Erik Erikson developed an influential theory of psychosocial development consisting of eight stages from infancy to late adulthood. Each stage involves resolving a psychosocial crisis through developing certain virtues. The first stage in infancy focuses on trust vs mistrust and developing hope. The second stage in early childhood deals with autonomy vs shame and doubt, and developing will. Adolescence brings the crisis of identity vs role confusion, and developing fidelity. Late adulthood concerns integrity vs despair, and developing wisdom by reflecting on one's life accomplishments and contributions. Erikson's theory emphasizes how social and cultural experiences influence personality development at each stage through resolving crises.

1. A LOOK AT:
Erik Erikson's Stages of
Psychosocial Development
Prepared by: Samuel Martin

2. Erik Erikson's Stages of
Psychosocial Development
Erik Erikson (1902 – 1994) was a German psychologist who developed one of the most popular
and influential theories of development. His psychoanalytic theory identifies eight
stages through which a healthily developing human should pass from infancy to late adulthood.
Erikson explored three aspects of identity: the ego identity (self), personal identity (personal
traits that differentiate one individual from another) and social identity (social roles a person
might play). His theory of development took into consideration the influence of external factors,
parents and society on personal development from childhood to adulthood.
Erikson believed that childhood is very important in personality development. All of the stages in
Erikson's theory are present at birth (in some form), and continue according to both an innate
scheme and one's up-bringing in a family that expresses the values of a culture. Each stage is
characterized by a psychosocial crisis, which is based on physiological development, but also
on demands put on the individual by parents and/or society. Ideally, the crisis in each stage
should be resolved by the ego in that stage, in order for development to proceed correctly. The
outcome of one stage is not permanent, but can be altered by later experiences. Everyone has
a mixture of the traits attained at each stage, but personality development is considered
successful if the individual has more of the "good" traits than the "bad" traits. . Each stage builds
upon the successful completion of earlier stages. The challenges of stages not successfully
completed may be expected to reappear as problems in the future.
Erikson's theory of ego psychology holds certain tenets that differentiate his theory from others.
Some of these include:
 The ego is of utmost importance.
 Part of the ego is able to operate independently of the id and the superego.
 The ego is a powerful agent that can adapt to situations, thereby promoting mental
health.
 Social and sexual factors both play a role in personality development.
The following table displays a breakdown of Eriksons’ Psychosocial Theory of Development.

3. Erikson's
psychosocial
crisis
stages
(syntonic v
dystonic)
life stage
/ relationships / issues
basic virtue and
second named
strength (potential
positive outcomes
from each crisis)
maladaptation
/ malignancy(potential
negative outcome -
one or the other - from
unhelpful experience
during each crisis)
1. Trust v
Mistrust
infant / mother / feeding and
being comforted, teething,
sleeping
Hope and Drive Sensory Distortion
/ Withdrawal
2. Autonomy
v Shame &
Doubt
toddler / parents / bodily
functions, toilet training,
muscular control, walking
Willpower and
Self-Control
Impulsivity
/ Compulsion
3. Initiative v
Guilt
preschool
/ family / exploration and
discovery, adventure and
play
Purpose and
Direction
Ruthlessness
/ Inhibition
4. Industry v
Inferiority
schoolchild / school,
teachers, friends,
neighborhood / achievemen
t and accomplishment
Competence and
Method
Narrow Virtuosity
/ Inertia
5. Identity v
Role
Confusion
adolescent / peers, groups,
influences / resolving
identity and direction,
becoming a grown-up
Fidelity and
Devotion
Fanaticism
/ Repudiation
6. Intimacy v
Isolation
young adult / lovers, friends,
work connections /intimate
relationships, work and
social life
Love and Affiliation Promiscuity
/ Exclusivity
7.
Generativity v
Stagnation
mid-adult / children,
community / 'giving back',
helping, contributing
Care and
Production
Overextension
/ Rejectivity
8. Integrity v
Despair
late adult / society, the
world, life / meaning and
purpose, life achievements
Wisdom and
Renunciation
Presumption / Disdain

