Erikson maintained that personality develops in a

predetermined order through 8 stages of Psychosocial

Development, from infancy to adulthood.

During each stage, the person experiences a

psychological crisis which could have a positive or
negative outcome for personality development.

As defined by Erikson, a crisis is not “a threat of

catastrophe but a turning point, a crucial period of
increased vulnerability and heightened potential.
ERICK ERICKSON
1902-1994
 THE EIGHT STAGES OF
ERIK ERIKSON’S
PSYCHOSOCIAL
DEVELOPMENT THEORY
According to the theory, successful completion of each
stage results in a healthy personality and the
acquisition of basic virtues.

Failure to successfully complete a stage can result in a

reduced ability to complete further stages and
therefore a more unhealthy personality and sense of
self.

This stages, however, can be resolved successfully at

a later time.
 TRUST VS. MISTRUST

Begins at birth and continues to approximately 18 months of age

The individual develops a sense of trust towards the caregiver,

especially with the mother’s genuine affection and care. A lack of
this leads to mistrust.

Success in this stage will lead to the virtue of hope. By

developing a sense of trust, the infant can have hope that as new
crises arise, there is a real possibility that the other people will
be there as a source of support. Failing to acquire the virtue of
hope will lead to development of fear.
 AUTONOMY VS. SHAME AND DOUBT
Occurs between the ages of 18 months to approximately 3 years

The individual needs to develop a sense of personal control over

physical skills and a sense of independence. Success leads to
feelings of autonomy; failure results in feeling of shame and doubt.

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 become more confident and secure in their own
ability to survive in the world.

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 become overly dependent upon
others, lack self-esteem and feel a sense of shame or doubt in their
abilities.
 INITIATIVE VS. GUILT

Preschool (3 to 5 years)
The individual needs to begin asserting control and power over
the environment. Parents who give their children freedom in
running, sliding, bike-riding, and skating are allowing them to
develop initiative. Success in this stage leads to a sense of
purpose. Children who try to exert too much power experience
disapproval resulting in a sense of guilt.

Too much guilt can make the child slow to interact with others
and may inhibit their creativity. Some guilt is, of course,
necessary; otherwise the child would not know how to exercise
self-control or have a conscience. A healthy balance between
initiative and guilt is important.
 INDUSTRY VS. INFERIORITY

Occurs during childhood between the ages of 6 and 12

As an individual moves into the world of schooling, he/she needs

to cope with new social and academic demands. Parents and
teachers who support, reward and praise children encouraging
industry. Success leads to sense of competence while failure
results in feelings of inferiority.

Those who reject, ridicule, or ignore children’s efforts are

strengthening feelings of inferiority. Some failure may be
necessary so that the child can develop some modesty. Again, a
balance competence and modesty is necessary.
 IDENTITY VS. ROLE CONFUSION

-Adolescense (12-18 years )

-To be oneself/To share being oneself

-As an individual enters adolescence or teen years,

he/she needs to develop a sense of self and personal
identity. An adolescent tries on many new roles as
he/she feels romantic involvement, vocational choice, and
adult statuses. When the adolescent falls to develop a
centered identity, he/she becomes trapped in either role
confusion or negative identity
 INTIMACY VS. ISOLATION

-Young Adulthood (19 to 40 years)

-To lose/To bind oneself to others

-As an individual grows as a young adult, he/she

needs to form intimate, loving relationships with
other people
 GENERATIVITY VS. STAGNATION

-Middle adulthood (40 to 65 years)

-reaching out beyond one’s own immediate

concerns to embrace the welfare of society and
of future generations. It entails selflessness. The
adult needs to create or nurture things that will
outlast him/her, often by having children or
creating a positive change that benefits other
people
 INTEGRITY VS. DESPAIR

-Old age/maturity (65 to death)

To be, through having been/To face not being

-The older adult needs to look back on life and feel a

sense of fulfilment