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A Brief History:

In his 20's, Erikson became a teacher of art, history, and other subjects to children.

He worked in a school associated with the Vienna Psychoanalytic Institute where Freud's daughter, Anna, held leadership.

Erikson earned a certificate in Montessori education.

Erikson emigrated to the United States and had difficulty finding a job in his field.

His eight stages of psychosocial development is one of the most well-known theories of all time.

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Erik Erikson developed eight stages of development in which he says every human goes through in the course of their lifetime. Five of these stages occur during childhood, one in early adulthood, one in middle adulthood, and one in late adulthood. Each of these stages has the opportunity to have a positive effect on the development of a person, but each stage also has the opportunity to have a negative effect. Each stage offers the opportunity for personal growth or a sense of failure. (Wilson, 2011)

While Erikson did take some ideas from Freud, he did not focus so much on the sexual intentions of humans, but rather the social interactions between humans. His theory is one of the most well known theories of all time and places a large focus on "identity."

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Eight Stages of Psychosocial Development

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Eight Stages of Psychosocial Development

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1. Trust vs. Mistrust- (infancy, 0-1) Infants gain trust in their caregivers and develop the idea that the world is a safe and pleasant place to live.

2. Autonomy vs. Shame & Doubt- (infancy, 1-3) Infants begin to discover that their behavior is their own and begin to assert their sense of independence. If infants are punished too much, they are likely to develop a sense of shame and doubt.

3. Initiative vs. Guilt- (early childhood preschool years, 3-5) As these children begin to experience more of the outside world and new social contexts, they face new challenges. Children become responsible for their actions, but if the child is too irresponsible, they may feel a sense of guilt or anxiety.

4. Industry vs. Inferiority- (middle & late childhood, elementary years to 6 years to puberty) At this time, the child is exposed to a wealth of learning opportunities. They direct their energy to gaining new knowledge, but can develop a sense of inferiority through feeling incompetent.

5. Identity vs. Identity Confusion- (adolescence, 10-20) During this time, adolescents are determined to discover who they are and what they are all about. This is the stage where adolescents are exposed to new roles such as occupation and romance opportunities. If students are supported, they will more likely achieve a more positive identity, rather than being pushed into something they may not desire.

6. Intimacy vs. Isolation- (early adulthood (20's-30's) This is a period in time where people are trying to form intimate relationships. If these relationships fail to evolve, isolation will result.

7. Generativity vs. Stagnation- (middle adulthood 40's-50's) During this time, people feel the need to help guide the younger generation develop and lead useful lives.

8. Integrity vs. Despair- (late adulthood 60's-onward) At this time, individuals reflect on their past. If these individuals are pleased with their life, they will develop a sense of integrity, but if they are not pleased with their overall life, they will feel a sense of despair.

(Santrock, 2013, p. 22-23)

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Erikson is considered a "precursor of much contemporary analytic theory and an ambassador who brought psychoanalysis credit and legitimacy in academic circles." 

"Erikson brought to the table an inspiriting faith and delight in the marvels of diversity. His theories held that growth and change continued in adulthood and that people were capable of intentionally reconstructing the outcomes of hardship and distortion visited on them in childhood. He validated and took pleasure in the eccentric and creative resolutions of which human beings were capable."

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Erikson is considered a "precursor of much contemporary analytic theory and an ambassador who brought psychoanalysis credit and legitimacy in academic circles." 

"Erikson brought to the table an inspiriting faith and delight in the marvels of diversity. His theories held that growth and change continued in adulthood and that people were capable of intentionally reconstructing the outcomes of hardship and distortion visited on them in childhood. He validated and took pleasure in the eccentric and creative resolutions of which human beings were capable."

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(Weiland, 1993)

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Douvan, E. (1997). Erik Erikson: Critical Times, Critical Theory. Child Psychiatry & Human Development, 28(1), 15–21. https://doi-org.averett.idm.oclc.org/10.1023/A:1025188901554

Santrock, J. W. (2013). Children. New York, NY: McGraw-Hill Education.

Weiland, S. (1993). Erik Erikson: Ages, stages, and stories. Generations, 17(2), 17. Retrieved from http://search.ebscohost.com.averett.idm.oclc.org/login.aspx?direct=true&db=pbh&AN=9308307011&site=ehost-live

Wilson, R. A. (2011). Why do we do what we do? Exchange (19460406), (200), 90–92. Retrieved from http://search.ebscohost.com.averett.idm.oclc.org/login.aspx?direct=true&db=ehh&AN=62252612&site=ehost-live

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"For many years Erikson's theory was best known for its designation of the "identity crisis" of adolescence. But as Erikson himself has aged, he has given greater priority to adulthood and late life."

"Erikson himself has been instrumental in making developmental and narrative perspectives central to late twentieth-century uses of psychoanalysis. He is, perhaps paradoxically for our culture's preoccupation with age and cultural difference, dedicated to historical relativism and to what binds the generations."

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"For many years Erikson's theory was best known for its designation of the "identity crisis" of adolescence. But as Erikson himself has aged, he has given greater priority to adulthood and late life."

"Erikson himself has been instrumental in making developmental and narrative perspectives central to late twentieth-century uses of psychoanalysis. He is, perhaps paradoxically for our culture's preoccupation with age and cultural difference, dedicated to historical relativism and to what binds the generations."

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(Douvan, 1997)