From Identity Crisis to Generativity
Unraveling Erik Erikson's Developmental Theory
by
Memoona Sohail
Erik Erikson, born Erik Salomonsen, was a German-American child psychoanalyst who developed the theory of psychosocial development. He is famous for coining the term "identity crisis." Despite not having a university degree, he worked as a professor at prestigious institutions like Harvard, UC Berkeley, and Yale. In a survey of eminent psychologists, he was ranked 12th in the 20th century. Erikson's mother came from a prominent Jewish family in Copenhagen, Denmark. She was married to a Jewish stockbroker, but Erik's biological father, a non-Jewish Dane, remains unknown.
It seems that Erikson's own life experiences greatly influenced his focus on identity development. He wrote about his own struggles with "identity confusion" during his adolescence. He even changed his last name to Erikson, replacing his stepfather's surname, to establish his own identity. Growing up, he faced bigotry from both Jewish and non-Jewish children due to his mixed identities. Despite lacking academic distinction, he pursued art school instead of medical school, which pleased his mother.
After leaving school, Erik traveled around Germany and Italy as an artist. He sold his sketches and eventually became an art teacher in Karlsruhe. He also worked as a tutor for an heiress and her children, which led to more tutoring opportunities. Throughout this time, he continued to grapple with questions about his father and his own identity.
Stages of Erikson in development.
Erikson’s theory of psychosocial development differed from Freud’s psychosexual theory in two key ways. He believed that personality development continued beyond early childhood and that it depended on resolving existential crises like trust, autonomy, and identity. Erikson expanded Freud’s stages and introduced concepts like adolescent identity crisis and midlife crisis. Despite not having a doctorate, Erikson became a professor at Harvard and published influential books on human development.
Erikson had believed that personalities develop in series of stages. He described the social impact across lifespan. He believed that a sense of competence motivates behaviors and actions. Each stage in Erikson’s theory is concerned with becoming competent in an area of life. According to Erikson’s theory, ego identity is achieved by facing challenges in eight stages of development. Each stage has a crisis that needs to be resolved, and resolving it leads to a healthy personality and the development of character strengths.
Infancy (birth to 18 months)
Trust VS Mistrust: During 1st stage children develop psychological stage. Because an infant is utterly dependent, and his trust is totally based on the dependability and quality of person taking care. It’s actually based on the food, safety and nurturing of a child. Failure of caregiver can lead mistrust and fear. Their trust provides safe side concept of world. (accord to john and Mary)
a) My niece is 1year old and I mostly feed her with proper food. So, she trusts me for her feeding. She loves to eat by me.
b) Same as, once I was playing with my 15 months old nephew. I accidently, dropped him which created mistrust between us now he avoids me. He has created fear from my personality.
Early Childhood (2-3 years)
Autonomy VS shame and doubt: In 2nd stage children develop greater sense of personal control. Children start making their personal choices and few action on their own. By letting them make choices parents develop sense of autonomy. Potty training; Main theme is to develop personal control and sense of independence. Failure results in feelings of shame and doubt. As if children face shame for any accidental action.
a) My niece is 3years old and she has developed her Potty training. She doesn’t pamper herself now. She can easily use washroom accord to her need. Which also make some independency about selecting dresses of own choice, food and toys.
b) On other hand, whenever she selects something weird to eat I-e she asks for water with biscuits. Restriction on her choice lead her shame and doubt. Even she inquired, ‘why I can’t dip biscuits in water.’ Our answer actually led her to think with reasons and limits.
Pre-school stage (3-5years)
Initiative VS Guilt: In, this stage if children have developed previous 2stages they will start thinking that world is trustworthy place to live and they can act independently. They try to explore their own abilities and develop ambitions in their lives I-e children try to decide about profession in later life. Parents make decisions for choosing friends to play and other activities but babies start thinking in their own way. But, it’s important to make boundaries and encourage children for better choices. No development can lead to guilt.
a) My niece who is near to 5 try to cover her all. She tries to complete multiple tasks for herself cutting fruit, colouring books, attempting homework personally (ability of independency).
b) On other hand she used to take shower with my nephew for making boundaries my cousin never let her to take shower with him even insulted her which probably created guilt in herself. (as she felt, ‘she did something worst or she is a bad girl).
