- Id, Ego and Superego. The Id unconsciously strives to satisfy basic sexual and aggressive drives, operating on the pleasure principle, demanding immediate gratification (Pleasure Principle). The ego functions as the “executive” and mediates the demands of the id and superego. (Reality Principle).
- Erik Erikson’s theory of psychosocial development is one of the best-known theories of personality in psychology. Much like Sigmund Freud, Erikson believed that personality develops in a series of stages. Unlike Freud’s theory of psychosexual stages, Erikson’s theory describes the impact of social experience across the whole lifespan.
- For Freud, the first five years of life are decisive for the formation of personality. Each stage of psychosexual development is defined in terms of the mode of reaction of a particular zone of the body. During the first 18 months of life of a new born baby, the mouth works as the principal region of dynamic activity.
- Development in terms of a series of psychosexual stages. • According to Freud, conflicts that occur during each of these stages can have a lifelong influence on personality and behavior.
Erikson’s eight stages of psychosocial development behaviors that may be associated with healthy and unhealthy expressions of the self’s development and ego boundary growth during Erikson’s first five development and ego boundary growth during Erikson’s first five psychosocial stages. Infancy Trust vs. Preadolescence: 9 to 12 Years. •The tasks of the preadolescence stage focus on developing relationships with persons of the same gender. •One’s ability to collaborate with and show love and affection for another person begins at this stage.
Personality Development • Psychosexual stages of development • Superego as a result of resolution of the Oedipal/Phallic conflict. – Characterized by changes in libido, shifting location of erogenous zones – Fixations may occur • Personality traits characteristic of a certain stage.
The five stages of development are as follows: 1. Oral Stage 2. Anal Stage 3. Genital (Oedipal) Stage 4. Latency Stage 5. Adolescence Stage.
Erikson (1950) believes that personality continues to be moulded throughout the entire lifespan from birth to death. This period has been divided into eight stages by him. Each stage has its characteristic features marked and affected by emotional crisis, particular culture of the person and his interaction with the society of which he is a part.
1. Oral Stage:
This stage expands from zero to one-and-a-half years. During this period mouth is the sensitive zone of the body and the main source of joy and pleasure for the child. How the infant is being cared for by the mother makes the infant trust or mistrusts the world (represented by mother) around him. If his wants are frequently satisfied, he develops trust and believes that the world will take care of him.
ADVERTISEMENTS:
In case of frequent dissatisfaction, mistrust develops leading the infant to believe that the people around him cannot be believed, relied on, and that he is going to lose most of what he wants. After the first six months (sucking period), the remaining one year (biting period) is fairly difficult for the child and mother because of eruption of teeth and weaning. If properly handled, infant’s trust gets reinforced and he develops an in-built and lifelong spring of optimism and hope.
Persons, who had an unpleasant (abandoned, unloved and uncared) babyhood, are likely to find parenthood as burdensome and may express dependent, helpless, abusive behaviour, and angry outbursts i.e., oral character. To such people, caseworker is like parents, who helps the client to verbalise his anger and distrust and later provides emotional support and protective services.
The caseworker has to fill the voids (mistrust) created by the early mother and child relationship. The caseworker presents himself as a trustworthy person, and, as a by-product of this relationship the client starts trusting himself and others, around him.
Care should be taken that the client does not feel deprived at the hands of the caseworker who presents himself as a mothering person to the client. It may be made clear that the feeling of trust or mistrust (task of oral stage) is not totally dependent upon mother-child relationship during oral stage. It continues to be modified, reinforced or impoverished according to the experiences of the client in the subsequent years of life also.
2. Anal Stage:
Towards the end of biting period of oral stage, the child is able to walk, talk, and eat on his own. He can retain or release something that he has. This is true of bowel and bladder function also. He can either retain or release his bowel and bladder contents.
Now, the child no more depends upon the mouth zone for pleasure. He now derives pleasure from bowel and bladder (anal zone) functioning, which entails anxiety because of toilet training by parents. Child is taught where to pass urine and where to go for defecation etc.
In this training of bladder and bowel control, child may develop autonomy, or shame and doubt. The task of anal is to develop autonomy. If the parents are supportive without being overprotective and if the child is allowed to function with some independence, he gains some confidence in his autonomy probably by the age of three and prefers love over hate, cooperation over willfulness, and self-expression over suppression.
Autonomy, thus, overbalances shame and doubt and leads to development of confidence that he can control his functions, and also, to some extent, the people around him. Contrary to this, the child may feel angry, foolish and ashamed if parents criticise his faeces and over-control his bowel and bladder functioning during the training for toilet. Observations of sanskaras convey acceptance to the child and help the parents to train them in appropriate manner.
ADVERTISEMENTS:
The children (with more mistrust and doubt in their share) when adults may need help in accepting failures and imperfection as an inherent part of one’s life. By accepting the client as he is, the caseworker can reduce his feeling of self-hatred and perfectionism. Over-demanding adults or those who express temper tantrums when asked to assume responsibility may need to be helped to control their impulsive acts.
