Erikson’s Psychosocial theoryErikson’s Psychosocial theory

Psychosocial is a description of the Psychosocial is a description of the relation between an individual’s emotional relation between an individual’s emotional needs and the social environment around needs and the social environment around him or her.him or her.

According to this theory, at critical ages, According to this theory, at critical ages, people experience developmental crises, people experience developmental crises, specific conflicts whose resolution specific conflicts whose resolution prepares the way for the next stage.prepares the way for the next stage.

Erikson’s Psychosocial theoryErikson’s Psychosocial theoryPerson

Environment

First conflict: trust vs. mistrust. A baby in a supportive environment (where parents are dependable and responsive to the child), learns to trust people. A baby in a chaotic, non-supportive environment learns that people cannot be trusted.

The baby learns this lesson because babies must depend on other people to survive. At no other time in our lives are we normally so dependent. This is why we learn this lesson at this stage of life.

What we learn about trust at this early age influences how we deal with people for much of the rest of our lives.

Erikson’s Psychosocial theoryErikson’s Psychosocial theoryPerson

Environment

Adolescents deal with “identity vs. role confusion.” At this point in their lives, adolescents have developed many of the cognitive skills they will use as adults and their bodies have become adult. Thus, they need to learn “who they are” in the world. Their environment (parents, teachers, etc.) can be supportive of this process or restrictive in some significant way.

Adolescents who successfully resolve this conflict develop a strong sense of self. Adolescents who don’t will struggle with their identity for many years.

Erikson’s Theory of Personal Erikson’s Theory of Personal DevelopmentDevelopment

Life events

Erikson stages

Born: helpless & dependent on others for survival

Trust vs. MistrustCaregivers help (trust) or they don’t (mistrust)

Ages 1-3Learn basic self care, including toilet training

Autonomy vs. Shame and DoubtChildren’s mistakes in learning to care for self are either considered normal or they are excessively punished

Autonomy means independence.

Ages 3-6Beginning to learn about the world and how to operate in it.

Initiative vs. GuiltExplorations are either supported by caregivers or thwarted.

Initiative is willingness to begin new activities and explore new ideas.

Erikson’s Theory of Personal Erikson’s Theory of Personal Development, continuedDevelopment, continued

Life events

Erikson stages

Ages 6-12Begins school, develops academically and intellectually

Industry vs. InferiorityLearns how to work and succeed academically or else does not learn these skills

Ages 12-18Adolescence, puberty, beginning to become adult

Identity vs. ConfusionDevelops own identity separate from family or else fails to do this.

Young adulthoodChooses permanent relationships

Intimacy vs. IsolationChooses to be in significant relationships or else may not be emotionally able to sustain intimate relationships

Industry is eagerness to engage in productive work.

Erikson’s Theory of Personal Erikson’s Theory of Personal Development, continuedDevelopment, continued

Life events

Erikson stages

Middle adulthoodWorking (either on a job or at home raising children)

Generativity vs. Stagnation Feels like one’s work is a contribution or not

Old ageFacing death, assessing one’s life

Integrity vs. DespairFeels as if life has been well-lived—or not

Generativity: sense of concern for future generationsIntegrity: sense of self-acceptance and fulfillment

Remembering Erikson’s stagesRemembering Erikson’s stages Remember the positive term and something about the age. Remember the positive term and something about the age.

Then connect the negative term.Then connect the negative term. Baby, TRUSTBaby, TRUST (when kids are born they have to trust that others will (when kids are born they have to trust that others will

care for them) opposite is MISTRUSTcare for them) opposite is MISTRUST Toddler, AUTONOMYToddler, AUTONOMY (toddlers are working at becoming independent. (toddlers are working at becoming independent.

When they are scolded in potty training, they feel SHAME & DOUBT) When they are scolded in potty training, they feel SHAME & DOUBT) Preschooler, INITIATIVEPreschooler, INITIATIVE (preschoolers want to learn about the world. (preschoolers want to learn about the world.

