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Erikson's Psychosocial Theory - =According to Erikson, individuals work through stages of
psychosocial development that center around issues of conflict.
Theory of how an individual develops based on the social experiences one encounters in
different stages of the lifespan
Ego Identity: how an individual becomes more conscious of self and surroundings.
Ego Mastery: positive sense of oneself that occurs when an individual successfully navigates a
life stage
Conflicts: specific conflicts in each life stage must be successfully overcome in order to master
that stage
Virtues, existential questions and psychosocial challenges associated with stages - =A Word of
Caution About Stage Theories
Stage Theories: intended to provide us with a general overview of how people develop over the
lifespan, not an exact description of development
Age Ranges: general estimates, not exact ages
Overlap Between Stages: movement through developmental stages is a continuous process, so
there will always be some overlap between stages
Stages: each involve unique conflict to be overcome
Development proceeds in stages
Each stage is characterized by a psychosocial (internal) challenge or crisis
"turning points"
Positive Outcome: successful navigation of stage
Negative Outcome: problematic navigation of stage
trust vs mistrust ~ hope - =Ages: birth to 18 months (Infancy Stage)
Stage Conflict: Can I trust the people around me?
Significant Relationships: caregivers, family member
Positive Outcome (Trust): trust, hope, security
Negative Outcome (Mistrust): mistrust, insecurity
,Example: Feeding: if the child's physical need for food is met every time the child cries, the child
will learn to trust the caregiver; if the needs are not met, the child will not trust the world
autonomy vs shame ~ will - =Age: 18 months to 3 years (Toddler Stage)
Stage Conflict: Can I try new things by myself?
Significant Relationships: parents
Positive Outcome (Autonomy): confidence, independence, will, determination
Negative Outcome (Shame and Doubt): self-doubt, feeling of inadequacy
E.g. Toilet Training: if child is praised for trying to use the toilet, the child will feel independent
and confident; if the child is harshly scolded for having an accident, the child will feel shame
initiative vs guilt ~ purpose - =Age: 3 to 6 years (Play Age)
Stage Conflict: Am I good or bad at making decisions?
Significant Relationships: family, teacher
Positive Outcome (Initiative): drive to accomplish tasks, confidence about decisions, leadership
Negative Outcome (Guilt): lack of initiative, sense of guilt, lack of confidence, fear of making
decisions
E.g. Exploration on the Playground: if a child is making up a new game with friends on the
playground and the caregiver praises that fun game, the child will feel driven to accomplish
more; if the child is scolded for messing around, the child will feel guilty and lack confidence
industry vs inferiority ~ competency - =Age: 7 to 12 years (Middle Childhood)
Stage Conflict: Am I succeeding or failing?
Significant Relationships: school, family, community
Positive Outcome (Industry): pride, confidence in abilities, feelings of competence
Negative Outcome (Inferiority): withdrawal and resistance to others, feelings of incompetence
, E.g. School: children have new social and academic demands that they need to meet
ego identity vs role confusion ~ fidelity - =Age: 13 to 18 years (Adolescence)
Stage Conflict: Who am I and where do I fit in?
Significant Relationships: peers
Positive Outcome (Identity): sense of self, positive self-esteem, positive self-image
Negative Outcome (Identity Confusion): confusion, isolation, low self-esteem, insecurity,
depression
E.g. Peers: teenagers who receive encouragement from peers for their roles will feel a strong
sense of personal identity; teens who struggle to determine which social roles they fit in will
struggle with low self-esteem and questions about where they belong
intimacy vs isolation ~ love - =Age: 19 to 35 (Young Adult)
Stage Conflict: Will I be loved or will I be alone?
Significant Relationships: partner, close friends
Positive Outcome (Intimacy): personal connections, meaningful or fulfilling relationships, love
Negative Outcome (Isolation): fear of commitment, feelings of isolation, negative personal
relationships
E.g. Relationships: once teenagers have developed their sense of who they are, they can engage
in more meaningful and deeper relationships with other people
generativity vs stagnation ~ care - =Age: 36 to 60 years (Middle-Age Adult)
Stage Conflict: Am I contributing to the world?
Significant Relationships: coworkers, community
Positive Outcome (Generativity): feeling useful, helpful, and productive, contributing to society
Negative Outcome (Stagnation): feeling uninvolved with society, feeling unproductive
E.g. Community: adults who are invested in their communities will feel useful and connected
Erikson's Psychosocial Theory - =According to Erikson, individuals work through stages of
psychosocial development that center around issues of conflict.
