Erikson's psychosocial development theory erik erikson's psychosocial crisis life cycle model the eight stages of human development
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morning and be in a new life stage. Changes don't happen in regimented clear-cut steps. Changes are graduated, mixed-together and organic. In this respect the 'feel' of the model is similar to other flexible human development frameworks (for example, Elisabeth Kübler-Ross's 'Grief Cycle' , and
Maslow's Hierarchy of Needs ). Where a person passes unsuccessfully through a psychosocial crisis stage they develop a tendency towards one or other of the opposing forces (either to the syntonic or the dystonic, in Erikson's language), which then becomes a behavioural tendency, or even a mental problem. In crude terms we might call this 'baggage' or a 'hang-up', although perhaps avoid such terms in serious work. I use them here to illustrate that Erikson's ideas are very much related to real life and the way ordinary people think and wonder about things. Erikson called an extreme tendency towards the syntonic (first disposition) a 'maladapation', and he identified specific words to represent the maladapation at each stage. He called an extreme tendency towards the dystonic (second disposition) a 'malignancy', and again he identified specific words to represent the malignancy at each stage. More under 'Maladapations' and 'Malignancies' . Erikson emphasised the significance of and 'mutuality' and 'generativity' in his theory. The terms are linked. Mutuality reflects the effect of generations on each other, especially among families, and particularly between parents and children and grandchildren. Everyone potentially affects everyone else's experiences as they pass through the different crisis stages. Generativity, actually a named disposition within one of the crisis stages (Generativity v Stagnation, stage seven), reflects the significant relationship between adults and the best interests of children - one's own children, and in a way everyone else's children - the next generation, and all following generations. Generations affect each other. A parent obviously affects the child's psychosocial development, but in turn the parent's psychosocial development is affected by their experience of dealing with the child and the pressures produced. Same for grandparents. Again this helps explain why as parents (or teachers or siblings or grandparents) we can often struggle to deal well with a young person when it's as much as we can do to deal with our own emotional challenges. In some ways the development actually peaks at stage seven, since stage eight is more about taking stock and coming to terms with how one has made use of life, and ideally preparing to leave it feeling at peace. The perspective of giving and making a positive difference for future generations echoes Erikson's humanitarian philosophy, and it's this perhaps more than anything else that enabled him to develop such a powerful concept.
Erikson's psychosocial theory of the 'eight stages of human development' drew from and extended the ideas of Sigmund Freud and Freud's daughter Anna Freud, and particularly the four (or five, depending on interpretation) Freudian stages of development, known as Freud's psychosexual stages or Freud's sexual theory. These concepts are fundamental to Freudian thinking and are outlined below in basic terms relating to Erikson's psychosocial stages.
Freud's concepts, while influential on Erikson, are not however fundamental to Erikson's theory, which stands up perfectly well in its own right. It is not necessary therefore to understand or agree with Freud's ideas in order to appreciate and use Erikson's theory. If you naturally relate to Freud's ideas fine, otherwise leave them to one side. Part of Erikson's appeal is that he built on Freud's ideas in a socially meaningful and accessible way - and in a way that did not wholly rely on adherence to fundamental Freudian thinking. Some of Freud's theories by their nature tend attract a lot of attention and criticism - sex, breasts, genitals, and bodily functions generally do - and if you are distracted or put off by these references then ignore them, because they are not crucial for understanding and using Erikson's model.
Age guide is a broad approximation, hence the overlaps. The stages happen in this sequence, but not to a fixed timetable.
age guide
psychosocial crisis stages
1. Oral Stage - Feeding, crying, teething, biting, thumb- sucking, weaning - the mouth and the breast are the centre of all experience. The infant's actual experiences and attachments to mum (or maternal equivalent) through this stage have a fundamental effect on the unconscious mind and thereby on deeply rooted feelings, which along with the next two stages affect all sorts of behaviours and (sexually powered) drives and aims - Freud's 'libido' - and preferences in later life. 1. Trust v Mistrust 0-1½ yrs, baby, birth to walking 2. Anal Stage - It's a lot to do with pooh - 'holding on' or 'letting go' - the pleasure and control. Is it dirty? Is it okay? Bodily expulsions are the centre of the world, and the pivot around which early character is formed. Am I pleasing my mum and dad? Are they making me feel good or bad about my bottom? Am I okay or naughty? Again the young child's actual experiences through this stage have a deep effect on the unconscious and behaviours and preferences in later life. 2. Autonomy v Shame and Doubt 1-3 yrs, toddler, toilet training 3. Phallic Stage - Phallic is not restricted to boys. This stage is focused on resolving reproductive issues. This is a sort of dry run before the real game starts in adolescence. Where do babies come from? Can I have a baby? Why has dad got a willy and I've not? Why have I got a willy and mum hasn't? Why do they tell me off for touching my bits and pieces down there? (Boys) I'm going to marry mum (and maybe kill dad). (Girls) I'm in love with my dad. Oedipus Complex, Penis envy, Castration Anxiety, etc. "If you touch yourself down there it'll fall off/heal up.." Inevitably once more, experiences in this stage have a profound effect on feelings and behaviour and libido in later life. If you want to know more about all this I recommend you read about Freud, not Erikson, and I repeat that understanding Freud's psychosexual theory is not required for understanding and using Erikson's concepts. 3. Initiative v Guilt
3-6 yrs, pre- school,
nursery 4. Latency Stage - Sexual dormancy or repression. The focus is on learning, skills, schoolwork. This is actually not a psychosexual stage because basically normally nothing formative happens sexually. Experiences, fears and conditioning from the previous stages have already shaped many of the child's feelings and attitudes and these will re- surface in the next stage. 4. Industry v Inferiority 5-12 yrs, early school
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