Sigmund Freud’s psychoanalytic movement included many professionals within Psychology. While Freud was very influential, he was also difficult to work with, as he was very rigid with his theories. Psychological giants such as Erik Erikson and Carl Jung worked with Freud and studied psychoanalysis. Both would move on to form their own theories, as Freud cast them out for not agreeing with all the tenets of his theory. As a result, both Erik Erikson and Carl Jung would become giants within the Psychological community by forming their own theories.
Erik Erikson
Erik Erikson was born near Frankfurt, Germany in 1902. He desired to be an artist, and taught art for American children of subjects who came for psychoanalysis in Vienna. There he met Freud, and joined the Vienna Psychoanalytic Institute. He worked with both Freud and his daughter, Anna, where he learned how to administer psychoanlysis. Erikson left Vienna in 1933 due to the fascism in Europe and moved to Boston, where he became a child analyst. Erikson traveled around the world and gained various insights into child-rearing practices. Erikson worked with troubled soldiers in World War II, Sioux Indians, and studied social behavior in India. All these experiences allowed him a different view of Psychoanalysis, guiding him to form his own theory. Erikson’s Psychosocial stages differ from Freud, and account for the whole lifespan of the individual.
Erikson’s Psychosocial Stages
- Trust vs. Mistrust: This stage, occurring from birth to age two, resolves from the need of the child to gain trust from the mother. A child who receives enough trust from the mother can later form proper relations with others. While the child will gain a small level of mistrust, proper development requires more trust than mistrust. A child who does not form a proper relationship with the mother may have trust issues later in life. This stage is similar to Freud’s Oral Stage.
- Autonomy vs. Shame and Doubt: A child at this stage is beginning to walk and talk. Usually beginning at age two and lasting until age three, the primary theme in this stage is autonomy. The child is learning how to walk, talk, and use the restroom, which leads to independence. A child can begin to form a personality. A child who is made to feel shame at failing tasks in this stage will have problems with self esteem and personal independence later in life. This stage is similar to Freud’s Anal stage.
- Initiative vs. Guilt: At around four to five, the child begins to look towards their parents for identification. Often the child wishes to be like their parents, who are seen with wonder as well as fear. At this age, the child will begin to form goals, and will strive to complete them. A healthy child will strive toward goals, but will also have room for play and exploration. The danger here is the child will be punished for not completing goals, causing guilt. Another fear is the child may be forced to always complete goals, forcing the child to believe self worth is set by the expectations of others.
- Industry vs. Inferiority: Lasting from age six to puberty, the child now looks to school as the main source of knowledge and exploration. The child will look towards learning as the primary task, and will see themselves as what they learn. A successful child will see tasks and conquer them, learning as they go. A child who does not succeed in this stage may suffer from a lack of knowledge and personal feelings of inferiority. This stage is calmer then the previous stages, and is similar to Freud’s Latency Stage.
- Identity and Repudiation vs. Identity Diffusion: As the child enters puberty, the child’s search for identity hits a climax. Sexual urges and desires are now in play, forcing the child into a choice to determine who they wish to be. New activities may be explored; new subjects at school studied, and religious or political roles may be explored. If all these new roles are not integrated, the child may experience role delusion, resulting in a lack of identity.
- Intimacy and Solidarity vs. Isolation: The child, now a young adult, will often begin exploring roles with the opposite sex. The young adult may form commitments, resulting in long term relationships and possibly marriage. The young adult will be able to form relationships with others, due to the successful transition from previous roles. A young adult who has not successfully formed relationships with others in the past may have a difficult time forming stable, long term relationships and may become isolated from others. This isolation could last the entire lifespan of the young adult.
- Generativity vs. Stagnation: The middle aged adult will now look at improving the world for their children or their species. As the adult ages, he will see the problems of the world, and will look for solutions to these problems. An adult who lacks generativity may experience stagnation, boredom, or self-absorption.
- Integrity vs. Despair: Into late adulthood, the adult now examines the events that have occurred throughout their life. It will be accepted that the end of life is near, allowing the adult to fully examine their life. Success in this stage allows the adult to see the limitations in their life, and accept them. An adult who regrets much of their life will enter into despair, feeling their life is filled with unfinished business.
In Conclusion
Erik Erikson’s Psychosocial stages, while similar to Freud, focus on social desires rather then sexual. A more complete theory, Erikson’s Psychosocial stages are held in higher regard.
Source: Theories of Developmental Psychology by Patricia Miller.
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