Erikson’s
Psychosocial Theory:
Erik Erikson's theory focuses on psychosocial development, emphasizing the impact of social interactions and experiences across the lifespan. He proposed eight stages of psychosocial development, each characterized by a specific conflict that must be resolved for healthy psychological growth. Success in each stage builds a foundation for resolving future conflicts.
Key Elements of Erikson's Theory
Psychosocial Crises:
Each stage involves a conflict or challenge that influences personality
development.
Lifespan Approach:
Unlike Freud, Erikson emphasized development across the entire life, from
infancy to late adulthood.
Ego Identity:
A core concept, referring to a conscious sense of self shaped by social
interactions.
Influence of Culture and Society:
Erikson highlighted the importance of cultural and societal factors in shaping
development.
Development
happens across 8 stages, each with a conflict to resolve:
1. Trust
vs. Mistrust (Infants): Leads to hope.
2. Autonomy
vs. Shame (Toddlers): Builds willpower.
3. Initiative
vs. Guilt (Preschool): Fosters purpose.
4. Industry
vs. Inferiority (School-age): Develops competence.
5. Identity
vs. Role Confusion (Teens): Creates fidelity.
6. Intimacy
vs. Isolation (Young Adults): Promotes love.
7. Generativity
vs. Stagnation (Midlife): Leads to care.
8. Integrity
vs. Despair (Seniors): Yields wisdom.
1. Infancy (0–1 year): Trust vs. Mistrust
Core Question: Can I trust the world?
Key Virtue: Hope
Description: Infants depend on caregivers.
Consistent care fosters trust, while neglect leads to mistrust.
Example of Trust:
A baby cries when hungry, and the caregiver responds consistently with feeding
and comfort. Over time, the baby learns to trust that their needs will be met.
Example of Mistrust:
A baby left unattended for long periods, with inconsistent caregiving, develops
a sense of insecurity and mistrust toward the world.
2. Early Childhood (1–3 years): Autonomy
vs. Shame and Doubt
Core Question: Can I do things myself or
must I always rely on others?
Key Virtue: Will
Description: Children explore independence
(e.g., toilet training). Encouragement fosters autonomy; over-criticism fosters
shame.
Example of Autonomy:
A toddler learns to use the toilet independently. The caregiver encourages them
and praises their efforts, fostering confidence in their abilities.
Example of Shame and Doubt:
A toddler tries to dress themselves but is scolded for being too slow. They feel
incompetent and doubt their abilities.
3. Preschool (3–6 years): Initiative vs.
Guilt
Core Question: Is it okay for me to do,
move, and act?
Key Virtue: Purpose
Description: Children assert themselves
through play and activities. Over-control or criticism leads to guilt.
Example of Initiative:
A child organizes a game with friends, coming up with rules and roles.
Supportive adults encourage their creativity and leadership.
Example of Guilt:
A child tries to draw on the wall to express creativity but is harshly
punished. They feel guilty about their actions and hesitate to take initiative
in the future.
4. School Age (6–12 years): Industry vs.
Inferiority
Core Question: Can I make it in the world
of people and things?
Key Virtue: Competence
Description: Success in school and social
settings builds competence. Failure leads to feelings of inferiority.
Example of Industry:
A student works hard on a school project, receives positive feedback from
teachers and peers, and feels competent in their abilities.
Example of Inferiority:
A child struggles with math but receives no help or encouragement. They begin
to feel inferior compared to their classmates.
5. Adolescence (12–18 years): Identity vs.
Role Confusion
Core Question: Who am I, and where am I
going?
Key Virtue: Fidelity
Description: Teens explore personal
identity and future roles. Success leads to a strong sense of self; failure
results in role confusion.
Example of Identity:
A teenager experiments with different hobbies, friend groups, and career
aspirations. Through exploration, they develop a clear sense of who they are
and what they want.
Example of Role Confusion:
A teenager feels pressured to conform to parental expectations and struggles to
find their own identity, leading to confusion about their future direction.
6. Young Adulthood (18–40 years): Intimacy
vs. Isolation
Core Question: Can I love and be loved?
Key Virtue: Love
Description: Forming close relationships
and commitments. Failure can lead to loneliness and isolation.
Example of Intimacy:
A young adult enters a committed, loving relationship and develops a sense of
emotional closeness and mutual support.
Example of Isolation:
A young adult avoids close relationships due to fear of vulnerability, leading
to feelings of loneliness and detachment.
7. Middle Adulthood (40–65 years):
Generativity vs. Stagnation
Core Question: How can I contribute to the
world?
