St.

Louis College of Bulanao

Purok 6, Bulanao, Tabuk City, Kalinga 3800

This module is a requirement of the St. Louis College of Bulanao in response to the
implementation of the Blended Learning way of Instruction.

This Learning Material is a property of the College of Education – St. Louis College of
Bulanao, Tabuk City. It aims to improve students’ performance specifically in the General
Education.

Date of Development : October 2021

Resource Location : Bulanao, Tabuk City
Learning Area : Child and Adolescent Learners and Learning Principles
Learning Resource Type : Module
Instructor : Jess M. Arceo

General Instruction/s:
The module will start with an Introduction which will give a general background on Child
and Adolescent Learners and Learning Principles. Series of activities and discussions will
encourage you to explore and learn about the topic. Through this module, the following
instruction/s should be followed.

1. This module is exclusively for SLCB students only.

2. Reproduction and use of this module for any purpose is strictly prohibited, unless with the
written permission from SLCB.
3. You may use this module for any acceptable purposes.

DEVELOPED BY: GRC-HERMIE 1

 St. Louis College of Bulanao
Purok 6, Bulanao, Tabuk City, Kalinga 3800

DEVELOPMENTAL THEORIES AND OTHER RELEVANT THEORIES

(ERIKSON’S PSYCHO-SOCIAL THEORY OF DEVELOPMENT)

I. INTRODUCTION
Erikson’s stages of psychosocial development is a very relevant, highly regarded and
meaningful theory. Life is a continuous process involving learning and trials which help us to grow.
Erikson’s enlightening theory guides us and helps to tell us why.
II. LEARNING OUTCOMES

At the end of this Module, you should be able to:

 Write a short story of your life using Erikson’s stages as framework.
 Suggest at least 3 ways on how Erikson’s theory can be useful for you as a future
teacher.

III. COURSE CONTENT

DEVELOPMENTAL THEORIES AND OTHER RELEVANT THEORIES
(ERIKSON’S PSYCHO-SOCIAL THEORY OF DEVELOPMENT)

IV. LEARNING EXPERIENCE/S

ABSTRACTION/GENERALIZATION

In 1623, William Shakespeare wrote, “one man in his time plays many parts, his acts being seven
ages,” from screaming infant to the finality of oblivion.
Three hundred years later, and the psychologist Erik Erikson offered a more modern, and less
sexually biased (equality was very much an issue in Tudor England), take on psychological
transformation.
In Childhood and Society, he examined and mapped the personal development of humans
throughout their lifetime (Erikson, 1950).
Erikson, a psychoanalyst and professor at Harvard, produced what was to become psychology’s
most popular and influential theory of human development. His model—including eight stages of
psychosocial growth—replaced Freud’s controversial theory centered on psychosexual
development.
Perhaps, most importantly, each stage—influenced by biological, psychological, and social factors
—was sequential, from birth to infancy, childhood into adulthood, middle age into, finally, old
age.
And, unlike other theories, the personality transformation did not end with adolescence but,
arising from conflict, continued through to finality.

Stages of Psychosocial Development

Erik Erikson’s psychosocial development theory proposes that our personality develops through
eight stages, from infancy to old age (Erikson, 1958, 1963).
He argued that social experience was valuable throughout life, with each stage recognizable by the
specific conflict we encounter between our psychological needs and the surrounding social
environment.
To become fully-functional, confident members of society, we must successfully complete each
stage and resolve two conflicting states, for example, that of trust versus mistrust,
and autonomy versus shame.
When successful, we acquire basic human virtues and a healthy personality; we become well-
adjusted and better prepared for challenges later in life.

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Failure, on the other hand, leads to difficulty navigating our future and a profound impact on our
sense of self, our personality. We are left feeling inadequate.
The diagram below represents Erikson’s eight psychological stages and the tensions most relevant
at particular stages of the lifespan (modified from Syed & McLean, 2018).

Note that the age ranges below are indicative of the stages described by Erikson and vary across
the literature.

