Psychosocial Theory of Human Development - Research Paper Example

?Psychosocial theory of human development Psychosocial theory of human development Erickson’s theory of psychological development describes the eight stages of human development via which a healthy human being should go through from birth (infancy) to late old stage. Erickson argued that in each stage of development, a person confronts and should successfully conquer the new challenges in order to avoid conflicts in future. Further, Erickson asserts that each stage is crucial since it depends on a successful passage of earlier stages. If a person fails to successfully complete a certain stage, the challenges of that stage would reappear later in life as problems. Erickson based psychological theory of human development on the role of society and culture, and the conflicts that might arise within the ego (Erickson, 1968). It is important to note that Erickson asserted that at all psychosocial stages, a person develops on three levels concurrently; psychosocial (representing membership of society, organism and individualism), biological and social. Unlike the other theories of human development, Erickson’s theory was a lifespan approach of development in that he emphasized on five stages up to eighteen years and the last thee stage up to sixty five years and beyond. In his discussion, Erickson emphasized much on adolescent arguing that it was an important stage for developing a strong individual identity and successful socialization with other people. Failure to successful transition into the other stage would result in a decreased ability to finish other crucial stages and hence leading to unhealthy sense of self and personality. It is significant to note that the missed stages can be finished successfully in future. 1. Trust versus Mistrust (Birth to one year) The first stage that Erickson proposed was trust versus mistrust that occurs from birth to one years of age. At this stage, the child develops trust in his ability to influence events around him and in the universe. However, the development relies entirely on the consistency of the mother or caregiver. If the child gets consistent care during this stage, he will develop a sense of trust, which he will push towards other social relationships, and be able to feel safe even when faced with difficulties. Success will result in developing a virtue of hope. On contrary, if the care is not reliable and inconsistent, the child would develop a feeling of mistrust and will lack confidence in the world and his abilities to affect events. The child would move on with the feeling of mistrust to other interactions and in turn, it would result in insecurity and anxiety, and a sense of mistrust in the universe (Erickson, 1968). 2. Autonomy versus doubts and shame (two to three years old) At ages three, the child starts to state his autonomy or independence by moving or walking around, and choosing which toys to use while playing and deciding about what they want to eat or wear. Erickson states that at this stage, a child can develop a feeling of independence or autonomy. Therefore, parents should support what the child does to ensure that repeated ridicules and failures are not the only experiences faced. The parents require to encourage the child in developing a sense of autonomy while at the same time shielding the child from consistent and constant failures. If the caregivers or parents criticize, overly regulate, and deny the child the chance to assert their autonomy, they start to develop a sense of doubt and inadequacy in their ability to conquer the world, and in turn, they may become dependent upon other people, feel doubt or shame in their abilities. 3. Initiative versus Guilt (three to five years) During these years, the child is growing rapidly. Erickson asserted that at this period, the child engages in active and vigorous activities that parents might perceive as aggressive. It is significant to note that the child takes initiatives, which the caregiver will attempt to end in order to guard the child. In most cases, the parents will often punish the child for not following their advice. At age four, the child engages in activities that are more aggressive. For instance, the child will initiate activities and make plays or games with other children. If given this chance, the child develops a feeling of initiative and feels safe in their ability to interact and make choices. However, if the parents criticize, quell, and control the activities, a child would develop a feeling of guilt in that they might think they are nuisance to other people and would in turn lack self-initiative. If the child develops too much guilt, he may be gradual in socializing with others and may hinder their creativity. As a result, the child would not know how to have conscience and self-control (Erickson, 1998). 4. Competence versus inferiority (six to twelve years) During this stage, children are leaning to write and read, and make their own things. School starts to take a vital role in the life of a child as they teach the child particular skills. Further, at this stage, the peer group takes a vital role since it becomes the main source of developing self-esteem. At this stage, the child wants to be recognized by showing his competencies that the society value, and starts to develop a feeling of pride in their achievements. If the children are endorsed, reinforced, and encouraged for their initiatives, they start to feel confident and industrious in their ability to attain goals. If this initiative is thwarted in form of lack of encouragement and criticism, the child will develop a sense of inferiority by doubting his potential and ability to complete tasks. For instance, if the relationship with parents is essential, an individual will have to shift from the role of dependent to assume the role of an adult. However, if the child fails to develop particular skill they think the society is requiring, they may develop a feeling of inferiority. Successful completion of this stage will lead to competence (Stevens, 1983). 5. Identity Versus Role confusion (thirteen to eighteen years) This is the adolescent stage, a time when the child is moving from childhood to adulthood. During this stage, the child is becoming more autonomous and starts to view at the future in terms of relationship, housing, families, and career. This is an important stage of human development because the child has to learn the duties ad roles he will take as an adult. Further, at this stage, the child will attempt to discover and find out his identity. The two identities are the occupational and sexual. Another important change that takes place at this stage is that the image of the body transforms. Erickson argues that during this period, adolescent’s starts to explore their identities based on the result of their explorations. However, if the feeling of who they are can be hindered, it leads to confusion (Stevens, 1983). 6. Intimacy versus isolation (eighteen to forty years) This stage is known as young adulthood and takes place from eighteen to forty years, when we start to share what we have intimately with other people. During this stage, we look for relationships that lead to long-term commitment and friendship other than family relationship. If a person successful finishes this stage, it will lead to good relationship and a feeling of commitment, care, and security within a relationship (Erickson, 1998). However, fearing relationships, long-term commitment, and avoiding intimacy can lead to loneliness, isolation, and even depression. If a person completes this stage well, they will develop the virtue of love. 7. Generativity versus stagnation (Forty to sixty five years) This stage is known as middle adulthood that occurs from forty to sixty-five years. During this stage, a person settles down and establishes relationship. Further, we tend to start families, and develop a feeling of being part of the larger society. At this stage, we give back to the community by being productive, raising children and being engaged in communal activities. If a person fails to attain these objectives, we develop a sense of unproductivity and become stagnant. Successful completion of this stage will lead to development of a virtue of care (Erickson, 1998). 8. Ego integrity versus despair (sixty five and above) This is the old age stage and that we become senior or older citizens. During this stage, our productivity is slowed down, and we explore life activities as retired people. Further, at this stage, we look at what we have done and contemplate on our achievements and in turn we are able to develop integrity when we perceive ourselves leading successful and comfortable life. However, if we perceive ourselves as unproductive, we develop a sense of guilt about our past and the things we failed to attain in our life. Further, we become dissatisfied and develop a feeling of despair thus leading to hopelessness, despair, and depression. Successful completion of this stage will lead to development of a virtue of wisdom (Erickson, 1998). Conclusion Erik Erikson psychosocial theory of development through lifespan best describes the personality development throughout lifespan. It is easy to test Erikson’s theory since the events involved are consistent and strong. For example, it is very easy to identify in an older adult who regrets about his or her failed life as discussed. References Erickson, E.H. (1968). Identity: Youth and Crisis. New York, NY: Norton. Erickson, E.H. (1998). Life cycle completed. New York, NY: W.W. Norton & Company. Stevens, R. (1983). Erik Erikson: An Introduction. New York, NY: St. Martin's. Read More