COURSE: HUMAN DEVELOPMENT ACROSS LIFESPAN
TITLE: ERIKSON THEORY OF PSYCHOSOCIAL
DEVELOPMENT
INTRODUCTION
It is one of the most used guidelines in nursing. Erikson was originally from frank in Germany
born in June 15 1902, he was raised in a Jewish family (they practiced Judaism) but had a
complex identity, which later influenced his ideas about identity development. He went to
united state where he became a well-known psychologist. He published a book called
childhood and society in 1950 that highlighted his research on the eight stages of psychosocial
development. Erikson was originally influenced by Sigmund freud psychosexual stage of
development but he began to dive deeper into biopsychosocial development and how other
environmental factors affect human development, he soon progressed past freud theories and
developed his own idea
Erikson theory of psychosocial development as articulated in the second half of the 20th century
by Erik Eriksson in collaboration with his wife Joan Erikson is a comprehensive psychoanalytic
theory that identifies a series of eight stages that a healthy developing individual should pass
through from infancy to late adulthood. On each stage he clearly identified the challenges
(central conflict) that must be resolve for the healthy development of the individual personality
or identity [confidence]. He focused on how a person’s mind (psycho) interacts with society
and relationship [social]. He stated that “at every age, a person faces a life challenge how
they handle it shapes their personality. If these challenges are resolved an outcome positive
or negative will be provided. If the outcome is positive, the individual acquires a virtue
and if the outcome is negative a vice is acquired”. He wanted these stages too be like
building blocks, meaning that the stages are meant to build on each other, for example if an
infant enters the toddler stage (autonomy vs shame and doubt) with more trust than mistrust,
they carry the virtue of hope into the remaining life stage
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STAGES OF PSYCHOSOCIAL DEVELOPMENT
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Approximate virtues Psychosocial Significant Existential events
age crises relationship questions
Infancy hope Trust vs mother Can I trust
Feeding,
Under 1 year mistrust the world
abandonment
Toddler will Autonomy parents Is it okay
Toilet
1-2 years vs shame/ to be me
training,
doubt clothing
themselves
Early purpose Initiative vs family Is it okay Exploring,
childhood guilt for me to using tools or
3-6 years do, move, making art
and act
Late Competence Industry vs Neighbors, Can I make School,
childhood inferiority school it in the sports
7-10 years world of
people and
things
Adolescence Fidelity Identity vs Peers, role Who am I Social
11-19 years role model Who can I relationship
confusion be
Early Love Intimacy vs Friends, Can I unite Romantic
adulthood isolation partners myself relationship
20-44 years with
another
person
Middle Care Generativity Household, Can I make Work,
adulthood vs stagnation workmates my life parenthood
45-64 years count
Late Wisdom Ego integrity Humankind, Is it okay Reflection on
adulthood vs despair my kind to have life
65 and above been me
1. Trust vs mistrust: the first stage of Erikson’s theory centers around the infant’s
basic needs being met by the parents or caregivers and how this interaction leads to trust
or mistrust. The infants depend on the parents especially the mother for sustenance and
comfort. The child’s relative understanding of the world and society depend from the
parents and their interaction with the child. If the parents expose the child to warmth,
security and dependable affection, the infant’s view of the world will be one of trust. As
the child learn to trust the world around them, they also acquire the virtue of hope.
Conversely, if parents fail to provide a secure environment of and to meet the child’s
basic need, a sense of mistrust will result. This can later lead to the development of
frustration, suspicion, withdrawal and a lack of confidence.
• Example; in a situation where the baby is crying, if the parents or caregiver
quickly respond, feed the baby and comfort them, the baby feels safe and learns
“ the world is reliable “(trust the world because it is consistent, dependable and
do what they are supposed to do) but instead if the caregiver or parents ignores
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the baby or respond inconsistently, the baby feels unsafe and learns “no one will
help me”(mistrust develops).
• Nurse implications: nurses or other health personnels should educate
parents on how to help the baby to develop trust by: attending to the baby need
quickly, don’t ignore prolonged crying, encourage early breastfeeding, support
skin-skin contact, maintain hygiene (clean diapers, bathing) and keep the baby
warm and comfortable.
