Assignment

Stages of Personality Development

By Erik Erikson
Course:
Psychology
Submitted to:
Sir Faisal Mumtaz
Dated:
12th March, 2018
Submitted by:
Abdul Rahman-017

DEPARTMENT OF MANAGEMENT SCIENCES

COMSATS, INSTITUTE OF INFORMATION TECHNOLOGY

 Stages of Personality Development
1) History of Erik Erikson
Erik Erikson (1950, 1963) proposed a psychoanalytic theory of psychosocial development
comprising eight stages from infancy to adulthood. During each stage, the person experiences a
psychosocial crisis which could have a positive or negative outcome for personality development.
Erikson's ideas were greatly influenced by Freud, going along with Freud’s (1923) theory
regarding the structure and topography of personality. However, whereas Freud was an id
psychologist, Erikson was an ego psychologist. He emphasized the role of culture and society and
the conflicts that can take place within the ego itself, whereas Freud emphasized the conflict
between the id and the superego. According to Erikson, the ego develops as it successfully
resolves crises that are distinctly social in nature. These involve establishing a sense of trust in
others, developing a sense of identity in society, and helping the next generation prepare for the
future.

2) Psychosocial Stages
Erikson’s (1959) theory of psychosocial development has eight distinct stages, taking in five
stages up to the age of 18 years and three further stages beyond, well into adulthood. Erikson
suggests that there is still plenty of room for continued growth and development throughout
one’s life. Erikson puts a great deal of emphasis on the adolescent period, feeling it was a crucial
stage for developing a person’s identity.

1. Trust vs. Mistrust

During this stage, the infant is uncertain about the world in which they live. To resolve these
feelings of uncertainty, the infant looks towards their primary caregiver for stability and
consistency of care. If the care the infant receives is consistent, predictable and reliable, they will
develop a sense of trust which will carry with them to other relationships, and they will be able
to feel secure even when threatened.
2. Autonomy vs. Shame and Doubt
The child is developing physically and becoming more mobile. Between the ages of 18 months
and three, children begin to assert their independence, by walking away from their mother,
picking which toy to play with, and making choices about what they like to wear, to eat, etc. The
child is discovering that he or she has many skills and abilities, such as putting on clothes and
shoes, playing with toys, etc. Such skills illustrate the child's growing sense of independence and
autonomy. Erikson states it is critical that parents allow their children to explore the limits of
their abilities within an encouraging environment which is tolerant of failure.
3. Initiative vs. Guilt
The child takes initiatives which the parents will often try to stop in order to protect the child.
The child will often overstep the mark in his forcefulness, and the danger is that the parents will
tend to punish the child and restrict his initiatives too much. It is at this stage that the child will
begin to ask many questions as his thirst for knowledge grows. If the parents treat the child’s
questions as trivial, a nuisance or embarrassing or other aspects of their behavior as threatening
then the child may have feelings of guilt for “being a nuisance”. Too much guilt can make the
child slow to interact with others and may inhibit their creativity. Some guilt is, of course,
necessary; otherwise the child would not know how to exercise self-control or have a conscience.
4. Industry (competence) vs. Inferiority
It is at this stage that the child’s peer group will gain greater significance and will become a major
source of the child’s self-esteem. The child now feels the need to win approval by demonstrating
specific competencies that are valued by society and begin to develop a sense of pride in their
accomplishments. If children are encouraged and reinforced for their initiative, they begin to feel
industrious and feel confident in their ability to achieve goals. If this initiative is not encouraged,
if it is restricted by parents or teacher, then the child begins to feel inferior, doubting his own
abilities and therefore may not reach his or her potential. If the child cannot develop the specific
skill they feel society is demanding (e.g., being athletic) then they may develop a sense of
inferiority. Some failure may be necessary so that the child can develop some modesty. Success
in this stage will lead to the virtue of competence.
5. Identity vs. Role Confusion
Erikson claims that the adolescent may feel uncomfortable about their body for a while until they
can adapt and “grow into” the changes. Success in this stage will lead to the virtue of fidelity.
Fidelity involves being able to commit one's self to others on the basis of accepting others, even
when there may be ideological differences. During this period, they explore possibilities and
begin to form their own identity based upon the outcome of their explorations. Failure to
establish a sense of identity within can lead to role confusion. Role confusion involves the
individual not being sure about themselves or their place in society. In response to role confusion
or identity crisis, an adolescent may begin to experiment with different lifestyles. Also pressuring
someone into an identity can result in rebellion in the form of establishing a negative identity,
and in addition to this feeling of unhappiness.
6. Intimacy vs. Isolation
Occurring in young adulthood, we begin to share ourselves more intimately with others. We
explore relationships leading toward longer-term commitments with someone other than a
family member. Successful completion of this stage can result in happy relationships and a sense
of commitment, safety, and care within a relationship. Avoiding intimacy, fearing commitment
and relationships can lead to isolation, loneliness, and sometimes depression. Success in this
stage will lead to the virtue of love.
7. Generativity vs. Stagnation
During middle adulthood, we establish our careers, settle down within a relationship, begin our
own families and develop a sense of being a part of the bigger picture. We give back to society
through raising our children, being productive at work, and becoming involved in community
activities and organizations. By failing to achieve these objectives, we become stagnant and feel
unproductive. Success in this stage will lead to the virtue of care.
8. Ego Integrity vs. Despair
As we grow older and become senior citizens, we tend to slow down our productivity and explore
life as a retired person. It is during this time that we contemplate our accomplishments and can
develop integrity if we see ourselves as leading a successful life. Erik Erikson believed if we see
our lives as unproductive, feel guilt about our past, or feel that we did not accomplish our life
goals, we become dissatisfied with life and develop despair, often leading to depression and
hopelessness. Success in this stage will lead to the virtue of wisdom. Wisdom enables a person
to look back on their life with a sense of closure and completeness, and also accept death without
fear.