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PSYCHOSOCIAL

STAGES

BY:
ERICK
ERICKSON

INFANT

Birth to 18 months

In the first months of life, babies


Psychosocial Conflict/Crises:Trust vs. Mistrust begin to learn whether they can
depend on the world around them.
Basic Virtue:Hope
The infant will develop a sense of
Radius of Significant relations: Maternal
Person
trust if its needs for food and care
Psychosocial modalities: To get and To give in are satisfied regularly.
return

Favorable Outcome: Drive and Hope


Important Event(s):Feeding
Significant Relationship: Mother
Major Question: Can I Trust People Around
Me?

The well-nurtured and loved child


develops trust, security and basic
optimism (feeling of hope).
If badly nurtures, the child
becomes insecure and mistrustful.

TODDLER

18 months to 3 years

Psychosocial Conflict/Crises:Autonomy versus


Shame and Doubt

Autonomy- self-reliance. This is


independence of thought, and a basic
confidence to think and act for one-self.

Shame and Doubt- disgrace and


uncertainty, and obviously inhibits selfRadius of Significant relations: Parental Persons
expression and development of ones own
Psychosocial modalities: To hold (on) and To let ideas, opinions and sense of self.
Basic Virtue:Will

(go)

Favorable Outcome: Self-control and willpower


Important Event(s):Toilet Training
Significant Relationship: Parents

During this stage, the child learns what


he/she can control and develops a sense of
free will and corresponding sense of sorrow
for inappropriate use of self-control.

Major Question: Can I do thing myself or am I If children are not allowed to learn by doing,
reliant on the help of others?
they develop a sense of doubt in their

abilities.

PRESCHOOLER

3 to 6 years

Psychosocial Conflict/Crises:Initiative
versus Guilt
Basic Virtue:Purpose

Initiative- is the capability to devise


actions or projects and a confidence and
belief that it is alright to do so, even with
a risk of failure or making mistakes.

Guilt- the feeling that it is wrong or


Radius of Significant relations: Basic Family
inappropriate to instigate something of
Psychosocial modalities: To make (going
ones own design. Results from being
after) and To make life (playing)
warned or believing that something is
Favorable Outcome: Direction and purpose wrong or likely to attract disapproval.
Important Event(s):Exploration, Play
Significant Relationship: Parents
Major Question: Am I good or bad?

Child who successfully resolves this


crisis learns:

Child who does NOT successfully


resolves this crisis learns:

To imagine, to broaden his/her skills


Be fearful
through active play of all sorts, including
Hang on the fringes of groups rather
fantasy.
than joining in
To cooperate with others
Continue to depend too much on adults
To lead as well as to follow
Be restricted both in the development
of play skills in imagination.

ELEMENTARY SCHOOL
6 years to Puberty
Psychosocial Conflict/Crises:Industry versus
Inferiority
Basic Virtue:Competence
Radius of Significant relations: Neighborhood";
school
Psychosocial modalities: To make things
(competing) and to make things together
Favorable Outcome: Method and competence
Important Event(s):School
Significant Relationship: Neighbors, Schools
Major Question: How can I be good?

Industry- refers to purposeful or meaningful


activity. Its the development of the
competence and skills and a confidence to
use method;, and is a crucial aspect of
school years experience.
Inferiority- is feeling useless; unable to
contribute, unable to cooperate or work in a
term to create something, with the low selfesteem that accompanies such feelings.
During this stage, the child learns to do
things well or correctly in comparison to a
standard or to others as it tries to develop a
sense of self-worth.

ADOLESCENCE
Adolescence years
Psychosocial Conflict/Crises:Identity Versus
Confusion
Basic Virtue:Fidelity
Radius of Significant relations: Peer groups and
out-groups models of leadership
Psychosocial modalities: To be oneself (or not
to be) and To sharing being oneself
Favorable Outcome: Devotion and fidelity
Important Event(s):Social Relationships
Significant Relationships: Peers, Role Model
Major Question: Will I be loved or will I be
alone?

Identity- refers to the organization of the


individuals motivations, abilities beliefs and
history into a consistent image of self.
Role Confusion- is an absence of identity. This
means that the person cannot see clearly or at
all who they are and how they can relate to and
operate positively within their environment.
The most important thing for the adolescent is
the development of an identity which will
provide a good base for adult.
Young people struggle to belong and accepted
and reassured, and yet also to become
individuals.

VI. EARLY ADULT


YOUNG ADULTHOOD

6. STAGE SIX:INTIMACY VERSUS ISOLATION

Psychosocial Conflict/Crises:Intimacy
Versus Isolation

This stage takes place duringyoung


adulthood between the ages of
approximately 19 and 40.

Radius of Significant relations: Partners in


friendship, sex, competition,
cooperation

During this period of time, the major


conflict centers on forming intimate,
loving relationshipswith other people.

Psychosocial modalities: To lose and find


oneself in another

Studies have demonstrated that those


with a poor sense of self tend to have less
committed relationships and are more
likely to suffer emotional isolation,
loneliness, and depression.

Successleads tostrong relationships,


whilefailureresults inloneliness and
isolation.

Basic Virtue:Love

Favorable Outcome: Affiliation and love


Important Event(s):Romantic
Relationships
Significant Relationship: Friends,
Partners

VII. YOUNG AND MIDDLE ADULT


MIDDLE ADULTHOOD

7. STAGE SEVEN:GENERATIVITY VERSUS STAGNATION

Psychosocial Conflict/Crises:Generativity
Versus Stagnation

This stage takes place duringmiddle


adulthoodbetween the ages of
approximately 40 and 65.

During this time,adults strivetocreate


or nurture things that will outlast
them; often by havingchildrenor
contributing to positive
changesthatbenefits other people.

Those who aresuccessfulduring this


phase willfeel that they are
contributing to the worldby being active
in their home and community. Those
whofailto attain this skill willfeel
unproductive and uninvolvedin the
world.

Basic Virtue:Care
Radius of Significant relations: Divided
labor and shared household
Psychosocial modalities: To make be and
to take care of
Favorable Outcome: Production and care
Important Event(s):Parenthood and
Work
Significant Relationship: Household,
Workmates

Central Task of Middle Adulthood


Express love through more than sexual contacts
Maintain healthy life patterns
Develop a sense of unity with mate
Help growing and grown children to be responsible adults
Relinquish central role in lives of grown children
Accept childrens mates and friends
Create a comfortable home
Be proud of accomplishments of self and mates/spouse
Reverse roles with aging parents
Achieve mature, civic and social responsibility
Adjust to physical changes of middle age
Use leisure time creatively

VIII. LATER ADULT


LATE ADULTHOOD

8. STAGE EIGHT:INTEGRITY VERSUS DESPAIR

Psychosocial Conflict/Crises:Integrity
versus despair
Basic Virtue:Wisdom

This stage occurs duringlate adulthood from


age 65 through the end of life.

During this period of time,people reflect backon


the life they have lived and come away with either
asense of fulfillment from a life well livedor
a sense of regret and despair over a life
misspent.

Successfullycompleting this phase


meanslooking back with few regretsand a
general feeling of satisfaction.These individuals
will attainwisdom, even whenconfronting
death.

Those who areunsuccessfulduring this phase


willfeel that their life has been wasted and
willexperience many regrets.The individual will
be left withfeelings of bitterness and despair.

Radius of Significant relations: Mankind


and My Kind
Psychosocial modalities: To be, through
having been and To face not being
Favorable Outcome: Renunciation and
wisdom
Important Event(s):Reflecting back on
life
Significant Relationship: Mankind, My
Kind

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