Erik Erikson proposed 8 stages of psychosocial development across the lifespan. Each stage presents a psychosocial crisis between opposing tendencies that must be resolved. Trust vs mistrust in infancy; autonomy vs doubt in early childhood; initiative vs guilt in preschool years; industry vs inferiority in school age; identity vs role confusion in adolescence; intimacy vs isolation in young adulthood; generativity vs stagnation in middle adulthood; and integrity vs despair in late adulthood. Successful completion of each stage results in a basic strength that contributes to healthy development.

1. Erik Erikson’s
STAGES OF
PSYCHOSOCIAL
DEVELOPMENT

2. Erik Homburger
Erikson
• Father of Psychosocial Development
• His theory, Post-Freudian Theory
• Coined the term identity crises, (a turning
point in one’s life that may either strengthen
or weaken one’s personality.)
• A world fame Psychoanalyst,
Anthropologist, Psychohistorian and a
Medical School Professor. Yet he had no
college degree of any kind.
• Intended his theory of personality to extend
rather than repudiate Freud’s Psychoanalysis
and to offer a new “way of looking things”.

3. • Regards his theory as the extension of
Freud’s Psychoanalysis.
• His theory is a reflection of his own
background, that consist of arts, extensive
travels, experiences with varied culture
and a lifelong search for his own identity.

4. Introductio
n
An understanding of Erikson’s eight stages of
psychosocial development requires awareness of
several basic points. The word Psychosocial
Psycho relates to mind, brain and personality. Social
which means the external relationships and
environment. Bio psychosocial, in which Bio refers
to life as in biological.
The theory is a basis for broad or complex
discussion and analysis of personality and behavior,
and also facilitating personal development – of self
and others. Why? Because, this can help the
teacher in becoming more knowledgeable and at the
same time understanding of the various
environmental factors that affect his own and his

5. Growth takes place according to epigenetic principle,
which states that a person's development is
predetermined. Also, in every stage of life there is an
interaction of opposites, a conflict between;
Syntonic- A harmonious element (e.g., Trust) &
Dystonic- A disruptive element. (e.g., Mistrust)
Erikson conditioned that people must have these two
experiences in order to grow. At each stage of conflict
between the two elements, a person develops an ego
quality or strength or basic strength (e.g., develops
hope, behind conflicts) that allows a person to move
to the next stage. In dealing with the conflicts,

6. each stage has also a core pathology in which a
person has a tendency to develop the opposite
strength (e.g., develops withdrawal).
Erikson’s eight stages of development never
lose the sight to biological aspect of human
development, he believes that events in the earlier
stage but ego is shape by the multiplicity of conflicts
and events (past, present and future) that causes
an individual to experience identity crises, and this
is not a catastrophic event but rather an opportunity
to maladaptive or adaptive adjustment.

7. STAGE 1 Infancy
Oral-sensory (0-1 year
old)
Trust vs.
Mistrust

8. Psychosocial Crisis: The first
stage is infancy, is
approximately the first year or
year and a half of life. The
goal is to develop trust
without completely eliminating
the capacity for mistrust. If the
primary caregivers, like the
parents can give the baby a
sense of familiarity,
consistency, and continuity,
then the baby will develop the
feeling that the world is a safe

9. Maladaptatio
n
Malignan
cy
Sensory Maladjustment:
Overly trusting, even
gullible, this person cannot
believe anyone would
mean them harm, and will
use all the defenses at
their command to find an
explanation or excuse for
the person who did him
wrong.
Withdrawal:
characterized by
depression,
paranoia, and
possibly
psychosis.

10. If the proper
balance is
achieved, the
child will
develop the
virtue of Hope.
Basic
Strength

11. STAGE 2 Early Childhood
Muscular-Anal (2-3 years
old)
Autonomy vs.
Doubt

12. He begins to make choices
and express his will. If
encouraged, he develops a
sense of autonomy and
independence. In this stage
Erikson believes that the
child may develops a sense
of doubt and shame
manifested in feelings of
worthless and incompetence.
We should keep in mind that
even something as innocent
as laughing at the toddler’s
efforts can lead the child to

13. Impulsiveness – a sort
of shameless
willfulness that leads
you, in a later
childhood and even
adulthood, to jump into
things without proper
consideration of your
abilities.
Maladaptatio
n
Malignan
cy
Compulsiveness
– feels as if their
entire being rides
on everything they
do, and so
everything must
be done perfectly.