Key Virtue: Care
Description: Focus on productivity and
guiding future generations. Lack of purpose may lead to stagnation.
Example of Generativity:
A middle-aged person mentors younger colleagues at work or volunteers in their
community, feeling they are contributing meaningfully to the next generation.
Example of Stagnation:
A person focuses solely on their own needs, avoids growth opportunities, and
feels disconnected from society, leading to a sense of purposelessness.
8. Late Adulthood (65+ years): Integrity
vs. Despair
Core Question: Was my life meaningful?
Key Virtue: Wisdom
Description: Reflection on life
achievements and failures. Acceptance leads to integrity; regret fosters
despair.
Example of Integrity:
An elderly person reflects on their life with a sense of satisfaction,
appreciating the relationships and accomplishments they have achieved.
Example of Despair:
An elderly person regrets missed opportunities, feels their life lacked
meaning, and struggles with bitterness and despair.
Significance of Erikson's
Theory
Holistic Perspective: Addresses the
interaction of biology, psychology, and society.
Practical Applications: Used in education,
therapy, and understanding lifespan challenges.
Cultural Relevance: Acknowledges cultural
influences on development.
Significance of Erik
Erikson’s Theory in Schools
Erik Erikson's theory of psychosocial
development is highly relevant in educational settings, providing valuable
insights for teachers, administrators, and school counselors to support
students' emotional, social, and academic growth.
1. Understanding Developmental Needs
Tailoring Instruction: Teachers can create
age-appropriate learning activities based on the psychosocial stage of their
students, ensuring that lessons address their developmental challenges.
Example: Encouraging autonomy in early
childhood by allowing students to make simple choices in their learning.
2. Fostering a Positive Learning
Environment
Promoting Industry (Stage 4, Ages 6–12):
In elementary school, students are in the Industry vs. Inferiority stage, where
success in tasks and recognition by peers and teachers builds a sense of
competence.
Teachers can design activities that allow
students to achieve tangible outcomes, such as completing projects or mastering
skills.
Avoiding Inferiority: Constructive
feedback and support for struggling students help prevent feelings of
inadequacy.
3. Supporting Identity Formation
Adolescence and Identity (Stage 5, Ages
12–18): Middle and high school students face the challenge of Identity vs. Role
Confusion. Schools can support them by:
Providing opportunities for
self-expression through arts, sports, and extracurricular activities.
Offering career counseling and exposure to
diverse career paths to help students explore their interests and future roles.
Encouraging discussions about values,
cultural identity, and societal roles.
4. Encouraging Relationships and Social
Skills
Peer Relationships: During the Intimacy
vs. Isolation stage in young adulthood (e.g., college students), fostering
group activities and collaborative projects helps students build strong
relationships.
Conflict Resolution: Erikson’s emphasis on
social dynamics highlights the importance of teaching emotional intelligence,
empathy, and conflict resolution in schools.
5. Building Resilience
Teachers can use Erikson’s theory to help
students navigate challenges by:
Supporting students through failures to
foster perseverance rather than shame or despair.
Helping them view setbacks as
opportunities for growth, especially in the Autonomy vs. Shame and Initiative
vs. Guilt stages.
6. Guiding Teacher-Student Relationships
Trust vs. Mistrust (Stage 1): Young
children entering preschool or early grades rely on consistent, caring teachers
to develop trust in the school environment.
Emotional Support: Teachers who build
trust and respect can serve as positive role models, creating a secure
environment for learning.
7. Parental and Community Engagement
Schools can involve parents and the
community in creating a supportive network for students, reinforcing Erikson’s
idea that development is influenced by societal factors.
8. Lifelong Learning Perspective
Erikson’s theory promotes the idea that
development is continuous. Schools can in still a love for learning and
adaptability, helping students to thrive at all life stages.
Conclusion
Erik Erikson's theory highlights the
importance of addressing not just academic needs but also the emotional and
social aspects of a child's development. By understanding the stages of
psychosocial development, educators can create a supportive, inclusive environment
that promotes holistic growth and prepares students for future challenges.
Multiple
Choice Questions
1.
Erik Erikson’s theory is called:
a) Psychosexual
Theory
b) Psychosocial
Theory
c) Cognitive
Theory
d) Humanistic
Theory
Answer:
b
2.
Erikson's theory emphasizes:
a) Sexual
development
b) Unconscious
impulses
c) Social
interaction and experience
d) Behavior
reinforcement
Answer:
c
3.
Erikson believed development is influenced
by:
a) Predetermined
biological stages
b) Cultural
and social factors
c) Only
childhood experiences
d) None
of the above
Answer:
b
4.