When they are held back, they feel GUILT).When they are held back, they feel GUILT). Elementary, INDUSTRYElementary, INDUSTRY (kids learn how to work at school or else they (kids learn how to work at school or else they

feel INFERIORITY)feel INFERIORITY) Teens, IDENTITYTeens, IDENTITY (teens develop own identity or else confusion— (teens develop own identity or else confusion—

IDENTITY CONFUSION)IDENTITY CONFUSION) Twenties, INTIMACYTwenties, INTIMACY (young adults choose relationships or become (young adults choose relationships or become

ISOLATED)ISOLATED) Mid life, GENERATIVITYMid life, GENERATIVITY (middle adults feel their life work is (middle adults feel their life work is

worthwhile or feel STAGNATED)worthwhile or feel STAGNATED) Old age, INTEGRITYOld age, INTEGRITY (can be peaceful about death because life was (can be peaceful about death because life was

well lived or else DESPAIR)well lived or else DESPAIR)

Resolutions to Erikson’s stagesResolutions to Erikson’s stages PositivePositive Trust vs. Mistrust: trust in Trust vs. Mistrust: trust in

themselves and others. themselves and others. Relaxed positive attitude.Relaxed positive attitude.

Autonomy vs. shame and Autonomy vs. shame and doubt: good sense and doubt: good sense and command of their will power. command of their will power. Feel free to be themselves.Feel free to be themselves.

Initiative vs. guilt: believe they Initiative vs. guilt: believe they know how the world works. know how the world works. Clear sense of what they want Clear sense of what they want in life.in life.

NegativeNegative Trust vs. Mistrust: see the Trust vs. Mistrust: see the

world as inconsistent and world as inconsistent and threatening. See life as not threatening. See life as not predictable, and view good predictable, and view good things as temporary.things as temporary.

Autonomy vs. shame and Autonomy vs. shame and doubt: fear being exposed as doubt: fear being exposed as inadequate. Attempt to hide inadequate. Attempt to hide their feelings of their feelings of powerlessness.powerlessness.

Initiative vs. guilt: fear of being Initiative vs. guilt: fear of being inadequate and of making inadequate and of making mistakes. Self-restrictive and mistakes. Self-restrictive and sometimes overconscientious.sometimes overconscientious.

This is the evidence you will see in a person’s life for how they resolved each of these stages.

Continued, next slide

Resolutions to Erikson’s stagesResolutions to Erikson’s stages PositivePositive Industry vs. inferiority: relish Industry vs. inferiority: relish

achievement and like to tackle achievement and like to tackle challenging tasks.challenging tasks.

Identity vs. confusion: know Identity vs. confusion: know who they are, what their goals who they are, what their goals are, and where they’re going.are, and where they’re going.

Intimacy vs. isolation: commit Intimacy vs. isolation: commit to partnerships and have the to partnerships and have the ethics to abide by the ethics to abide by the commitments to friends and commitments to friends and significant others.significant others.

NegativeNegative Industry vs. inferiority: feel Industry vs. inferiority: feel

inadequate, incapable, and inadequate, incapable, and estranged. Lack ambition.estranged. Lack ambition.

Identity vs. confusion: see Identity vs. confusion: see conflict in who they are and conflict in who they are and what they would like to be.what they would like to be.

Intimacy vs. isolation: self-Intimacy vs. isolation: self-absorbed. Identity is too absorbed. Identity is too fragile to maintain the fragile to maintain the uncertainties of intimacy.uncertainties of intimacy.

Continued, next slideHow can you, as a teacher, help students to resolve these conflicts positively?

Resolutions to Erikson’s stagesResolutions to Erikson’s stages

PositivePositive Generativity vs. Generativity vs.

stagnation: concern for stagnation: concern for creation of better world. creation of better world. Focus on service to Focus on service to others.others.

Integrity vs. despair: feel Integrity vs. despair: feel their lives have meaning their lives have meaning and significanceand significance

NegativeNegative Generativity vs. Generativity vs.

stagnation: lack long-stagnation: lack long-term goals and term goals and commitments. Live for commitments. Live for short-term gratification.short-term gratification.

Integrity vs. despair: view Integrity vs. despair: view life as filled with missed life as filled with missed opportunitiesopportunities

What should a person do when a conflict has been resolved negatively? This is where exploring the past through journaling and talking with a trusted person (friend, counselor, pastor, etc.) can help a whole lot. When we have information about our past and its effects, we can make decisions so that it no longer has as much influence on us.