14. If you get the
proper, positive
balance of
autonomy and
shame and doubt,
you will develop
the virtue of
willpower or
determination.
Basic
Strength

15. STAGE 3 Play Age
Locomotor-Genital (4-5 years
old)
Initiative vs.
Guilt

16. Psychosocial crisis: Child
begins to explore his social
and physical worlds
discovering what he can
accomplish. Erikson refers to
this as a time for developing
a sense of initiative or a
positive attitude of personal
accomplishment. At this time,
the child gradually becomes
aware of the various social
roles presented by his
environment. In Erikson’s
view, the basic influence
during this period is the
child’s families who can help

17. Maladaptatio
n
Malignan
cy
Ruthlessness – to
be heartless or
unfeeling or be
“without mercy”.
Inhibition - the inhibited
person will not try things
because “nothing
ventured, nothing lost”
and, particularly, nothing
to feel guilty about.

18. Basic
Strength
A good
balance
leads to the
psychosocial
strengths of
purpose.

19. STAGE 4 School
Age Latency (6-11
years old)
Industry vs.
Inferiority

20. Psychosocial Crisis: the child’s
world broadens technical skills
are learned and feelings of
competence, enlarged. Children
enter new world of the
neighborhood and the school. In
Erikson’s view, when children
come to believe that they
cannot achieve according to
their school, family, or peers,
their sense of mastery will give
way to personal inferiority.
Thus, they become
incapable of facing the
transitory adolescent years
which lie directly ahead.
Parents must encourage,

21. Maladaptatio
n
Malignan
cy
Narrow Virtuosity: we
see this in children who
aren’t
allowed to “be children” the
ones that parents or
teachers push into one
area of competence,
without allowing the
development of broader
interests.
Inertia: this includes
all of us who suffer
from
the “inferiority
complexes”
Alfred Adler
talked about.

22. A happier thing is
to develop the
right balance of
industry and
inferiority a– that
is, mostly industry
with just a touch
of inferiority to
keep us sensibly
humble. Then we
have the virtue
called
Virtu
e

23. STAGE 5
Adolescence
(12-18 years old)
Identity vs. Role
confusion

24. Psychosocial Crisis:
According to Erikson, is
characterized by an identity –
formation crisis. The question
“Who am I and what can I do
when I become an
adult?” confronts the
adolescent. His struggle is
based not only on societal
demands as an emerging
adult, but also on the
pubescent age. Since an
adolescent spends more time
with his friend, the peer group
now becomes an essential

25. Maladaptatio
n
Malignan
cy
Fanaticism –
believes that
his way is the
only way.
Repudiation – they
reject their
membership in the
world of adults and,
even more, they reject
their need for an
identity.

26. Virtu
e
If you
successfully
negotiate this
stage, you
will have the
virtue
Erikson
called
fidelity.

27. STAGE 6 Young
Adulthood (19-40
years old)
Intimac
y
vs.
Isolatio

28. In this stage the
individual develops a
warm and intimate
relationship with
another person. If such
sense of intimacy is not
acquired during this
time of life, a sense of
isolation develop
instead. Such attitude
is reflected in the ability
to trust others in a
close and intimate

29. Maladaptatio
n
Malignan
cy
Promiscuity –
referring
particularly to the
tendency to
become intimate
too freely, too
easily, and
without any
depth to you
intimacy.
Exclusion –
which refers to
the tendency to
isolate oneself
from love,
friendship, and
community, and
to develop a
certain
hatefulness in

30. Virtu
e
If you
successfully
negotiate this
stage, you will
instead carry
with you for
the rest of
your life the
virtue Erikson
calls love.

31. STAGE 7
Adulthood
(40-60 years
old)
Generativi
ty vs.
Stagnatio
n

32. The middle years of stage
comprise the productive
years of adulthood. In this
stage, the individual’s
productivity is gauged by
his contributions to his
family and to society.
According to Erikson, the
person who fails to
develop this sense of
generativity becomes
preoccupied instead with
his personal needs and
interests with his personal
needs and interests or
both with a sense of self-

33. Maladaptatio
n
Malignan
cy
Overextension –
illustrates the
problem. Some
people try to be so
generative that
they no longer
allow time for
themselves, for
rest and
relaxation.
Rejectivity – too
little generativity
and too much
stagnation and
you are no
longer
participating in or
contributing to
society.