They should be rewarded when they exhibit controls, and one should reinforce their autonomy and independence when exercised. Autonomy and independence are totally different from impulsive acts as these involve rationality and not emotionality.
3. Genital (Oedipal) Stage:
The task for this period is to develop and strengthen initiative, failing which the child develops a strong feeling of guilt. This period extends from 3rd to 6th years of life, i.e., pre-school period. He is now capable of initiating activity, both intellectual as well as motor on his own. How far this initiative is reinforced depends upon how much physical freedom is given to the child and how far his curiosity is satisfied. If he is led to feel bad about his behaviour or his interests, he may grow with a sense of guilt about his self-initiated activities.
Erikson (1950) opines that the child takes first initiative at home when he/she expresses passionate interest in his/her parent of opposite sex. The parents ultimately disappoint him/her. They should try to help the child to identify with the same sex parent, e.g., the girl should be encouraged to identify with mother and the son with the father.
In addition to this initiative, the child also attempts to wrest a place for self in the race of siblings for parents affection. He sees the difference between what he wants and what he is asked to do. This culminates into a clear-cut division between the child’s set of expanded desires and the parental set of restrictions. He gradually “turns these values (restrictions, i.e.,. don’ts) into self-punishment”.
Slowly and gradually, he extracts more initiative from the conflict and grows happily if his initiative gets proper and adequate reinforcement. The caseworker encourages the clients burdened with guilt feelings to take initiative in family as well as in other situations, and works with his social environment to strengthen his capacity to take initiative.
4. Latency Stage:
This stage covers the period from 6 to 11 years, i.e., school age. The child can reason out rationally and can use the tools that adults use. The sexual interests and curiosity (common in genital period) get suppressed till puberty. If encouraged and given opportunity, he gains confidence in his ability to perform and use adult materials. This leads to feeling of industry in him.
When unable to use adult materials, he develops inferiority feelings. Such children may develop problems with peers. They need to be encouraged to interact with classmates and be less dependent upon others.
ADVERTISEMENTS:
If the child has mastered the task of genital period (initiative in place of guilt) he will be able to master the tasks of latency (industry in place of inferiority) also provided he is encouraged to undertake and helped to execute the responsibilities entrusted to him.
5. Adolescence Stage:
This period, regarded as a period of turmoil, usually starts at 12-13 years and can extend up to 18-19 years. The adolescents, during this transitional process from childhood to maturity, behave something like an adult and sometimes like a child. Parents too show their ambivalence to accept them in their new role of an adult in-the-making.
This stage exhibits all the psycho-social characteristics of earlier period and only towards the end, all these get resolved into a new set of role (identity) for the adolescent. In order to develop a personal identity, he becomes fan of some hero, starts following certain ideologies, and tries his luck with opposite sex.
Indecision and confusion are not uncommon in this stage. Identification with a wrong person shall create problems for him. The task of this age is to develop identity, i.e., values, strengths, skills, various roles, limitations, etc., failing which his identity gets diffused and he fails to know how to behave in different situations. He needs to be helped to deal with the physiological, emotional pressures along-with pressures from parents, peers, etc.
Group work is more helpful with problem-adolescents. When showing confusion about their role, they can be helped to emulate the group leader or identify with group worker. Parents can handle adolescents properly if educated adequately about the needs and problems of this age.
Similarly, tasks for young adulthood, adulthood and old age are intimacy vs. isolation, generativity vs. stagnation, and ego-integrity vs. despair. These psycho-analytical concepts are helpful in understanding behaviour of the individuals. Apart from these, there are some other tasks described by some other scholars for each stage which according to them are to be achieved for a normal human development.
Related Articles:
Erikson’s psychosocial stages of development focus on the resolution of different crises to become a successful, complete person.
LEARNING OBJECTIVE
- Summarize Erikson’s stages of psychosocial development
KEY POINTS
- Erik Erikson (1902–1994) was a stage theorist who took Freud’s controversial psychosexualtheory and modified it into an eight-stage psychosocial theory of development.
- During each of Erikson’s eight development stages, two conflicting ideas must be resolved successfully in order for a person to become a confident, contributing member of society. Failure to master these tasks leads to feelings of inadequacy.
- Erikson’s eight stages of psychosocial development include trust vs. mistrust, autonomy vs. shame/doubt, initiative vs. guilt, industry vs. inferiority, identity vs. role confusion, intimacy vs. isolation, generativity vs. stagnation, and integrity vs. despair.
- Erikson also expanded upon Freud’s stages by discussing the cultural implications of development; certain cultures may need to resolve the stages in different ways based upon their cultural and survival needs.
TERMS
- autonomy: Self-government; freedom to act or function independently.
- psychosocial: Having both psychological and social aspects.
Stages Of Personality Development In Psychology
Erik Erikson (1902–1994) was a stage theorist who took Freud’s controversial theory of psychosexual development and modified it as a psychosocial theory. Erikson emphasized that the ego makes positive contributions to development by mastering attitudes, ideas, and skills at each stage of development. This mastery helps children grow into successful, contributing members of society. During each of Erikson’s eight stages, there is a psychological conflict that must be successfully overcome in order for a child to develop into a healthy, well-adjusted adult.