4. Psychosocial Stage 1 - Trust vs. Mistrust (0-1½ yrs)
The first stage of Erikson's theory of psychosocial development occurs between birth and
eighteen months and is the most fundamental stage in life.
Because an infant is utterly dependent, the development of trust is based on the dependability
and quality of the child's caregivers. At this point in development, the child is utterly depending
upon adult caregiver for everything – food, love, warmth, safety, nurturing. If a caregiver fails to
provide adequate care and love, the child will come to feel that he or she cannot trust or depend
upon the adults in his or her life.
If a child successfully develops trust, he or she will feel safe and secure in the world. Caregivers
who are inconsistent, emotionally unavailable, or rejecting contribute to feelings of mistrust in
the children they care for. Failure to develop trust will result in fear and a belief that the world is
inconsistent and unpredictable.
Of course, no child is going to develop a sense of 100 percent trust or 100 percent doubt.
Erikson believed that successful development was all about striking a balance between the two
opposing sides. When this happens, children acquire hope, which Erikson described as an
openness to experience tempered by some wariness that danger may be present.
Psychosocial Stage 2 - Autonomy vs. Shame and Doubt (1-3 yrs)
The second stage of Erikson's theory of psychosocial development takes place during early
childhood (1-3 years) and is focused on children developing a greater sense of personal control.
At this point in development, children are just starting to gain a little bit of independence. They
are starting to perform basic actions on their own and making simple decisions about what they
prefer. By allowing kids to make choices and gain control, parents and caregivers can help
children develop a sense of autonomy.
Like Freud, Erikson believed that toilet training was a vital part of this process. However,
Erikson's reasoning was quite different from that of Freud's. Erikson believe that learning to
control one's bodily functions leads to a feeling of control and a sense of independence.
Other important events include gaining more control over food choices, toy preferences, and
clothing selection. Children who successfully complete this stage feel secure and confident,
while those who do not are left with a sense of inadequacy and self-doubt.
Erikson believed that achieving a balance between autonomy and shame and doubt would lead
to the development of will, which is the belief that children can act with intention, within reason
and limits.
Psychosocial Stage 3 - Initiative vs. Guilt (3-6 yrs)
During the preschool years (3-6 years), children begin to assert their power and control over the
world through directing play and other social interactions. Children who are successful at this

5. stage feel capable and able to lead others. Those who fail to acquire these skills are left with a
sense of guilt, self-doubt, and lack of initiative. When an ideal balance of individual initiative and
a willingness to work with others is achieved, the ego quality known as purpose emerges.
Psychosocial Stage 4 - Industry v Inferiority (5-12 yrs)
Industry here refers to purposeful or meaningful activity. It's the development of competence
and skills, and a confidence to use a 'method', and is a crucial aspect of school-years
experience. Erikson described this stage as a sort of 'entrance to life'. This correlates with
Freud's psychosexual Latency stage, when sexual motives and concerns are largely repressed
while the young person concentrates on work and skills development. A child who experiences
the satisfaction of achievement - of anything positive - will move towards successful negotiation
of this crisis stage. A child who experiences failure at school tasks and work, or worse still who
is denied the opportunity to discover and develop their own capabilities and strengths and
unique potential, quite naturally is prone to feeling inferior and useless. Engaging with others
and using tools or technology are also important aspects of this stage. It is like a rehearsal for
being productive and being valued at work in later life. Inferiority is feeling useless; unable to
contribute, unable to cooperate or work in a team to create something, with the low self-esteem
that accompanies such feelings.
By successfully finding a balance at this stage of psychosocial development, we are led to the
development of the strength known as competence or a belief our own abilities to handle the
tasks set before us.
Psychosocial Stage 5 - Identity vs. Role Confusion (9-18 yrs)
During adolescence, children explore their independence and develop a sense of self. Young
people struggle to belong and to be accepted and affirmed, and yet also to become individuals.
In itself this is a big dilemma, aside from all the other distractions and confusions experienced at
this life stage.
During this period, they explore possibilities and begin to form their own identity based upon the
outcome of their explorations. Failure to establish a sense of identity within society ("I don’t
know what I want to be when I grow up") can lead to role confusion. Role confusion involves the
individual not being sure about themselves or their place in society.
In response to role confusion or identity crisis an adolescent may begin to experiment with
different lifestyles (e.g. work, education or political activities). Also pressuring someone into an
identity can result in rebellion in the form of establishing a negative identity, and in addition to
this feeling of unhappiness.
Those who receive proper encouragement and reinforcement through personal exploration will
emerge from this stage with a strong sense of self and a feeling of independence and control.

