Industry Vs Inferiority Erik Erikson

Erik Erikson's Stages of Psychosocial Development

By Dr. Saul McLeod, updated 2018

Erikson maintained that personality develops in a predetermined social club through eight stages of psychosocial development, from infancy to adulthood. During each stage, the person experiences a psychosocial crisis which could have a positive or negative outcome for personality development.

For Erikson (1958, 1963), these crises are of a psychosocial nature considering they involve psychological needs of the individual (i.east., psycho) conflicting with the needs of society (i.e., social).

According to the theory, successful completion of each stage results in a healthy personality and the acquisition of basic virtues. Bones virtues are characteristic strengths which the ego can use to resolve subsequent crises.

Failure to successfully complete a stage can event in a reduced ability to consummate further stages and therefore a more unhealthy personality and sense of cocky. These stages, nevertheless, tin be resolved successfully at a later on time.

Stage	Psychosocial Crisis	Basic Virtue	Historic period
1.	Trust vs. Mistrust	Hope	0 - one½
2.	Autonomy vs. Shame	Will	ane½ - 3
3.	Initiative vs. Guilt	Purpose	3 - v
4.	Industry vs. Inferiority	Competency	5 - 12
5.	Identity vs. Role Confusion	Fidelity	12 - 18
6.	Intimacy vs. Isolation	Love	eighteen - 40
7.	Generativity vs. Stagnation	Care	40 - 65
8.	Ego Integrity vs. Despair	Wisdom	65+

one. Trust vs. Mistrust

Trust vs. mistrust is the first phase in Erik Erikson's theory of psychosocial development. This stage begins at nativity continues to approximately 18 months of age. During this stage, the infant is uncertain near the world in which they live, and looks towards their primary caregiver for stability and consistency of care.

If the care the baby receives is consistent, predictable and reliable, they will develop a sense of trust which will carry with them to other relationships, and they will be able to feel secure fifty-fifty when threatened.

If these needs are not consistently met, mistrust, suspicion, and anxiety may develop.

If the care has been inconsistent, unpredictable and unreliable, and so the infant may develop a sense of mistrust, suspicion, and anxiety. In this situation the infant will not have confidence in the earth around them or in their abilities to influence events.

Trust vs. Mistrust

Success and Failure In Stage One

Success in this stage will atomic number 82 to the virtue of hope. By developing a sense of trust, the baby can take promise that every bit new crises arise, in that location is a real possibility that other people will exist there as a source of support.

Failing to acquire the virtue of hope will lead to the development of fear. This babe will carry the basic sense of mistrust with them to other relationships. It may result in anxiety, heightened insecurities, and an over feeling of mistrust in the globe around them.

Consequent with Erikson's views on the importance of trust, inquiry by Bowlby and Ainsworth has outlined how the quality of the early on experience of zipper can bear upon relationships with others in later life.

2. Autonomy vs. Shame and Doubt

Autonomy versus shame and doubt is the second stage of Erik Erikson's stages of psychosocial evolution. This stage occurs between the ages of 18 months to approximately 3 years. Co-ordinate to Erikson, children at this phase are focused on developing a sense of personal control over physical skills and a sense of independence.

Success in this stage will lead to the virtue of will. If children in this stage are encouraged and supported in their increased independence, they get more than confident and secure in their ain power to survive in the globe.

If children are criticized, overly controlled, or not given the opportunity to assert themselves, they begin to feel inadequate in their ability to survive, and may then become overly dependent upon others, lack self-esteem, and feel a sense of shame or doubt in their abilities.

What Happens During This Stage?

The child is developing physically and becoming more mobile, and discovering that he or she has many skills and abilities, such equally putting on apparel and shoes, playing with toys, etc. Such skills illustrate the child'south growing sense of independence and autonomy.

For instance, during this stage children begin to assert their independence, by walking away from their female parent, picking which toy to play with, and making choices well-nigh what they like to wear, to eat, etc.

Autonomy vs. Shame and Doubt

What Can Parents Exercise to Encourage a Sense of Control?

Erikson states information technology is disquisitional that parents allow their children to explore the limits of their abilities within an encouraging environment which is tolerant of failure.

For case, rather than put on a kid'south clothes a supportive parent should have the patience to allow the child to try until they succeed or ask for assist.

And so, the parents need to encourage the kid to get more independent while at the same fourth dimension protecting the kid and so that constant failure is avoided.

A frail rest is required from the parent. They must try not to do everything for the child, but if the kid fails at a particular task they must not criticize the child for failures and accidents (particularly when toilet training).

