Erik Erikson's theory of psychosocial development

A View of Development Through Life Crises

Psychoanalyst Erik Erikson developed one of the most comprehensive theories of social development, proposing that development occurs through eight stages.

Each of these stages is dominated by a particular psychological crisis precipitated by the individual's interaction with his or her social environment.

Erikson represents each stage as a pair of opposites, the more positive and negative aspects of the crisis experienced at that period.

Passage through each of life's stages requires sufficient resolution of these conflicts to meet the demands of the next phase.

Trust vs. Mistrust (0-18 months)

The first stage of development focuses on the crisis of basic trust versus mistrust, which is fundamental to the rest of life.

The infant develops its sense of trust through interaction and physical sensation with its caregivers, especially the mother.

However, mistrust arises whenever a separation from the mother occurs, leaving the infant feeling vulnerable and frustrated by the loss of contact.

When the mother responds to the infant's cries, the infant learns that its needs will be met, which strengthens the bond and the infant's sense of security in the world.

Autonomy vs. Shame and Doubt (18 months - 3 years)

In the second stage, the child faces the crisis of autonomy in the face of shame and doubt, driven by new muscular development.

Autonomy is born from the child's need and curiosity to know the world, to move, touch, and do things for themselves.

Shame and doubt, on the other hand, arise from the fear of being scolded or limited by adults when they try to exercise their newfound will.

This is a stage characterized by stubbornness, where the child seeks to assert their independence by opposing the rules in order to explore the world in their own way.

Initiative vs. Guilt (3-6 years)

The third stage of development is defined by the crisis of initiative versus guilt, a period of great imagination and desire to create.

The child feels the initiative to want to do, know, invent and create his own plans and games, showing growing independence in his actions.

However, this same independence generates a feeling of guilt, since he realizes that he is doing many things without the company of his parents.

In this phase, the child constantly seeks the presence of his parents not only to share, but to alleviate the guilt he feels for his growing autonomy.

Industry vs. Inferiority (6-12 years)

During the industriousness stage, also known as industry, versus inferiority, the child has the ability and the desire to want to do many things.

In this phase, which coincides with school age, academic success or failure becomes a central element for the development of a child's self-concept.

The child feels grown up and capable of performing complex tasks, but at the same time may experience a deep feeling of inferiority compared to others.

They feel small or inferior when the world does not allow them to do the things they think they can do, or when they compare themselves with others.

Identity vs. Role Confusion (12-18 years)

Finally, in adolescence, young people face the crucial identity crisis of role confusion, directing their energy toward their peers.

The adolescent experiences a "loss of self" in order to become part of an "us," modeling their behavior on what they see around them.

During this stage, they pay close attention to how others see them and experiment with different roles and beliefs in order to refine their own sense of self.

The goal of this complex phase is to gradually consolidate their own identity, while simultaneously seeking intimacy and autonomy.