How do most people live as they develop? Erik Erikson’s stages of [psycho-social] development has provided his theory based on his studies, which has influenced many and is still applied today. Read more to find out!
SHORT OVERVIEW
When it comes to understanding Theories of Development, we'd have to be familiar with the most contributing psychoanalysts, who have intensively studied our bio-psycho-social system and proclivities, while considering the factors that come along with it. As one of them are being predominantly covered in this article (Erikson), the rest (Kohlberg, Vygotzky, Freud, etc.) are rarely named, their works not as detailed, let alone present. There are various aspects being primarily focused in other theories, making them complex, that it would be best to inform them separately, rather than compile them in one article altogether.
ERIK ERIKSON
Erik Erikson was a German-American psychoanalyst (b. 1902 - d. 1994) who deeply invested his work incorporating culture (mainly societal culture as culture in the interactive-cognitive sense would be proposed by Vygotzky) in his developmental theory. For the highly regarded contribution in behavioral psychology, Erickson began his research with Native American communities and expanded later with clinical works relating to mental health; throughout this lengthy process, he employed psycho-history, a subject relating psychoanalyses with historical contexts and maintained some of Freud's influence from his psycho-sexual theory.
To see how Erikson applied psycho-history, read his books, or either of them - whichever you may want:
Young Man Luther: A Study In Psychoanalysis and History and/or Life History and the Historical Moment
ERIKSON'S PSYCHOSOCIAL THEORY
Erikson proposed with his developmental theory (1950s) that personality can be adjusted throughout one’s lifespan with development. The theory was based on the accomplishment of each stage, and that the success or failure of each conquest can determine an individual’s well-being and their social dynamics. Erikson also incorporated outside factors that provoke a reactive response - underscoring how the person will handle the crises granted by the societal culture. The theory, asserted Erikson, describes that development is a lifelong process - it never stops. The following 8-stage chart is a predetermined order people live through that will, depending on how people handle each crisis, determine the success or failure of a child's/person's development.
Trust v. Mistrust
During this period, an infant throughout he age of one-year may have to go through a conflict of being certain of everything that surrounds them. If ever uncertain, they will ultimately draw their attention towards their caregiver. Failure to develop hope, which comes trust, is to develop fear or suspicion or mistrust.
Autonomy v. Shame/Doubt
From 2 to 3 years, stage 3 is often the time children will have to stumble upon Autonomy v. Shame or doubt. Autonomy means independence, suggesting that children will have to be asserting that quality in order for them to gain the virtue of will. This may show by running or walking away from the caregiver, making choices about their toys, food, or anything they may find appealing. To Erikson, children have to explore their [personal] limits that may teach them self-control. If, however, overly controlled or criticized about their sense of independence, it will allow the child to feel a sense of shame or doubt, that will result in them being dependent upon others along with a very low self-esteem, while doubting their abilities and potential. Parents at this stage must be encouraging and patient in order for the child to learn and succeed, while also trying to protect them if anything were to happen to them.
Initiative v. Guilt
Children at this stage will have the tendency to assert themselves even more so. The issue they would have to face here is Initiative v. Guilt, in which they would have to socially interact with their classmates at school. They will have to learn how to initiate [playing] activities, want to feel secure in their leadership abilities and, more importantly, want to make decisions for themselves. The virtue they will have to achieve here is purpose, especially in what they do. If, again, overly criticized with their incessant questioning (curiosity) and ability to make decisions for themselves, the children will feel guilt, wherein they are probably likely to lower their self-esteem even further [having thoughts such as I'm annoying or considering themselves more as a follower, or being timid about their ultimate potential]. Guilt may hinder their ability to socially interact with other peers, or their ability to express themselves. And although labeled as a negative outcome, it is pronounced that they can be building blocks or foundations for an even stronger character to be developed; thus, some guilt may be required as to allow the child to exercise a sense of self-control, or learn the wisdom of being humble or the importance of having a strong conscience.
Industry v. Inferiority
At this time, children are going to school and teachers now are playing their part in their development. Naturally, children will draw their focus towards searching for approval from other people, with teachers being (mainly) one of them, and their opinions. To achieve industry, children need to be recognized as a means of encouraging them, especially academically, which reinforces their initiative aspect (and confidence and/or pride is developed). The following may result in them acquiring the virtue of competence. If otherwise, children will experience a feeling of inferiority, which will allow them to degrade themselves - that they are not good enough due to their inability to have the competence their community requires of them. That pattern of thinking, coupled with the inferiority sentiment, may enable them to doubt themselves wholly, therefore impeding their ability to unlock their full potential. Again, the upside of the negative outcome is that it may motivate or incentivize a child to try and work harder to succeed and later gain wisdom, OR allow them to develop a modest behavior. In Erikson's theory, the way a child handles one stage does not determine the decision for the next one.
