Question 13: Chapter 9
With regard to the nature of identity development during
adulthood, explain and compare Logan’s interpretation of
Erikson’s theory, McAdams’s life-story model and
Whitbourne’s identity theory (Cavanaugh & Blanchard-
Fields, 2019). (20)
9.2: Personal Concerns and Qualitative Stages in Adulthood.
* Erikson’s Stages of Psychosocial Development
Each stage in Erikson’s theory is marked by a struggle between two opposing tendencies and
both are experienced by the person.
The names of the stages reflect the issues that form the struggles.
The struggles are resolved through an interactive process involving both the inner
psychological and the outer social influences.
Successful resolutions establish the basic areas of psychosocial strength; unsuccessful
resolutions impair ego development in a particular area and adversely affect the resolution
of future struggles.
Thus each stage in Erikson’s theory represents a kind of crisis.
The sequence of stages in Erikson’s theory is based on the epigenetic principle, meaning
each psychosocial strength has its own special time of ascendancy, or period of particular
importance.
The eight stages represent the order of this ascendancy
Clarifications and Expansions of Eriksons Theory
Erikson’s theory made a major impact on thinking about life-span development.
However, some aspects of his theory are unclear, poorly defined, or unspecified.
Traditionally, these problems led critics to dismiss the theory as untestable and incomplete.
Logan (1986) points out Erikson’s theory can be considered as a cycle that repeats: from
basic trust to identity and from identity to integrity.
In this approach the developmental progression is trust → achievement → wholeness.
Throughout life we first establish we can trust other people and ourselves.
Initially, trust involves learning about ourselves and others, represented by the first two
stages (trust vs. mistrust and autonomy vs. shame and doubt).
The recapitulation of this idea in the second cycle is seen in our struggle to find a person
with whom we can form a close relationship yet not lose our own sense of self (intimacy vs.
isolation).
In addition, Logan shows how achievement— our need to accomplish and to be recognized
for it—is a theme throughout Erikson’s theory.
During childhood this idea is reflected in the two stages initiative versus guilt and industry
versus inferiority, whereas in adulthood it is represented by generativity versus stagnation.
Finally, Logan points out the issue of understanding ourselves as worthwhile and whole is
first encountered during adolescence (identity vs. identity confusion) and is re-experienced
during old age (integrity vs. despair).
, Logan’s analysis emphasizes psychosocial development, although complicated on the
surface, may actually reflect only a small number of issues.
Moreover, he points out we do not come to a single resolution of these issues of trust,
achievement, and wholeness.
Rather, they are issues we struggle with our entire lives.
Slater (2003) expanded on Logan’s reasoning, suggesting the central crisis of generativity
versus stagnation includes struggles between pride and embarrassment, responsibility and
ambivalence, career productivity and inadequacy, as well as parenthood and self-absorption.
Each of these conflicts provides further knowledge about generativity as the intersection of
society and the human life cycle.
*McAdams’s Life-Story Model
McAdams argues a person’s sense of identity cannot be understood using the language of
dispositional traits or personal concerns.
Identity is not just a collection of traits, nor is it a collection of plans, strategies, or goals.
Instead, it is based on a story of how the person came into being, where the person has
been, where he or she is going, and who he or she will become, much like Antje’s story.
McAdams argues people create a life story that is an internalized narrative with a beginning,
middle, and an anticipated ending.
The life story is created and revised throughout adulthood as people change and the
changing environment places different demands on them.
McAdams’s research indicates people in Western societies begin forming their life story in
late adolescence and early adulthood, but it has roots in the development of one’s earliest
attachments in infancy.
As in Erikson’s theory, adolescence marks the full initiation into forming an identity, and
thus, a coherent life story begins.
In early adulthood it is continued and refined, and from midlife and beyond it is refashioned
in the wake of major and minor life changes.
Generativity marks the attempt to create an appealing story “ending” that will generate new
beginnings for future generations.
Paramount in these life stories is the changing personal identity reflected in the emotions
conveyed in the story (from tragedy to optimism or through comic and romantic
descriptions).
In addition, motivations change and are reflected in the person repeatedly trying to attain
his or her goals over time.
The two most common goal themes are agency (reflecting power, achievement, and
autonomy) and communion (reflecting love, intimacy, and a sense of belonging).
Finally, stories indicate one’s beliefs and values, or the ideology a person uses to set the
context for his or her actions.
Every life story contains episodes that provide insight into perceived change and continuity
in life.
People prove to themselves and others they have either changed or remained the same by
pointing to specific events supporting the appropriate claim.
The main characters in people’s lives represent idealizations of the self, such as “the dutiful
mother” or “the reliable worker.”