Comparing Erikson & PiagetComparing Erikson & Piaget

PiagetPiaget EriksonErikson

Mechanism for Mechanism for growthgrowth

Drive for equilibriumDrive for equilibrium(assimilation & accommodation)(assimilation & accommodation)Brain developmentBrain development

Crises at critical ages (when a person’s Crises at critical ages (when a person’s social & emotional tasks change)social & emotional tasks change)

Focus of theoryFocus of theory Cognitive DevelopmentCognitive Development Emotional DevelopmentEmotional Development

InfancyInfancy SensorimotorSensorimotor Trust vs. MistrustTrust vs. Mistrust

ToddlerToddler PreoperationalPreoperational Autonomy vs. Shame & Doubt (this Autonomy vs. Shame & Doubt (this stage begins a little earlier than stage begins a little earlier than preoperational)preoperational)

Pre-schoolPre-school PreoperationalPreoperational Initiative vs. GuiltInitiative vs. Guilt

Elementary schoolElementary school Concrete OperationalConcrete Operational Industry vs. InferiorityIndustry vs. Inferiority

AdolescenceAdolescence Formal OperationsFormal Operations Identity vs. ConfusionIdentity vs. Confusion

Young AdulthoodYoung Adulthood Formal OperationsFormal Operations Intimacy vs. IsolationIntimacy vs. Isolation

Middle AdulthoodMiddle Adulthood Formal OperationsFormal Operations Generativity vs. StagnationGenerativity vs. Stagnation

ElderlyElderly Formal OperationsFormal Operations Integrity vs. DespairIntegrity vs. Despair

Erikson in the classroomErikson in the classroom Be aware of the stage(s) your students are in.Be aware of the stage(s) your students are in. Offer opportunities to engage with aspects of Offer opportunities to engage with aspects of

that stage. Pre-schoolers need support for that stage. Pre-schoolers need support for taking initiative. Elementary students need taking initiative. Elementary students need support for learning how to work effectively. support for learning how to work effectively. Adolescents need opportunities to explore their Adolescents need opportunities to explore their own identities. own identities.

Scaffold the opportunities you offer so students Scaffold the opportunities you offer so students can experience success. For example, if a child can experience success. For example, if a child has a hard time working independently for an has a hard time working independently for an hour, cut back on the time until the child can hour, cut back on the time until the child can succeed and then start extending the time.succeed and then start extending the time.

Erikson in the classroomErikson in the classroom Encourage initiative in pre-school students. Encourage initiative in pre-school students.

Give them choices, provide opportunities and Give them choices, provide opportunities and support for them to succeed, and help them support for them to succeed, and help them learn how to deal with their mistakes in a learn how to deal with their mistakes in a positive way.positive way.

Encourage industry with elementary and middle Encourage industry with elementary and middle school students. Help them to work school students. Help them to work independently by giving them short assignments independently by giving them short assignments and then longer ones. Give them opportunities and then longer ones. Give them opportunities to demonstrate and use their sense of to demonstrate and use their sense of responsibility. Provide extra support for students responsibility. Provide extra support for students who seem to be struggling with this.who seem to be struggling with this.

VocabularyVocabularyAutono-mous

morality

Collective self-

esteem

Crisis

Empathy

External morality

Identity

Internalization

Inter-personal harmony

stage

Law and order stage

Market exchange

stage

Moral dilemma

Personal develop-

ment

Perspective taking

Proactive aggression

Punish-ment-

obedience stage

Self-concept

Self-esteem

Self-worth

Social conventions

Social contract

stage

Social develop-

ment

Social problem solving

Universal principles

stage

Puberty

Anorexia nervosa

Bulimia Psychosocial

Develop-mental crisis

Autonomy

Initiative

Industry

Identity achievement

Moratorium

Identity foreclosure

Identity diffusion

Integrity

Generativity

Bioecological model

Blended families

Parenting styles

Relational aggression

Overt aggression

Hostile aggression

Instrumental aggression

Nigrescence

Racial and ethnic pride

Theory of mind

Morality of cooperation

Moral realism

Distributive justice

Moral reasoning