What principle underlies Erikson's stages?
a) Reinforcement
b) Pleasure
principle
c) Epigenetic
principle
d) Cognitive
equilibration
Answer:
c
5.
The first stage occurs during:
a) Adolescence
b) Infancy
(0-1 year)
c) Early
childhood
d) Middle
adulthood
Answer:
b
6.
In the trust vs. mistrust stage, what
leads to trust?
a) Unconditional
positive regard
b) Warmth,
consistency, and care from parents
c) Freedom
of choice
d) Peer
relationships
Answer:
b
7.
The virtue gained in the first stage is:
a) Love
b) Willpower
c) Hope
d) Wisdom
Answer:
c
8.
Failure in the first stage leads to:
a) Withdrawal
b) Inhibition
c) Inferiority
d) Isolation
Answer:
a
9.
The autonomy vs. shame stage occurs
during:
a) Infancy
b) Toddlerhood
(2-3 years)
c) Adolescence
d) Senior
years
Answer:
b
10.
The virtue of autonomy vs. shame stage is:
a) Willpower
b) Courage
c) Hope
d) Fidelity
Answer:
a
11.
Autonomy develops when:
a) Parents
encourage independence
b) Children
form peer relationships
c) Children
resolve inner conflicts
d) There
is no mistrust
Answer:
a
12.
Excessive parental control leads to:
a) Initiative
b) Shame
and doubt
c) Generativity
d) Despair
Answer:
b
13.
The initiative vs. guilt stage occurs
during:
a) Preschool
years (3-6 years)
b) Infancy
c) Adolescence
d) Old
age
Answer:
a
14. The initiative vs. guilt stage focuses on developing:
a) Independence
b) Confidence
to act on ideas
c) Logical
thinking
d) Abstract
reasoning
Answer:
b
15.
Success in initiative vs. guilt stage leads to the virtue
of:
a) Competence
b) Purpose
c) Wisdom
d) Love
Answer:
b
16.
Failure in initiative vs. guilt stage leads to:
a) Compulsion
b) Inhibition
c) Inferiority
d) Withdrawal
Answer:
b
17.
The industry vs. inferiority stage happens
during:
a) Toddlerhood
b) School-age
(7-12 years)
c) Adolescence
d) Young
adulthood
Answer:
b
18.
Success in industry vs. inferiority stage fosters:
a) Confidence
b) Competence
c) Fidelity
d) Hope
Answer:
b
19.
Failure in industry vs. inferiority stage may lead to:
a) Mistrust
b) Inferiority
c) Isolation
d) Guilt
Answer:
b
20.
What characterizes industry vs. inferiority stage?
a) Developing
initiative
b) Building
skills and achieving goals
c) Forming
intimate relationships
d) Facing
mortality
Answer:
b
21.
The identity vs. role confusion stage
occurs in:
a) Adolescence
(13-19 years)
b) Infancy
c) Middle
adulthood
d) Senior
years
Answer:
a
22.
Adolescents in identity vs. role confusion stage seek to:
a) Develop
basic trust
b) Establish
a sense of self and identity
c) Resolve
inner shame
d) Achieve
intimacy
Answer:
b
23. Successful resolution leads to the virtue of identity vs. role confusion stage:
a) Fidelity
b) Hope
c) Competence
d) Wisdom
Answer:
a
24.
Failure in identity vs. role confusion stage causes:
a) Inertia
b) Isolation
c) Role
confusion
d) Withdrawal
Answer:
c
25.
Intimacy vs. isolation is the focus of:
a) Young
adulthood (20-34 years)
b) Adolescence
c) Toddlerhood
d) Senior
years
Answer:
a
26.
What is the virtue gained in Intimacy vs. isolation stage?
a) Fidelity
b) Love
c) Wisdom
d) Willpower
Answer:
b
27.
Failure in Intimacy vs. isolation stage leads to:
a) Compulsion
b) Isolation
and loneliness
c) Inertia
d) Inferiority
Answer:
b
28.
Generativity vs. stagnation occurs during:
a) Middle
adulthood (35-65 years)
b) Young
adulthood
c) Infancy
d) Old
age
Answer:
a
29.
Generativity means:
a) Creativity
and innovation
b) Caring
for future generations
c) Forming
intimate relationships
d) Accepting
life’s end
Answer:
b
30.
Failure in Generativity vs. stagnation stage leads to:
a) Despair
b) Stagnation
and selfishness
c) Isolation
d) Guilt
Answer:
b
31.
Success in Generativity vs. stagnation stage results in the
virtue of:
a) Hope
b) Love
c) Care
d) Fidelity
Answer:
c
32.
