Beyond the school years, according to Erikson, individuals continue psychosocial development by facing additional crises. Young adults, for example, face a crisis of intimacy and isolation. This crisis is about the risk of establishing close relationships with a select number of others. Whether the relationships are heterosexual, homosexual, or not sexual at all, their defining qualities are depth and sustainability. Without them, an individual risks feeling isolated. Assuming that a person resolves this crisis in favor of intimacy, however, he or she then faces a crisis about generativityand stagnation. This crisis is characteristic of most of adulthood, and not surprisingly therefore is about caring for or making a contribution to society, and especially to its younger generation. Generativity is about making life productive and creative so that it matters to others. One obvious way for some to achieve this feeling is by raising children, but there are also many other ways to contribute to the welfare of others. The final crisis is about integrity and despair, and is characteristically felt during the final years of life. At the end of life, a person is likely to review the past and to ask whether it has been lived as well as possible, even if it was clearly not lived perfectly. Since personal history can no longer be altered at the end of life, it is important to make peace with what actually happened and to forgive oneself and others for mistakes that may have been made. The alternative is despair, or depression from believing not only that one's life was lived badly, but also that there is no longer any hope of correcting past mistakes.
Even though Erikson conceives of these crises as primarily concerns of adulthood, there are precursors of them during the school years. Intimacy, for example, is a concern of many children and youth in that they often desire, but do not always find, lasting relationships with others (Beidel, 2005; Zimbardo & Radl, 1999). Personal isolation is a particular risk for students with disabilities, as well as for students whose cultural or racial backgrounds differ from classmates' or the teacher's. Generativity feeling helpful to others and to the young is needed not only by many adults, but also by many children and youth; when given the opportunity as part of their school program, they frequently welcome a chance to be of authentic service to others as part of their school programs (Eyler & Giles, 1999; Kay, 2003). Integrity taking responsibility for your personal past, “warts and all”, is often a felt need for anyone, young or old, who has lived long enough to have a past on which to look. Even children and youth have a past in this sense, though their pasts are of course shorter than persons who are older.
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