During adolescence, we experience psychological moratorium, where teens put on hold commitment to an identity while exploring the options. Erikson saw this as a period of confusion and experimentation regarding identity and one’s life path. This stage includes questions regarding their appearance, vocational choices and career aspirations, education, relationships, sexuality, political and social views, personality, and interests. Erikson referred to life’s fifth psychosocial task as one of identity versus role confusion when adolescents must work through the complexities of finding one’s own identity. Video 8.3.1. Erikson’s Psychosocial Development explains all stages of this theory.Įrik Erikson believed that the primary psychosocial task of adolescence was establishing an identity. Take the initiative on some activities-may develop guilt when unsuccessful or boundaries oversteppedĭevelop self-confidence in abilities when competent or sense of inferiority when notĮxperiment with and develop identity and rolesĮstablish intimacy and relationships with othersĬontribute to society and be part of a familyĪssess and make sense of life and meaning of contributions Trust (or mistrust) that basic needs, such as nourishment and affection, will be metĭevelop a sense of independence in many tasks Table 8.3.1. Erikson’s psychosocial Stages of Development Stage Failure to master these tasks leads to feelings of inadequacy. Successful completion of each developmental task results in a sense of competence and a healthy personality. At each stage, there is a conflict, or task, that we need to resolve. He also believed that we are motivated by a need to achieve competence in certain areas of our lives.Īccording to psychosocial theory, we experience eight stages of development over our lifespan (Table 8.1), from infancy through late adulthood. His theory proposed that our psychosocial development takes place throughout our lifespan. Erikson suggested that how we interact with others is what affects our sense of self, or what he called the ego identity. Role ConfusionĮrik Erikson’s theory of psychosocial development emphasizes the social nature of our development. Adams and Marshall (1996) established that identity formation provides five functions: a structure and order to self-knowledge a sense of consistency and coherence to beliefs, goals, and self-knowledge a sense of continuity for one’s history and future goals and direction a sense of personal control of their choices and outcomes. Identity development is vital to a person’s understanding of self and participation in their social systems. Those experiencing identity confusion do not have a clear sense of who they are or their role in society. Failure to establish a well-developed sense of identity can result in identity confusion. Identity is formed through a process of exploring options or choices and committing to an option based upon the outcome of their exploration. Erikson (1968) believed this period of development to be an ‘identity crisis,’ a crucial turning point in which an individual must develop in one way or another, ushering the adolescent toward growth and differentiation. Much of this process is assumed during adolescence when cognitive development allows for an individual to construct a ‘theory of self’ (Elkind, 1998) based on exposure to role models and identity options (Erikson, 1980). The process of identity development is both an individual and social phenomenon (Adams & Marshall, 1996). It is the awareness of the consistency in self over time, the recognition of this consistency by others (Erikson, 1980). A well-developed identity is comprised of goals, values, and beliefs to which a person is committed.
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