2. Autonomy/shame and doubt: it is the second stage of Erikson’s theory. Between
the ages of 18 months and 3 years¸ children begin to express a greater need for
independence and control over themselves and the world around them. The toddler is
asking “can I do things by myself, must I always depend on others?”. As they learn top
do things by themselves, they develop a sense of control and some basic confidence in
their own abilities. The parents should encourage children to do tasks by their own even
if they make mistakes, it helps build autonomy and confidence. When parents
consistently reject their child’s ideas, or take over task may unintentionally discourage
independence and self-doubt. When autonomy is built, a virtue of “will” is provided.
• Example: a 2-year-old child is trying to feed himself with a spoon. If the parent
encourages the child (even if the food spill food), the child feels confident and
develops autonomy, if they provide scolds, criticizes or does everything for the
child, the child may feel embarrassed and begin to Develop shame and doubt
about their abilities.
• Nurse implications: the nurses should guide parents on gentle toilet training,
avoid punishment for accidents, encourage patience. This will prevent
embarrassment and shame, praise the child for efforts, encourage attempt even
if imperfect this will build self-esteem and reduces doubt.
3. Initiative vs guilt: it is Erikson’s third stage. Here the child learns to plan and
initiate activities. This stage occurs during the preschool years, from 3 to 5. This stage
is all about kids learning to exert control and gain a greater sense of power over their
own actions and their environment. They explore and try new things and sometimes,
they make mistakes. The intention or key is having the freedom (with support, guidance
and safety) to try things without fearing they might fail. Be shamed or be punished. The
major question here is “am I good or bad?”. The caregiver should encourage children to
explore, try new challenges and support them. This will develop initiative and hence a
virtue of purpose. In the other hand, encouraging children to see mistakes as learning
opportunities can prevent feelings of guilt and build resilience.
According to Erikson’s theory, initiative is the active purposeful, and independent
pursuit of tasks, play, and social interaction in preschool children whereas guilt is the
self-blame and shame children feel for failing at tasks, being too rowdy (behaving in a
wild or uncontrolled manner) or acting against social norms.
• An example: a 4-year-old child decide to draw a picture and decide to show
it to the teacher. If the teacher responds kindly (wow, that’s a nice drawing, tell
me about it). This will develop confidence, the child will feel proud and becomes
more willing to try new things. But if the teacher responds wrongly (this is not
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good, you didn’t draw it well), the child feels embarrassed, think their effort is
not good enough and can stop trying or expressing their ideas.
• Nurse implication: nurses have to encourage parents and teachers to
promote creative games, avoid criticism and punishment, answer question
patiently, allow participation in care and provide safe limits.
4. Industry vs inferiority: it occurs during childhood between the age of 6 and 11.
During this period, the child acquires new skills, build their confidence and figure out
what they are good. It’s full of trial and error but it’s an important part of the growing
up. When kids get the support and tools they need to work this stage, they develop
feelings of usefulness and a strong sense of self-worth. The virtue for this is
competence. Instead, if the child does not get the necessary support and tools, they may
leave this world with a sense of worthlessness or inferiority. Friends and classmates play
a role on how children progress during this stage. Their social interactions with peers
also help kids see how they compare. They may note that they are better than their
friends in or classmates at something. They might also discover that their talents are
highly prized by others which can lead to feeling of confidence.
• Example: a 9-year pupil given an assignment of mathematics in school. If the
child does their effort in solving the problems and the teacher praises his efforts,
the child feels capable and motivated. The child will think “I can do school work
well”. This will build a confidence, competence and motivation. In case the
teacher does not appreciates or criticizes the child’s work, the child will feel he
is less smart than his classmates and will think he is not good enough leading to
low self-esteem and discourage.
• Nurse implication: nurses should encourage parents and caregivers to praise
efforts not only result, give positive reinforcement, avoid comparison, support
skills development and build self-esteem.
