1902 - 1994
Erik Erikson was born in Frankfurt, Germany. His biological
father abandoned the family before Erik was born. During
his childhood, and his early adulthood, he was Erik
Homberger, (named after his pediatrician/step-father) and
his parents kept the details of his birth a secret. So here he
was, a tall, blond, blue-eyed boy who was also Jewish. At
temple school, the kids teased him for being Nordic; at
grammar school, they teased him for being Jewish.
After graduating high school, Erik focused on becoming an artist, wandering totally
carefree around Europe with a friend, struggling with the question “who am I?”. He
eventually began teaching art at a school run by a friend of Anna Freud (Sigmund Freud’s
daughter), he gathered a certificate in Montessori education and one from the Vienna
Psychoanalytic Society. He was psychoanalyzed by Anna Freud herself, and studied
Freud’s work carefully. While Freud believed in “destiny”, Erikson believed that a child’s
“environment” had a great influence on their development.
With the advent of World War II he immigrated to the United States. He later taught at
Yale, and later still at the University of California at Berkeley. It was during this period of
time that he did his famous studies of modern life among the Lakota and the Yurok.
When he became an American citizen, he officially changed his name to Erik Erikson. No-
one seems to know where he got the name! Erikson was known and praised for his
theories on pyscho-social development, personality, and identity crisis.
Erik Erikson refined the work of Sigmund Freud, creating the 8 stage theory of
psycho-social development. This theory is widely accepted as “fact” in the
psychology community today. The first 6 stages deal with the developing child and
young adult. Freud outlined the stages of his theory in a manner imitating
“developmental tasks”. In other words, every human being, in order to successfully
deal with life in society, will pass through each stage…preferably in order and
preferably during a specific timeframe. If an individual does not “accomplish the
task” in one of the 8 stages, difficulties emotionally and socially will undoubtedly
show up later in life.
This baby cries
for the parent.
1. Learning Basic Trust Versus
The parent
Basic Mistrust (Hope) responds. This
Chronologically, this is the period helps establish
of infancy through the first one or trust.
two years of life. The child, well -
handled, nurtured, and loved,
develops trust and security and a
basic optimism. Badly handled, he
becomes insecure and mistrustful.
2. Learning Autonomy Versus Shame (Will)
The second psychosocial crisis, Erikson
believes, occurs during early childhood,
probably between about 18 months or 2
years and 3½ to 4 years of age. The "well -
parented" child emerges from this stage
sure of himself, elated with his new found
control, and proud rather than ashamed.
Autonomy is not, however, entirely synonymous
with assured self - possession, initiative, and
independence but, at least for children in the
early part of this psychosocial crisis, includes
stormy self - will, tantrums, stubbornness, and
negativism. For example, one sees many 2 year
olds resolutely folding their arms to prevent their
mothers from holding their hands as they cross
the street. Also, the sound of "NO!" or “I can do
it myself!” is heard often.
“Why?”
3. Learning Initiative Versus Guilt
(Purpose)
Erikson believes that this third
psychosocial crisis occurs during
what he calls the "play age," or the
later preschool years (from about 3½
to, in the United States culture, entry
into formal school). During it, the
healthily developing child learns: (1)
to imagine, to broaden his skills
through active play of all sorts,
including fantasy (2) to cooperate
with others (3) to lead as well as to
follow. Immobilized by guilt, he is: (1)
fearful (2) hangs on the fringes of
groups (3) continues to depend
unduly on adults and (4) is restricted
both in the development of play skills
and in imagination. It’s time for bed. This 4 year old starts the
job of cleaning up his crayons before going.
4. Industry Versus Inferiority (Competence)
Erikson believes that the fourth
psychosocial crisis is handled, for better or
worse, during what he calls the "school
age," presumably up to and possibly
including some of junior high school. Here
the child learns to master the more formal
skills of life: (1) relating with peers
according to rules (2) progressing from free
play to play that may be elaborately
structured by rules and may demand formal
teamwork, such as baseball and (3)
mastering social studies, reading,
arithmetic. Homework is a necessity, and
Work hard; play hard; do your best!
the need for self-discipline increases
yearly. The child who, because of his
successive and successful resolutions of
earlier psychosocial crisis, is trusting,
autonomous, and full of initiative will learn
easily enough to be industrious. However,
the mistrusting child will doubt the future.
The shame - and guilt-filled child will
experience defeat and inferiority.
5. Learning Identity Versus
Identity Diffusion (Fidelity)
During the fifth psychosocial crisis
(adolescence, from about 13 or 14 to
about 20) the child, now an adolescent,
learns how to answer satisfactorily and
happily the question of "Who am I?"
But even the best - adjusted of
adolescents may experience some role
identity confusion and self-doubts.
Erikson believes the young person
acquires self-certainty as opposed to
self-consciousness and self-doubt. He
comes to experiment with different -
usually constructive - roles rather than
adopting a "negative identity" (such as The adolescent seeks leadership (someone to
delinquency). He actually anticipates inspire him), and gradually develops a set of
achievement, and does achieve, rather ideals (socially congruent and desirable, in the
than being "paralyzed" by feelings of case of the successful adolescent).
inferiority or by an inadequate time Erikson believes that, in our culture,
perspective. In later adolescence, clear adolescence affords children a time for to
sexual identity - manhood or experiment, trying various roles, and thus
womanhood - is established. hopefully find the one most suitable for them.
The definition of intimacy is “a close, personal relationship”.
Two people have detailed knowledge of each other, resulting
from a close or long association or study of one another. The
relationship may be sexual or platonic in nature.
6. Learning Intimacy Versus Isolation (Love)
The young adult, successful in establishing
identity, can now experience true intimacy - the
sort of intimacy that makes possible good
marriage or a genuine and enduring friendship.
7. Learning Generativity
Versus Self-Absorption
(Care)
In adulthood, the
psychosocial crisis
demands generativity,
both in the sense of
marriage and parenthood,
and in the sense of
working productively and
creatively.
8. Integrity Versus Despair (Wisdom)
If the other seven psychosocial crisis have been
successfully resolved, the mature adult develops the
peak of adjustment; integrity. He trusts, he is
independent and dares the new. He works hard, has
found a well - defined role in life, and has developed a
self-concept with which he is happy. He can be intimate
without strain, guilt, regret, or lack of realism; and he is
proud of what he creates - his children, his work, or his
hobbies. If one or more of the earlier psychosocial
crises have not been resolved, he may view himself and
his life with disgust and despair.
