Erik Erikson’s Stages of Development Presentation and Study by Elizabeth Eaton

Life of Erik Erikson (1902-1994) Born in Frankfurt, Germany in 1902 Raised by mother and stepfather, Dr. Homburger Wandered Europe after high school Studied child psychoanalysis with Anna Freud Married Joan Serson at age 27 Forced to leave Europe in 1933, moved to US First child analyst in Boston, MA Studied normal development of children across cultures Held positions at Yale, the University of California, and Harvard Died as a professor at Harvard University in 1994 Erik Erikson was born in Frankfurt, Germany in 1902. He did not know his father, and was raised by his mother and stepfather, Dr. Homburger, who were both Jewish. Erikson actually went by Erik Homburger for the first part of his life and changed his name later. Erikson finished high school, but traveled around Europe instead of going to college. At 25, he studied Sigmund Freud’s work with Freud’s daughter, Anna. At 27, he married Joan Serson (pictured together above). Hitler’s rise to power forced them to leave Europe in 1933, and they moved to the United States, to Boston, Massachusetts. Erikson became the first child analyst in Boston. He was interested in how normal, healthy children develop, and studied children of the Lakota people (one of the Sioux tribes). During his time in America, he held positions at Yale, the University of California, and Harvard. He died as a professor at Harvard University in 1994 (Crain, 2000, pp. 281-282).

Erikson’s Interest in Identity Struggle to find his own identity Did not know his father Adopted stepfather’s last name Did not resemble his parents Did not do well in high school Went through a moratorium Creation of his own identity Began studying the work of Sigmund Freud Built on Freud’s stages of development Changed name from Erik Homburger to Erik H. Erikson Erikson did not know his biological father, and took his stepfather’s last name. However, he did not resemble his Jewish mother and stepfather and was teased in school. In this sense, he didn’t know where he came from or who he was. Without any commitment or direction, he completed high school, but wasn’t the best student. He went through a moratorium (sub-stage of Identity vs Role Confusion characterized by high exploration and low commitment). His exploration led him to study the work of Sigmund Freud and he finally found his calling. He learned Freud’s theory of how a person’s identity is developed in childhood, internalized it, adapted it, and made it his own. He did the same with himself, by changing his last name from Homburger to Erikson, he made himself his own (Hoare, 2002).

Sigmund Freud (1856-1939) Born in Moravia, 1856 Studied neurology and psychology Founder of psychoanalysis Free association Theorized about The Unconscious Dreams Psychosexual Development Freud was born in Moravia (part of the Czech Republic) in 1856. He studied neurology and psychology and was the father of psychoanalysis. Freud conducted his psychoanalysis by way of free association. Freud would have his patient lie on a couch while Freud sat behind the patient and let them talk about anything. Freud would press them about issues they seemed to want to avoid. He repeated this until he had his patient talking specifically about the root of his or her trouble, or about his or her darkest motivations (Crain, 2000, pp. 253-256).

Freud’s Psychosexual Stages Freud believed that a person’s identity was set by the time they were an adult, and that it was governed by the outcome of five developmental stages: Oral, Anal, Phallic, Latency, and Genital In each stage, the child’s libido is focused on an erogenous zone. If the child is over or under stimulated in a stage, he or she may develop neurotic behavior relating to that stage’s part of the body. Examples of neurotic traits would be having an oral fixation or being anal retentive. Freud believed that a person’s identity was set by the time they were an adult, and that it was governed by the outcome of five developmental stages: oral, anal, phallic, latency, and genital. In each stage, the child’s libido is focused on an erogenous zone. If the child is over or under stimulated in a stage, he or she may develop neurotic behavior relating to that stage’s part of the body. Examples of neurotic traits would be having an oral fixation or being anal retentive (Crain, 2000, pp. 256-267). In The Question of Lay Analysis, Freud explains that he doesn’t mean sexual the way adults think of the word when he applies it to children. He means the urges children have that are later replaced by libido. For example, a baby’s strongest instinct is to suckle, while an adult’s strongest instinct is to reproduce. Freud didn’t believe that babies secretly wanted to reproduce, although he is often misinterpreted this way. Therefore, psychosexual development is the process that the sex drive goes through before it becomes the sex drive. Psychosocial development is the process that the entire identity goes through as the person navigates his or her society and environment (Freud, 1959, p. 35).

