The eight ages of man, according to Erik Erikson

The evolution of human life over the years has intrigued psychologists for decades. In this context, different theories have been proposed to understand development, among them Erikson’s psychosocial theory stands out.

Thanks to this author, it is known that there are different ages of man, known as Erikson’s stages of psychosocial development or simply as Erikson stages. Each of them is marked by a crisis and the development of a virtue.

In this article, we will explain each of Erik Erikson’s 8 stages and how they manifest. In addition, we will offer a series of recommendations to successfully deal with them.

Who was Erik Erikson?

Erick Erikson was an American psychoanalyst who developed a theory of personality development., widely accepted and disseminated. Although at first he started from Freud’s concepts, he distanced himself from him by considering that cultural influence had much greater importance than what the father of psychoanalysis had given it.

We all have crises during our lives and we see them as something negative. However, For him, they are necessary processes for growth. They are circumstances that allow us to transcend, grow and become aware of ourselves.

Erikson points out that Human beings evolve and are constantly acquiring new knowledge. and experiences throughout our existence. Otherwise, blocks will occur in some stages of development. Some people refuse to mature, while others are forced to grow up prematurely. All of this will depend, to a large extent, on the context.

The ages of man from Erikson’s perspective

In each of the stages, Individuals experience a conflict, a tension that enhances the development of a positive psychological quality. However, if the tension is not resolved, it can prevent the emergence of said virtue.

All stages of Erikson’s psychosocial development are marked by two opposite polarities: one pleasant or good and another unpleasant or negative. Both are essential to survive and grow successfully. However, what guarantees good development is the predominance of positive polarity. It must be taken into consideration that, in the author’s words, these stages are determined by a crisis.

The eight stages in human development, according to Erik Erikson, are as follows.

1. Trust vs. Distrust (0-18 months): hope

As his senses evolve, the baby will recognize his surroundings as familiar. She will venture out and Your first great achievement will be not to experience anxiety in the absence of your attachment figure. and overcome the fear of being abandoned by her. When exposed to new situations, she tends to respond with interest and curiosity, and not with fear or anxiety.

On the contrary, if he cannot be confident, he will be distrustful and show signs of insecurity and anxiety. He may be reluctant to interact with people he doesn’t know and will not explore unfamiliar environments. He may cry more often and be restless when his caregivers are not present.

In this sense, Erikson argues that The ideal is for the baby to develop the right balance between trust (which allows them to create intimate relationships) and distrust (which allows you to protect yourselves).

If trust predominates, children develop the virtue of hope. This consists of the conviction that they can satisfy their needs and fulfill their desires. Instead, If mistrust predominates, children will see the world as hostile and unpredictable and they will have problems establishing intimate relationships.

Suggestions to facilitate the transition of this stage

Consistently attend to the baby’s demands and needs. Create a safe and established environment. Share quality emotional time with the child. Have routines that allow him to live in a predictable environment. Encourage safe exploration of the environment and its stimuli as he grow. Show unconditional love but without overprotecting.

2. Autonomy vs. Shame and doubt (18 months-3 years): autonomy

In this other of Erikson’s stages, children need to achieve the right balance between autonomy and external control. That is why it is made up of “the terrible two years.” This is nothing more than a manifestation of their need for autonomy, which is acquired thanks to maturation and the ability to move from one place to another.

Parents are important to resolve this conflict effectively.. It is necessary that they do not push the child too much to be autonomous, but neither do they not support him to be so. The child must explore the world and acquire a sense of autonomy little by little, without so much pressure and without teasing.

If the context responds to the needs you experience, autonomy and will appear. The child then trusts himself and is capable of doing simple tasks. He explores the world and persists in the face of difficulties. He shows a willingness to try new things without the support of his parents.

For its part, shame in infants is expressed as a need not to be seen, to hide their face, something that results in tantrums and crying, or different manifestations of emotional overflow. External control must be firm and reassuring for autonomy to appear.

Suggestions to facilitate the transition of this stage

Present simple options to the child so he can choose one. Encourage him to do simple tasks on his own. Establish daily routines that help him know what is expected of him at certain times. Recognize his efforts and achievements of independence. Motivate him to explore the world. little by little.