Identity v. Role-Confusion
Erikson believed that in the adolescence [starting from pre-teens and extending to eighteen or early twenty's] period, people will begin to explore more of themselves while their body and behavior is gradually transforming [hormones and growing more independently, etc.]. Marked with confusing moments in their life, young adults will crave this sense of belonging to a community, or feel like they are already contributing to society [juvenile ambition] by trying on various roles or various styles (preppy, punk rock, star athlete, sexuality, and other various aspects that may relate to identity.). This results them forming an identity from the exploration. The positive virtue from identity-exploring is fidelity, or having the capacity to accept oneself for who they are. When remarkably confused, such as having bombarding questions that include not knowing what to do as an adult, not knowing their deep passions, or struggling with identity exploration, the young adult may be experiencing role confusion, which can lead to the negative outcome of this stage (rebellion) often deeply-rooted/associated with confusion. Role-confusers may have dissatisfaction in this part of their life, as they aren't as fulfilled as those who managed to explore their identities.
See: Identity: Youth and Crisis, Erik Erikson
Intimacy v. Isolation
Going into the next stage, Erikson described that at this time, most of us will have begun exploring our romantic interests. This delves deep into most young adults searching for long-term commitments, and, if successful at this stage, the virtue they gain is love, therefore enhancing the comfort of the relationship with sentiments such as commitment, safety, and care. A lack of or avoidance towards intimacy can lead, again, to an unfulfilled stage feeling unhappy or simply feeling lonely or isolated or depressed.
Generativity v. Stagnation
People at this stage may have careers, homes, and/or even a family of their own. Erikson highlighted that we know the bigger picture of life, and we know we are being a part of it based on the security and ambition we maintained [working, paying taxes, community involvement, raising children, etc..]. These are known to be generative activities that teaches the wisdom of caring for others. If otherwise, such as the unproductive feeling that leaves people unfulfilled, then the people are stuck or stagnant. With the lack of accomplished success, they are left with intense boredom and an absence of purpose, hence the term mid-life crisis.
Integrity v. Despair
In later adulthood, until death, Erikson describes the time in which most people [senior citizens] will have to confront either integrity or despair. Now, at this point, the seniors will have achieved so many things in life, and gained so many lessons. You might have heard your grandmother or father reminisce about their old days, retelling it as if though they were in that position of life again; however, based on what their commentary about it, you might be able to notice whether or not they have looked back upon it with a soft, happy chuckle [thoughts such as Ah, I remember this... or being proud of everything they've done] or with a saddening tone overflowing with regret [guilt about past, thoughts like I should have done this and that differently, etc.]. For senior citizens who are contented with their accomplishments in life, they have developed integrity, indicating that they have satisfied themselves to the fullest throughout their entire lifespan; therefore, they gain the positive virtue of wisdom and a feeling of completeness.
"It is the acceptance of one's one and only life cycle as something that had to be and that, by necessity, permitted of no substitutions..." -Erik Erikson describing Integrity, Childhood in Society
On the contrary, if they are brimming with retrospective discontent, seniors may feel despair, leaving them with dissatisfaction, hopelessness, and depression upon death.
WHAT THIS INFORMATION SHOULD TELL YOU
As you may have noticed, having failed one stage in this life does not mean that it predominantly determines the success of the next one. As Erikson asserted himself, development is a lifelong process. Having encountered a negative outcome can teach someone to be better and later succeed the next stage with the wisdom of learning a virtue, or vice versa. The stages provides an idea as to what conflicts may lie ahead of a child as they progress physically, emotionally, mentally, and/or sexually; however, keep in mind that it does tend to generalize childhood and adulthood. For instance, as people grow older, some will not have the time or energy to accomplish or succeed the way they did when they were children, or some early young adults will have still lived with their parents and will not have the time to spare for relationship searches in stage 5, etc.. Lives will vary for the most part - depending on our circumstances and factors that come along with it - but the theory does provide an idea, overall, as to how most people may live based on the conflicts that are usually stumbled upon.
FOR FURTHER READING [All by Erik Erikson]:
Childhood and Society
Identity: Youth and Crisis
The Life Cycle Completed
Youth: Change and Challenge (Including the ones above): Young Man Luther: A Study In Psychoanalysis and History
Life History and the Historical Moment
REFERENCES:
CrashCourse. “Adolescence: Crash Course Psychology #20.”YouTube, uploaded by CrashCourse, 23 June 2014, www.youtube.com/watch?v=PzyXGUCngoU.
Erikson, Erik.Childhood and Society. Reissue, W. W. Norton & Company, 1993.
khanacademymedicine. “Freud’s Psychosexual Development | Individuals and Society | MCAT | Khan Academy.” YouTube, uploaded by khanacademymedicine, 25 Feb. 2014, www.youtube.com/watch?v=nG7yosFQHP4.
khanacademymedicine. “Overview of Theories of Development | Individuals and Society | MCAT | Khan Academy.” YouTube, uploaded by khanacademymedicine, 25 Feb. 2014, www.youtube.com/watch?v=WMv8A9qg6jY.
Mcleod, Saul. “Erik Erikson | Psychosocial Stages | Simply Psychology.”Simply Psychology, 3 May 2018, www.simplypsychology.org/Erik-Erikson.html#:%7E:text=Autonomy%20versus%20shame%20and%20doubt,Erikson’s%20stages%20of%20psychosocial%20development.&text=According%20to%20Erikson%2C%20children%20at,to%20the%20virtue%20of%20will.
Orenstein, Gabriel. “Eriksons Stages of Psychosocial Development - StatPearls - NCBI Bookshelf.”-, uploaded by -, 9 Mar. 2020, www.ncbi.nlm.nih.gov/books/NBK556096.
Shoutout to a good friend of mine who clarified everything for me!
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