Integrity vs. despair is the challenge of:
a) Adolescence
b) Infancy
c) Old
age (65+ years)
d) Middle
adulthood
Answer:
c
33.
People with integrity feel:
a) Regret
for past mistakes
b) Peace
with their life choices
c) Anger
about aging
d) Shame
and doubt
Answer:
b
34.
What virtue is gained in Generativity vs. stagnation stage?
a) Hope
b) Love
c) Wisdom
d) Fidelity
Answer:
c
35.
Despair occurs when:
a) People
achieve all their goals
b) People
feel life was wasted
c) Role
confusion continues
d) Society
rejects the elderly
Answer:
b
36.
Maladaptation happens when:
a) Positive
aspects dominate
b) Negative
aspects dominate
c) Both
positive and negative aspects are balanced
d) Development
is interrupted
Answer:
a
37.
A malignancy occurs when:
a) Positive
aspects dominate
b) Negative
aspects dominate
c) Development
is balanced
d) There
is too much autonomy
Answer:
b
38.
The strength achieved after passing all
stages is:
a) Courage
b) Creativity
c) Wisdom
d) Integrity
Answer:
c
39.
If an infant’s basic needs are not met
consistently, they are likely to develop:
a) Hope
b) Mistrust
c) Autonomy
d) Guilt
Answer:
b
40.
The significant relationship in the first
stage of development is with:
a) Peers
b) Mother
c) Teachers
d) Society
Answer:
b
41.
A balanced outcome of trust and mistrust
helps the child develop:
a) Confidence
b) Willpower
c) Realistic
hope
d) Purpose
Answer:
c
42.
Autonomy develops when parents:
a) Provide
consistent affection
b) Allow
the child to explore and make choices
c) Offer
unconditional positive regard
d) Prevent
all failures
Answer:
b
43.
Excessive criticism during toilet training
can lead to:
a) Willpower
b) Shame
and doubt
c) Competence
d) Mistrust
Answer:
b
44.
The modality of the Autonomy vs Shame stage is:
a) "To
get, to give in return"
b) "To
hold on, to let go"
c) "To
play, to create"
d) "To
share oneself"
Answer:
b
45.
A child in Autonomy vs Shame stage learns to:
a) Take
initiative without being overly guilty
b) Depend
on caregivers for security
c) Develop
logical thinking
d) Define
their ego identity
Answer:
a
46.
The significant virtue in Autonomy vs Shame stage is:
a) Competence
b) Hope
c) Purpose
d) Fidelity
Answer:
c
47.
Initiative can be fostered by:
a) Allowing
the child to lead creative play
b) Setting
strict boundaries for behavior
c) Focusing
only on academic skills
d) Ignoring
their ideas
Answer:
a
48.
A child feeling capable of completing
meaningful tasks is experiencing:
a) Guilt
b) Competence
c) Autonomy
d) Love
Answer:
b
49.
Inferiority arises when:
a) Peers
and teachers encourage success
b) Children
face repeated failures without support
c) Parents
provide too much independence
d) Basic
needs are unmet in infancy
Answer:
b
50.
Significant relationships in Industry vs. Inferiority stage
include:
a) Parents
only
b) Peers
and teachers
c) Romantic
partners
d) Society
at large
Answer:
b
51.
Adolescents who successfully resolve Industry vs. Inferiority stage gain:
a) Purpose
b) Fidelity
c) Hope
d) Wisdom
Answer:
b
52.
Role confusion occurs when teens:
a) Commit
to their sense of identity too early
b) Fail
to explore different roles and identities
c) Experience
excessive peer pressure
d) Develop
trust in their environment
Answer:
b
53.
Peer groups are significant in Identity vs. Role Confusion stage
because:
a) They
provide a sense of belonging and identity exploration
b) They
replace parental relationships
c) They
reduce the need for role experimentation
d) They
eliminate emotional conflicts
Answer:
a
54.
Intimacy is achieved by:
a) Fully
understanding oneself and connecting with others
b) Prioritizing
career over relationships
c) Balancing
role confusion with independence
d) Rejecting
close relationships
Answer:
a
55.
A young adult failing in Intimacy vs. Isolation stage is
most likely to experience:
a) Stagnation
b) Isolation
and loneliness
c) Inferiority
d) Guilt
Answer:
b
56.
Intimacy requires a balance between:
a) Role
confusion and experimentation
b) Emotional
closeness and independence
c) Generativity
and self-absorption
d) Autonomy
and shame
Answer:
b
57.
Generativity involves:
a) Focusing
on personal goals
b) Mentoring
the next generation
c) Avoiding
social obligations
d) Reflecting
on past achievements
Answer:
b
58.
