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Erick Erikson, an accomplished theorist, is credited widely for his contribution to the

expansion of developmental psychology. Notably, his theory marked a significant shift in the

interpretation of psychosexual from the Freudian perspective. In this regard, his theory explained

psychosocial development throughout a lifespan as opposed to his predecessor who emphasized

on development only during childhood. Erickson is famous for his pioneering insight into the

epigenetic principle and lifespan perspective.

Erikson and Freud have contributed significantly to the growth of developmental

psychology. The main connection between the two theorists is that Erikson’s theories of

development are largely based on Freud’s ideas. In this regard, his epigenetic principle and

lifespan perspectives in personality development are developed from Freud’s pioneering work.

There is a consensus among modern developmental psychologists that Erikson has contributed to

the continuation of Freudian psychology more than any other developmental psychologist.

Erikson is considered as a Neo-Freudian because he upholds Freud’s views on

psychosocial development significantly. He employs the predecessor’s framework of

psychosexual development in the formulation of his theory. More so, he adopts Freud’s methods

in the development of his psychosexual stages of development of personalities in childhood and

puberty. Erikson accepts Freudian notions of early stages of development that emotional or

libidinal energy exists in an individual birth and that they play a central role in human

functioning. That said, mainly, his connection with Freudian psychology is that the development

of human personality occurs in stages. However, it is worth noting that Erikson has made

significant deviations from Freudianism in his theorization of psychosexual development. In this

respect, he explains personality development throughout a person’s lifespan.

While basing his ideas on Freudian theory, Erikson centers his theory on an epigenetic

principle. According to Erikson (1968), psychosocial development occurs through eight stages.

As noted earlier, his perspective are built on Freudian phases of psychosexual development

because they explain the process throughout an individual’s life. The following is a description

of the eight stages. Each of the stages features two perspectives that Erikson describes as a crisis.

Trust versus mistrust

In early years of personality development, infants are uncertain about the world they are

introduced into. Erikson explains that between age 1 and 2 years, children develop a sense of

trust towards their primary caregivers. According to Erikson (1968), they resolve their

uncertainty about the world by building trust with their mothers during basic interactions such as

breastfeeding. In this phase, a child becomes more responsive to their presence than other

people. Success in this stage results in the development of the quality of hope.

Autonomy versus Shame and Doubt

Between age 2 and 3 years, children develop physically and are able to move. At this

stage, the children develop a sense of independence and personal control and are able to explore

their abilities within the environment that tolerates failure (Erikson, 1968). He further explains

that at this stage, parent involvement is required to enable the children to build the confidence to

explore their world. Successful development at this stage allows the child to develop the

qualities of will and determination.

Initiative versus Guilt

Between 3 and 6 years, children are able to explore the environment. They assert their

presence through movement and other types of action. According to Erikson (1968), this crisis

stage allows the children to explore their interpersonal skills through engaging in the regular

physical activity, especially through playing. They are able to initiate activity and invite people

they are familiar. Additionally, they develop a sense of control over their choices. Thus, they

develop a sense of purpose.

Industry versus Inferiority

Between the ages 5 and 11 years, children can interact objectively. They form peer

groups that enable them to develop a sense of self-esteem. In the peer settings, they demonstrate

their competencies, which allows them to have a sense of pride. Further, they are aware of their

abilities, and if they are restricted by teachers or parents, they may develop an inferiority

complex. Success at this stage, they develop the quality of competence.

Identity versus Confusion

During puberty or teen years, a person engages in intrapersonal exploration to develop an

identity. Identity versus Confusion occurs between the age of 12 and 18 (Erikson, 1968). At this

stage, an individual develops a sense of identity and independence. They acquire sexual and

occupational identity and learn the roles they should occupy when they grow up. Success in this

stage is marked by the development of a sense of fidelity.

Intimacy versus Isolation

In early adulthood, people begin to forge close relationships with others. They acquire the

senses of commitment, safety, and care towards their partners. Success in this stage is marked by

the formation of healthy, lasting, and mutually satisfying relationships. The avoidance of

intimacy at this stage may develop into isolation.

Generativity versus Stagnation

This stage occurs during middle adulthood. During this phase, people engage in activities

that enable them to influence the lives of others. In this vein, they raise families, build careers,

and generate wealth. Further, they understand the positions in the society and are expected to

give back through supporting people outside their families or joining popular initiatives such as

fund drives.

Integrity versus Despair

It is the final stage of development according to Erikson. According to Erikson (1968), in

late adulthood, people spend a significant amount of time reflecting back on their successes or

failures. At this point, they develop either a sense of satisfaction or despair. They are relatively

unproductive but are wise. The wisdom enables them to develop a sense of closure and

completeness.

Erikson’s theory of development has decent face validity. The theory provides well-

thought information that people easily relate to. Further, they enable people to make sense of

particular perspectives of life that feature in their lives or the lives of other people. Critics

acknowledge that Erikson’s theorization can be considered as a descriptive overview of human

development in various perspectives. However, others that Erickson’s theory allows people to

interpret various dimensions of human life through thought rather than factually.

References

Erikson, E. H. (1968). The life cycle: Epigenesis of identity. Identity, youth and crisis, 91-141.

Erikson, E. H. (1994). Identity: Youth and crisis (No. 7). WW Norton & Company.

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