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Erikson's first stage in his theory of psychosocial development is Trust vs Mistrust. It takes place between birth and 18 months. (Martorell, Gabriela Child pg. 150) This stage is characterized by a child's ability to trust their caregiver to satisfy their needs such as food, safety, and nurturing. These needs can be seen primarily as maternal needs to be fulfilled by their mother. The other aspect is mistrust which allows the child to learn to protect themselves. There is an equal need for both to develop, but if mistrust exceeds trust the child will struggle to form healthy, intimate relationships as they get older. In the case of myself, this stage was resolved and I'm now able to form healthy relationships with new people as well as maintain my familial relationships. "If trust predominates, as it should, children develop hope: the belief they can fulfill their needs and obtain their desires. If mistrust predominates, children will view the world as unfriendly and unpredictable and will have trouble forming quality relationships." (pg 130) I now have a healthy balance between my ability to develop healthy relationships that are beneficial to my well-being and still being cautious to avoid being taken advantage of. It has allowed me to find friends that I know will be there to support me as I will them.

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Erikson's second stage in psychosocial development is Autonomy vs Shame and Doubt. It takes place between 18 months and three years of age. (Martorell, Garbiela Child pg. 156) This stage is characterized by children learning that certain rules and limits must be set in place despite their desire to exhibit their own will. This stage helps children develop an understanding that rules must be followed. This understanding is enforced by reprimanding when actions are deemed disobedient by their parent or caregiver. They learn that unlimited is neither safe or healthy for them and that they must develop a respect for authority. Shame and doubt are necessary for children to know when they've broken the rules set in place which helps them to learn to follow these rules. This stage is imperative for later in life when they'll need to learn that society has certain rules and expectations, such as following the law. I successfully resolved this stage of development. I understand that although rules may seem oppressive, they must still be followed. I am a law-abiding citizen and follow the unspoken rules of both social settings and those set in place in settings such as school and the workplace. "Toddlers need adults to set appropriate limits, and shame and doubt help them recognize the need for those limits." (pg 135) In my early childhood, my parents had rules and expectations that I learned to abide by which, in turn, helped me learn that we have rules set in place for a reason. Without rules, and the following of rules, there cannot be order and stability in society.

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Erikson's third stage in psychosocial development is Initiative vs Guilt. It takes place between 3 years of age through the preschool years. (Martorell, Gabriela Child pg. 210) This stage is characterized by a child developing the understanding that some actions are or are not socially acceptable. These children must learn to restrain any drives prevent the development of the virtue of purpose. They should also learn to pursue their goals and dreams without fear of guilt or punishment. They learn to recognize the motivations related to their actions and whether these align with social and societal expectations. As a child, I successfully resolved this stage after some time. I was diagnosed with ADHD at an early age, so it took some time to recognize that my behavior could be distracting to or even overwhelming for others. I eventually learned that to meet social standards, I needed to learn to sit still and focus on one individual task at a time. "This conflict marks a split between two parts of the personality: the part that remains a child, full of exuberance and a desire to test new powers, and the part that is becoming an adult, constantly examining the propriety of motives and actions." (pg. 174) Guilt is a part of this stage in that young children must develop a sense of understanding when they're done something unacceptable. However, it is also perfectly normal for them to want to do new things as they learn what actions are appropriate vs inappropriate.

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Erikson's fourth stage of psychosocial development is Industry vs Inferiority. It takes place approximately between the ages of 5 and 11 years. (Martorell, Gabriela Child pg. 275) The stage is characterized by a child's desire to learn and grow in the ways that are generally associate with their age. This could include learning to read, write, and understand mathematical concepts. By achieving these things, they will have the skills required of them to be functioning adults and not face the feeling of inadequacy or inferiority in comparison to those around them. "If children are unable to obtain the praise of others or lack motivation and self-esteem, they may develop a feeling of low self-worth and thus develop a sense of inferiority." (pg. 220) It is important for children to develop the basic skills valued and needed to function in society. It's beneficial for them to feel that they are on pace with their peers or they may feel inferior to those around them that are learning these skills more easily or at a faster pace. In my early school days, I received very good grades and was even ahead of pace in learning the skills that would be required not only later in school, but later in life as well. I was learning addition and subtraction at the age of three and learned to read at the age of four. I was often praised and rewarded for my abilities. While this was beneficial to me, it may have caused other kids to feel a sense of inferiority. Children should know that everyone learns at a different pace and that this should not lower their self-esteem or self-worth.