34. Virtu
e
But if you are
successfully at
this stage, you
will have a
capacity for
caring that will
serve you
through the
rest of your
life.

35. Ego integrity
vs.
Despair
STAGE 8 Old
Age/Maturity (60-
death)

36. In the last stage, a
person comes to terms
with the temporal limits
of his life. It is the
fulfillment and
culmination. In Erikson’s
view, it is the
achievement of a sense
of integrity resulting from
identification with
mankind. If a person,
however, develops an
attitude of regret and fear
of the end of life, then a

37. Maladaptatio
n
Malignan
cy
y
Presumption – this is
what happens when a
person “presumes”
ego integrity without
actuall facing the
difficulties of old age.
Disdain – by
which Erikson
means a
contempt of life,
one’s own or
anyone’s.

38. Virtu
e
Someone who
approaches death
without fear has
the strength
Erikson calls
wisdom.

39. SUMMAR
Y

40. Stage and Tasks or
Crisis
Relationship
s
Issues Psychosocial Basic Maladaptation Malignancy
Age Outcome Strength
Stage 1 Can I trust the Mother  Support provision of Trust vs. Hope Sensory Withdrawal
birth to 1 world? basic needs, Mistrust Maladjustment
year
(Infancy)
continuity
 Lack of support,
deprivation,
inconsistency.
Stage 2 Can I control my Parents  Judicious Autonomy vs. Will Impulsivity Compulsion
2-3 years own behavior permissiveness, Doubt
old
(Early
support.
 Overprotection, lack
Childhood) of support.
Stage 3 Can I become Family  Encouragement, Initiative vs. Purpose Ruthlessness Inhibition
4-5 years
old
independent to
my parents and
Opportunity.
 Lack of opportunity,
Guilt
(Play age) explore my negative feelings.
limits?

41. Stage 4
(6-11)
Latency
(School
age)
Can I
master
the skills
necessary
to survive
and
adapt?
school,
teachers,
friends,
neighbourhoo
d

 Adequate
training,
sufficient
education, good
models.
Poor training, lack
of
direction and
support.
Industry
vs.
Inferiority
Competen
ce
Narrow
Virtuosity
Inerti
a
Stage 5
(12-18)
Puberty
and
Adolescen
ce
Who am I?
What are my
beliefs,
feelings and
attitudes?
Peers,
Groups,
Influences

 Internal stability and
continuity, well-
defined sex models
and positive
feedback.
Confusion of
purpose, unclear
feedback, ill-
defined expectations.
Identity vs.
Role
Confusion
Fidelit
y
Fanaticis
m
Repudiatio
n
Stage 6
(19-40)
Young
adulthoo
d
Can I give
fully of
myself to
others?
Lovers, Friends,
Work,
Connections 
 Warmth,
understanding, trust.
Loneliness, ostracism .
Intimacy
vs.
Isolation
Lov
e
Promiscuit
y
Exclusivit
y

42. Stage 7
(40-60)
Adulthoo
d
What can I
offer
succeeding
generation
s?
Children,
Communi
ty 
 Purposefulne
ss,
productivity
Lack of
enrichment,
regression.
Generativity
vs.
Stagnation
Car
e
Overextensi
on
Rejectivit
y
Stage 8
(60-
death)
Old age/
Maturity
Have I found
contentment
and
satisfaction
through my
life’s work
and play?
Society and
The World

 Sense of closure,
unity and direction.
Lack of
completeness,
dissatisfaction.
Ego-integrity
vs. Despair
Wisdo
m
Presumptio
n
Disdai
n

43. Reference
s
Child and Adolescent Development, by
Acero Ph.D, Javier Ph.D, Castro Ph.D at
Chapter 5, Social and Emotional Development
of Adolescents page 94.
Theories of Personality, Fifth edition by
Jess and Gregory Feist at Chapter 9, page
232-261
Hand out on Educational Psychology retrieved
from Perspective Development, Chapter 5 Page
133, Table 4.2 Erik Erikson’s Psychosocial
Stages of Development
retrieved from
http://www.ppt.net/deyanaflores/eriksons-stages-

44. THE
END.