Stage 1: Trust versus Mistrust
In the first stage of Erikson’s psychosocial model, infancy is crucial to our psychosocial
development.
During our initial 18 months, we are uncertain about the world in which we find ourselves and
must develop basic trust.
After all, we are entirely reliant on our caregivers for warmth, love, stability, and nurturing. If
reliable, and predictable, we gain that confidence, a sense of security, and a feeling of safety in the
world (Syed & McLean, 2018).
If care is inconsistent and unreliable, then trust will fail. For example, where caregivers reject us,
fail to meet our needs, or are emotionally detached, we may conclude that we cannot rely on
adults.
Failure in stage one results in the development of fear, mistrust, suspicion, and anxiety, and
ultimately a belief that the world is unpredictable. We may become anxious, believing we have no
control or influence on our environment.
A good balance between trust and mistrust means we remain open to experience and yet aware of
the potential for danger. After all, it is unlikely, and ill-advised, for a child to become entirely
trusting or lacking in trust.
Success within stage one leads to the virtue of hope — the sense that whatever crises we meet,
there will be someone around to provide support and help.

Maladaptation/Malignancy
Please understand that this doesn't mean that the parents have to be perfect. In fact, parents
who are overly protective of the child, who are there the minute the first cry comes out, will lead
that child into the maladaptive tendency which Erikson calls sensory maladjustment: Overly
trusting, even gullible, this person cannot believe anyone would mean them harm, and will use
all the defenses at their command to find an explanation or excuse for the person who did him
wrong. Worse, of course, is the child whose balance is tipped way over on the mistrust side.
They will develop the malignant tendency of withdrawal, characterized by depression,
paranoia, and possibly psychosis.

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Stage 2: Autonomy versus Shame and Doubt
Stage two focuses on early childhood—18 months to three years—and we are gaining
independence, along with an increased perception of control over our physical skills (Erikson,
1958, 1963).
Though early on in development, we begin to develop a heightened sense of personal control and
acquire feelings of independence.
Typically, around this time, parents, teachers, and caregivers begin giving children some degree of
choice, letting them perform actions on their own. Therefore, we become increasingly mobile and
develop physically, asserting our independence, putting on clothes, and playing with other
children and toys.
According to Erikson, potty training is crucial to learning physical control and, ultimately, the
development of autonomy.
Success over bodily functions and taking control of simple choices leads to a sense of personal
power, feelings of autonomy, increased independence, and a greater sense of being able to survive
in the world.
During stage two, parents should expect and encourage their child to explore limits, gently
stretching them, while avoiding criticism when they fail. The resulting feeling of security and
confidence are crucial for our progress in subsequent stages and leads to the virtue of will.
However, if we are overly criticized and controlled, or prevented from asserting ourselves, we
may feel unable to survive, lacking in self-esteem, and excessively dependent on others. Indeed,
feeling a sense of shame over toilet accidents can impact our sense of personal control and
increase levels of doubt.
An appropriate balance between shame and doubt, and autonomy is essential to the virtue of will –
the child believing they can act with intention, rather than experience a sense of inadequacy and
doubt.

Maladaptation/Malignancy
Nevertheless, a little "shame and doubt" is not only inevitable, but beneficial. Without it,
you will develop the maladaptive tendency Erikson calls impulsiveness, a sort of shameless
willfulness that leads you, in later childhood and even adulthood, to jump into things without
proper consideration of your abilities. Worse, of course, is too much shame and doubt, which
leads to the malignancy Erikson calls compulsiveness. The compulsive person feels as if their
entire being rides on everything they do, and so everything must be done perfectly. Following
all the rules precisely keeps you from mistakes, and mistakes must be avoided at all costs. Many
of you know how it feels to always be ashamed and always doubt yourself. A little more
patience and tolerance with your own children may help them avoid your path. And give
yourself a little slack, too!

Stage 3: Initiative versus Guilt
Erikson’s third stage of psychosocial development occurs during preschool, between the ages of
three and five years.
At this point in our psychosocial development—where conflict occurs between initiative and guilt
—we learn to assert ourselves and typically begin to direct play and social interactions.
To our parents, our behavior may seem vigorous, overly assertive, or even aggressive, and yet we
are exploring our interpersonal skills.
If overly restricted from such exploration—either by parental control or through increased
criticism—we can develop a sense of guilt. Similarly, while constant questioning, at this time,
can, at times, be tiring, if curtailed by caregivers, we may see ourselves as a nuisance, inhibiting
our interactions with others.
And yet, if we are successful in stage three, we learn to feel capable, secure, and able to use our
initiative.
If we fail, we may suffer guilt and self-doubt and become less likely to lead.
Success in stage three is vital to building the virtue of purpose as opposed to feelings of guilt.
However, a balance between initiative and guilt remains key to developing a healthy mindset.