5. Identity vs rôle confusion : it concerns the adolescents. The main idea is “who
am I and what can I be?”. The adolescents are newly concerned with how they appear
to others. They become curious about the role they will play in the adult world as they
transition from childhood to adulthood. The individual wants to belong to a society and
fit it. If adolescents are supported in their exploration and given the freedom to explore
different role, a virtue of fidelity is gained. This process involves exploring their
interests, values, and goals which help them form their own unique identity. On the
other hand, if adolescents are restricted and not given the space to explore or find the
process too overwhelming or distressing, they may experience role confusion. They
may struggle to identify their purpose or path, leading to confusion about their personal
identity. The adolescent mind Is essentially a mind or moratorium. Psychosocial
moratorium is a stage between the morality learned by the child and the ethics to be
developed by the adult.
• Example: a teenager trying different hobbies like football, music. If
encouraged.
• Nurse implications: encouraging parent in promoting self-expression,
expose them to diverse experiences, critical thinking about identity etc.…
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6. Intimacy vs isolation: Can I Love? The Intimacy versus Isolation conflict occurs
following adolescence. At the start of this stage, identity versus role confusion is coming
to an end, although it still lingers at the foundation of the stage. The stage doesn’t always
involve a romantic relationship but includes the strong bonds with others being formed.
Young adults are still eager to blend their identities with those of their friends because
they want to fit in. Erikson believes that people are sometimes isolated due to intimacy.
People are afraid of rejections such as being turned down or their partners breaking up
with them. Human beings are familiar with pain, and to some people, rejection is so
painful that their egos cannot bear it.
• Example: a young adult builds a serious relationship, shares feelings and
makes future plans with the partners.
• Nurse Implication: promote healthy relationship, provide emotional
support, encourage communication, support mental health and encourage social
involvement.
7. Generativity vs stagnation: in mid adulthood, the individual focuses on guiding
the next generation, whether through parenting, mentoring or community involvement.
If the individuals feel they are making valuable contribution to the world, for instance
contributing to positive changes to the society they will feel a sense of generativity (the
sense of productivity and accomplishment). If the individuals feel they are not making
a positive impact or are not involved in creative or productive tasks, they may
experience stagnation which will lead to lack of growth, and feeling of emptiness.
• Nurse implication: promote healthy lifestyle, support mental health,
encouraging mentoring roles, promote goal settings.
8. Ego integrity vs despair: in late adulthood, people reflect on their lives and
accomplishments. If individuals viewed, they have lived a fulfilling and meaningful life,
they will experience ego integrity. It is characterized by a sense of acceptance off their
life as it was, the ability to find coherence and purpose in their experiences and a sense
of wisdom and fulfillment. On the other hand, if Individual feel regretful about their
past, feel they have made poor decisions, or believed they have failed to achieve their
life goal, they may experience despair. Despair involves feeling of regret, bitterness, and
disappointment with one’s life and a fear of impending death. Success in this stage will
lead to the virtue of wisdom. Wisdom enable’s a person to look back on their life with
a sense of closure and completeness and also accept death without fear. Individuals who
reflect on their lives and regret not achieving their goals will experience bitterness and
despair.
• Nurse implication: encourage life review, promoting family interactions (it
promotes inner space and acceptance), involve them in decision making and
provide holistic care.
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ADVANTAGES OF ERIKSON’S PSYCHOLOGICAL
THEORY OF DEVELOPMENT
• it covers the entire lifespan
• it is easy to understand and reply
• useful in nursing, education and psychology.
LIMITATIONS OF ERIKSON.S THEORY
• Not everyone passes stages in order
• Cultural differences may affect development
• Some concepts are hard to measure
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TITLE: ERIKSON THEORY OF PSYCHOSOCIAL DEVELOPMENT .............................................. 1
INTRODUCTION ................................................................................................................................... 1
STAGES OF PSYCHOSOCIAL DEVELOPMENT............................................................................... 2
1. Trust vs mistrust ......................................................................................................................... 3
2. Autonomy/shame and doubt ....................................................................................................... 4
3. Initiative vs guilt......................................................................................................................... 4
4. Industry vs inferiority: ................................................................................................................ 5
5. Identity vs role confusion: .......................................................................................................... 5
6. Intimacy vs isolation .................................................................................................................. 6
7. Generativity vs stagnation .......................................................................................................... 6
8. Ego integrity vs despair .............................................................................................................. 6
ADVANTAGES OF ERIKSON’S PSYCHOLOGICAL THEORY OF DEVELOPMENT ................... 7
LIMITATIONS OF ERIKSON.S THEORY............................................................................................ 8