Erik Erikson
Erikson developed his eight stages of psychosocial development based on Freud’s psychosexual theory.
Erikson’s stages of psychosocial development are based on (and expand upon) Freud’s psychosexual theory. Erikson proposed that we are motivated by the need to achieve competence in certain areas of our lives. According to psychosocial theory, we experience eight stages of development over our lifespan, from infancy through late adulthood. At each stage there is a crisis or task that we need to resolve. Successful completion of each developmental task results in a sense of competence and a healthy personality. Failure to master these tasks leads to feelings of inadequacy.
Erikson also added to Freud’s stages by discussing the cultural implications of development; certain cultures may need to resolve the stages in different ways based upon their cultural and survival needs.
Trust vs. Mistrust
From birth to 12 months of age, infants must learn that adults can be trusted. This occurs when adults meet a child’s basic needs for survival. Infants are dependent upon their caregivers, so caregivers who are responsive and sensitive to their infant’s needs help their baby to develop a sense of trust; their baby will see the world as a safe, predictable place. Unresponsive caregivers who do not meet their baby’s needs can engender feelings of anxiety, fear, and mistrust; their baby may see the world as unpredictable. If infants are treated cruelly or their needs are not met appropriately, they will likely grow up with a sense of mistrust for people in the world.
Autonomy vs. Shame/Doubt
Psychosexual Stages Of Personality Development Pdf
As toddlers (ages 1–3 years) begin to explore their world, they learn that they can control their actions and act on their environment to get results. They begin to show clear preferences for certain elements of the environment, such as food, toys, and clothing. A toddler’s main task is to resolve the issue of autonomy vs. shame and doubt by working to establish independence. This is the “me do it” stage. For example, we might observe a budding sense of autonomy in a 2-year-old child who wants to choose her clothes and dress herself. Although her outfits might not be appropriate for the situation, her input in such basic decisions has an effect on her sense of independence. If denied the opportunity to act on her environment, she may begin to doubt her abilities, which could lead to low self-esteem and feelings of shame.
Initiative vs. Guilt
Once children reach the preschool stage (ages 3–6 years), they are capable of initiating activities and asserting control over their world through social interactions and play. According to Erikson, preschool children must resolve the task of initiative vs. guilt.By learning to plan and achieve goals while interacting with others, preschool children can master this task. Initiative, a sense of ambition and responsibility, occurs when parents allow a child to explore within limits and then support the child’s choice. These children will develop self-confidence and feel a sense of purpose. Those who are unsuccessful at this stage—with their initiative misfiring or stifled by over-controlling parents—may develop feelings of guilt.
Industry vs. Inferiority
During the elementary school stage (ages 6–12), children face the task of industry vs. inferiority. Children begin to compare themselves with their peers to see how they measure up. They either develop a sense of pride and accomplishment in their schoolwork, sports, social activities, and family life, or they feel inferior and inadequate because they feel that they don’t 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.
Identity vs. Role Confusion
In adolescence (ages 12–18), children face the task of identity vs. role confusion. According to Erikson, an adolescent’s main task is developing a sense of self. Adolescents struggle with questions such as “Who am I?” and “What do I want to do with my life?” Along the way, most adolescents try on many different selves to see which ones fit; they explore various roles and ideas, set goals, and attempt to discover their “adult” selves. Adolescents who are successful at this stage have a strong sense of identity and are able to remain true to their beliefs and values in the face of problemsand other people’s perspectives. When adolescents are apathetic, do not make a conscious search for identity, or are pressured to conform to their parents’ ideas for the future, they may develop a weak sense of self and experience role confusion. They will be unsure of their identity and confused about the future. Teenagers who struggle to adopt a positive role will likely struggle to “find” themselves as adults.
Intimacy vs. Isolation
People in early adulthood (20s through early 40s) are concerned with intimacy vs. isolation. 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.
Generativity vs. Stagnation
When people reach their 40s, they enter the time known as middle adulthood, which extends to the mid-60s. The social task of middle adulthood is generativity vs. stagnation. Generativity involves finding your life’s work and contributing to the development of others through activities such as volunteering, mentoring, and raising children. During this stage, middle-aged adults begin contributing to the next generation, often through childbirth and caring for others; they also engage in meaningful and productive work which contributes positively to society. Those who do not master this task may experience stagnation and feel as though they are not leaving a mark on the world in a meaningful way; they may have little connection with others and little interest in productivity and self-improvement.
Integrity vs. Despair
From the mid-60s to the end of life, we are in the period of development known as late adulthood. Erikson’s task at this stage is called integrity vs. despair. He said that people in late adulthood reflect on their lives and feel either a sense of satisfaction or a sense of failure. People who feel proud of their accomplishments feel a sense of integrity, and they can look back on their lives with few regrets. However, people who are not successful at this stage may feel as if their life has been wasted. They focus on what “would have,” “should have,” and “could have” been. They face the end of their lives with feelings of bitterness, depression, and despair.