Section 2.3 Psychosocial development theory by Erik Erikson

1. Meaning and Understanding

Erikson was a psychoanalytic like Freud but differs from Freud regarding psychosexual development. Erikson is much more culture oriented than Freud and his theory is labeled psychosocial instead of psychosexual. He emphasizes the role of culture and society and the conflicts that can take place within the ego itself, whereas Freud underscores the conflict between the id and the superego.

Erikson’s theory is an epigenetic theory, which means it focuses on both biological and genetic origins of behaviour as interacting with the direct influence of environmental forces over time. He posited that this biological unfolding in relation to our sociocultural settings is done in stages of psychosocial development, where progress through each stage is in part determined by our success, or lack of success, in all the previous stages (Erikson, 1968).

Erikson believed that development occurs in eight distinct stages, from infancy to old age, and that each stage involves a specific psychosocial conflict that must be resolved. These conflicts involve the individual’s internal needs and emotions versus the demands or expectations of society. Successful resolution of each conflict leads to healthy personality development and the acquisition of essential life skills or virtues (like trust, autonomy, identity, etc.). If the conflict is not resolved successfully, it can lead to psychological difficulties in later stages.

Erikson’s theory claims that humans develop throughout their lifespan and consists of eight stages, which occur in different periods. The stages are Trust vs. Mistrust, Autonomy vs. Shame & Doubt, Initiative vs. Guilt, Industry vs. Inferiority, Identity vs. Role Confusion, Intimacy vs. Isolation, Generativity vs. Stagnation, Integrity vs. Despair. Each stage builds upon the successful completion of earlier stages. The challenges of stages not successfully completed may reappear as problems in the future (Erikson, 1993).

2. Erikson’s stages of psychosocial development

a.     Trust vs Mistrust: The infant will develop a health balance between trust and mistrust if cared for and responded to consistently. Abuse or neglect will foster mistrust. Positive outcomes consist of the development of hope and drive, while negative outcomes could contribute to withdrawal.

b.     Autonomy vs Shame and Doubt: Autonomy means self-reliance and independence of thought and confidence to act for oneself. Toilet training is a significant part of this stage. Positive outcomes consist of willpower and self-control, while negative outcomes could contribute to compulsive behaviors.

c.      Initiative vs Guilt: Initiative means aptitude and self-confidence to perform actions, even with the understanding of risks and failure. Guilt results from abandonment or believing an action will draw disapproval. Positive outcomes foster purpose and direction, while negative outcomes encourage inhibition.

d.     Industry vs Inferiority: Industry means having a meaningful activity and the competence to perform a skill. Inferiority means feeling incapable of experiencing failure or inability to discover one’s own strengths. This stage is crucial in the school years. Positive outcomes foster competence, while negative outcomes encourage inertia. 

e.     Identity vs Role Confusion: Identity means understanding of self and how one fits into the surrounding world, while role confusion focuses on the inability to understand one’s self or personal identity. Positive outcomes foster fidelity and devotion, while negative outcomes encourage repudiation behaviour. 

f.      Intimacy vs Isolation: Intimacy means developing relationships with friends, family and partners. Isolation involves feeling of being excluded from relationships of partnership. These encompass sexual maturity, reciprocal love, support, and emotional connection. Positive outcomes foster love and affiliation, while negative outcomes encourage exclusivity. 

g.     Generativity vs Stagnation: Generativity means unconditional care for one’s offspring or the future generation to come, while stagnation refers to self-absorption/concentration. Positive outcomes foster care and giving, while negative outcomes encourage rejectivity. 

h.     Integrity vs Despair: Integrity means understanding of self and satisfaction with life, while despair contributes to feeling of wasted time, opportunity and chances. Positive outcomes foster wisdom, while negative outcomes encourage despair.

2.1. Table: Erikson’s stages of psychosocial development

Source: Adapted from Erikson (1959)

2.2. Padlet activity

Read the scenario and answer the questions in this Padlet.

3. Educational Implication of psychosocial theory

Erikson’s theory emphasizes that education should address not only cognitive development but also the emotional and social needs of students at different ages.

a. Age-Appropriate Teaching and Support

Teachers should align their expectations and instruction with the psychosocial stage the learner is in. For example:

•    Industry vs. inferiority (6–12 years): Students are developing a sense of competence. Educators should provide tasks that promote success, offer positive feedback, and create opportunities to develop skills.

•    Identity vs. role confusion (12–18 years): Adolescents are exploring their personal identity. Teachers should encourage self-expression, critical thinking, and exploration of interests and values.

b. Promoting Self-Esteem and Confidence

Positive reinforcement and recognition help learners build a strong sense of self. Avoiding excessive criticism is crucial to prevent feelings of inferiority or confusion.

c. Social-Emotional Learning

Since Erikson emphasized social interaction in development, schools should incorporate activities that foster teamwork, communication, and empathy.

d. Understanding Individual Differences

Learners may progress through stages at different rates. Teachers must be sensitive to each student’s developmental needs and provide differentiated support.

e. Building a Supportive Environment

A safe, inclusive, and trusting classroom environment helps learners resolve psychosocial conflicts positively, enhancing both emotional well-being and academic success.