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Erikson's fifth stage of psychosocial development is Identity vs Identity Confusion (or Role Confusion). It takes place during the teenage years. (Martorell, Gabriela Child pg. 336) This stage is characterized as young adults developing a sense of self-identity and finding their place or purpose in the world. This is essential to the early stages of adulthood. This is also a time in which adolescents can discover who they are on a deeper level and learn what makes them unique individuals. "Adolescents who resolve the identity crisis satisfactorily develop the virtue of fidelity: sustained loyalty, faith, or a sense of belonging to a loved one or to friends and companions." (pg. 264) I resolved this crisis but not in the time or manner that is typical for most people. It took me a bit longer to find a sense of self-identity and purpose. I actually discovered these in my later twenties as I searched for a way that I could contribute to the world and find my place in it. Starting school and pursuing a career was the key event in finding a way to feel that I belonged. Developing strong friendships was also an essential factor in this as their support made me feel that I matter and am an important part of the world.

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Erikson's sixth stage of psychosocial development is Intimacy vs. Isolation. It takes place during a persons 20s. This stage is characterized by a search for meaningful relationships rather than living life alone. This is often viewed as the seeking of a romantic relationship. Erikson saw differences in the way that men and women achieved this development. "According to Erikson, a man is not capable of real intimacy until after he has achieved a stable identity, whereas women define themselves through marriage and motherhood. Thus, said Erikson, women develop identity through intimacy, not before it." (pg. 265) This is not always the case for either men or women in modern times. Many women now find identity in pursuing a successful career rather than defining themselves by relationships and having children. I have not personally resolved this crisis quite yet. Although I am in the stages of finding identity by going back to school and pursuing a career, I have struggled with being single. This isn't to say that this stage isn't still in development. I have taken actions to pursue the resolution of this crisis. I may fit Erikson's ideas a bit more closely than other men.

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Erikson's seventh stage of psychosocial development is Generativity vs. Stagnation. It takes place from approximately ages 30 to 64.This stage is characterized by a search for progression and productivity in life. People in this stage will find a new importance in making conscious decisions in their lives to do something that see as meaningful. "Some research suggests that working students fall into two groups: those who are on an accelerated path to adulthood and those who make a more leisurely transition...". (262) We can see from research that the development of generativity can start in the teenage years. Developing a strong work ethic early on can lead to the pursuit of a meaningful career later in life. This may prevent someone from finding themselves in a period of stagnation. When I was in my early twenties I had various part time jobs. They helped me to learn the importance of productivity in my life to establish a sense of purpose. Now, at the age of thirty, I'm entering the stage of generativity vs. stagnation. The decision to apply to school is a prime example of my pursuit for generativity. It has allowed me to pursue something that makes me feel like an adult that will contribute to society and place meaning in my work endeavors.

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Erikson's eighth and final stage of psychosocial development is Integrity vs. Despair. It takes place from age 65 to the end of a person's life. This stage is seen in the later years of life and is characterized by the pride of one's accomplishment in life. When someone is of an older age, they may reflect on the events and achievements of their life as a whole. For those who feel they achieved their perceived purpose, they will find a sense of pride and fulfillment. For those who may feel their life was empty, a sense of despair and disappointment may arise. The resolution of this crisis requires that all the previous stage have been completed. "Children who learn how to regulate these opposing drives develop the virtue of purpose, the courage to envision and pursue goals without being unduly inhibited by guilt or fear of punishment." (pg. 174) As you can see, even as far back as the Initiative vs. Guilt stage, there can be a lasting effect on the resolution of this eighth stage. If throughout someone's life they have learned the virtue of purpose, they may be more likely to pursue a path of generativity which, in turn, can give them a sense of accomplishment in their life. Although I am not yet in this stage of development, I can see myself pursuing productivity in my life that, hopefully, will fill me with a sense of accomplishment closer to the end of my life. I hope that teaching and having a positive impact on my students' lives will contribute to that feeling of accomplishment.