The aim has to be "self control without a loss of cocky-esteem" (Gross, 1992).

3. Initiative vs. Guilt

Initiative versus guilt is the third stage of Erik Erikson's theory of psychosocial development. During the initiative versus guilt phase, children assert themselves more than frequently through directing play and other social interaction.

These are particularly lively, rapid-developing years in a child's life. According to Bee (1992), it is a "fourth dimension of vigor of action and of behaviors that the parents may see every bit aggressive."

During this menstruum the main characteristic involves the child regularly interacting with other children at school. Central to this stage is play, as information technology provides children with the opportunity to explore their interpersonal skills through initiating activities.

Children begin to programme activities, make upwards games, and initiate activities with others. If given this opportunity, children develop a sense of initiative and feel secure in their ability to lead others and brand decisions.

Children Playing

Conversely, if this tendency is squelched, either through criticism or control, children develop a sense of guilt. The child will often overstep the mark in his forcefulness, and the danger is that the parents will tend to punish the kid and restrict his initiatives too much.

It is at this phase that the child volition begin to inquire many questions every bit his thirst for noesis grows. If the parents treat the child's questions every bit trivial, a nuisance or embarrassing or other aspects of their behavior every bit threatening and then the kid may have feelings of guilt for "being a nuisance".

Too much guilt tin make the child tiresome to collaborate with others and may inhibit their creativity. Some guilt is, of class, necessary; otherwise the child would not know how to exercise self-control or take a censor.

A salubrious balance between initiative and guilt is important. Success in this stage will lead to the virtue of purpose, while failure results in a sense of guilt.

four. Manufacture vs. Inferiority

Erikson'due south fourth psychosocial crunch, involving industry (competence) vs. Inferiority occurs during childhood between the ages of five and twelve.

Children are at the stage where they will be learning to read and write, to practise sums, to do things on their ain. Teachers begin to take an important role in the child's life equally they teach the child specific skills.

It is at this phase that the child's peer group volition gain greater significance and will become a major source of the kid'southward self-esteem. The child now feels the need to win approval past demonstrating specific competencies that are valued past club and begin to develop a sense of pride in their accomplishments.

If children are encouraged and reinforced for their initiative, they brainstorm to experience industrious (competent) and feel confident in their ability to accomplish goals. If this initiative is not encouraged, if it is restricted by parents or instructor, so the child begins to feel inferiour, doubting his ain abilities and therefore may not reach his or her potential.

If the child cannot develop the specific skill they experience society is demanding (east.g., being able-bodied) then they may develop a sense of Inferiority.

Some failure may be necessary so that the kid can develop some modesty. Again, a residuum between competence and modesty is necessary. Success in this phase will pb to the virtue of competence.

5. Identity vs. Role Confusion

The fifth stage of Erik Erikson's theory of psychosocial development is identity vs. part confusion, and it occurs during adolescence, from about 12-18 years. During this stage, adolescents search for a sense of self and personal identity, through an intense exploration of personal values, beliefs, and goals.

During adolescence, the transition from childhood to adulthood is most important. Children are becoming more than independent, and begin to look at the future in terms of career, relationships, families, housing, etc. The individual wants to belong to a lodge and fit in.

The adolescent mind is essentially a listen or moratorium, a psychosocial stage between childhood and adulthood, and between the morality learned by the kid, and the ideals to be developed by the developed (Erikson, 1963, p. 245)

This is a major phase of development where the child has to learn the roles he will occupy every bit an developed. It is during this phase that the adolescent will re-examine his identity and try to find out exactly who he or she is. Erikson suggests that two identities are involved: the sexual and the occupational.

According to Bee (1992), what should happen at the end of this stage is "a reintegrated sense of self, of what one wants to do or be, and of one's appropriate sex role". During this stage the trunk image of the adolescent changes.

Identity vs. Role Confusion

Erikson claims that the adolescent may feel uncomfortable about their body for a while until they tin adapt and "grow into" the changes. Success in this stage will lead to the virtue of allegiance.

Fidelity involves being able to commit i'southward self to others on the basis of accepting others, even when at that place may be ideological differences.

During this period, they explore possibilities and begin to class their own identity based upon the outcome of their explorations. Failure to plant a sense of identity within society ("I don't know what I desire to exist when I grow upward") tin pb to role confusion. Office defoliation involves the private not beingness sure nigh themselves or their place in society.

