Children begin to compare themselves with their peers to see how they measure up. If children do not learn to get along with others or have negative experiences at home or with peers, an inferiority complex might develop into adolescence and adulthood.
In adolescence ages 12—18 , children face the task of identity vs. They will be unsure of their identity and confused about the future. People in early adulthood 20s through early 40s are concerned with intimacy vs.
After we have developed a sense of self in adolescence, we are ready to share our life with others. However, if other stages have not been successfully resolved, young adults may have trouble developing and maintaining successful relationships with others. Erikson said that we must have a strong sense of self before we can develop successful intimate relationships.
Adults who do not develop a positive self-concept in adolescence may experience feelings of loneliness and emotional isolation. When people reach their 40s, they enter the time known as middle adulthood, which extends to the mids.
The social task of middle adulthood is generativity vs. His developmental progression — from trust to autonomy, initiative, industry, identity, intimacy, generativity, and integrity — was conceived as the sequential reorganization of ego and character structures. Each phase was the potential root of later health and pathology.
Groups of individuals, in other words, are assigned membership in a not-quite human or pseudo-species. With this concept, as in his other writings, Erikson spoke to human psychological issues within the broader context of history and culture.
Erik H. Erikson: The Growth of His Work. Boston: Little, Brown. The Erik Erikson Reader. New York: Norton. Children and Society. Insight and Responsibility. Robert S. Wallerstein and Leo Goldberger. Outliving the Self: Generativity and the Interpretation of Lives. Baltimore: Johns Hopkins University Press. Education Encyclopedia - StateUniversity. Career Although Erikson graduated from a classical gymnasium where he studied Latin, Greek, German literature, and history, he was not a good student.
Basic virtues are characteristic strengths which the ego can use to resolve subsequent crises. Failure to successfully complete a stage can result in a reduced ability to complete further stages and therefore a more unhealthy personality and sense of self.
These stages, however, can be resolved successfully at a later time. Trust vs. This stage begins at birth continues to approximately 18 months of age. During this stage, the infant is uncertain about the world in which they live, and 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. If the care has been inconsistent, unpredictable and unreliable, then the infant may develop a sense of mistrust, suspicion, and anxiety.
In this situation the infant will not have confidence in the world around them or in their abilities to influence events. Success in this stage will lead to the virtue of hope. By developing a sense of trust, the infant can have hope that as new crises arise, there is a real possibility that other people will be there as a source of support. Failing to acquire the virtue of hope will lead to the development of fear. This infant will carry the basic sense of mistrust with them to other relationships.
It may result in anxiety, heightened insecurities, and an over feeling of mistrust in the world around them. Consistent with Erikson's views on the importance of trust, research by Bowlby and Ainsworth has outlined how the quality of the early experience of attachment can affect relationships with others in later life.
Autonomy versus shame and doubt is the second stage of Erik Erikson's stages of psychosocial development. This stage occurs between the ages of 18 months to approximately 3 years. According to Erikson, children at this stage are focused on developing a sense of personal control over physical skills and a sense of independence.
Success in this stage will lead to the virtue of will. If children in this stage are encouraged and supported in their increased independence, they become more confident and secure in their own ability to survive in the world.
If children are criticized, overly controlled, or not given the opportunity to assert themselves, they begin to feel inadequate in their ability to survive, and may then become overly dependent upon others, lack self-esteem , and feel a sense of shame or doubt in their abilities.
The child is developing physically and becoming more mobile, and 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. For example, during this stage 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. 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.
For example, rather than put on a child's clothes a supportive parent should have the patience to allow the child to try until they succeed or ask for assistance. So, the parents need to encourage the child to become more independent while at the same time protecting the child so that constant failure is avoided. A delicate balance is required from the parent. They must try not to do everything for the child, but if the child fails at a particular task they must not criticize the child for failures and accidents particularly when toilet training.
Initiative versus guilt is the third stage of Erik Erikson's theory of psychosocial development. During the initiative versus guilt stage, children assert themselves more frequently through directing play and other social interaction. During this period the primary feature involves the child regularly interacting with other children at school.
Central to this stage is play, as it provides children with the opportunity to explore their interpersonal skills through initiating activities. Children begin to plan activities, make up games, and initiate activities with others. If given this opportunity, children develop a sense of initiative and feel secure in their ability to lead others and make decisions. Conversely, if this tendency is squelched, either through criticism or control, children develop a sense of guilt.
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