A middle-aged adult experiencing
stagnation might:
a) Invest
in future generations
b) Show
selfishness and lack of concern for others
c) Develop
strong interpersonal relationships
d) Achieve
a sense of wisdom
Answer:
b
59.
Generativity leads to the virtue of:
a) Love
b) Care
c) Wisdom
d) Fidelity
Answer:
b
60.
The central task in Generativity vs. Stagnation stage is:
a) Accepting
the inevitability of death
b) Preparing
for intimacy
c) Building
a sense of trust
d) Developing
independence
Answer:
a
61.
Ego integrity means:
a) Regretting
life’s missed opportunities
b) Feeling
at peace with one’s life choices
c) Seeking
to control future generations
d) Avoiding
thoughts about mortality
Answer:
b
62.
Wisdom is the virtue of Generativity vs. Stagnation stage because
it represents:
a) Courage
to face new challenges
b) A
balanced perspective on life and death
c) Avoiding
despair entirely
d) Commitment
to intimacy
Answer:
b
63.
Despair arises when individuals:
a) Look
back with contentment
b) Feel
that life has been wasted
c) Achieve
the virtue of care
d) Create
strong family ties
Answer:
b
Assertion-Reason
Questions
Each
question consists of two statements: Assertion (A) and Reason (R).
Mark
your answer as:
a)
Both A and R are true, and R explains A.
b)
Both A and R are true, but R does not explain A.
c)
A is true, but R is false.
d)
A is false, but R is true.
1. Questions:
Assertion (A): In the trust vs. mistrust
stage, an infant who receives consistent care develops a sense of trust.
Reason (R): Trust is built through
consistent warmth, dependability, and affection provided by caregivers.
Answer: a
2. Assertion
(A): Failure in the autonomy vs. shame and doubt stage leads to guilt.
Reason (R): Excessive criticism or control
by caregivers may prevent children from developing a sense of independence.
Answer: c
3. Assertion
(A): During the industry vs. inferiority stage, children must develop
competence in useful skills.
Reason (R): A lack of positive
reinforcement in school and social settings can lead to feelings of
inferiority.
Answer: a
4. Assertion
(A): Adolescents who resolve identity vs. role confusion successfully gain the
virtue of fidelity.
Reason (R): Fidelity involves the ability
to remain true to oneself while committing to social relationships and roles.
Answer: a
5. Assertion
(A): In the intimacy vs. isolation stage, young adults often struggle to form
lasting romantic relationships.
Reason (R): Unresolved role confusion from
adolescence can hinder the ability to achieve intimacy.
Answer: a
6. Assertion
(A): Stagnation occurs when middle-aged adults fail to contribute to future
generations.
Reason (R): Generativity involves
nurturing and guiding younger individuals or contributing to society.
Answer: a
7. Assertion
(A): The virtue of wisdom is achieved in the integrity vs. despair stage.
Reason (R): Wisdom involves reflecting on
life with acceptance and minimal regret.
Answer: a
8. Assertion
(A): A child who develops shame in early childhood is likely to experience
despair in old age.
Reason (R): Failure at any stage of
psychosocial development affects future stages.
Answer: a
9. Assertion
(A): Trust vs. mistrust is the most important stage in Erikson’s theory.
Reason (R): Early experiences of trust or
mistrust shape the foundation for future relationships.
Answer: b
10. Assertion
(A): Role confusion during adolescence can result in an inability to commit to
long-term relationships in adulthood.
Reason (R): Successful resolution of
identity involves a clear understanding of personal goals and values.
Answer: a
11. Assertion
(A): Generativity can only be achieved through raising children.
Reason (R): Generativity involves creating
a legacy for the next generation, which may include community or societal
contributions.
Answer: d
12. Assertion
(A): Failure in the initiative vs. guilt stage results in feelings of
inferiority.
Reason (R): Excessive guilt prevents
children from exploring and trying new ideas, limiting their confidence.
Answer: c
13. Assertion
(A): Old adults who achieve integrity view death with fear and regret.
Reason (R): Integrity involves making
peace with one’s life and embracing its end.
Answer: d
14. Assertion
(A): Adolescents who achieve a strong sense of identity tend to be more
resilient in later stages of life.
Reason (R): Resolving identity strengthens
fidelity, which provides a stable foundation for adulthood.
Answer: a
15. Assertion
(A): Maladaptations occur when there is an imbalance between positive and
negative outcomes in a stage.
Reason (R): Maladaptations arise when one
leans excessively toward positive virtues or negative traits.
Answer: a