CHAPTER 9
ERIKSON: POST-FREUDIAN THEORY
LECTURE
OUTLINE
I. Overview of Erikson’s Post-Freudian Theory
Erikson
postulated eight stages of psychosocial development through which
people progress. Although he differed from Freud in his emphasis on the ego
and on social influences, his theory is an extension rather than a repudiation
of Freud’s psychoanalysis.
II. Biography of Erik Erikson
Erik
Erikson was born in Germany in 1902, the son of a Jewish mother and an unknown
father. Possibly because he never knew his biological father, Erikson
experienced several “identity crises” throughout his life. As a schoolboy, he
was accepted neither as a Jew (the religion of his mother and step-father) nor
as a Gentile. At age 18 he left home to pursue the life of a wandering artist
and to search for self-identity. He gave up that life to teach young children
in Vienna, where he met Anna Freud, who introduced him to psychoanalysis. When
he moved to the United States and accepted a position at the Harvard Medical
School, Erikson had no academic degree but had graduated from the Vienna
Psychoanalytic Institute. In addition to Harvard, Erikson taught at Yale, the
University of California at Berkeley, and several other institutions. He died
in 1994, a month short of his 92nd birthday.
III. The Ego in Post-Freudian Psychology
One
of Erikson’s chief contributions to personality theory was his emphasis on ego
rather than id functions. According to Erikson, the ego is the center of
personality and is responsible for a unified sense of self. It consists of three
interrelated facets: the body ego,
the ego ideal, and ego identity. Major changes in ego can
take place at any stage, but they are most likely to occur during adolescence.
A. Society’s
Influence
The ego
develops within a given society and is influenced by child-rearing practices
and other cultural customs. Historically, all cultures and nations have
developed a pseudospecies, or a
fictional notion that they are superior to other cultures.
B. Epigenetic
Principle
The ego
develops according to the epigenetic principle; that is, it grows according to
a genetically established rate and in a fixed sequence. Part of each
developmental stage exists before that stage reaches its zenith, and part
continues to grow during the ascendancy to later stages.
IV. Stages of Psychosocial Development
Each
of the eight stages of development is marked by a conflict between a syntonic (harmonious) element and a dystonic (disruptive) element, which
produces a basic strength or ego
quality. Also, from adolescence on, each stage is characterized by an identity
crisis or turning point, which may produce either adaptive or maladaptive
adjustment.
A. Infancy
Erikson’s view of infancy (the first year of life) is similar to Freud’s concept of the oral stage, except that Erikson expanded the notion of incorporation beyond the mouth to include sense organs such as the eyes and ears.
1. Oral-Sensory
Mode
The
psychosexual mode of infancy is oral-sensory, which is characterized by both
receiving and accepting.
2. Basic Trust
Versus Basic Mistrust
The
psychosocial crisis of infancy is basic trust versus basic mistrust. For future
psychological growth, the infant must learn both to trust (the syntonic
element) and to mistrust (the dystonic element).
3. Hope: The Basic
Strength of Infancy
From the
crisis between basic trust and basic mistrust emerges hope, the basic strength
of infancy. Infants who do not develop hope retreat from the world, and this withdrawal is the core pathology of infancy.
The second to third year of life is early childhood, a period that compares to Freud’s anal stage but also includes mastery of other body functions such as walking, urinating, and holding.
1. Anal-Urethral-Muscular
Mode
The
psychosexual mode of early childhood is anal-urethral-muscular, and children of
this age behave both impulsively and compulsively.
2. Autonomy Versus Shame and
Doubt
The psychosocial crisis of
early childhood is autonomy versus shame and doubt.
Again, both the syntonic and dystonic elements are essential for proper
psychosocial growth.
3. Will: The Basic
Strength of Early Childhood
The
psychosocial crisis between autonomy on the one hand and shame and doubt on the
other produces will, the basic strength of early childhood. Early willfulness is
the beginning of free will, which reaches its zenith during adulthood. Early
childhood’s core pathology is compulsion.
C. Play Age
From about the third to the fifth year, children experience the play age, a period that parallels Freud’s phallic phase. Unlike Freud, however, Erikson saw the Oedipus complex as an early model of lifelong playfulness and a drama played out in children’s minds as they attempt to understand the basic facts of life.