With regard to the nature of identity development during
adulthood, explain and compare Logan’s interpretation of
Erikson’s theory, McAdams’s life-story model and
Whitbourne’s identity theory (Cavanaugh & Blanchard-
Fields, 2019). (20)
9.2: Personal Concerns and Qualitative Stages in Adulthood.
* Erikson’s Stages of Psychosocial Development
Each stage in Erikson’s theory is marked by a struggle between two opposing tendencies and
both are experienced by the person.
The names of the stages reflect the issues that form the struggles.
The struggles are resolved through an interactive process involving both the inner
psychological and the outer social influences.
Successful resolutions establish the basic areas of psychosocial strength; unsuccessful
resolutions impair ego development in a particular area and adversely affect the resolution
of future struggles.
Thus each stage in Erikson’s theory represents a kind of crisis.
The sequence of stages in Erikson’s theory is based on the epigenetic principle, meaning
each psychosocial strength has its own special time of ascendancy, or period of particular
importance.
The eight stages represent the order of this ascendancy
Clarifications and Expansions of Eriksons Theory
Erikson’s theory made a major impact on thinking about life-span development.
However, some aspects of his theory are unclear, poorly defined, or unspecified.
Traditionally, these problems led critics to dismiss the theory as untestable and incomplete.
Logan (1986) points out Erikson’s theory can be considered as a cycle that repeats: from
basic trust to identity and from identity to integrity.
In this approach the developmental progression is trust → achievement → wholeness.
Throughout life we first establish we can trust other people and ourselves.
Initially, trust involves learning about ourselves and others, represented by the first two
stages (trust vs. mistrust and autonomy vs. shame and doubt).
The recapitulation of this idea in the second cycle is seen in our struggle to find a person
with whom we can form a close relationship yet not lose our own sense of self (intimacy vs.
isolation).
In addition, Logan shows how achievement— our need to accomplish and to be recognized
for it—is a theme throughout Erikson’s theory.
During childhood this idea is reflected in the two stages initiative versus guilt and industry
versus inferiority, whereas in adulthood it is represented by generativity versus stagnation.
Finally, Logan points out the issue of understanding ourselves as worthwhile and whole is
first encountered during adolescence (identity vs. identity confusion) and is re-experienced
during old age (integrity vs. despair).
, Logan’s analysis emphasizes psychosocial development, although complicated on the
surface, may actually reflect only a small number of issues.
Moreover, he points out we do not come to a single resolution of these issues of trust,
achievement, and wholeness.
Rather, they are issues we struggle with our entire lives.
Slater (2003) expanded on Logan’s reasoning, suggesting the central crisis of generativity
versus stagnation includes struggles between pride and embarrassment, responsibility and
ambivalence, career productivity and inadequacy, as well as parenthood and self-absorption.
Each of these conflicts provides further knowledge about generativity as the intersection of
society and the human life cycle.
*McAdams’s Life-Story Model
McAdams argues a person’s sense of identity cannot be understood using the language of
dispositional traits or personal concerns.
Identity is not just a collection of traits, nor is it a collection of plans, strategies, or goals.
Instead, it is based on a story of how the person came into being, where the person has
been, where he or she is going, and who he or she will become, much like Antje’s story.
McAdams argues people create a life story that is an internalized narrative with a beginning,
middle, and an anticipated ending.
The life story is created and revised throughout adulthood as people change and the
changing environment places different demands on them.
McAdams’s research indicates people in Western societies begin forming their life story in
late adolescence and early adulthood, but it has roots in the development of one’s earliest
attachments in infancy.
As in Erikson’s theory, adolescence marks the full initiation into forming an identity, and
thus, a coherent life story begins.
In early adulthood it is continued and refined, and from midlife and beyond it is refashioned
in the wake of major and minor life changes.
Generativity marks the attempt to create an appealing story “ending” that will generate new
beginnings for future generations.
Paramount in these life stories is the changing personal identity reflected in the emotions
conveyed in the story (from tragedy to optimism or through comic and romantic
descriptions).
In addition, motivations change and are reflected in the person repeatedly trying to attain
his or her goals over time.
The two most common goal themes are agency (reflecting power, achievement, and
autonomy) and communion (reflecting love, intimacy, and a sense of belonging).
Finally, stories indicate one’s beliefs and values, or the ideology a person uses to set the
context for his or her actions.
Every life story contains episodes that provide insight into perceived change and continuity
in life.
People prove to themselves and others they have either changed or remained the same by
pointing to specific events supporting the appropriate claim.
The main characters in people’s lives represent idealizations of the self, such as “the dutiful
mother” or “the reliable worker.”
