Life Stage Theory of Erikson - Essay Example

Eric Erikson developed the psychosocial stages that explains the stages of and evolution of man in the society and the challenges and in life. Erick borrowed his ideas from Freud, who developed the psychosexual stages in human development. Erik was influenced by Sigmund Freud work and argued just like Freud that people develop in stages (Sharkey). Erik’s theory is a theory that explains personality in human development. Though Freud developed his theory until a person reaches maturity, Erik’s theory describes the social experience during the life span of an individual. Unlike Freud, who was an Id psychologist, Erik dwelled on the ego and discussed the role of society, culture and conflicts that revolve around the ego (McLeod). Erikson argued that the ego grows when people are faced with crises that are social in nature (McLeod). Therefore, through conflicts human develop a sense of trust in other people and identify a sense of responsibility in the society while helping in shaping and preparing the young generation for their future. Erikson developed a model that covered the life span of the human being. His developmental stages explain five stages that individuals must pass through as they navigate the journey of life until the age of 18 years. Moreover, he discusses other three stages that explain the adulthood of human and leave room for further stages of human development. Erik emphasis on the adolescent period because he believed that it was an important stage in the growth and development of individual’s identities (Ramkumar). According to other developmental theorist, Erik says that the human personality is a predetermined phenomenon that is build from earlier stages to the later stages of life. He said that the development is what referred to as the epigenic principle (McLeod). The outcome of every stage results to developed life skills, functions and abilities to do different things within an individual capacity. Erik disregarded the sexual development that Freud tried to explain and had the desire to explain the effect of socialization in children and how it affects the self (McLeod). Erik was not influenced by Freud without criticizing his ideas that human are driven by sexual urge and inherent aggressive instincts. Erik disapproves Freud theory because human personality in his later stages does not have an influence from the sexual stages proposed by Freud (Shaffer 41). Erik argues that the result of Freud analysis may have been due to a relatively small population of emotionally disturbed grownups (Shaffer 41). Therefore, his conclusion could not apply to the majority of people in the society. Erik differed from Freud in two notable concepts. He argued that children are active actors and explore their environment and adapt to it accordingly. Therefore, he refuses Freud ideas that children are passively influenced by biological urges. Moreover, Erik dispute sexual urges for cultural influences. It is his rich background having been born in Denmark rose in Germany and later went to America that influenced his analysis of different groups of people such as soldiers, college students, civil right movement and Native Americans (Shaffer 41). Erikson theory has eight different stages. The stages are discussed from the earliest at a tender age throughout the growth of an individual until he gains wisdom out of life experiences and through interaction with the environment. Trust versus Mistrust Erik argued that the first years of human development are defined by mistrust and trust conflicts. The infants are new to the world which they are not aware of and everything that surrounds a child is uncertain. The infant, therefore, look upon their caregivers for safety and consistency of care (McLeod). When the infants are looked after consistently, reliably and in a predictable manner they develop a sense of trust and this lead to the development unto other relationships in their childhood and their later stages. The sense of trust enables the children to feel protected even in circumstances that threaten their life (Louw 51). The successful developments of this stage lead to the desirable quality of hope. When children have a sense of trust they are able to overcome challenges even in difficult time by knowing that there will always be a source of support. However, the failure to acquire trust leads to the development of fear among the infant. Fear develops in the infant who has had inconsistent and unpredictable care. Moreover if the caregiver were unreliable the infant develop mistrust and will lack confidence in their life and would carry the sense of mistrust to other relationships (McLeod). Autonomy versus Shame and Doubt This is the second stage of development as outlined by Erik. It is when the child is developing physically and learning to move. It is when the child has 18months to three years. At this stage, the child starts to assert their independent moving away to play with toys while leaving their mothers and caregivers. Moreover, the children start making choice of what to eat or wear. The choices that children make at this stage demonstrate that they have skills in playing with toys, wearing clothes and putting on clothes. According to Erikson, children should be left to explore their abilities within the environment they are brought up in. Parent and caregivers are supposed to allow and encourage their children to be more independent, but watch over them for protection and assist them where they fail (McLeod). Therefore, when a parent balances children’s independent whilst being supportive they enable them develop another virtue of the will. The developments of this stage enable children to become confident and safe while surviving in their life. On the other hand, if