1. Genital-Locomotor
Mode
The
primary psychosexual mode of the play age is genital-locomotor, meaning
that children have both an interest in genital activity and an increasing ability to move around.
2. Initiative Versus
Guilt
The
psychosocial crisis of the play age is initiative versus guilt, and the proper
balance between the two produces purpose, the basic strength of the play age.
3. Purpose: The
Basic Strength of the Play Age
The
conflict between initiative and guilt helps children to act with purpose and to
set goals. But if children have too little purpose, they develop inhibition, the core pathology of the
play age.
D. School Age
The period from about 6 to 12 or 13 years of age is called the school age, a time of psychosexual latency and of psychosocial growth beyond the family.
1. Latency
Because
sexual development is latent during the school age, children can use their
energies to learn the customs of their culture, including both formal and
informal education.
2. Industry Versus
Inferiority
The
psychosocial crisis of this age is
industry vs. inferiority. Children need to learn to work hard, but they also
must develop some sense of inferiority.
3. Competence: The
Basic Strength of the School Age
From the
conflict of industry and inferiority emerges competence, the basic strength of
the school age. Lack of industry leads to inertia,
the core pathology of this stage.
E. Adolescence
Adolescence
begins with puberty and is marked by a person’s struggle to find ego identity. It is a time of
psychosexual growth, but it is also a period of psychosocial latency, when
little social growth is expected.
1. Puberty
The psychosexual mode of adolescence is puberty, or genital maturation. Puberty itself presents few sexual problems, but it signals a search for personal identity.
2. Identity Versus
Identity Confusion
The
psychosocial crisis of adolescence is identity versus identity confusion.
Psychologically healthy individuals emerge from adolescence with a sense of who
they are and what they believe; however, some identity confusion is normal,
even for psychologically mature teenagers.
3. Fidelity: The Basic
Strength of Adolescence
The
conflict between identity and identity confusion produces fidelity, or faith in
some ideological view of the future. Lack of belief in one’s own selfhood results
in role repudiation, the core pathology of adolescence. Role repudiation,
an inability to bring together one’s various self-images, can take the form of
either diffidence or defiance.
F. Young
Adulthood
Young
adulthood, from about age 18 to 30, begins with the acquisition of
intimacy and ends with the development of generativity, or the training of
the next generation.
1. Genitality
The
psychosexual mode of young adulthood is genitality, which is expressed as
mutual trust between partners in a stable sexual relationship.
2. Intimacy Versus
Isolation
The
psychosocial crisis of young adulthood is intimacy versus isolation. Intimacy
is the ability to fuse one’s identity with that of another without fear of
losing it, whereas isolation is the fear of losing one’s identity in an
intimate relationship.
3. Love: The Basic
Strength of Young Adulthood
The
crisis between intimacy and isolation results in the capacity to love, or
mature devotion that overcomes basic differences between two people. The core
pathology of young adulthood is exclusivity,
or inability to love another person.
G. Adulthood
The period from about age 31 to 60 is adulthood, a time when people make significant contributions to society.
1. Procreativity
The
psychosexual mode of adulthood is procreativity, or the caring for one’s
children, the children of others, and the material products of one’s society.
2. Generativity Versus
Stagnation
The
psychosocial crisis of adulthood is generativity versus stagnation, and the
successful resolution of this crisis results in care.
3. Care:
The Basic Strength of Adulthood
Erikson
defined care as taking care of the persons and products that one has learned to
care for. The core pathology of adulthood is rejectivity, or the rejection of certain individuals or groups that
one is unwilling to take care of.
H. Old
Age
The
final stage of development is old
age, from about age 60 until death. This time can be productive both for
individuals and for their society.
1. Generalized
Sensuality
The
psychosexual mode of old age is generalized sensuality, or taking pleasure
in a variety of sensations and an appreciation of the traditional lifestyle of
the
opposite sex.
2. Integrity Versus
Despair
The psychosocial
crisis of old age is the struggle between integrity (the maintenance of
ego-identity) and despair (the surrender of hope).
3. Wisdom: The Basic
Strength of Old Age
The
struggle between integrity and despair may produce wisdom (the basic strength
of old age), but it may also lead to disdain, a core pathology marked by
feelings of being finished or helpless.