Maladaptation/Malignancy
Too much initiative and too little guilt means a maladaptive tendency Erikson calls
ruthlessness. To be ruthless is to be heartless or unfeeling or be "without mercy." The ruthless

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person takes the initiative alright. They have their plans, whether it's a matter of school or
romance or politics or career. It's just that they don't care who they step on to achieve their goals.
The goals are the only things that matter, and guilty feelings and mercy are only signs of
weakness. The extreme form of ruthlessness is sociopathy.
Ruthlessness is bad for others, but actually relatively easy on the ruthless person. Harder
on the person is the malignancy of too much guilt, which Erikson calls inhibition. The inhibited
person will not fry things because "nothing ventured, nothing lost" and, particularly, nothing to
feel guilty about. They are so afraid to start and take a lead on a project. They fear that if it fails,
they will be blamed.

Stage 4: Industry versus Inferiority
In stage four of Erikson’s psychosocial theory—aged five to 12 years—we are immersed in a
world of education, learning to read, write, and solve math puzzles (Erikson, 1958, 1963).
Teachers play an essential role in our continued growth within this stage. At the same time, peer
groups and social interactions are increasingly relevant in the development of our self-esteem, and
feelings of pride arise as we successfully perform or complete tasks.
Indeed, winning approval is a motivating factor, and we soon learn to associate it with displaying
specific competencies valued by our peers and adults.
Over these years, demands on us increase considerably; it becomes essential for us to learn how to
handle the many social and academic expectations (Syed & McLean, 2018).
If successful, development leads to the virtue of competence, while failure can result in a sense
of inferiority, where we feel unable to perform specific skills.
Balance in stage four leads to a sense of accomplishment and competence, where we start to
believe in our ability to handle existing and novel situations.
Indeed, learning to fail can be a crucial element in our maturation—leading to the development of
modesty—while success meets our basic psychological need for feelings of competence (Ryan &
Deci, 2018).

Maladaptation/Malignancy
Too much industry leads to the maladaptive tendency called narrow virtuosity. We see
this in children who aren't allowed to "be children," the ones that parents or teachers push into
one area of competence, without allowing the development of broader interests. These are the
kids without a life: child actors, child athletes, child musicians, child prodigies of all sorts. We
all admire their industry, but if we look a little closer. it's all that stands in the way of an empty
life.
Much more common is the malignancy called inertia. This includes all of us who suffer
from the "inferiority complexes" Alfred Adler talked about. If at first you don't succeed, don't
ever try again! Many of us didn't do well in mathematics, for example, so we'd die before we
took another math class. Others were humiliated instead in the gym class, so we never try out for
a sport or play a game of basketball. Others never developed social skills -- the most important
skills of all and so we never go out in public. We become inert.

Stage 5: Identity versus Role Confusion

Teenage years can be daunting, both to the adolescents and parents.
New opportunities, experiences, and changes to the body and mind in stage five are crucial to our
sense of who we are and have a considerable bearing on our adult years.
These formative years—aged 12 to 18— provide a valuable and in-depth exploration of beliefs,
goals, and values while searching for personal identity and a sense of self.
The transition between childhood and being an adult is crucial. We become increasingly
independent and begin to consider careers, family, friends, and our place in society.
According to Erikson, the fifth stage of psychosocial development, exists “between the morality
learned by the child, and the ethics to be developed by the adult” (Erikson, 1963).
As such, it is vital for us, as young adults, to learn the roles that we may adopt once mature—
including sexually—as our body image transforms.
Success leads to the belief we are staying true to who we are, expressed by virtue of fidelity.
Erikson claims that we grow into our bodies and begin to form our identity as a result of our
ongoing explorations. And, with appropriate encouragement and reinforcement, we move towards
increasing independence, and a stronger sense of control and self (Marcia, 2010).