Erikson’s vs Freud’s Theory of Development Erik Erikson Sigmund Freud psychosocial 8 stages general psychosexual 5 stages specific Erikson’s stages are built off of Freud’s. The first of three major differences between the two theories is that Freud’s theory was concerned with psychosexual development, while Erikson’s was concerned with psychosocial development. The second major difference is that Erikson adds three additional stages. Freud believed identity was set by the time a person became an adult, but Erikson thought a person continues to develop. The third major difference is that Freud’s theory is focused specifically on sexuality (as he defined it) and key relationships, but Erikson applied the theory to all aspects of a person’s life. (more adorable than Freud)

Erikson’s Stages of Development Erikson’s First Stage of Development Age: Birth to 1 year Conflict: Basic Trust vs Basic Mistrust Core ego strength: Hope Freud’s stage: Oral “Can I trust the world?” Erikson’s first stage of development is Basic Trust vs Basic Mistrust. It occurs during infancy and corresponds to Freud’s oral stage. Trust is experienced by the infant when it breastfeeds, or any time it senses that its mother trusts herself. When the infant begins teething, it may bite its mother and she may withdraw. The infant mistrusts itself and its mother. When the infant is able to be fed without biting it regains trust in itself. Experiencing more trust than mistrust during this stage develops hope (Crain, 2000, pp. 283-286; Erikson, 1968, pp. 96-100). In Childhood and Society, by Erikson, he makes the connection between this stage and the Christian creation story. In both, a brand new human is created and cared for. These new humans don’t know mistrust or shame, but they develop an insatiable urge to bite into something they shouldn’t. Their creator then withdraws from them, and they are never as perfect and innocent again (Erikson, 1950, pp. 78-80).

Erikson’s Stages of Development Erikson’s Second Stage of Development Age: 1 to 3 years Conflict: Autonomy vs Shame and Doubt Core ego strength: Will Freud’s stage: Anal “Is it okay to be me?” Erikson’s second stage is Autonomy vs Shame and Doubt. It lasts from about year 1 to year 3, and corresponds to Freud’s anal stage. During this stage, children experience autonomy as they gain more control over their bodies and what happens to them. They learn how to control when they go to the bathroom and experiment with holding onto things, holding things in, casting things away, and letting things out. As they gain more control over themselves, they resist external control and “no” becomes their favorite word as soon as they learn it. Children experience shame and doubt when they fail to control their bodily functions, or when they are scolded for having an accident. More autonomy experienced during this stage than shame and doubt fosters will (Crain, 2000, pp. 286-288; Erikson, 1950, pp. 84-85).

Erikson’s Stages of Development Erikson’s Third Stage of Development Age: 3 to 6 years Conflict: Initiative vs Guilt Core ego strength: Purpose Freud’s stage: Phallic “Is it okay for me to do, move, and act?” Erikson’s third stage is Initiative vs Guilt. It lasts from about year 3 to year 6, and corresponds to Freud’s phallic stage. During this stage, children experience initiative when they make plans and carry them out. They become curious about their environment and other people and become intrusive. They experience guilt when their carefully laid plans turn out to be inappropriate and they are scolded and made to feel ashamed. A child who experiences initiative more often than guilt develops purpose (Crain, 2000, pp. 288-289; Erikson, 1950, pp. 90-91).

Erikson’s Stages of Development Erikson’s Fourth Stage of Development Age: 6 to 11 years Conflict: Industry vs Inferiority Core ego strength: Competence Freud’s stage: Latency “Can I make it in the world of people and things?” Erikson’s fourth stage is Industry vs Inferiority. It lasts from about 6 years of age to 11 years of age and corresponds to Freud’s latency stage. Children experience industry when they feel successful at useful and applicable tasks, such as schoolwork or learning a craft. They experience inferiority when they compare themselves or are compared to others. When a child experiences industry more often than inferiority, they develop a sense of competence (Crain, 2000, pp. 289-290).

Erikson’s Stages of Development Erikson’s Fifth Stage of Development Age: Adolescence Conflict: Identity vs Role Confusion Core ego strength: Fidelity Freud’s stage: Genital “Who am I? Who can I be?” Erikson’s fifth stage is Identity vs Role Confusion. It lasts from puberty through adolescence to young adulthood and corresponds to Freud’s genital stage. Adolescents experience identity when they experiment with new ways to define themselves. They experience role confusion when they fail to find meaning in the roles they try out. When an adolescent experiences identity more often than role confusion, they develop a sense of fidelity. This is not necessarily fidelity to a partner, but fidelity to one’s own beliefs (Crain, 2000, pp. 290-292).