V. Erikson’s Methods of Investigation
Erikson
relied mostly on anthropology, psychohistory, and play construction to explain
and describe human personality.
A. Anthropological Studies
Erikson’s
two most important anthropological studies were of the Sioux of South Dakota
and the Yurok of northern California. Both studies demonstrated his notion that
culture and history help shape personality.
B. Psychohistory
Erikson
combined the methods of psychoanalysis and historical research to
study several personalities, most notably Gandhi and Luther. In both cases, the
individual experienced an identity crisis that produced a basic strength rather
than
a core pathology.
C. Play Construction
Erikson’s
technique of play construction became controversial when he found that 10- to
12-year-old boys used toys to construct elongated objects and to produce themes
of rising and falling. In contrast, girls arranged toys in low and peaceful
scenes. Erikson concluded that anatomical differences between the sexes play a
role in personality development.
VI. Related Research
Erikson’s
theory has generated a moderately large body of research, especially in the
areas of identity and generativity.
A. Identity in Early
Adulthood
Ravenna Helson and Jennifer Pals (2000)
have studied identity in young women and found that those with anchored identity
had a clear and strong sense of well-being and saw themselves as a separate and
equal partner in their marriage Also, identity established in early adulthood
was associated with stable marriages and high levels of creativity. In
addition, Pals (1999) found that women who had solid identity and high creative
potential at age 21 were more likely than other women to have had a challenging
and creative work experience at age 52.
B. Generativity in Midlife
People high in generativity should have a lifestyle marked by creating and passing on knowledge, values, and ideals to a younger generation, and should benefit from a pattern of helping younger people. Research by Dan McAdams and colleagues (McAdams, 1999; McAdams, Diamond, de St. Aubin, & Mansfield, 1997; McAdams & de St. Aubin, 1992) found that adults at midlife who contributed to the well-being of young people had a clear sense of who they were and what life had to offer them. Other research from this team found that highly generative adults were likely to have coherent and cohesive life stories and identities. Similarly, Pratt, Norris, Arnold and Filyer (1999) found that generativity is an important component of a mature adulthood.
VII. Critique of Erikson
Although
Erikson’s work is a logical extension of Freud’s psychoanalysis, it offers a
new way of looking at human development. As a useful theory, it rates high on
internal consistency and on its ability to generate research. We rate the
theory about average on its ability to be falsified, to organize knowledge, to
guide the practitioner, and to express ideas in a simple yet comprehensive
fashion.
VIII. Concept of Humanity
Erikson
viewed humans as basically social animals who have limited free choice and who
are motivated by past experiences, which may be either conscious or
unconscious. In addition, we rate Erikson high on both optimism and uniqueness
of individuals.
Stage |
Ages |
Basic |
Important |
Summary |
Birth to 12 to 18 months |
Trust vs. Mistrust |
Feeding |
The infant must form a first loving, trusting relationship
with the caregiver, or develop a sense of mistrust. |
|
18 months |
Autonomy vs. |
Toilet |
The child's energies are directed toward the development
of physical skills, including walking, grasping, and rectal sphincter
control. The child learns control but may develop shame and doubt if not
handled well. |
|
3 to 6 years |
Initiative vs. |
Independence |
The child continues to become more assertive and to take
more initiative, but may be too forceful, leading to guilt feelings. |
|
6 to 12 years |
Industry vs. Inferiority |
School |
The child must deal with demands to learn new skills or
risk a sense of inferiority, failure and incompetence. |
|
12 to 18 years |
Identity vs. |
Peer relationships |
The teenager must achieve a sense of identity in
occupation, sex roles, politics, and religion. |
|
19 to 40 years |
Intimacy vs. |
Love relationships |
The young adult must develop intimate relationships or
suffer feelings of isolation. |
|
40 to 65 years |
Generativity vs. Stagnation |
Parenting |
Each adult must find some way to satisfy and support the
next generation. |
|
65 to death |
Ego Integrity vs. Despair |
Reflection on and acceptance of one's life |
The culmination is a sense of oneself as one is and of
feeling fulfilled. |
Marcia’s Elaboration of Identity Development