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Otherwise, our inability to create a sense of identity within society— “Who am I?” “I don’t know
what I want to do when I am older,”—results in confusion and a poor sense of self. This failure
can only lead to insecurity, unsure of ourselves, our future, and where we fit.
Success in stage five, according to Erikson, leads to fidelity – alignment with the standards and
expectations of the social group to which we belong. After all, our conscious sense of self results
from this social interaction and is crucial in our balance between identity and confusion.
Ultimately identity provides us with our integrated sense of self—avoiding identity crisis—that
will last throughout our lives, guiding how we behave and what we believe.

Maladaptation/Malignancy
There is such a thing as too much "ego identity," where a person is so involved in a
particular role in a particular society or subculture that there is no room left for tolerance. Erikson
calls this maladaptive tendency fanaticism. A fanatic believes that his way is the only way.
Adolescents are. of course, known for their idealism, and for their tendency to see things in black-
and-white. These people will gather others around them and promote their beliefs and life-styles
without regard to others' rights to disagree.
The lack of identity is perhaps more difficult still, and Erikson refers to the malignant
tendency here as repudiation. To repudiate is to reject. They reject their membership in the world
of adults and, even more, they reject their need for an identity. Some adolescents prefer to go to
groups that go against the norms to form their identity: religious cults, militaristic organizations,
groups founded on hatred, groups that have divorced themselves from the painful demands of
mainstream society. They may become involved in destructive activities - drugs, or alcohol - or
they may withdraw into their own psychotic fantasies. After all, being "bad" or being "nobody" is
better than not knowing who you are!

Stage 6: Intimacy versus Isolation
As young adults, we are motivated to explore personal relationships and our desire to form
intimate relationships.
In the sixth stage of Erikson’s psychosocial development theory, young adulthood takes place
between the ages of 18 and 40. During this time, major conflict can arise as we attempt to form
longer-term commitments outside of our family, with varying degrees of success.
And yet, positive outcomes result in healthy, happy relationships that are secure and enduring,
developing the virtue of love. Erikson’s view is that the ability to love marks the ultimate success
of stage six– when relationships are meaningful and lasting (Erikson, 1963).
Failure—whether beyond, or within, our control—to form appropriate bonds or the avoidance of
intimacy, may result in loneliness, a sense of isolation, and depression.
Those with a poor sense of self are typically emotionally isolated and less committed to
relationships.
The intimacy versus isolation stage builds upon the success or failure of stage five. After all, a
strong sense of personal identity is crucial to developing relationships that are intimate and strong.

Maladaptation/Malignancy

Erikson calls the maladaptive form promiscuity, referring particularly to the tendency to
become intimate too freely, too easily, and without any depth to your intimacy. This can be
true of your relationships with friends and neighbors and your whole community as well as
with lovers.
The malignancy he calls exclusion, which refers to the tendency to isolate oneself from
love, friendship and community, and to develop a certain hatefulness in compensation for
one’s loneliness.
 
Stage 7: Generativity versus Stagnation
The seventh stage of psychosocial development—generativity versus stagnation—occurs between
40 and 65 years of age.
During middle adulthood, we display our need for longevity, not necessarily in a physical sense,
but life’s continuation in our children or the long-term impact we have on others.

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We aim to make a mark on the world, to nurture things, outside of who we are, that will outlive
us. We may look for ways to be more productive and valuable to our society, with an eye on the
bigger picture.
Success is exemplified by virtue of care —the feeling of being useful in life, accomplishing
something, and contributing to society. We are proud of who we are, what we have achieved, our
children, and who they have become, along with a strong relationship with our partner.
Failure looks quite different. We feel we have had little impact on the world, failing to make that
dent in the universe as the late Steve Jobs described. If so, we feel unproductive, uninvolved,
disillusioned, and disconnected from the world in which we live.