School age stage (6-11years)
Industry VS inferiority: This stage led to think high or develop sense of pride for their gperformances and abilities. They try to cope with new demands. They develop sense of competence and failures results feelings of inferiority. During this time the interaction with new peer groups make impact on children’s psychological development and appreciation by near relationships can be cause of confidence.
a) So, my niece is in 6th year and she compete herself with other same age people because we encourage her on her performance. She feels pride after winning race in class.
b) As I remember when I was in early school life my mother was used to obsessed with other children’s work. She compared my abilities which lead me to inferiority. I started to doubt my abilities.
Adolescence (12-18years)
Identity VS confusion: Erikson worked for impact on social interaction on person’s life in developing ego which constantly change due to new experiences. Teen’s behaviors are unpredictable which can be changed due to peer group and cultural roles. People those receive proper encouragement will create self-sense and unsure beliefs can lead to confusion.
a) I became totally independent once in age of 17 and during my college life my beliefs became clear, I experienced smooth social interaction and I developed my behaviours accord to peers. I started clear my visions for multiple actions of life and abled myself to make decisions.
b) While on of my cousins didn’t get chance to be in touch with society or peer groups. She has no clue about her identity and what she wants to do later in life. Which create confusion about her own place in life.
Young adult (19-40years)
Intimacy VS isolation: People at this stage centers on forming intimate, loving relationships with others and they struggle hold them. Erikson defined it by closeness, honesty and love. It can include romantic partner and might be from outside of family. There can be possibility of deep and meaningful connection. People who successfully navigate this era can create strong social networks. While struggling at this stage can become cause of isolation.
a) According to his theory, I’m in relationship from my early 19s and still intimating during 22nd year of age. Intimacy led to close relationship with one specific personality and with other family members. As, I wasn’t in soft relationship with my cousins during approx. 15-16 era. It builds a healthy bond in social connection.
b) Same as my friend was in romantic relationship. But it doesn’t go well which lead her to isolation and she has become a person who avoid social circles. She loves to spend her time in a single room rather than with others.
Middle age (above 40-65years)
Generativity Vs. Stagnation: Generativity refers to feeling fulfilled by making valuable contributions to the world, such as raising children or creating positive changes in society. On the other hand, stagnation occurs when individuals feel unproductive and disconnected, leading to self-absorption and a sense of emptiness.
During this stage, both work and parenthood are important for adults to extend their influence. Meaningful work allows individuals to feel productive and part of a larger community, while raising children or engaging in nurturing behaviors contributes to the future generation. Whether through career or parenthood, generativity is achieved by making valuable contributions to society.
a) In my personal life generativity through volunteering at a local youth organization, where I mentor and support young individuals in their personal and academic development. These experiences bring me a great sense of joy and fulfilment
b) In my personal life, I have experienced stagnation when I felt stuck in a monotonous routine without any sense of growth or progress. There were times when I lacked motivation and felt unfulfilled with my daily activities. It made me realize the importance of seeking new challenges and finding ways to continuously learn and grow in order to avoid stagnation.
Up-to middle age (65-till death)
Ego Integrity Vs. Despair: In the final stage of life, ego integrity is achieved when individuals feel a deep sense of fulfilment and acceptance of their life’s journey. They find coherence and purpose in their experiences, gaining wisdom and a feeling of contentment. On the other hand, despair arises when individuals have regrets, feel they’ve made poor choices, or believe they haven’t achieved their life goals. It involves feelings of bitterness, disappointment, and a fear of approaching death.
a) One example of ego integrity in my personal life is when my grandmother reflected on her life with a sense of fulfilment. She felt proud of the family she had raised, the meaningful relationships she had built, and the contributions she had made in her family. She embraced her life experiences and found wisdom and contentment in them.
b) A family member who, in their later years, expressed a deep sense of regret for not pursuing their passions and dreams. They felt like they had missed out on opportunities and had not lived up to their full potential. This led to feelings of despair, as they grappled with the fear of running out of time and not being able to rectify their perceived failures.
Keywords:
Erik Erikson
Psychosocial development
Identity crisis
Harvard
UC Berkeley
Yale
Existential crises
Ego identity
Trust vs. Mistrust
Autonomy vs. Shame and Doubt
Initiative vs. Guilt
Industry vs. Inferiority
Adolescence
Identity vs. Confusion
Generativity vs. Stagnation
