Erik Erikson (1902-1994) was an American psychoanalyst, albeit of German origin, who stood out for his contributions to the field of the developmental psychology. One of his best-known theories was “The Theory of Psychosocial Development”, elaborated in 1950.
In this article we will see what each of the 8 stages or crises that make up Erikson’s theory consist of, focused on the life cycle. We will know their most relevant characteristics and in which ages they appear.
Erik Erikson’s Theory of Psychosocial Development: What is it?
In this theory, Erikson states that there are 8 types of crisis that we all go through throughout our life cycle, at different stages of life. That is, from birth to old age (including consequent death).
Each crisis corresponds to a vital stage (at a more or less defined period of age); when a crisis is overcome, the next stage is reached. On the other hand, each crisis includes a dichotomous term, that is, two antagonistic concepts (for example: trust vs. distrust), as we will see later.
These crises are strongly influenced by the vital moment of societyThis is due to its own characteristics, as well as to the development of external events (social, personal…). Let’s see what each crisis of Erik Erikson’s Theory of Psychosocial Development consists of and the characteristics of each of them:
Stage 1: trust vs. mistrust (0 – 18 months)
It consists of the first stage and therefore the first crisis. It appears from birth and usually extends to about 18 months (1 year and a half of age). This stage is characterized because initially the child mistrusts everyone, but progressively learns to trust others (or not to do so); that is, begins to discern who can and cannot be trusted.
Trust is a variable closely related to attachment and social relations. In this first stage, this trust has a more elemental character linked to sustenance, alluding to whether or not the child trusts that “X” person(s) will meet his or her basic needs. For trust to be believed, the quality of the child’s care must be good.
Stage 2: autonomy vs. shame and doubt (18 months – 3 years)
The second stage of Erik Erikson’s Theory of Psychosocial Development begins when the previous stage ends, at 18 months, and lasts up to 3 years approximately. It is characterized because the child initially feels shame towards others and doubts everything. Progressively, if the crisis is “overcome”, the child will acquire autonomy and control over his or her own body.
In addition, you will increasingly be able to perform tasks on your own. This stage is very important because it relates to the child’s independence, an essential tool for self-concept and well-being (here parents have a great role).
Stage 3: initiative vs. guilt (3 – 5 years)
The third stage ranges from 3 to 5 years old. Here the child takes initiative to play and to perform other activities. He feels more confident and has more control of his world. In addition, he begins to interact more with other children.
If the child successfully passes this stage, he or she will be able to guide other children to play or do other things. If the child doesn’t get through the crisis or gets “stuck,” he or she will have a feeling of guilt and doubt.
Stage 4: industriousness vs. inferiority (5 – 13 years)
The fourth stage of Erik Erikson’s Theory of Psychosocial Development appears when the child is more autonomous and begins to be more “older”, from the age of 5, and extends until the age of 13 (beginning of adolescence). Here the child can recognize which skills he has and which he lacksas well as recognizing the abilities of their peers. Can begin to make abstractions.
The reason for the crisis is that, on the one hand, the child still feels “child” (inferior), but on the other hand, he wants to do things, study… (industriousness). In addition, the tasks you want to do are increasingly demanding and challenging (which is what they require). This is why this stage is related to your skills.
Stage 5: Identity vs. diffusion of identity (13 – 21 years)
This stage takes place in the middle of adolescence: from 13 to 21 years of age (WHO World Health Organization considers adolescence to extend from 10 to 19 years of ageapproximately).
At this stage the adolescent finds his own identity (this includes sexual identity); begins to understand what he likes, whether boys or girls, etc. To get to this would be to overcome the crisis. Before, but when the adolescent is in crisis, he feels lost and confused (diffusion of identity). The failure to overcome the crisis is also called “role confusion”.
It is at this stage when adolescents begin to know what role they have or want to play in society, what they want to study, what they like, what aspirations they have, etc.
Stage 6: Intimacy vs. Isolation (21-39 years)
The sixth stage of Erik Erikson’s Theory of Psychosocial Development ranges from 21 to approximately 39 years of age. It’s about early adulthood. It is characterized because, on the one hand, the boy or girl wants to be intimate with other people, establish intimate or couple relationshipsBut on the other hand, he is afraid of being alone (isolation). That fear can make it difficult for you to meet someone, but if the crisis is overcome, the person is able to develop affective (and healthy) relationships.
On the other hand, at this stage the person also begins to set limits in their personal relationships, and begins to determine to what extent they want to sacrifice for others, how much they want to give, etc.
Stage 7: generativity vs. stagnation (40 – 65 years)
This stage is typical of middle adulthood (from 35 to 65 years old, approx.). The person has already experienced many things, but is presented with the following crisis: he wants to take care of others, even have children. He doesn’t want to get “stuck.” in this sense.
This generativity also extends to creation; the person wants to leave a “legacy” for the world, whether through books, films, art…
Stage 8: Integrity vs. Despair (age 65 and older)
The last stage of Erik Erikson’s Theory of Psychosocial Development appears from late adulthood to death. The person enters a nostalgic stage; makes a “remember” of his life because he needs to find a meaning, a logic, a feeling of having done everything he longed for.
Their opposite is despair, which involves reviewing one’s life and feeling frustrated. This stage includes thinking about everything that has been done, things that have been enjoyed, failed plans… and taking stock. If this crisis is overcome, the person leaves the world with a sense of peace.
Bibliographic references
- Avia, MD (1995). Personality: cognitive and social aspects. Madrid: Pyramid
- Bordignon, N.A. (2005) The psychosocial development of Erik Erikson. The epigenetic diagram of the adult: Lasallian Journal of Research.
- Erickson, E. H. (2000) The Completed Life Cycle. Paidos Iberica.