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The very first year of life is when this stage occurs. When caregivers consistently provide infants with basic needs for food, comfort, and attention, infants learn to trust them. Infants who get untrustworthy care may grow suspicious of caregivers.

Personal example: Age 10 months, building trust with my parents.

Personal Experience: I was constantly taken care of and raised by my parents when I was a baby. Having an older sibling and a stay-at-home mother meant that I always had someone to turn to when I needed comfort during my early years. My parents claim that the longest I cried before help arrived was while everyone was asleep given that they still needed to wake up and go get me from my nursery. I was alone for a maximum of three minutes, nevertheless, because of their affection and responsiveness, I was able to grow a deep sense of trust in the people and things around me.

Resolution: Trust and care

Solution: Because of the amount of trust, I had in the people that were handling my care, and supposed to be attending to my needs since I was unable to, it allowed me to develop more trust. That I would have somebody there for me when I needed it helped me realize I could rely on my caregivers.

Explanation: Because Erikson claims that a steady and nurturing environment during infancy creates a foundation of trust, this scenario from my life and its resolution corresponds with the stage.

This relates to page 150 paragraph 5 of the book which says, Erikson's first psychosocial developmental stage, at which time babies begin to perceive the reliability of both people and objects. This is true in this case because my parents and siblings were quick to help me, letting me form the sense of trust that I was safe and well cared for.

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 Stage 2: Autonomy vs. Shame and Doubt (Early Childhood)

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 Stage 2: Autonomy vs. Shame and Doubt (Early Childhood)

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Stage 2 is when toddlers (ages 1-3) acquire independence and self-control; if they are too controlled or criticized, they may experience feeling guilty or unsure.

Personal example: 2 Years old, Developing independence and self-control.

Personal Experience: During my early childhood, I was encouraged to explore and make choices within appropriate boundaries. I still had a nursery at this stage which my parents had converted it into a playroom as well, they sat in a rocking chair or did other things close by to Keep an eye on me from a safe distance but allow me to entertain myself. I had a slide, wooden blocks, dolls, and a few other toys in that room, including a fake little makeup studio that had a mirror, I talked a little bit and babbled some but most of the time I played by myself in this room unless my parents or my sibling came into play. Since they gave me time by myself to explore there were a couple of times when I learned not to jump off the slide, or swing my dolls around because I knocked some other things over. Or if I got into the lotion or diaper rash cream under my changing table and rubbed it all over the wall. A few times when I jumped off the slide my parents would come to me because I was crying that I hurt myself. Or if I knocked things over or got angry and threw some toys my parents wouldn't necessarily yell at me but they would change the tone in their voice when talking to me telling me " That is a big no no," or " Thats not okay" After a few times of getting yelled at I learned what I was not supposed to do and what wasn't OK, and if I continued to do those things I got put in time out or they took my toys away. And if my parents did get mad at me oftentimes, I would cry even more or would sit on the ground and throw a tantrum. This allowed me to form my own emotions such as anger and disappointment.

Resolution: Autonomy

Solution: This autonomy allowed me to develop a sense of independence and self-control, as well as allowed me to find out what was not okay to do. Because they left me alone most of the time, I learned that I could play and have fun all I wanted but there were some things that I could not do and rules that I had to follow. I was not overly controlled or criticized, And I got words of affirmation from people when I did something good, like cleaning up after myself, or was behaving well, I believe this helped me learn self-control. And if I did this on my own I often went to somebody and told them "hey look what I did", I was searching for their recognition that I did something right.

Explanation: As noted in my early childhood experiences, Erikson demonstrates that a helpful environment for increasing independence leads to a positive sense of independence.

This can be explained on page 157 paragraph one, of the book says Children become progressively resilient and self-reliant as they get better at communicating their wants and needs. Shame and doubt also have an essential place, according to Erikson, because unrestricted freedom is neither healthy nor safe. So, when I got in trouble for doing things that I shouldn't have done it provided me with somewhat restricted freedom, but I also had the self-reliance to communicate what I wanted or needed on my own, therefore helping my development in this stage.

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Stage 3:  Initiative vs. Guilt (Preschool)

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Stage 3:  Initiative vs. Guilt (Preschool)

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Children in the third stage (between the ages 3-6) begin to assume more responsibility and find their purpose in life. Feelings of failure may arise if they are made to feel bad about what they did.

Personal example: Age 4, Exploring and taking initiative.