Maladaptation/Malignancy
It is perhaps hard to imagine that we should have any "stagnation" in our lives, but the
maladaptive tendency Erikson calls overextension illustrates the problem: Some people try to be
so generative that they no longer allow time for themselves, for rest and relaxation. The person
who is overextended no longer contributes well. I'm sure we all know someone who belongs to so
many clubs, or is devoted to so many causes, or tries to take so many classes or hold so many jobs
that they no longer have time for any of them!
More obvious, of course, is the malignant tendency of rejectivity. Too little generativity
and too much stagnation and you are no longer participating in or contributing to society. And
much of what we call "the meaning of life" is a matter of how we participate and what we
contribute.
This is the stage of the "midlife crisis." Sometimes men and women take a look at their
lives and ask that big, bad question ' 'what am I doing all this for?" Notice the question carefully:
Because their focus is on themselves, they ask what, rather than whom, they are doing it for. In
their panic at getting older and not having experienced or accomplished what they imagined they
would when they were younger, they to recapture their youth. Men are often the most
flambouyant examples: They leave their long-suffering wives, quit their humdrum jobs, buy
some 'hip" new clothes, and start hanging around singles' bars. Of course, they seldom find what
they are looking for, because they are looking for the wrong thing!
Stage 8: Integrity versus Despair
Unlike previous theories, Erikson’s model covered the entirety of life ‘from the cradle to the
grave.’
Our final stage of psychosocial development takes us from 65 years of age to death — known
as maturity.
This stage is one of reflection. We slow down, are less productive, and spend time reviewing our
accomplishments throughout life.
Success is in the belief we have achieved our goals and found happiness, leading to the feeling
of integrity, “a sense of coherence and wholeness” (Erikson, 1982). We feel we have achieved
much and are ready to meet our end with a sense of peace. Success leads to the virtue of wisdom –
a sense of completeness.
On the other hand, failure may be experienced as despair and regret over things not done,
completed, or mistakes made. We are bitter about past and present, frightened about coming to the
end of our life without a sense of having lived well.

Maladaptation/Malignancy
The maladaptive tendency in stage eight is called presumption. This is what happens
when a person "presumes" ego integrity without actually facing the difficulties of old age. The
person in old age believes that he alone is right. He does not respect the ideas and views of the
young. The malignant tendency is called disdain, by which Erikson means a contempt of life,
one's own or anyone's. The person becomes very negative and appears to hate life.

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 Psychosocial Stages: A Summary Chart
Age Conflict Important Events Virtue
Infancy (birth to 18 months) Trust vs. Mistrust  Feeding Hope
Early Childhood (2 to 3 years) Autonomy vs. Shame and Toilet Training Will
Doubt
Preschool (3 to 5 years) Initiative vs. Guilt Exploration Purpose
School Age (6 to 11 years) Industry vs. Inferiority School Confidence
Adolescence (12 to 18 years) Identity vs. Role Confusion Social Relationships Fidelity
Young Adulthood (19 to 40 Intimacy vs. Isolation Relationships Love
years)
Middle Adulthood (40 to 65 Generativity vs. Stagnation Work and Care
years) Parenthood
Maturity (65 to death) Ego Integrity vs. Despair Reflection on Life Wisdom

A Take-Home Message
Erikson’s psychosocial model extends the idea of personal development across our lifetime from
our early years as a baby to old age.
His work was ground-breaking. The staged psychosocial theory led to a reconceptualization of
how we develop as humans and an awareness that we continue to grow throughout life, not only
in our early years.
Nevertheless, we must be aware that the model is a helpful tool rather than a testable theory; it
provides a lens through which we can review our lifelong transformation rather than a prescribed
set of steps.
And yet, the model’s greatest strength is its ability to connect our psychological transformation
from physical birth to death, overcoming conflicts along the way.
While we may question whether the stages are a good fit personally, we recognize the stages, the
progression of our development, and how we carry forward learnings into later life.
Use Erikson’s model alongside the personal development tools provided as a way of looking at
human growth over time, offering insightful analysis, and a focus for dialogue and self-discovery.

REFERENCES
Book
The Child and Adolescent Learners and Learning Principles
Brenda B. Corpuz, Ph.D., Ma. Rita D. Lucas, Ph.D., Heidi Grace L. Borabo, Ph.D., Paz I. Lucido,
Ph. D.

Internet
Erik Erikson's Stages of Psychosocial Development
By: Kendra Cherry  
Reviewed by: David Susman, PhD 

Erik Erikson's Psychosocial Theory of Development: Contribution to the Field of Education

http://arajeaneherlin.blogspot.com/2013/11/blog-post.html

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