Erikson’s Theory of Psychosocial Development: From Trust to Integrity

Erik Erikson (1902—1994) was personally trained by Freud, and maintained respect for Freud’s theory. However, he expanded Freud’s concept of psychosexual development to indude psychosocial development. Psychosocial development refers to the characteristic ways in which the individual learns to respond to other people. The term social world is often used to refer to the constellation of other human beings in our environment—parents, siblings, teachers, friends, sweethearts and lovers, husbands and wives, and coworkers. This is the wodd addressed by Erikson’s theory.

According to Erikson, there are eight stages in psychosocial development:

(1) trust versus mistrust, (2) autonomy versus shame and guilt, (3) initiative versus guilt, (4) industry versus inferiority, (3) identity versus role confusion, (6) intimacy versus isolation, (7) generativity versus self-absorption, and (8) integrity versus despair.

In each stage the first attribute mentioned is a positive, or desirable, personality trait. The second attribute is a negative, or undesirable, personality trait. Trust, for example, is positive. Mistrust is negative. At each stage of development, the individual is challenged by life to form the positive trait.

Trust versus mistrust is associated with infancy (birth to two years old). An infant with a sense of trust tends to thrive and expects good things to happen. Conversely, an infant with a sense of mistrust sometimes displays a failure to thrive syndrome. A lack of interest in the surrounding wodd and poor health, associated with mistrust, are characteristics of infantile depression. Affection, displayed in the form of loving attention, tends to foster the trait of trust. Lack of affection tends to foster the trait of mistrust. These last two statements concerning affection tend to apply to future stages as well. In general, affection and positive reinforcement tend to bring forth the positive traits.

Autonomy versus shame and doubt is associated with toddlerhood (two to three years old). A toddler with a sense of autonomy will be interested in exploring the immediate world and display an interest in novel stimulation. A certain amount of self-direction will emerge. Conversely, a toddler with a sense of shame and doubt will tend to hold back, to seem shy. and to lack selfconfidence.

Initiative versus guilt is associated with the preschool period (three to six years old). A preschooler with a sense of initiative will be likely to start a project and see it through to completion. For example, four-year-old Rosalyn says, “I’m going to color all of the pictures in my coloring book"' Conversely, a preschooler with a sense of guilt is hesitant, does not seek challenges, and holds back when an opportunity for self-expression presents itself.

Industry versus inferiority is associated with middle childhood (six to twelve years old). A child with a sense of industry will show an interest in school, study, complete homework, agree to do reasonable chores, and in general display responsible behavior. A child with a sense of inferiority will avoid studying, homework, and chores. The child obtains no satisfaction from these activities, particularly if the child often obtains poor grades or receives too much parental criticism.

Identity versus role confusion is associated with adolescence (twelve to eighteen years old). An adolescent with an identity has a sense of direction in life.

He or she already thinks in terms of a particular vocational area, has fairly welldefined

plans for the future, and a high level of self-esteem. Although goals are

not yet attained, they seem clearly desirable and possible. Conversely, an adolescent

suffering from role confusion imagines no particular pathway in life and

dreams of no well-shaped future. On the contrary, the future seems obscure and

formless.

Intimacy versus isolation is associated with young adulthood. This starts when adolescence is over, usually around the age of eighteen. However, in practice, young adulthood may be deferred for a number of years until an identity has been attained. The present stage and the future stages to be discussed will not be identified with particular years. A young adult with the capacity for intimacy is able to form a dose emotional bond with another person, often a marriage partner. Intimacy exists when two people genuinely recognize the importance of each other’s thoughts and feelings. Informally, they can ‘Ъе themselves” with each other, and do not have to put on an act. Conversely, isolation exists when an individual treats another individual like a thing, an object to be manipulated and taken advantage of. The term I-thou relationship is sometimes used to characterize intimacy; the term I-it relationship is used to characterize isolation.

Generativity versus self-absorption is associated with adulthood. An adult with the trait of generativity is capable of productive work. Usually he or she will spend many years employed in a vocation or a well-defined social role (e.g.. parent). Generativity is linked to giving something of value to the world. The adult with this trait contributes in some way to the welfare of others. Conversely, an adult with the trait of self-absorption is concerned only with his or her own welfare. Taking, not giving, is the theme of the person’s life. He or she is, in essence, a sort of parasite.

Integrity versus despair is associated with old age. An older person with the trait of integrity can face approaching death with a certain amount of acceptance.

There is relative peace of mind because the individual is convinced that his or her life was spent well, that it had meaning. An older person in a state of despair has a sense of desperation as life draws to its inevitable end. There is very little peace of mind because the individual is thinking that he or she needs a second chance, an opportunity to get life right.

Although the individual has very little control over the first few stages of life, with adolescence and adulthood there is greater self-consciousness. There is a growth in the ability to reflect and think. Consequently, the individual bears some responsibility for the self-fashioning of the later stages.