6. Those who remain unsure of their beliefs and desires will feel insecure and confused about
themselves and the future.
Completing this stage successfully leads to fidelity, which Erikson described as an ability to live
by society's standards and expectations.
Psychosocial Stage 6 - Intimacy vs. Isolation (18-40 yrs)
Occurring in young adulthood (ages 18 to 40 years), we begin to share ourselves more
intimately with others. We explore relationships leading toward longer term commitments with
someone other than a family member.
At the start of this stage, identity vs. role confusion is coming to an end, though its effects still
linger. Young adults are still eager to blend their identities with friends. They want to fit in.
Erikson believes we are sometimes isolated due to intimacy. We are afraid of rejections such as
being turned down or our partners breaking up with us. We are familiar with pain and to some of
us rejection is so painful that our egos cannot bear it. Erikson also argues that "Intimacy has a
counterpart: Distantiation - the readiness to isolate and if necessary, to destroy those forces and
people whose essence seems dangerous to our own, and whose territory seems to encroach on
the extent of one's intimate relations".
Once people have established their identities, they are ready to make long-term commitments to
others. They become capable of forming intimate, reciprocal relationships (e.g. through close
friendships or marriage) and willingly make the sacrifices and compromises that such
relationships require. If people cannot form these intimate relationships – perhaps because of
their own needs – a sense of isolation may result; arousing feelings of darkness and angst.
Successful completion of this stage can lead to comfortable relationships and a sense of
commitment, safety, and care within a relationship. Avoiding intimacy, fearing commitment and
relationships can lead to isolation, loneliness, and sometimes depression. Success in this stage
will lead to the virtue of love. It is marked by the ability to form lasting, meaningful relationships
with other people.
Psychosocial Stage 7 -Generativityvs. Stagnation (30-65 yrs)
During middle adulthood (ages 30 to 65 years), 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.
We give back to society through raising our children, being productive at work, and
becoming involved in community activities and organizations. Those who are successful
during this phase will feel that they are contributing to the world by being active in their home
and community. Those who fail to attain this skill will feel unproductive and uninvolved in the
world.

7. Care is the virtue achieved when this stage is handled successfully. Being proud of your
accomplishments, watching your children grow into adults, and developing a sense of unity with
your life partner are important accomplishments of this stage but by failing to achieve these
objectives, we become stagnant and feel unproductive.
Psychosocial Stage 8 - Integrity vs. Despair (65+ yrs)
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
The final developmental task is retrospection: people look back on their lives and
accomplishments. They develop feelings of contentment and integrity if they believe that they
have led a happy, productive life. They may instead develop a sense of despair if they look back
on a life of disappointments and unachieved goals.
This stage can occur out of the sequence when an individual feels they are near the end of their
life (such as when receiving a terminal disease diagnosis).
Erik Erikson believed if we see our lives as unproductive, feel guilt about our past, or feel that
we did not accomplish our life goals, we become dissatisfied with life and develop despair, often
leading to depression and hopelessness.
Success in this stage will lead to the virtue of wisdom. Wisdom enables a person to look back
on their life with a sense of closure and completeness, and also accept death without fear.

8. Conclusion
Erikson's psychosocial theory is a very powerful tool for self-awareness and improvement, and
for teaching and helping others. It emphasizes the sequential significance of the eight character-
forming crisis stages. The concept also asserts that humans continue to change and develop
throughout their lives, and that personality is not exclusively formed during early childhood
years. It is certainly a view that greatly assists encouraging oneself and others to see the future
as an opportunity for positive change and development, instead of looking back with blame and
regret.
The better that people come through each crisis, the better they will tend to deal with what lies
ahead. Everyone can change and grow, no matter what has gone before. And as ever,
understanding why we are like we are - gaining meaningful self-awareness - is always a useful
and important step forward.

9. Sources
Erik Erikson
http://www.muskingum.edu/~psych/psycweb/history/erikson.htm
Erik Erikson
http://www.simplypsychology.org/Erik-Erikson.html
Erikson's Psychosocial Development Theory
http://www.businessballs.com/erik_erikson_psychosocial_theory.htm
Erikson’s Stages of Psychosocial Development
http://allpsych.com/psychology101/social_development/#.VXjy9flViko
Erikson's Stages of Psychosocial Development
http://en.wikipedia.org/wiki/Erikson's_stages_of_psychosocial_development
Erikson's Stages of Psychosocial Development
http://psychology.about.com/od/psychosocialtheories/a/psychosocial.htm
Psychosocial Theory: Erikson
http://www.haverford.edu/psychology/ddavis/p109g/erikson.stages.html