Erik Erikson proposed an 8-stage theory of psychosocial development where individuals develop their identity and sense of self through resolving crises of trust, autonomy, initiative, industry, identity, intimacy, generativity, and integrity. Each stage is characterized by a psychological conflict where success leads to healthy development and failure can result in negative outcomes. The stages span from infancy to late adulthood and are influenced by social and environmental factors.

2. • Psychologist Erik Erikson, a major contributor to
developmental psychology, proposed a comprehensive
theory of the ways that individuals develop their identity,
or in other words, a sense of who they are and society's
influence on that development. This theory is labeled
the Stages of Psychosocial Development and is
characterized as a series of psychological stages that
have a basic conflict and important events leading to
growth. The theory was developed from his hundreds of
clinical observations in children.

3. • Stage 1: Infancy (0-8 months)
TRUST vs MISTRUST
- most fundamental stage of psychosocial
development
- based on quality of caregivers
- success is based upon a feeling of safety and
security
- failure is based upon inconsistent care and
emotionally unavailable caregivers
- failure will result in fear/belief that the world is
unpredictable and inconsistent

4. • Stage 2: Early Childhood (13 months- 3 or 4 years old)
AUTONOMY vs SHANE/DOUBT
- develop a greater sense of personal control
- control gained through making preferences in
food, clothing, and toys
- success results in confidence and being
secure with oneself
- failure results in inadequacy and self-doubt

5. • Stage 3: Childhood (3 or 4- 5 or 6 years old)
INITIATIVE vs GUILT
Pre-School Years
- asserting power through directing play and other
social interactions
- success results in a sense of capability and an
ability to lead others
- failure results in a sense of guilt, self-doubt, and
lack of initiative

6. • Stage 4: Late Childhood (6-12 years old)
INDUSTRY vs INFERIORITY
- children develop a sense of pride in
accomplishments and abilities through social
interactions
- encouragement from parents and teachers is
necessary for success
- failure results in doubting one's own abilities to
be successful

7. • Stage 5: Adolescence (puberty to 18 or 20 years old)
EGO IDENTITY vs ROLE CONFUSION
- focus on exploring independence
- develop a sense of self
- personal exploration must be encouraged
- success will result in a strong sense of self and
feeling of independence and control
- failure with result in unsure beliefs and desire and
insecure/confused feelings in the future

8. • Stage 6: Young Adulthood ( 20- 30 years old)
INTIMACY vs ISOLATION
- develop close, committed relationships in order
to develop secure and committed relationship in the
future
- strong sense of personal identity is needed
- less committed relationships will result in
emotional isolation, depression, and loneliness

9. • Stage 7: Middle Adulthood (mid 20- late 50 years old)
GENERATIVITY vs STAGNATION
- focuses on career and family
- asks questions about whether or not one will have
a family and career
- success will result in a sense that you've
contributed to the world
- failure will result in a feeling of being unproductive
and uninvolved in the world

10. • Stage 8: Late Adulthood (60 yrs old and beyond)
EGO INTEGRITY vs DESPAIR
- reflecting back on life
- success will result in a general sense of
satisfaction and wisdom
- failure will result in regrets, bitterness, despair,
and a feeling that your life has been wasted

11. • Sigmund Freud's psychoanalytic theory of personality
argues that human behavior is the result of the
interactions among three component parts of the
mind: the id, ego, and superego.
• Conflicts among these three structures, and our efforts to
find balance among what each of them "desires,"
determines how we behave and approach the world.
What balance we strike in any given situation determines
how we will resolve the conflict between two overarching
behavioral tendencies: our biological aggressive and
pleasure-seeking drives vs. our socialized internal control
over those drives.

12. .

13. • The Id
The id, the most primitive of the three structures, is
concerned with instant gratification of basic physical needs
and urges. It operates entirely unconsciously (outside of
conscious thought).
For example, if your id walked past a stranger eating ice
cream, it would most likely take the ice cream for itself. It
doesn't know, or care, that it is rude to take something
belonging to someone else; it would care only that you
wanted the ice cream.

14. • The Superego
The superego is concerned with social rules and morals—
similar to what many people call their “conscience" or their
"moral compass." It develops as a child learns what their
culture considers right and wrong.
 If your superego walked past the same stranger, it would not
take their ice cream because it would know that that would
be rude. However, if both your id and your superego were
involved, and your id was strong enough to override your
superego's concern, you would still take the ice cream, but
afterward you would most likely feel guilt and shame over
your actions.

15. • The Ego
In contrast to the instinctual id and the moral superego,
the ego is the rational, pragmatic part of our personality. It is
less primitive than the id and is partly conscious and partly
unconscious. It's what Freud considered to be the "self," and
its job is to balance the demands of the id and superego in
the practical context of reality.
So, if you walked past the stranger with ice cream one more time, your
ego would mediate the conflict between your id ("I want that ice cream
right now") and superego ("It's wrong to take someone else's ice cream")
and decide to go buy your own ice cream. While this may mean you have
to wait 10 more minutes, which would frustrate your id, your ego decides
to make that sacrifice as part of the compromise– satisfying your desire
for ice cream while also avoiding an unpleasant social situation and
potential feelings of shame.

16. The Theory of Moral Development is a very interesting
subject that stemmed from Jean Piaget's theory of moral
reasoning. Developed by psychologist Lawrence Kohlberg,
this theory made us understand that morality starts from the
early childhood years and can be affected by several factors.
1. Level 1: Preconventional
2. Level 2: Conventional
3. Level 3: Postconventional

17. .

18. Bronfenbrenner believed that a person's
development was affected by everything in
their surrounding environment. He divided the
person's environment into five different levels:
the microsystem, the mesosystem, the
exosystem, the macrosystem, and the
chronosystem.

19. 1. The Micro System
The micro system's setting is the direct environment we have in
our lives. Your family, friends, classmates, teachers, neighbors
and other people who have a direct contact with you are
included in your micro system. The micro system is the setting in
which we have direct social interactions with these social agents.
The theory states that we are not mere recipients of the
experiences we have when socializing with these people in the
micro system environment, but we are contributing to the
construction of such environment.
2. The Mesosystem
The mesosytem involves the relationships between the
microsystems in one's life. This means that your family
experience may be related to your school experience. For
example, if a child is neglected by his parents, he may have a
low chance of developing positive attitude towards his teachers.
Also, this child may feel awkward in the presence of peers and

20. 3. The Exosystem
The exosystem is the setting in which there is a link between the context where in the
person does not have any active role, and the context where in is actively participating.
Suppose a child is more attached to his father than his mother. If the father goes abroad
to work for several months, there may be a conflict between the mother and the child's
social relationship, or on the other hand, this event may result to a tighter bond between
the mother and the child.
4. The Macrosystem
The macrosystem setting is the actual culture of an individual. The cultural contexts
involve the socioeconomic status of the person and/or his family, his ethnicity or race
and living in a still developing or a third world country. For example, being born to a
poor family makes a person work harder every day.
5. The Chronosystem
The chronosystem includes the transitions and shifts in one's lifespan. This may also
involve the socio-historical contexts that may influence a person. One classic example
of this is how divorce, as a major life transition, may affect not only the couple's
relationship but also their children's behavior. According to a majority of research,
children are negatively affected on the first year after the divorce. The next years after
it would reveal that the interaction within the family becomes more stable and
agreeable.

21. Prepared by
Annielyn P. Solen
BEED NS- IV