3. Initiative vs. Guilt (3-5 years): purpose

If there is something that distinguishes a child among the different ages of man, it is his initiative, especially during symbolic play. He discovers the most significant roles and plays them. Additionally, you need to identify and project your role in the world..

The initiative at this age consists of planning that social role that acts. In this sense, the right balance between initiative and guilt is significant for moral development. The virtue that is developed here is purpose.

The little one with initiative has a high degree of enthusiasm to play and explore.. Engages in discovery activities, experiences new roles, identities and behaviors. Take the lead in group activities and games with other children. He is able to guide others.

For its part, if guilt predominates, it may avoid taking initiatives so as not to take the blame if you make a mistake or do something inappropriate. He worries about making mistakes and not being approved. In the game, he is a bit withdrawn and does not risk taking command or proposing ideas or new games.

Suggestions to facilitate the transition of this stage

Offer opportunities for the child to try new things. Delimit what is allowed and what is not. Accept and support the child’s initiatives. Offer an example of initiative and talk out loud about how decisions are made. Teach him to deal with guilt. .Provide support, validate emotions and listen actively.

4. Industry vs. Inferiority (5-13 years): competition

This is one of Erikson’s most decisive stages from a social point of view, since the industry involves doing things together with others. Therefore, the child develops a first sense of the division of labor. He demonstrates a genuine interest in learning and taking on challenging school tasks. He enjoys acquiring new skills and takes pride in it.

When, instead of industry or industry, inferiority develops to a greater extent, the little one doubts himself, has low self-esteem and little self-efficacy. He feels less capable than his peers, and, consequently, avoids challenges and activities where he must demonstrate ability. You tend to give up easily, lack motivation, and fear failure and criticism.

Our culture has acquired high levels of specialization that make it complex and limit individual initiative. The risk at this stage is that when there is not enough recognition, a feeling of inadequacy appears which can lead to a feeling of inferiority.

Instead, The successful solution to this crisis allows us to develop the virtue of competition. This consists of a vision of the self as capable of mastering and completing tasks.

Suggestions to facilitate the transition of this stage

Guide children or adolescents to define clear, achievable and specific goals. Provide constructive feedback that allows them to improve. Motivate them to be part of group activities or projects. Teach practical skills that make them feel more competent in life. Praise small achievements. .Teach them to establish priorities.Enhance personal responsibility.

5. Identity vs. Identity diffusion (13-21 years): fidelity

The configuration of an identity is one of the most outstanding achievements of all ages of man. This stage is characterized by questioning everything that was trusted.. That is, the knowledge, skills and experiences acquired. All this due to the biological and psychological changes that the adolescent suffers and the personality crisis that this generates.

Adolescents are concerned about the image that others have of them and fight constant battles between what they have been until now and what they will be in the near future. They are confused about their identity, are idealistic and very impressionable. If they go through this stage properly, they will be able to build a solid identity. Otherwise, they will pretend to be what they are not.

A teenager who has managed to consolidate an identity knows who he is and what he expects from his life project. Despite the obstacles and problems, it has a clear meaning and purpose. He feels secure in what he believes and the values ​​that guide him. His way of being resists group pressures and makes decisions aligned with his interests.

When the diffusion of identity predominates, The young person usually feels insecure about who they are and does not know clearly what they want. He tends to give in easily to pressure from his friends and changes his tastes and appearances frequently and exaggeratedly. They tend to feel confused about their role in the world and regularly modify their life plans.

Suggestions to facilitate the transition of this stage

Allow the adolescent to express his tastes and personality without invalidating it. Demonstrate interest in what he thinks, feels and experiences. Encourage him to think about the future and visualize how he sees himself in several years. Reaffirm compliance with social and ethical values ​​that have been established. transmitted from childhood. Encourage critical thinking. Promote the development of a collective identity. Motivate him to discover new hobbies, passions or tastes. Help him create a life project.

6. Privacy vs. Isolation (21-39 years): love

Within all stages of psychosocial development…