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In the first stage of Erikson's stages of development, a neonate learns to feel secure in the presence of a caregiver. If this stage is not reached, the child may develop a lack of trust or excessive trust in others as an adult. Katy tended to be very trusting and calm as an infant, with a sense of security that enabled this trust to manifest. Katy typically did not have any trust issues and permitted her parents' family and close acquaintances to hold and watch over her without complaint. Katy never had any difficulty during feeding and was told she was an "easy baby". According to the text "People need to trust the world and the people in it, but they also need to learn some mistrust to protect themselves from danger." (Pg. 13)

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The second stage of a child's development is characterized by an emphasis on independence and a form of self-reliance, which leads to self-assurance. If not realized, the adolescent will experience guilt when investigating the world and may have difficulty making decisions as an adult. From ages one to three, Katy gained confidence. Her parents allowed her to be independent and explore at her own pace, which promoted a sense of comfort in her environment and fostered her independence. Katy followed her parent's rules, but that never prevented her from exploring the neighborhood and playing with her friends. Katy also became toilet trained at this age. According to the textbook "Because unlimited freedom is neither safe nor healthy, said Erikson, shame and doubt also have a necessary place. Toddlers need adults to set appropriate limits, and shame and doubt help them recognize the need for those limits." (Pg. 156)

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If the third stage is fully developed, the developing child begins to develop fundamental leadership skills and begins to have ideas in groups. If the infant did not complete this stage, they would feel guilty about those who followed their instructions. From ages 3 to 6, Katy began to develop her leadership abilities. She was usually the one to generate concepts and playtime ideas for the group and organize everything (this is still true to this day). Others seemed to always enjoy Katy "taking control" because some did not fully share her leadership skills.  Katy was able to explore more of the surrounding neighborhoods on her bike during this time as well. According to the textbook "Preschool children can do—and want to do—more and more. At the same time, they are learning that some of the things they want to do meet social approval, whereas others do not" (Pg. 210)

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The fourth stage involves dealing with and attempting tasks at which they believe they would excel. This stage is crucial because it directly relates to identity. Failure to completely realize this stage will result in the perception that everyone else is superior to them in some way. This may also pertain to a diffusion personality in the future, in which the individual adapts to the people they associate with because they do not know who they are. Katy began school at this time as well. Katy entered this phase when she began to participate in athletics and school organizations.  These extracurricular activities helped her gain confidence. Katy was frequently rewarded for her accomplishments in these activities. These pursuits helped Katy recognize her assets and limitations and gave her confidence. Katy's personal identity had not yet fully materialized. Katy became a perfectionist and often worked herself a little too hard According to the textbook, " If the stage is successfully resolved, children develop a view of themselves as being able to master skills and complete tasks. This can go too far: If children become too industrious, they may neglect social relationships and turn into workaholics." (Pg. 275)

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When adolescents begin to doubt their identity and future, this stage is evident. The infant places a high value on success. This stage, if not attained, could indicate that the child does not know who they are, so their identity is shaped by those in their life.  This stage of Katy's existence was realized during middle school and early high school. Prior to that time in her life, Katy had a false identity and had never considered who she truly was, as opposed to what her parents and environment urged her to be. Katy's moratorium phase began when she was 14 years old and resulted in her searching for a personal identity, which she discovered in her sophomore year. Katy's quest for her identity became evident when she began engaging in deeper introspection and experimenting with religions and music in the hopes that they would help her define herself. Since then, this identity has endured and evolved in new forms. According to the text "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. 336)

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After defining their identity, the young adult in this stage focuses on establishing and fortifying close, intimate relationships and sharing themselves with others. Failure to complete this stage causes the individual to feel estranged and "lost" in their relationships.  Young adults must develop close, compassionate relationships with others. Contrary to failure, which leads to loneliness and isolation, success fosters solid relationships. This phase encompasses the period of early maturity during which individuals explore personal relationships. Once Katy discovered her individuality, she began to share herself with others and to cultivate new relationships. Then, Katy began to cultivate relationships that she still maintains to this day. This phase culminated when she met her spouse in her freshman year of college.  She was at an age where she could envision herself getting married to someone who shared similar values to her own. According to the textbook, "Within the context of peer groups, children develop skills needed for sociability and intimacy, and they gain a sense of belonging" (Pg. 232)

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Stage seven is a potentially lengthy stage marked by the desire to feel valued and the questioning of one's own self-worth. The individual in this stage focuses on intrinsic motivation and desired relationships in order to enhance their sense of self-worth and value. Failure to complete this stage will result in self-obsession frequently fueled by extrinsic motivators to feel valued. Adults must create or cultivate things that will outlive them, typically having children or initiating positive change that benefits others. Failure results in a superficial engagement with the world, whereas success fosters sentiments of usefulness and accomplishment. Katy continued to develop her existence as an adult, concentrating on her family. Katy had four healthy, cheerful children. Katy was primarily a stay-at-home mother who occasionally performed menial tasks. Katy felt that she was a good mother and gave all four children proper attention and care. Throughout her maturity, Katy maintained fruitful, intimate relationships and was intrinsically motivated by a desire for pleasure and self-worth. According to the textbook "women define themselves through marriage and motherhood. Thus, said Erikson, women develop identity through intimacy, not before it." (Pg. 337)

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The final stage of Erikson is when a person reflects on his life and queries whether he is pleased of his accomplishments. This stage does not, however, have to occur at the conclusion of a person's existence. Failure to reach this stage will result in depression, unhappiness with life, and looking back with regret. At this point in life, individuals reflect on their past experiences and take stock. Those who reflect back on a life they believe to have been well-lived will feel content and at peace with the end of their existence. Those who look back with only regret will dread that their lives will end without having accomplished the things they believe they should have. Katy plans to look back on her life with satisfaction and pride as she ages because, as far as she is aware, she has completed all of the developmental stages, and she believes that if she continues to make good decisions and consistently does good things, she will be proud of who she was as a person and will have no regrets about her mistakes or shortcomings. According to the text "Growth and development do not screech to a stop even then. People continue to shape their development throughout their lifespans. What occurs in a child’s world is significant, but it is not the whole story. We each continue to write and experience the story of human development for ourselves and our society for as long as we live." (Pg. 357)