STAGES OF PERSONALITY DEVELOPMENT
The individual wants to belong
Erik Erikson (1950, 1963) proposed a psychoanalytic
theory of psychosocial development comprising eight stages from
infancy to adulthood.
During each stage, the person experiences a psychosocial
crisis which could have a positive or negative outcome for
personality development.
1. TRUST VS MISTRUST - HOPE
(Infancy: 0 – 18 months)
During the first or second year of life, the major emphasis
is on the mother and father’s nurturing ability and care for a child,
especially in terms of visual contact and touch. The child will develop
optimism, trust, confidence, and security if properly cared for and
handled. If a child does not experience trust, he or she may develop
insecurity, worthlessness, and general mistrust to the world.
2. AUTONOMY VS SHAME AND DOUBT – WILL
(Early Childhood: 18 months – 3 years)
At this point, the child has an opportunity to build self-
esteem and autonomy as he or she learns new skills and right from
wrong. The well-cared for child is sure of himself, carrying himself or
herself with pride rather than shame. During this time of the “terrible
twos”, defiance, temper tantrums, and stubbornness can also
appear. Children tend to be vulnerable during this stage, sometimes
feeling shame and and low self-esteem during an inability to learn
certain skills.
3. INITIATIVE VS GUILT – PURPOSE
(Late Childhood: 3 years – 5 years)
During this period the primary feature involves the child
regularly interacting with other children at school. Central to this
stage is play, as it provides children with the opportunity to explore
their interpersonal skills through initiating activities.
Children begin to plan activities, make up games, and
initiate activities with others. If given this opportunity, children
develop a sense of initiative and feel secure in their ability to lead
others and make decisions.
Conversely, if this tendency is squelched, either through
criticism or control, children develop a sense of guilt. They may feel
like a nuisance to others and will, therefore, remain followers, lacking
in self-initiative.
4. INDUSTRY VS INFERIORITY – COMPETENCE
(School Age: 6 years – 12 years)
During this stage, children are capable of learning, creating
and accomplishing numerous new skills and knowledge, thus
developing a sense of industry.
If children are encouraged and reinforced for their initiative,
they begin to feel industrious and feel confident in their ability to
achieve goals. If this initiative is not encouraged, if it is restricted by
parents or teacher, then the child begins to feel inferior, doubting his
own abilities and therefore may not reach his or her potential.
5. IDENTITY VS ROLE CONFUSION – FIDELITY
(Adolescence: 12 years – 18 years)
During adolescence the transition from childhood to
adulthood is most important. Children are becoming more
independent, and begin to look at the future in terms of career,
relationships, families, housing, etc.
to a society and fit in. It is during this stage that the adolescent will
re-examine his identity and try to find out exactly who he or she is.
During this period, they explore possibilities and begin to
form their own identity based upon the outcome of their explorations.
Failure to establish a sense of identity within society ("I don’t know
what I want to be when I grow up") can lead to role confusion. Role
confusion involves the individual not being sure about themselves or
their place in society.
6. INTIMACY VS ISOLATION – LOVE
(Young Adulthood: 18 years – 35 years)
Occurring in young adulthood, they begin to share
themselves more intimately with others. They explore relationships
leading toward longer-term commitments with someone other than
their family member.
Successful completion of this stage can result in happy
relationships and a sense of commitment, safety, and care within a
relationship. Avoiding intimacy, fearing commitment and
relationships can lead to isolation, loneliness, and sometimes
depression.
7. GENERATIVITY VS STAGNATION – CARE
(Middle Adulthood: 35 years – 65 years)
Career and work are the most important things at this
stage, along with family. Middle adulthood is also the time when
people can take on greater responsibilities and control.
Adults give back to society through raising their children,
being productive at work, and becoming involved in community
activities and organizations.
By failing to achieve these objectives, they become
stagnant and feel unproductive.
8. INTEGRITY AND DESPAIR – WISDOM
(Late Adulthood: 65 years – death)
As they grow older and become senior citizens, they tend
to slow down their productivity and explore life as a retired people. It
is during this time that they contemplate their accomplishments and
develop integrity if they see themselves leading a successful life.
Erik Erikson believed if they see their lives as
unproductive, feel guilt about their past, or feel that they did not
accomplish their life goals, they become dissatisfied with life and
develop despair, often leading to depression and hopelessness.
Wisdom enables a person to look back on their life with a
sense of closure and completeness, and also accept death without
fear.
SOCIAL DEVELOPMENT DURING ADOLESCENCE
 Adolescent desire more autonomy and independence from
their families
 Friends or peers become their primary influence
 Idealism is prevailing in this stage
1. Belief and values are formed
2. Existing and accepted social norms were
sometimes questioned
 Experimentation is highly dominant in the adolescence
stage.
1. Drugs
2. Alcohol
3. Sexuality