19.1 Erikson’s Theory of Psychosocial Development
Learning Objectives
- Use Erikson’s theory to characterize psychosocial development across the lifespan
Erik Erikson formulated a theory of psychosocial development that posited that development is organized around eight age-graded developmental tasks. At each age, infants, children, adolescents, and adults, negotiate target developmental tasks that are specific to that period of development. When the target task is negotiated successfully, it creates a foundation for future healthy development and provides a basis for the successful negotiation of future developmental tasks. When a task is not well resolved, this makes continued healthy development more difficult. The development of a healthy personality and a sense of competence depend on the successful completion of each task.
Erikson believed that we are aware of what motivates us throughout life. We make conscious choices in life, and these choices focus on meeting certain social and cultural needs rather than purely biological ones. Humans are motivated, for instance, by the need to feel that the world is a trustworthy place, that we are capable individuals, that we can make a contribution to society, and that we have lived a meaningful life. These are all psychosocial problems.
Erikson described eight stages, each with a major psychosocial task to accomplish or crisis to overcome. Erikson believed that our personality continues to take shape throughout our life span as we face these challenges. Here is an overview of each stage:
Table 19.1: Erikson’s Psychosocial Stages of Development
| Stage | Approximate Age (years) | Virtue: Developmental Task | Description |
|---|---|---|---|
| 1 | 0–1 | Hope: Trust vs. Mistrust | Trust (or mistrust) that basic needs, such as nourishment and affection, will be met |
| 2 | 1–3 | Will: Autonomy vs. Shame | Sense of independence in many tasks develops |
| 3 | 3–6 | Purpose: Initiative vs. Guilt | Take initiative on some activities, may develop guilt when success not met or boundaries overstepped |
| 4 | 7–11 | Competence: Industry vs. Inferiority | Develop self-confidence in abilities when competent or sense of inferiority when not |
| 5 | 12–18 | Fidelity: Identity vs. Role Confusion | Experiment with and develop identity and roles |
| 6 | 19–39 | Love: Intimacy vs. Isolation | Establish intimacy and relationships with others |
| 7 | 40–64 | Care: Generativity vs. Stagnation |
Contribute to society and be part of a family |
| 8 | 65+ | Wisdom: Integrity vs. Despair | Assess and make sense of life and meaning of contributions |
Infancy: Trust vs. Mistrust
The developmental task of infancy is trust vs. mistrust, and it is negotiated in the establishment of a secure attachment relationship with the caregiver. Erikson maintained that during the first year to year and a half of life the most important goal is the development of a basic sense of trust in one’s caregivers (Erikson, 1982). Infants are dependent a