Erik Erikson was a German developmental psychologist known for his theory of psychosocial development. He proposed eight stages of development across the lifespan, where individuals face unique psychosocial crises that influence their development. Key aspects of Erikson's theory include the emphasis on social interactions and cultural influences on development at each stage from infancy through late adulthood. His stages also focus on resolving crises related to trust, autonomy, initiative, industry, identity, intimacy, generativity, and integrity.

1. Erik Erikson

2. Born in Germany(1902), later
locating to Vienna to pursue a
career in arts and teaching
Learned psychoanalysis from
Anna Freud(Freud’s daughter)
An ego-psychologist
Did not dismiss Freudian stages,
but added the psychosocial part.

3. Describes development as
primarily unconscious and as
heavily colored by emotion

4. Emphasis on the “conflict free
sphere”
Key function of Ego
>>sense of identity
Great emphasis on the outside social
interactions to human development
Stages are tied to social
and interpersonal tasks

5. Stage Age Crisis
Infancy 0-1 Trust vs. Mistrust
Toddler 1-3 Autonomy vs. Shame
Early Childhood 3-6 Initiative vs. Guilt
Late Childhood 6-12 Industry vs. Inferiority
Adolescence 12-18 Identity vs. Identity Diffusion
Young Adult 18-35 Intimacy vs. Isolation
Middle Age 35-60 Generativity vs. Stagnation
Later Life 60+ Ego Integrity vs. Despair

6. From ages birth to
one year, children
begin to learn the
ability to trust others
based upon the
consistency of their
caregiver(s).

8. Children begin to assert their
independence
Encouragement increases
independence

10. Children assert themselves more
frequently
Children’s responsibility gives them
the ability to lead others and make
decisions

12. From age six years to puberty,
children begin to develop a sense of
pride in their accomplishments.
They initiate projects, see them
through to completion, and feel
good about what they have
achieved.
Teachers play an increased role in
the child’s development.

13. Teachers should “mildly but
firmly coerce children into the
adventure of finding out that
one can learn to accomplish
things which one would never
have thought of by
oneself”(Erikson,1968)

15. The transition from childhood to
adulthood is most important.
Children are becoming more
independent, and begin to look at
the future.
They explore possibilities and begin
to form their own identity based
upon the outcome of their
explorations.

17. We begin to share ourselves more
intimately with others.
We explore relationships leading
toward longer term commitments
with someone other than a family
member.
Erikson describes intimacy as finding
oneself, yet losing oneself in
another.

19. We establish our careers, settle
down within a relationship, begin
our own families and develop a
sense of being a part of the bigger
picture.
Generativity- it’s chief concern is to
assist the younger generation in
developing and leading useful
lives.(Erikson)

21. As we grow older and become senior
citizens, we tend to slow down our
productivity, and explore life as a
retired person.
It is during this time that we
contemplate our accomplishments
and are able to develop integrity if
we see ourselves as leading a
successful life.

23. Less emphasis on sexual urges
More emphasis on rational ego

24.  Strengths
 Emphasis on rational and adaptive nature
 Emphasis on interaction of biological and
social influences
 Influenced research into adolescence and
adulthood
 Weaknesses
 Sometimes vague and difficult to test
 Describes human personality development
but does not explain how development
occurs