Theorist Paper:

In Eriksons view personality development is a psychosocial process, meaning internal

psychological and external social factors are both very important. Developmental changes occur
throughout a persons lifetime and are influenced by three interrelated forces
The individuals biological and physical strengths and limitations.
The persons unique life circumstances and developmental history including early
family experiences and degree of success in resolving earlier developmental
crisis.
The particular social, cultural and historical forces at work during the individuals
lifetime (for example poverty, racial prejudice)
Erik Erikson was born June 15, 1902 in Frankfurt, Germany. His interest in identity
developed early based upon his own experiences. As Erikson entered puberty and adolescence,
identify conflicts intensified. Erik Erikson studied psychoanalysis with Sigmund Freuds
daughter Anna, who strongly influenced his ideas about personality development.
It was not until Erikson was almost thirty and moved to Austria that his career as a
psychoanalyst and development theorist began. Erikson earned a certificate from the Vienna
Psychoanalytic Society. Erikson moved to the United States in 1933 and was offered a teaching
position at Harvard Medical School. In addition to this, he also had a private practice in child
psychoanalysis. Later, he held teaching positions at University of California at Berkeley, Yale,
San Francisco Psychoanalytic Institute, Austen Riggs Center, and Center for Advanced Studies

of the Behavioral Sciences. Erik Erikson spent time studying the cultural life of the Sioux of
South Dakota and the Yurok of northern California.
He published a number of books on his theories and research, including Childhood and
Society and The Life Cycle Completed. His book Gandhi's Truth was awarded a Pulitzer Prize
and a national Book Award.
Stage 1:
Trust versus mistrust- the proper ratio or balance between trust and mistrust leads to the
developmental of hope.
When I was two months old my mother and I moved to San Diego California to be closer
to my father he was in the Navy. I remember always being with my mother, friends of the family
that would often keep us company as well as their children and not too much my father because
he would be away from home for months at a time. I learned how to trust my environment and the
people around me. I developed a secure attachment.
Stage 2:
Autonomy versus shame and doubt- a child who is treated with firmness reassurance
and respect for her failures as well as for her successes eventually will achieve autonomy
(independence and self-direction) in this area.
At this stage as a toddler, I enjoyed life in California, the trees, the sun and going on base,
and attending day care. I loved to travel about and explore in the small community apartments

that we used to live in. For the first two years of my life, my mother reared me carefully,
exposing me to certain experiences that might have had a positive influence on my intellect.
Stage 3:
Initiative versus guilt- The child focuses on her genitals as a source of pleasure and on
achieving greater mastery and responsibility. Ex: Initiative versus guilt-if a child is treated
respectfully and helped to formulate and pursue her goals without feeling guilty, she will develop
the virtue of purpose in her life.
At this point in time I began to find my own little girl independence, going outside to ride
my bike or play with other children and not to mention being aware of my surroundings so I
could remain safe.
Stage 4:
Industry versus inferiority- as a child leaves the protection of his family and enters the
world of school; he must come to believe in his ability to learn.
When it was time for me to actually start school I was back home in Detroit where I was
born. I did not attend school with my cousins and I had no siblings at the time so I knew no one
and my first day of school I had to go to Latchkey before school began I cried and cried because
I did not want to go to this new place and be alone without my mother or father.
Stage 5:

Identity versus role confusion- This stage is about the physical changes of puberty and
the psychological changes of adolescence. A successful resolution of this crisis is the
developmental of the virtue of fidelity.
I learned the necessity to be productive and do my own work. I learned to make things,
use tools, and acquire skills to be a worker and a potential provider. I participated in a wide
variety of events throughout the day including academics, group activities, and after school extra
curriculum activities. Due to these activities I developed a sense of competence, a sense of trust
with not just myself but others as well and I was able to identify what is needed to succeed in this
world.
Stage 6:
Intimacy versus isolation- Successful resolution of this stage results in the virtue of
being able to experience love.
Well I cannot speak on this topic too much because I have yet to experience falling in
loving with a significant other; however I can reflect on the love that I receive from my family.
Also, I am a proud god mother of a handsome year old by the name of Derrick Jr. that motivates
me, helps mold me into a well-rounded young lady. Until I feel I am ready for children of my
own I have him to fill that void.
Stage 7:
Generatively versus stagnation- This stage includes adulthood and midlife. Successful
resolution brings the virtue of care, or concern for others.

At the age of twenty I think I am doing well, producing a good reputation for myself as I
prepare for my future. Working, and going to school staying humble and focused on the main
goal of one day having my own business and later on starting my own family when I am
established.
Stage 8:
Ego integrity versus despair- Occurs during the later adulthood and old age. Successful
resolution brings the virtue of wisdom.
I do wish to be able to meet my grandchildren and great grandchildren in the far future.




Works Cited:
Seifert L. Kelvin. Child and Adolescent Development Fifth Edition. Houghton Mifflin Company,
2000.
Morrison S. George. Early Childhood Education Today Twelfth Edition. Pearson Education, Inc.
2012.

Cherry, Kendra. Eriksons Theory of Psychosocial Development. 23 May, 2013. Web.
Feist, Gregory J., and Erika L. Rosenberg. Psychology: Making Connections. Boston: McGraw-
Hill Higher Education, 2010. Print.