Erikson's sadier's theory of psychosocial development

Erikson's sadier's theory of psychosocial development
Erikson's sadier's theory of psychosocial developments
There are things you can get more information in Erikson's theories,
Erikson's stages of psychosocial development.
Erik Eriksson developed one of the most popular and influential theories of development: the theory of psychosocial development.




Erikson's stages of psychosocial development refer to a consistent psychoanalytic theory that identifies a series of stages that a healthy individual must experience during his lifetime. Each stage is characterized by a psychosocial crisis with two conflicting forces.
Erik Erikson, like Freud, believed that the personality is developing in stages. The fundamental difference between them is that Freud based his theory on psychotic stages. Erikson, on the other hand, focused on psychosocial development. He was interested in how interaction and social relations play a role in the person's development.
"A man's conflicts represent what he really is."
-Erik Erikson-
Stages of psychosocial development
Each of the eight stages Erikson described in his theory is based on his previous stages and paves the way for subsequent stages.

The psychosocial development according to Erikson.

Erikson suggested that people experience a conflict that becomes a turning point in their development, as a stimulus for evolution in each of these stages. The purpose of these conflicts is to develop (or not develop) a certain psychological trait. During this stage, there is a great potential for personal development, but there is also a risk of failure.
If a person succeeds in responding to a conflict in the right way, the person will pass this stage with a new psychological force that will be beneficial to him or her for the rest of his life. But if the person does not manage these conflicts, he will not develop the skills needed to move on to the subsequent stages.
Eriksson also meant that by having a feeling that you have a ability will feel motivated to act and step into the work. Every stage of this theory has to do with becoming competent in an area of   life. If the person manages this stage well then the person will feel that he or she has managed to master something. But if the stage is not handled properly, the person will feel inappropriate.
Stage 1: Trust and Mistrust (0-18 months)
During the first stages, children learn to trust - or not to trust - others. Trust has a lot to do with relationship management and to what extent the child expects others to meet its needs. For a baby is completely dependent; The development of trust is based on the reliability and quality of the child care provider, especially the mother.
If the parents expose their children to relationships that prioritize trust, the child will probably adopt such behavior itself. If the parents do not provide the child with a safe environment and do not meet the child's basic needs, the child will not learn to expect anything from others. The development of mistrust can lead to frustration, suspicion or insensitivity.
Stage 2: Autonomy and debt feelings / doubts (18 months - 3 years)
During the second stage, children get a certain level of control over their bodies, which in turn increases their autonomy. By completing these tasks themselves, they get a sense of independence. By allowing the children to make decisions and take control, the parents can help the children develop a sense of independence (autonomy).
Children who succeed in completing this stage will usually have a healthy self-esteem, while the rest will feel unstable. Erikson considered that having a balance between autonomy, guilt and doubt can give the child a healthy willpower, within reasonable limits.
Initiatives and guilt feelings during psychosocial development (3-5 years)
n Erikson's proposed stage, children begin to strengthen their abilities and control over their world through play, which is important for social interactions. When the person achieves a perfect balance between individual initiative and a desire to work, they develop a feeling that he or she has a purpose.
Children who succeed in this stage feel that they have a self-confidence and that they can trust others. Those who do not achieve this feel guilty, have doubts and lack initiative.
Debt feelings are good because it shows the children's ability to recognize when they have done something wrong. Too much guilt feelings, however, can cause the children not to want to take on challenges because they feel they cannot respond to them. Debt feelings can often lead to fear.

Boy sitting in stairs.

Stage 4 of psychosocial development: Industry and inferiority (5-13 years)
At this stage, children begin to perform more complicated tasks. Their brains also reach a level of maturity that allows them to handle abstract substances. They can also recognize their own and their friends' abilities. In fact, some children insist on getting more challenging tasks. When they perform these tasks, they want recognition for this.
By finding a balance in this stage, the children will develop a sense of confidence in their ability to handle the tasks they have received. It is also important that they begin to understand what challenges they can cope with and who they cannot cope with.
If the children do not do as well as they want, they can develop a feeling of being inferior. If you do not handle this feeling in the right way and the child does not get help with managing his / her feelings, then it may end up renouncing tasks due to fear that it will experience that feeling again. It is therefore important to think about the children's effort as they perform a task and separate this from the results.
Stage 5: Identity and mixing of roles (13-21 years)
During the fifth stage, the children become teenagers. They find their sexual identity and begin to design a picture of that person. As they grow, they find their purpose and role within society, and also reinforce their unique identity.
During this stage, the young people also determine which activities are suitable for their age and who are considered "childish". They have to find a compromise between what they expect from themselves and what others expect from them. For Erikson, do you lay a foundation for adult life by completing this stage?
Stage 6: Intimacy and isolation during psychosocial development (21-39 years)
At this stage, the teenagers become young adults. The mix of identity and role is coming to an end. During this stage, it is often still a priority for young adults to be others to "fit in". However, during this stage, they also begin to draw their own red lines: things they will not sacrifice to be someone else to do.
It is true that this also happens when the person is a teenager, but the meaning is different. The person ends up being reactive and instead takes the initiative and becomes active.
When people have established their identities, they are ready to make assumptions in the long run when it comes to other people. They can then shape mutual relationships and are willing to make the sacrifices that these relationships require. If a person cannot shape these types of relationships then the person can feel isolated.
If a person does not find a partner during this stage then the person can begin to feel isolated or alone. Isolation can make the person insecure and there is a feeling of inferiority because the person is afraid of what others might think. He may think he is not good enough for other people and this can lead to self-destructive tendencies.
Stage 7: Generativity and stagnation (40-65 years)
During adulthood, people continue to build their lives and focus on their careers and families. Generativity has to do with caring for people outside the closed circle with friends and family. As people begin to approach middle age, they think not only of their immediate surroundings but also of society and their heritage.
At this stage, people recognize that life is not just about themselves. They perform actions that they hope will become part of their heritage. When a person achieves this goal, the person feels successful. On the other hand, if the person does not feel that he or she has contributed to something, then he or she may feel that he or she has not, or is not willing to do, something important.
Generativeness is not necessary for adults, but if it is lacking in life, a person may feel that something is missing.
Stage 8: Ego integrity and despair (65 years and up)
During the final stage of psychosocial development, people can choose between integrity or despair. We may see aging as an accumulation of losses that require compensation. On the other hand, the person may also feel that there is less time left of life than he or she has gone through.
If you look at the past in this way, you can feel either despair or nostalgia, a feeling that everything that you have achieved has been worth the trouble. One of these two approaches will indicate what a person expects from the present and the future.
People who have a complete vision of their lives do not have problems feeling comfortable with their past. They affirm their existence and understand its value, not just for themselves but also for others.
Final thoughts on psychosocial development
One of the strengths with the psychosocial theory is that it gives us a broad framework that one can use to see a person's development over a lifetime. It also emphasizes the social nature of man and the influence that social relations have on our development.
However, one can ask whether Erikson's psychosocial developmental stages should be considered sequential and whether they only occur within the age ranges raised here. There is a debate about whether people are only trying to define their identity during their teens, or if a stage cannot be started until another has been completed.
An important weakness with Erikson's stages is that they do not describe the exact actions that a person needs to perform to solve conflicts. The theory therefore does not include which exact types of experiences are necessary to proceed to the next stage.