Situation: I was encouraged to pursue my hobbies and partake in artistic activities when I was in preschool. For example, in preschool, I remember doing finger painting, in making paper turkeys to give to my parents close to Thanksgiving using different colored pieces of paper in glue. I also used playdough during some of my free time in class it made random monsters or objects. These helped with my sensory exploring, By providing opportunities for me to engage in hands-on activities it helped me develop my fine motor skills and my sense of touch. Finger painting allowed me to feel the texture of the paint and experience what different colors and patterns looked like. Playing with Playdough and creating my designs helped me develop my fine motor skills in my creativity on my own. Allowed me to think of an explanation for how or why I made something. But there were times I also did my own thing when we had a specific craft or thing that we were doing. This led to me getting in trouble or the teacher telling my parents that I wasn't listening to that day. If this happened it led to me feeling guilty like I had done something wrong and nobody liked me , or understanding that whoever was mad was mad at me . Though my teachers and parents even if they didn't understand what I made or why I did what I did, they encouraged me to keep trying or tell me that if I like it that's all that matters. But they also informed me that I needed to pay attention, follow the rules and that I have to behave in an appropriate way in the classroom setting.

Resolution: Guilt

Solution: By engaging in activities in preschool or working on something I was making or building to give to someone, the thought of making it better or taking something, I know they like and trying to make it on my own shows my initiative. But with positive reinforcement and encouragement from my teachers or my parents, it could help me to try again If I did something wrong. If when I did something wrong I felt guilty or bad for a while nobody was mad at me for long. I learned that I had to do certain things when I was told, and that there was a time and a place for me to do what I wanted without bad repercussions.

Explanation: I took pride in most of the things I did in class, but if it was something that I didn't like I felt guilty, or ashamed that I wasn't good at anything. Or when a teacher told me that I was doing something that I wasn't supposed to do, or I even had a one on one conversation with a teacher about something I did wrong it led to me feeling bad. But with the teacher or my parents being understanding and telling me everybody makes mistakes, in giving me a chance to try again and learn from my mistakes it helped me develop initiative but also understand my feelings. In this stage I was reliant on my emotional development, it affected how I felt about something and how I reflected that onto people. I gained a sense of confidence in my abilities, and a feeling of accomplishment when somebody liked what I've done or made. And I had to learn what are some things I needed to work on with myself. This fostered my self-image and contributed to the development of a strong and healthy idea of who I was in myself.

This corresponds to what is written on page 210 Paragraph 10, the reason guilt, shame, and pride are referred to as social emotions is that they play a role in developing morals and social interaction control. Feeling guilty about something you did that other people find wrong could deter you from doing it in the future.

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Stage 4: Industry vs. Inferiority (Elementary School)

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Stage 4: Industry vs. Inferiority (Elementary School)

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In stage 4, they learn new skills and responsibilities, and school-aged children (ages 6 to 12) start to develop proficiency and a sense of responsibility. However, they might begin to feel inferior if they are consistently failing.

Personal Example: Age 9, developing competence and mastery in school and activities.

I started to thrive in specific activities and classes in 3rd grade such as science and reading. At this age I was super interested in science and scientific concepts, I was a kid who asked a lot of questions, and with good or bad answers it led to me having more questions. In my reading skills were about a grade level higher than I was which made me feel like I was cooler than others. However when it came to math I had quite a few challenges, I wasn't very good at multiplication or word problems, it seemed like a giant word search that was all jumbled up in my head. But knowing that some other students were struggling as well and they learned to do it, Quicker than me , or they knew it from the beginning and they didn't need as much help . That made me feel like I wasn't where I was supposed to be, and I remember sitting at the table with my parents crying over my mouth homework because I couldn't understand it. At that time I felt like I was very emotional, and I couldn't express how I felt enough to get the right amount of help to get that concept right.

Resolution: Industry

Solution: I knew that I was doing better in science or reading than some of my other friends were. And I believe that knowing that I was good at something helped me to have a positive outlook on school and Encouraged me to try better on everything. So even though I was struggling in math and it triggered some feelings that weren't positive, by persevering and having support I was able to overcome the challenges and develop a sense of accomplishment. My parents took the time to help me with my homework. As well as my teachers giving good explanations on how I can solve things it helped me gain determination and gave me a lot of practice and I gradually started to improve my math skills. So after all that extra work I became decent at math until this day I still work hard and put forth more effort toward math to try and better myself because I know that I am good at other things so I can accomplish being decent in other categories.

Explanation: During this stage of my development, I gained a sense of completion and accomplishment (industry) in some of the work I was doing, but I also had feelings of inferiority because I knew that other people were doing better than I was. However, teachers and peers gave me praise and recognition, and because of this support and recognition-based environment, I improved my confidence and sense of accomplishment.

