Erik Erikson

Running head: ERIK ERIKSON’S THEORY OF DEVELOPMENT

Erik Erikson’s Theory of Development

Samantha Groenewoud

King University

Erik Erikson’s Theory of Development

Introduction

Erik Erikson was a German-American psychoanalyst who influenced developmental theory and how individuals progress as a result of society’s expectations, prohibitions, and prejudices (Erikson Institute, 2017). Erikson’s theory contributes to the psychological development of individuals throughout the lifespan. Though Erikson’s developmental theory is well-known, he also was interested and studied the social changes that were occurring in America at the time. The major concepts Erikson defined include eight stages of psychosocial development. Developmental theory throughout the lifespan is utilized by nursing as a way to assess patients, identify deficiencies, and understand the patient’s current psychosocial level. Erikson’s theory is directly applicable to caring for and treating patients and families from infancy to death as a Family Nurse Practitioner.

Theory Chosen

Erikson contributed an in-depth analysis of lifespan psychosocial development. There are eight stages that Erikson identified that specifically demonstrate how children develop through socialization and how these actions influence the personality of the individual. With each stage, the individual can have one of the two possible outcomes; for example, in the first stage, the infant can establish either trust or mistrust of his caregivers and environment. According to his theory, the successful completion of each stage creates a healthy personality and development of particular virtues (Batra, 2013). Failure of a stage results in a dysfunctional ability to complete other steps and influences a conflict of self.

Erik Erikson was born in Germany as a consequence of an extramarital affair; his biological father abandoned him and his Jewish mother. Erikson’s mother eventually married another man, who was a physician, and raised Erikson. Throughout his childhood and much of his adulthood, Erikson’s last name actually was his step-father’s last name of Homberger. For many years, the truth of Erikson’s biological father was concealed from him, which led him to feel confused and conflicted during his life (Cherry, 2017).

The unfortunate circumstances of his childhood began his interest in the psychoanalysis of development. In the 1920s, he was an artist and created portraits of families and sketches of nature. Erikson never received a formal diploma, yet he was offered a position as a professor at Harvard Medical School and moved to the United States in 1933 (W.A. Darity, Jr., 2008). It is interesting that later in his adulthood, he actually changed his last name to Erikson as a way to create his own identity, and throughout his life experienced character conflict.

The move to the United States in 1933 is likely what spared his life, because his mother and stepfather were Jewish, and lived in Germany prior to and during World War II. He studied combat crises in troubled American soldiers after World War II and consistently provided works that addressed the rapid social changes of America (Erikson Institute, 2017). In fact, Erikson gave voice to the frustrations and aspirations of student rebellion in the 1960s (Wallerstein, 2014).

Definition of Health, Person, Nursing, Environment

Erikson’s theory has eight distinct stages that define a person’s psychosocial status. “Person” is not clearly defined in his theory, however, the concept of ego identity is thoroughly assessed in his writings. According to Erikson, he viewed ego as a driving force in development and personality, which is the foundation of identity (Erikson, 1956). Erikson was the first psychoanalyst who differentiated ego from sexuality in contrast to Freud (Weizman, 2009). Health, environment, and nursing are not identified. The focus of his theory involved the individual’s personality and the circumstances that defined it.

Major Concepts

There are eight stages in Erikson’s developmental theories, ranging from infancy through death. The first stage is defined as Trust vs. Mistrust which is present from infancy to approximately one year. In this stage, the infant learns trustfulness of others. For example, if the baby cries, he or she gains trust by the actions of a comforting parent, or mistrust by being left alone to self-soothe. Unfortunately, there are instances where the infant develops mistrust, which then affects his or her relationships in the future. It is in this stage where the child can develop the concept of hope.

The second stage includes Autonomy vs. Shame and Self-doubt, which occurs between ages two and three years. The toddler is notorious for his or her desire for independence and “let me do it!” attitude. However, if the toddler does not experience this freedom, it is presumed that they will feel shame and self-doubt about self-control and independence. In the Autonomy vs. Shame stage, the toddler will develop self-determination and will.

The third stage occurs between ages four and five and includes Initiative vs. Guilt. The child begins to show initiative and a sense of responsibility. If the child does not demonstrate responsibility, the child will experience uncomfortable guilt. The child starts to have more influence and control of his or her environment, which can create a sense of purpose.

Erikson’s fourth stage is Industry vs. Inferiority, which occurs between six years of age and adolescence. In this stage, the child develops a sense of knowledge and work, and usually begins school. The child not only is exposed to different academic subjects, but also learns throughout interactions with friends and games, and sports.