Erikson’s Stages of Development Erikson’s Sixth Stage of Development Age: Young Adulthood Conflict: Intimacy vs Isolation Core ego strength: Love Freud’s stage: Genital “Can I love?” Erikson’s sixth stage of development is Intimacy vs Isolation. It occurs during young adulthood and also corresponds to Freud’s genital stage. A person experiences intimacy when they are secure enough in their own identity that they can fully experience losing him or herself in another person. A person experiences isolation if they are unable to do this. More intimacy than isolation leads to the development of love (Crain, 2000, pp. 293-294).

Erikson’s Stages of Development Erikson’s Seventh Stage of Development Age: Adulthood Conflict: Generativity vs Stagnation Core ego strength: Care Freud’s stage: Genital “Can I make my life work?” Erikson’s seventh stage of development is Generativity vs Stagnation. It occurs during adulthood and is the last stage corresponding to Freud’s genital stage. A person experiences generativity when they give something to the next generation. Many adults feel the need to start a family at this stage. A person experiences stagnation if they are unable to fulfill their need to give back. More generativity than stagnation allows for the development of the ego strength care (Crain, 2000, p. 294).

Erikson’s Stages of Development Erikson’s Eighth Stage of Development Age: Old Age Conflict: Ego Integrity vs Despair Core ego strength: Wisdom No equivalent stage for Freud “Is it okay to have been me?” Erikson’s eighth and final stage of development is Ego Integrity vs Despair. It occurs during old age and has no counterpart in Freud’s theory. A person experiences ego integrity when they are able to look back on their life with a sense of pride and accomplishment. A person experiences despair if they feel they have not made a difference and their time is running out. More ego integrity than despair enables fosters the ego strength of wisdom (Crain, 2000, pp. 295-297).

My Study Questions Hypothesis Is Erikson’s theory really observable in a small child? What specific behaviors outlined in Erikson’s second stage does a child of that age exhibit? Does a child in Erikson’s second stage exhibit behaviors from the first or third stage? Hypothesis I will be able to observe evidence that a child between one and three years of age is going through Erikson’s second stage of development, as opposed to the first stage or third stage.

Method (Participants and Activities) Case study of one child, 21 months of age Observation conducted in the presence of Mom, Nana, and Papa Observation lasted about 1 hour Activities were chosen by Mom and the grandparents and included A brief walk Play time Meal time

Method (Rubric for Erikson’s Stages 1-3) Sucking Biting Unable to walk or sit up Feeding self Grabbing / Picking up Likes to walk on own “No!” “Mine!” Throwing / Placing Able to sit up on own “Why?” Intrusive curiosity Efficient at walking The information for this rubric came from Childhood and Society (Erikson, 1950, pp. 78-91). “Likes to walk on own” should read “Able to walk on own / Frequently moves about on own,” as it is speculation and not observation that the child likes to do anything.

Results (Rubric for Erikson’s Stages 1-3) Sucking Biting Unable to walk or sit up Feeding self Grabbing / Picking up Likes to walk on own “No!” “Mine!” Throwing / Placing Able to sit up on own “Why?” Intrusive curiosity Efficient at walking

Observations Stage 1 Stage 2 Child repeatedly puts fingers in mouth and sucks on them Child feeds self with hands, spoon and holds sippy cup to feed self juice Child picks up decorative items, moves them to another location, places them. Child stacks blocks. Child walks and climbs by self. When child falls, picks self up. Specific observations quoted from actual notes.

Conclusion Answers Hypothesis Is Erikson’s theory really observable in a small child? Yes! What specific behaviors outlined in Erikson’s second stage does a child of that age exhibit? Feeding self, grabbing, likes to walk on own, throwing, able to sit up on own. Does a child in Erikson’s second stage exhibit behaviors from the first or third stage? This child exhibited one trait from the first stage, sucking. Hypothesis I will be able to observe evidence that a child between 1 and 3 years of age is going through Erikson’s second stage of development as opposed to the first stage or third stage. Confirmed!

Limitations Small sample (just 1 child) Did not observe potty training Rubric was self made

Sources Crain, W. (2000). Theories of Development (6th ed.). Boston, MA: Prentice Hall Erikson, E. H. (1950). Childhood and Society (2nd ed.). New York: W. W. Norton. Erikson, E. H. (1959/1980). Identity and the Life Cycle. New York: W. W. Norton. Erikson, E. H. (1968). Identity: Youth and Crisis. New York: W. W. Norton. Freud, S. (1959). The Question of Lay Analysis. Trans. Strachey, J. (1978). New York: W. W. Norton. Hoare, C. H. (2002). Erikson on Development in Adulthood: New Insights from the Unpublished Papers. Oxford University Press, USA. pp. 7–12. Macnow, A. S., ed. (2014). MCAT Behavioral Science Review. New York: Kaplan Publishing. p. 220.