Eriksons 8 Psychosocial Developmental Stages Analysis (Essay Sample)

Eriksons 8 Psychosocial Developmental Stages Analysis
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Erikson’s 8 Psychosocial Developmental Stages Analysis
Introduction
Erik Erikson felt that the development of children is based on a predetermined order and that socializing affects their sense of self. In this way, Erikson’s Theory of Psychosocial Development follows eight unique stages and each has two possible results. According to this theory, when a stage or phase is completed successfully, a healthy personality is achieved and failure to complete a stage leads to unhealthy personality, as well as a poor sense of self (Gines, n.d., p. 24).
Trust vs. Mistrust
The first psychosocial development occurs in the first year after a child is born. In this period, the infant remains uncertain with the surrounding environment and turns to its primary caregiver for strength and consistency in care. According to Shaffer (2008, p. 43), if this care is reliable, predictable and steadfast, the child develops a feeling of trust, which get transferred into other relations and feels secure in the world. This builds a virtue of hope because of the developing trust knowing that there is a source of support. However, if the infant undergoes cruel, undependable and inconsistent treatment, then he/she cultivates a feeling of mistrust and does not have assurance in the world in which he/she lives. The child is bound to carry a feeling of mistrust in all other relationships and may have heightened uncertainties and anxiety with the surrounding environment (Gines, n.d., p. 24).
Autonomy vs. Shame and Doubt
This stage occurs between age 1 and 3 years when a child is beginning to familiarize with its surroundings. A child starts to declare independence from the caregiver by acts like walking away and playing with toys. Additionally, a child begins to develop many skills and abilities like putting on clothes, which shows independence and self-confidence. In this way, the caregiver needs to encourage a child to be more independent and to reassure the child to avoid recurring failure like when one is trying to dress. If the caregiver motivates the child to make use of these abilities and reassures a child when he/she make mistakes, then a child builds confidence that is needed in future endeavors. However, if a caregiver keeps disapproving and overprotecting a child who is trying to do acts of independence, he/she may starts having feelings of shame or doubt. Such a child becomes overly dependent on others and lacks the self-confidence, which leads to one doubting his/her own abilities (Shaffer, 2008, p. 43).
Initiative vs. Guilt
During this stage, a child at 3 to 5 years begins to have a sense of power because of the established motor skills. The child tends to engage with others and interacting with those around, especially during play at school. Interpersonal skills begin to develop as a child constantly plays games, makeup play games and initiating others to participate in the games. Cross (2004, p. 27) argues that a child learns to create a balance between excitements for more exploration, learns responsibility while also understanding how to control whims and childish imaginations. When such a child is given the opportunity, one develops a feeling of initiative and feels confident in the potential to lead others and even make decisions. If the caregiver motivates the child, but also remains consistent with discipline, a child understands without any guilt that there are certain things that are unacceptable, while at the same time uses his/her initiative to imagine while playing games and interact with others. However, if a child faces criticism in everything, he/she develops feelings of guilt and lacks initiative. Too much guilt is likely to cause a child to become slow in interacting and prevents creativity leading to a loss of purpose (Cross, 2004, p. 27).
Industry (competence) vs. Inferiority
According to Cross (2004, p. 27), this phase children between 5 to 12 years begin to learn, especially in school, make things and gain skills of working to become a potential provider. The child peer group becomes crucial, who in a way, tend to become a source of self-esteem. A child starts to desire winning in order to acquire approval by participating in activities valued in the society and even develops pride in one’s achievements. If a child discovers the pleasure of intellectual achievement, valued productivity and seeks success, then one acquires a sense of confidence. If not, and the child experiences restriction instead of encouragement by parents, peers and teachers, then inferiority complex creeps in and the child begins to doubt their potential (Shaffer, 2008, p. 43).
Identity vs. Role Confusion
Erikson says that this period starts at 12 to 18 years where one is evolving from childhood to reach adulthood. According to Erkson (1993), this is a time for asking, "”Who am I?" in which a child tries to re-examine one’s identity. At this stage, adolescents begin to feel unsure and uncomfortable with their bodies, but they can be able to adapt to these changes. This creates fidelity of being able to accept oneself and others, even though people are different. Erikson argues that adolescents feel the need to explore all possibilities and then form their own identity that is based on the results of this exploration. He says that a failure to form an identity, for example, being unable to establish what one want to do with their lives leads to role confusion. The essence of role confusion happens if one does not the surety about themselves and cannot state their place in the society (Cross, 2004, p. 27).
Intimacy vs. Isolation
This stage is young adulthood between 18 to 40 years, and the most crucial events are love and relationships. It becomes clear that as humans, people begin to share intimately with others and form relationships that have the potential for long-term relationship with others apart fr...