the children are also in constant criticism and always controlled they develop the trait of inadequate and are always dependent from their parent or other people because they lack self esteem and are always in shame and doubt in their capabilities (McLeod). Initiative versus Guilt This stage runs from the age of three to the age of five years. During this stage, the children develop characters that are assertive and most parents see their children as being aggressive to them and to other children. Children in this stage are frequently interacting with other kids in school or the playground. The development of interpersonal skills is achieved through play and other interaction. When they are left to plan over their activities they develop a sense of initiative, and this helps them in making decisions (Louw 52). However, if the children are in constant criticism, they suffer from guilt and will be followers of others because they lack self initiative. It is dangerous for a child to develop too much guilt because it inhibits creativity. Therefore, a balance between initiative and guilt among children will result to a virtue of purpose (McLeod). Industry versus Inferiority During this stage children are in constant learning and to making up stuff on their own. The role of the caregiver and parent diminishes as the children engage with their teacher for the development of specific skills. Moreover, peer group became a significance part of the child’s development and where they gain self esteem. Through peer groups children get to showcase their competencies and if approved they develop a sense of pride (McLeod). If encouraged in their competences, the children refer themselves as industrious and feel more secure while achieving their goals in life. However, if their initiative is restricted they experience inferiority and become doubtful of their own abilities. Therefore, children failure to develop skills leads to a sense of inferiority (McLeod). However, a little failure is necessary for a child to be modest and a balance between modesty and competence lead to the development of a sense of competence (McLeod). Identity versus Role Confusion The transition from childhood to adulthood is an important stage in a person development. During this stage, the childs are looking into the future in terms of their careers, personal relationships and families. Individual want to fit in the society and have a sense of belonging. Erikson argues that during this stage profession and sexual identities are drawn in. At the end of this stage, an individual ought to know his sex role and have a sense of self (McLeod). According to Erik, accomplishments of this stage lead to virtue of fidelity. Intimacy versus Isolation His stage occurs at ages of 18 to 40 years. People share their intimacy more frequently and engage in other activities in their career. The relationships develop towards long term relationships with members who have no family ties. The success of this stage is demonstrated by successful relationships and marriages and a sense of care, responsibility and commitment within relations. However, evading relationship and fear of obligation lead to the development of seclusion, despair and solitude. Accomplishment of this stage enables people to have the virtue of love (McLeod). Generativity versus Stagnation It occurs during the age of 40 to 65 years. At this stage people has established their careers and settled in their relationships while other have begun their own families. It is at this stage that people give back to society when they raise their children, involvement in community work and engage in productive work. Ego Integrity versus Despair Erik argued that as people grow old above the age of 65 years their productivity diminishes, and they retire. People contemplate their achievement and accomplishment and develop integrity if they had a successful life. However, Erik’s says that if people feel a sense of guilt for not achieving their dreams for the past life they suffer from despair that leads to hopelessness and depression (McLeod). Individuals who successfully navigate through life acquire the virtue of wisdom and they embrace death without fear. Summary and Conclusion Erikson developmental psychology outlines the development of character trait from child hood to adulthood. However he does not explain explicitly the kind of practices that people must have to overcome conflicts in one stage and how they must overcome them to move to the next stage. The theory has a universal mechanism though and defines how people resolve different crisis as they grow up. More importantly, the theory is superior to Freud psycho analysis theory in that it base it argument on cultural experiences and not biological traits. Erikson theory does explain most of the things that we experiences as we grow up. His theory is so realistic that the virtue of competence, love, wisdom, fidelity, purpose and independent arise as a result of dedication of parent and care giver to see the success of their young’s one to become responsible members of society. Work Cited Louw, D. A. Human Development. 1998. Johannesburg. Pearson. McLeod, Saul. Developmental Psychology. Erik Erikson. Web. Psychology.org. 2013. Web. 13 Mar. 2014. < http://www.simplypsychology.org/Erik-Erikson.html>. Ramkumar, Suchitra. Erik Eriksons Theory of Development: A Teachers Observations. Web. Kfionline.org. Web. 13 Mar. 2014. < http://www.journal.kfionline.org/issue-6/erik-eriksons-theory-of-development-a-teachers-observations>. Shaffer, David. Social and Personality Development. 2008. New York. Cengage Learning Sharkey, Wendy. Erik Erikson. Developmental Theory. Web. muskingum.edu. May 1997. Web. 13 Mar. 2014. < http://www.muskingum.edu/~psych/psycweb/history/erikson.htm>. Read More