This relates to page 276 of the book which says, the fourth stage consists of teaching kids the useful skill sets associated with their culture or economy. When the stage is accomplished, kids start to believe that they can learn new skills and complete things.

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Stage 5: Identity vs. Role Confusion (Adolescence)

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Stage 5: Identity vs. Role Confusion (Adolescence)

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Stage 5 is when young adults (ages 12 to 18) investigate who they are and work to develop a sense of identity. If they are unable to do so, they could go through a period of identity crisis or get confused about their role.

Personal experience: At age 16, forming a sense of self and identity.

There was a time when I worked at Steak 'n Shake, and I was working so many hours and grinding like crazy just to get enough money to save up for a car and to make a safety net for myself. I got so caught up in making the money that I started to lose touch with my friends and family, I was so focused on work that I didn't have as much time to hang out or chat as I used to. And when I started to understand the impact of my missing presence on my family and my friends it made me look at different aspects of my identity and the roles that I used to play in other people's life as well as mine. I eventually worked out a way to balance my work life and the time I spent with my friends and family. It did make my process of saving up money like I wanted to slow down but I understood that having people around me that I could talk to and relax my mind and hang out with was better than having a huge paycheck. I was having a hard time trying to figure out what my purpose in life was, and how if I stopped making this money would I be able to have a good life? Oftentimes I also was conflicted on why they weren't happy for me that I was working toward my future and trying to set up my career.

Resolution: Identity

Solution: I made an effort to Make time for my loved ones and try to reignite some of the connections I had. Through trial and error, I gradually gained clarity and understanding of my values and interests, I felt uncertain at times questioning who I was and what path I was following but, in the end, I became a little less worried about my future career-wise and worry more about how important having people is in life overall, And how those relationships could help me in the long run. During this time I learned what friends I could rely on and which ones were not good for me. These friends and loved ones helped me understand how I don't have to rush into a career field and that I should really pick something that would be good for me and not just good for money.

Explanation: By taking the time to connect with my loved ones and friends and engage in activities that don't involve work, I was able to explore different roles and aspects of my identity. And allowed me to discover what truly mattered to me and shape my sense of identity. Because I took the step of changing my priorities from work to a healthy work-in-life balance I was able to play the roles I belonged in and be there to help others find their sense of identity and still have growth in my own. And to this day I still have those friends, and I'm very thankful for them. And because these friends and loved ones helped me understand why I need to do things for myself I don't have to cut anybody out who actually cares about me They have helped me develop a lot and keep nourishing positive relationships and recognizing when something is not right for me.

Corresponding to page 336 paragraph four of the book, Identity evolves as young adults when they go through three key Issues: establishing a career path, forming fundamental values for life, and creating a happy sexual identity. The process of attempting to understand oneself is an everyday struggle that builds on the accomplishments of previous stages—autonomy, responsibility, trust, and industry—and creates the foundation for overcoming the difficulties of adulthood.

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Stage 6: Intimacy vs. Isolation (Young Adulthood)

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Stage 6: Intimacy vs. Isolation (Young Adulthood)

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Stage 6 is when young adults (those between the ages of 18 and 40) seek to make lifelong commitments and develop close relationships. They could feel alone if they find themselves unable to do so.

Personal experience: Age 18, building on a deep and meaningful relationship.

I have a friend named Haley that I have been friends with for 17 years this month on the 26th, we have been friends for a very long time. We live in different states now and our lives are in different phases down different paths. We have gone through a lot of ups and downs in supporting each other through thick and thin, even coming up with ridiculous nicknames that we changed throughout our years of growing up. As we've grown older our bond has strengthened but there have been times when I feel like I am isolated from my friend, or times when either of us is not necessarily capable of talking about something to the other in fear of what they might think. Because Haley and I have been apart for a while, and we are on different paths in life some of the things I experience I don't think that Haley would have the knowledge and advice to help me through some of the struggles. For example, Haley wasn't as happy as I was that I was moving, and she felt like I was abandoning her so for a couple of months we didn't really talk much since she felt like I betrayed her, and I felt like she didn't care to understand why I moved.

Resolution: Intimate bond, and trust in each other

Solution: After a few tries trying to talk to Haley about why I moved, I took some time off of work and went down there to visit her for a weekend we had a very long conversation about why I chose to move, and I told her that I understand why she feels the way she does. At the end of the trip, we remind each other that even though we don't see each other as much or talk a lot we are still always going to be here for each other and going to support each other through anything and everything. Haley reminds me of who I am and never fails to make me laugh or smile even when I'm having a hard time, and it goes the same way for her. Because we have been friends for so long, I would like to believe that even though we are different we are always going to have a special and meaningful bond that helps either of us better ourselves and hold on to the hope that things will always get better and even if they don't, I still have someone to count on.