Theory of how an individual develops based on the social experiences one encounters in
different stages of the lifespan
Ego Identity: how an individual becomes more conscious of self and surroundings.
Ego Mastery: positive sense of oneself that occurs when an individual successfully navigates a
life stage
Conflicts: specific conflicts in each life stage must be successfully overcome in order to master
that stage
Virtues, existential questions and psychosocial challenges associated with stages - =A Word of
Caution About Stage Theories
Stage Theories: intended to provide us with a general overview of how people develop over the
lifespan, not an exact description of development
Age Ranges: general estimates, not exact ages
Overlap Between Stages: movement through developmental stages is a continuous process, so
there will always be some overlap between stages
Stages: each involve unique conflict to be overcome
Development proceeds in stages
Each stage is characterized by a psychosocial (internal) challenge or crisis
"turning points"
Positive Outcome: successful navigation of stage
Negative Outcome: problematic navigation of stage
trust vs mistrust ~ hope - =Ages: birth to 18 months (Infancy Stage)
Stage Conflict: Can I trust the people around me?
Significant Relationships: caregivers, family member
Positive Outcome (Trust): trust, hope, security
Negative Outcome (Mistrust): mistrust, insecurity
,Example: Feeding: if the child's physical need for food is met every time the child cries, the child
will learn to trust the caregiver; if the needs are not met, the child will not trust the world
autonomy vs shame ~ will - =Age: 18 months to 3 years (Toddler Stage)
Stage Conflict: Can I try new things by myself?
Significant Relationships: parents
Positive Outcome (Autonomy): confidence, independence, will, determination
Negative Outcome (Shame and Doubt): self-doubt, feeling of inadequacy
E.g. Toilet Training: if child is praised for trying to use the toilet, the child will feel independent
and confident; if the child is harshly scolded for having an accident, the child will feel shame
initiative vs guilt ~ purpose - =Age: 3 to 6 years (Play Age)
Stage Conflict: Am I good or bad at making decisions?
Significant Relationships: family, teacher
Positive Outcome (Initiative): drive to accomplish tasks, confidence about decisions, leadership
Negative Outcome (Guilt): lack of initiative, sense of guilt, lack of confidence, fear of making
decisions
E.g. Exploration on the Playground: if a child is making up a new game with friends on the
playground and the caregiver praises that fun game, the child will feel driven to accomplish
more; if the child is scolded for messing around, the child will feel guilty and lack confidence
industry vs inferiority ~ competency - =Age: 7 to 12 years (Middle Childhood)
Stage Conflict: Am I succeeding or failing?
Significant Relationships: school, family, community
Positive Outcome (Industry): pride, confidence in abilities, feelings of competence
Negative Outcome (Inferiority): withdrawal and resistance to others, feelings of incompetence
, E.g. School: children have new social and academic demands that they need to meet
ego identity vs role confusion ~ fidelity - =Age: 13 to 18 years (Adolescence)
Stage Conflict: Who am I and where do I fit in?
Significant Relationships: peers
Positive Outcome (Identity): sense of self, positive self-esteem, positive self-image
Negative Outcome (Identity Confusion): confusion, isolation, low self-esteem, insecurity,
depression
E.g. Peers: teenagers who receive encouragement from peers for their roles will feel a strong
sense of personal identity; teens who struggle to determine which social roles they fit in will
struggle with low self-esteem and questions about where they belong
intimacy vs isolation ~ love - =Age: 19 to 35 (Young Adult)
Stage Conflict: Will I be loved or will I be alone?
Significant Relationships: partner, close friends
Positive Outcome (Intimacy): personal connections, meaningful or fulfilling relationships, love
Negative Outcome (Isolation): fear of commitment, feelings of isolation, negative personal
relationships
E.g. Relationships: once teenagers have developed their sense of who they are, they can engage
in more meaningful and deeper relationships with other people
generativity vs stagnation ~ care - =Age: 36 to 60 years (Middle-Age Adult)
Stage Conflict: Am I contributing to the world?
Significant Relationships: coworkers, community
Positive Outcome (Generativity): feeling useful, helpful, and productive, contributing to society
Negative Outcome (Stagnation): feeling uninvolved with society, feeling unproductive
E.g. Community: adults who are invested in their communities will feel useful and connected