In response to part defoliation or identity crunch, an adolescent may begin to experiment with different lifestyles (east.g., work, education or political activities).

Likewise 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.

six. Intimacy vs. Isolation

Intimacy versus isolation is the sixth stage of Erik Erikson's theory of psychosocial evolution. This phase takes place during immature machismo between the ages of approximately eighteen to xl yrs. During this stage, the major conflict centers on forming intimate, loving relationships with other people.

During this phase, we begin to share ourselves more than intimately with others. Nosotros explore relationships leading toward longer-term commitments with someone other than a family member.

Successful completion of this stage can result in happy relationships and a sense of commitment, safety, and care inside a relationship.

Avoiding intimacy, fearing commitment and relationships can pb to isolation, loneliness, and sometimes low. Success in this stage volition lead to the virtue of love.

7. Generativity vs. Stagnation

Generativity versus stagnation is the seventh of eight stages of Erik Erikson'due south theory of psychosocial development. This phase takes place during during middle adulthood (ages 40 to 65 yrs).

Psychologically, generativity refers to "making your mark" on the earth through creating or nurturing things that will outlast an individual. During centre age individuals experience a need to create or nurture things that will outlast them, ofttimes having mentees or creating positive changes that will benefit other people.

We requite back to guild through raising our children, beingness productive at piece of work, and condign involved in community activities and organizations. Through generativity we develop a sense of being a part of the bigger picture.

Success leads to feelings of usefulness and achievement, while failure results in shallow involvement in the world.

By declining to find a fashion to contribute, we get stagnant and feel unproductive. These individuals may feel disconnected or uninvolved with their customs and with lodge equally a whole. Success in this stage volition lead to the virtue of care.

8. Ego Integrity vs. Despair

Ego integrity versus despair is the eighth and concluding stage of Erik Erikson'south stage theory of psychosocial development. This phase begins at approximately age 65 and ends at decease. Information technology is during this time that we contemplate our accomplishments and can develop integrity if we see ourselves every bit leading a successful life.

Individuals who reflect on their life and regret not achieving their goals volition experience feelings of bitterness and despair.

Erikson described ego integrity as "the acceptance of one's one and but life bike as something that had to be" (1950, p. 268) and later equally "a sense of coherence and wholeness" (1982, p. 65).

Equally we grow older (65+ yrs) and become seniour citizens, we tend to boring down our productivity and explore life every bit a retired person.

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, nosotros become dissatisfied with life and develop despair, oftentimes 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 abyss, and also accept expiry without fearfulness.

Wise people are non characterized by a continuous land of ego integrity, but they feel both ego integrity and despair. Thus, belatedly life is characterized by both integrity and despair as alternating states that need to be counterbalanced.

Disquisitional Evaluation

By extending the notion of personality development across the lifespan, Erikson outlines a more realistic perspective of personality development (McAdams, 2001).

Based on Erikson's ideas, psychology has reconceptualized the style the later periods of life are viewed. Middle and late adulthood are no longer viewed as irrelevant, because of Erikson, they are at present considered active and significant times of personal growth.

Erikson's theory has expert confront validity. Many people find that they can relate to his theories nearly diverse stages of the life cycle through their own experiences.

Notwithstanding, Erikson is rather vague about the causes of evolution. What kinds of experiences must people have to successfully resolve various psychosocial conflicts and move from ane stage to some other? The theory does not have a universal mechanism for crunch resolution.

Indeed, Erikson (1964) acknowledges his theory is more than a descriptive overview of human social and emotional development that does not adequately explicate how or why this evolution occurs. For instance, Erikson does not explicitly explain how the event of one psychosocial stage influences personality at a after stage.

However, Erikson stressed his work was a 'tool to think with rather than a factual assay.' Its purpose then is to provide a framework within which development tin can be considered rather than testable theory.

One of the strengths of Erikson'due south theory is its ability to tie together important psychosocial development across the entire lifespan.

Although support for Erikson'due south stages of personality development exists (McAdams, 1999), critics of his theory provide bear witness suggesting a lack of discrete stages of personality development (McCrae & Costa, 1997).

How to reference this commodity:

McLeod, S. A. (2018, May 03). Erik erikson's stages of psychosocial evolution. Simply Psychology. www.simplypsychology.org/Erik-Erikson.html

APA Manner References

Bee, H. Fifty. (1992). The developing child. London: HarperCollins.

Erikson, E. H. (1950). Childhood and society. New York: Norton.

