tie together important psychosocial developments across life span
• However vague regarding causes of development
• What kinds of experience should one have to successful resolve failure
• No universal way of crisis resolution