Like Piaget, Erik Erikson developed a theory of social development that relies on stages, except that Erikson thought of stages as a series of psychological or social (or psychosocial) crises turning points in a person's relationships and feelings about himself or herself (Erikson, 1963, 1980). Each crisis consists of a dilemma or choice that carries both advantages and risks, but in which one choice or alternative is normally considered more desirable or “healthy”. How one crisis is resolved affects how later crises are resolved. The resolution also helps to create an individual's developing personality. Erikson proposed eight crises that extend from birth through old age; they are summarized in the following Table 3.3. Four of the stages occur during the school years, so we give these special attention here, but it is helpful also to know what crises are thought to come both before and after those in the school years.
|
Psychosocial crisis |
Approximate age |
Description |
|
Trust and mistrust |
Birth to one year |
Development of trust between caregiver and child |
|
Autonomy and shame |
Age 1-3 |
Development of control over bodily functions and activities |
|
Initiative and guilt |
Age 3-6 |
Testing limits of self-assertion and purposefulness |
|
Industry and inferiority |
Age 6-12 |
Development of sense of mastery and competence |
|
Identity and role confusion |
Age 12-19 |
Development of identity and acknowledge of identity by others |
|
Intimacy and isolation |
Age 19-25+ |
Formation of intimate relationships and commitments |
|
Generativity and stagnation |
Age 25-50+ |
Development of creative or productive activities that contribute to future generations |
|
Integrity and despair |
Age 50+ |
Acceptance of personal life history and forgiveness of self and others |
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