In past and modern study of human development, one of the most influential theories has been Erikson’s theory of human psychosocial development. Erikson’s theory has been the foundation for psychosocial research for over fifty years (Dunkel and Harbke, 2016). That being said, it is important to note that Erik Erikson was not always a psychoanalyst; he had a certificate of Montessori education and was a teacher of young students. He attended Vienna Psychoanalytic Institute, and received his education under the leadership of Sigmund Freud’s daughter, Anna (Weiland, 1993). Erikson’s theory of psychosocial development was first published in 1950 in his book Childhood and Society, and has been popular ever since (Weiland, 1993).
Erikson’s theory consists of eight stages people go through during the duration of their life. Each stage indicates the age group it most affects, but is not always started and completed before the next stage can begin. As people grow and develop, these crises may continue to appear in different ways. As Dunkel and Harbke say in their article, A Review of Measures of Erikson’s Stages of Psychosocial Development: Evidence for a General Factor, “The resolution of each stage should be viewed as a continuum, not as categories, with optimal psychological health being achieved when a favorable ratio between poles is reached” (Dunkel and Harbke, 2016, p. 58).
The first stage people go through in Erikson’s theory is called “Trust Versus Mistrust.” This stage usually affects children in in infancy, most likely in their first year of life. In this stage, children can either develop a sense of trust or mistrust. When the people caring for them, most likely their parents, engage with them in a positive, comforting, and nurturing way, a sense of trust is instilled in the children. On the other hand, children develop mistrust when their caregivers neglect them or treat them “too negatively” (Santrock, 2011).
The next stage Erikson presents is called “Autonomy Versus Shame and Doubt.” Just like the first stage, this stage usually affects children in their infancy all the way into their toddler years, most likely between the ages of one and three. In this stage, children usually learn that they can control their own behavior. This helps them to develop independence. Unfortunately, children can also develop feelings of shame and doubt if they are “restrained or punished too harshly” (Santrock, 2001, p.73).
The third stage Erikson presents is called “Initiative Versus Guilt.” This stage affects children during their preschool years, mostly between the ages of three and five. In this stage, children are faced with more challenges than in previous stages, and this helps them to develop initiative. For the first time, they are able to make their own choices, but at the same time, they have to deal with their own consequences. If children see themselves as irresponsible or feel much anxiety over these challenges, they can develop feelings of guilt (Santrock, 2011).
The fourth stage Erikson presents is called “Industry Versus Inferiority.” This stage affects children during their elementary school years, mostly ages six up until about puberty. In this stage, children are learning more things and gaining more knowledge. If a child is struggling in an area or is not learning as quickly as his peers, he can develop feelings of “inferiority, unproductiveness, and incompetence” (Santrock, 2001, p.74).
The next stage Erikson presents is called “Identity Versus Identity Confusion.” This stage affects adolescents, mostly between the ages of ten and twenty. In this stage, adolescents are faced with the task of learning who they are and to determine the direction their life is headed. During this time, as they are growing more toward adulthood, adolescents are presented with more adult roles and statuses they are able to explore. As they explore these new roles and statuses, they begin to develop their own sense of identity. If they fail to explore enough different roles and paths for their life, they may not fully develop their self-identity, and this leads to feelings of confusion (Santrock, 2011).
The sixth stage Erikson presents is called “Intimacy Versus Isolation.” This stage affects people during early adulthood, mostly people in their twenties and thirties. In this stage, people are faced with the task of building close relationships with people around them. This is usually the stage where people find a long term romantic partner. If people fail to build these types of relationships, they can become isolated and feel alone (Santrock, 2001).
The next stage Erikson presents is called “Generativity Versus Stagnation.” This stage affects people during middle adulthood, mostly people in their forties and fifties. In this stage, people are faced with the feeling of wanting to leave something of value behind for the next generation. This can be expressed by parenting or teaching the younger generation. Feelings of stagnation can develop if the person feels as though they have not done enough to positively impact the next generation (Santrock, 2011).
The final stage of Erikson’s theory of human development is called “Integrity Versus Despair.” This stage affects people toward the end of their lives in late adulthood, mostly people in their sixties and older. In this stage, people are faced with the reality that the end of their life is coming soon. They look back on their life as a whole to see what all they have accomplished. They develop feelings of integrity if they look back on their life and accomplishments in a positive way. On the other hand, if they look back negatively on their life and accomplishments, they can develop feelings of despair (Santrock, 2011).
Erikson’s theory helps give insight and clarity into the socioemotional development of humans. The eights stages Erikson established have initiated advancement in the study of psychosocial development, and his theory has been one of the most influential of its kind.