Identity vs. Identity Confusion occurs during adolescence. This stage is when adolescents are seeking to discover who they truly are. Relationships and peer pressure often influence the sense of identity or confusion.

The sixth stage is Intimacy vs. Isolation and occurs during adulthood, between twenty and forty years of age. In this stage, the individual usually forges long-lasting relationships and establishment of a career.

Erikson’s seventh stage of development includes Generativity vs. Stagnation occurs during middle adulthood. Contributing to society, raising a family and continuing career development are fundamentals in this stage.

The last stage is Integrity vs. Despair, where in late adulthood, the individual reflects on his or her life. Those who feel satisfied with their life will experience integrity, while those who feel regret are often bitter and in despair.

While the stages Erikson defined are specific, they are not necessarily measurable. The theory suggests that each stage presents a crisis; where the individual can grow positively and gain virtue, or fails the stage and can no longer advance, which creates a loss of identity. It can be implied that correlation to developmental milestones, such as toilet training and development of fine motor skills provides some measurement throughout Erikson’s stages. There are no diagrams identified with this theory, however there is a list of stages that chronologically progresses.

Theory in Nursing

Erikson’s Developmental Theory can assist healthcare and nursing to learn how to respond to patients. The theory provides an explanation of why an individual may behave in a particular manner. For example, if an elderly patient is terminal and being cared for by nurses, it would be helpful to apply Erikson’s theory to understand the patient’s behavior. If the older patient is angry and depressed, it is likely that he or she is experiencing despair, within the stage of Integrity vs. Despair. This may provide a way for the nurse to not be offended by the patient’s behavior and instead, recognize that this is a result of the patient’s psychosocial conflict.

The knowledge of a patient’s stage may provide assistance with how the nurse responds to the patient and delivers patient-centered care. For example, the nurse must identify priorities in patients; young adults are in the Identity v. Identity Confusion and usually rely on peer input. The health care provider must take this aspect into consideration when creating a plan of care.

Another example of the importance of Erikson’s theory involves recognition of how one’s actions may alter the personality of a developing individual. A baby whose needs are not met may learn to distrust others and his or her environment; this demonstrates the power of providing comfort and meeting the infant’s needs.

Theory in Practice

As a Family Nurse Practitioner, knowledge of Erikson’s Developmental Theory will facilitate sensitivity and compassion to patients. Primary care provides health promotion, disease management, and supportive care to patients across the lifespan. In order to best care for patients, it is important to be able to identify stages, and meet the needs of patients by incorporating interdisciplinary care.

The Family Nurse Practitioner can utilize Erikson’s theory to decide the most appropriate and applicable teaching method to a patient. For example, when approaching a school age patient who is in the Industry vs. Inferiority stage, encouraging the patient’s participation is incredibly important. Participation from the patient during this stage will provide the patient with a feeling of self-worth by refining skills, or in this case, participating in learning.

Conclusion

In conclusion, Erik Erikson’s Developmental theory provides a wealth of information about the psychosocial development of individuals as a lifelong process. Erikson identifies eight distinct stages that can demonstrate the person’s expected developmental tasks, what the health care provider should ask and look for, and an explanation of behavioral patterns. The failure or success of the stages can have a profound impact on the consequential personality of the individual. Erikson’s theory assists with providing knowledge that will invoke a positive response and encourage compassionate patient-centered care.

Reference:

Batra, S. (2013). The psychosocial development of children: Implications for education and society- erik erikson in context. Contemporary Education Dialogue, 10(2), 249-278.
Cherry, K. (2017). Erik Erikson Biography. A Brief Biography of His Remarkable Life. Retrieved from: https://www.verywell.com/erik-erikson-biography-1902-1994-2795538
Erikson, Erik. (2008). In W. A. Darity, Jr. (Ed.), International Encyclopedia of the Social Sciences (2^nd ed., Vol. 2, pp. 625-626). Detroit: Macmillan Reference USA.
Erikson, E. H. (1956). The problem of ego identity. Journal of the American Psychoanalytic Association, 4(1), 56-121.
Erikson Institute. (2017). Erik H. Erikson. Erikson Institute’s namesake. Retrieved from: https://www.erikson.edu/about/history/erik-erikson/
Wallerstein, R. S. (2014). Erik Erikson and His Problematic Identity. Journal of the American Psychoanalytic Association, 62 (4), 657-675.
Weizman, F. (2009). Erik erikson and the American psyche: Ego, ethics, and evolution. Hoboken: Wiley Subscription Services, Inc.