Erickson, Due east. H. (1958). Young homo Luther: A study in psychoanalysis and history. New York: Norton.

Erikson, E. H. (1963). Youth: Alter and claiming. New York: Basic books.

Erikson, E. H. (1964). Insight and responsibility. New York: Norton.

Erikson, E. H. (1968). Identity: Youth and crisis. New York: Norton.

Erikson E. H . (1982). The life bike completed. New York: W.W. Norton & Visitor.

Erikson, E. H. (1959). Psychological issues. New York, NY: International Academy Press

Freud, S. (1923). The ego and the id. SE, nineteen: 1-66.

Gross, R. D., & Humphreys, P. (1992). Psychology: The science of mind and behavior. London: Hodder & Stoughton.

McAdams, D. P. (2001). The psychology of life stories. Review of General Psychology, 5(ii), 100.

McCrae, R. R., & Costa Jr, P. T. (1997). Personality trait construction every bit a human universal. American Psychologist, 52(5), 509.

How does Maslow'south hierarchy of needs differ from Erikson's stages of psychosocial development?

Maslow	Erikson
Maslow proposed a series of motivational stages, each edifice on the previous 1 (i.due east., cannot progress without satisfying the previous stage).	Erikson proposed a serial of predetermined stages related to personality development. The stages are fourth dimension related.
Progression through the stages is based on life circumstances and achievement (i.eastward., it is flexible).	Progression through the stages is based a person's age (i.eastward., rigid). During each stage an individual attains personality traits, either beneficial or pathological.
There is only one goal of accomplishment, although non everyone achieves it.	The goal of achievement vary from phase to stage and involve overcoming a psychosocial crisis.
Individuals move up the motivational stages / pyramid in order to reach self-actualisation. The first four stages are like stepping stones.	Successful completion of each stage results in a healthy personality and the conquering of basic virtues. Basic virtues are feature strengths used to resolve subsequent crises.

Psychosocial Stages Summary

Like Freud and many others, Erik Erikson maintained that personality develops in a predetermined order, and builds upon each previous stage. This is called the epigenetic principle.

Erikson's eight stages of psychosocial development include:

Trust vs. Mistrust

This stage begins at nascence and lasts through around one year of age.

The infant develops a sense of trust when interactions provide reliability, intendance, and affection.

A lack of this will lead to mistrust.

Autonomy vs. Shame and Dubiousness

This stage occurs betwixt the ages of xviii months to approximately age 2 to iii years.

The infant develops a sense of personal command over concrete skills and a sense of independence.

Erikson states information technology is critical that parents allow their children to explore the limits of their abilities within an encouraging environment which is tolerant of failure.

Success leads to feelings of autonomy, failure results in feelings of shame and incertitude.

Initiative vs. Guilt

This stage occurs during the preschool years, betwixt the ages of three and five.

The kid begins to assert control and power over their environment by planning activities, accomplishing tasks and facing challenges. Success at this stage leads to a sense of purpose.

If initiative is dismissed or discourages, either through criticism or control, children develop a sense of guilt.

Industry vs. Inferiority

This stage occurs during babyhood between the ages of five and twelve.

It is at this stage that the kid's peer group will proceeds greater significance and will get a major source of the child's self-esteem. The child is coping with new learning and social demands.

Success leads to a sense of competence, while failure results in feelings of Inferiority.

Identity vs. Role Confusion

The fifth stage occurs during adolescence, from about 12-18 years.

Teenagers explore who they are equally individuals, and seek to plant a sense of self, and may experiment with dissimilar roles, activities, and behaviors.

According to Erikson, this is of import to the process of forming a stiff identity and developing a sense of direction in life.

Intimacy vs. Isolation

This stage takes place during immature adulthood between the ages of approximately 19 and 40.

During this menstruum, the major disharmonize centers on forming intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation.

Generativity vs. Stagnation

This stage takes place during middle machismo between the ages of approximately 40 and 65.

People feel a need to create or nurture things that volition outlast them, ofttimes having mentees or creating positive changes that will benefit other people.

Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world.

Ego Integrity vs. Despair

This stage takes place afterwards historic period 65 and involves reflecting on one's life and either moving into feeling satisfied and happy with one'southward life or feeling a deep sense of regret.

Success at this stages leads to feelings of wisdom, while failure results in regret, bitterness, and despair.

How to reference this article:

McLeod, South. A. (2018, May 03). Erik erikson's stages of psychosocial development. Simply Psychology. www.simplypsychology.org/Erik-Erikson.html