Explanation: In this case because Haley and I had such a deep and meaningful relationship the distance between us didn't have as big an impact as it did in the beginning. Because we worked on ourselves and took the time to understand how our presence affected each other we were able to keep a close relationship without isolating each other.

On page 289 the book says, as they get older, children's ideas of friendship and their interactions with friends change following their growth on the cognitive and emotional stages. Children learn how to work together and communicate with their friends. They support one another through difficult situations like moving to a new school or dealing with a parent's divorce.

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Stage 7: Generativity vs. Stagnation (Middle Adulthood)

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Stage 7: Generativity vs. Stagnation (Middle Adulthood)

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Stage 7 takes place in middle adulthood, between the ages of (40 - 65), and is defined by the value of supporting the next generation and contributing meaningfully to society through charitable activities, parenting, and or mentoring.

Hypothetical situation: Women's age is 50 reevaluate her priorities.

A middle-aged woman has only considered her career and personal achievements up until now. They are currently battling feelings of emptiness and want to make more significant contributions to their community and family. Since her only child moved out years ago, they haven't spoken to each other very often. The child of the woman will be returning with a family of their own. They experience a crisis of generativity, questioning if they have passed up chances to positively impact both her child's and grandkids' lives.

Resolution: Generativity

Solution: This woman makes the decision to reconsider her priorities. She makes a point of spending time with her child and grandchildren, going to family get-togethers, school plays, and soccer matches. Once they moved down and got settled. She also starts to positively impact her grandchildren's lives by imparting wisdom, values, and life lessons to them. The woman in question prioritizes her relationships with her family over her profession because she understands the importance of generativity in her life.

Explanation:

The women manage to overcome the generativity challenge. She understands the value of having close family ties and expresses her wish to have an important influence on her child's and her grandchildren's lives. Not only does she overcome the crisis by actively participating in family activities and sharing her knowledge and insights, but she also discovers a feeling of fulfillment and purpose in middle age.  This is consistent with stage 7 of the theory, which emphasizes the value of raising the next generation and making contributions to society as one grows older.

"During middle adulthood, we display our need for longevity, not necessarily in a physical sense, but as life’s continuation in our children or the long-term impact we have on others" (Jeremy Sutton). Erik Erikson's Stages of Psychosocial Development Explained (positivepsychology.com)

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Stage 8:  Ego Integrity vs. Despair (Late Adulthood)

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Stage 8:  Ego Integrity vs. Despair (Late Adulthood)

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Stage 8 after the age of 65, focuses on taking account of one's life journey and coming to a place of honesty and acceptance instead of giving up.

Hypothetical situation: 68 years old

The 50 year-old woman from our earlier scenario carries on with her journey into late adulthood. She considers her past encounters, accomplishments, and regrets. She has a new devotion to generativity and family, but she also has some unsolved issues from her childhood. One difficulty in this woman's background is her poor bond with Alex, her younger sibling. Their relationship was rocky as children, characterized by jealousy, competitiveness, and frequent conflicts. They grew away as adults and rarely spoke to each other. The women felt a great deal of sadness and guilt for not trying more to mend the relationship. She is having difficulty getting over her emotions of regret for relationships that were left unresolved, and chances lost.

Resolution: Despair

Solution: The remedy involves setting aside time for reflection and confronting unresolved issues in relationships and disputes. This woman wants to accept her life's journey, find closure, and make apologies. She started reflecting on herself and addressed unresolved issues in her relationships and conflicts. She writes a sincere letter outlining her wish to make amends and start over. She admits her past mistakes and her part in their rocky relationship. When Alex gives a positive response, they decide to get together in person to discuss their problems. The woman wants to accept her life's story as a whole, succeed in closure, and make reconciliation.

Explanation:

In her late adult years, she must maintain her ego integrity even though she has attained a feeling of generativity in her middle adult years. She is aware that in order to feel fulfilled and complete, it's critical to deal with unresolved issues and regrets. This pairs with Erikson's theory, which emphasizes the importance of finding acceptance and meaning in one's life even in late adulthood. This women's story highlights how ongoing personal development is over the course of a lifetime.

Failure may be experienced as despair and regret over things not done, completed, or mistakes made. We are bitter about the past and present, frightened about coming to the end of our lives without a sense of having lived well. (Jeremy Sutton)

Erik Erikson's Stages of Psychosocial Development Explained (positivepsychology.com)