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Posted: September 6th, 2023

Erikson’s Stages of Psychosocial Development

Erikson’s Stages of Psychosocial Development

Trust vs. Mistrust (birth – 12 mos.)

· Description of stage

· Potential outcomes for unsuccessful resolution stage

· Typical outcomes for successful resolution of this stage

· Personal reflection of specific systemic (poverty) or environmental factors (lack of food, shelter, consistent care and nurturing), crises/traumas (abuse, exposed to abuse or chaotic environment) that may have contributed to success or lack of success in resolving this stage.

Autonomy vs. Shame and Doubt (1 yr. – 3 yrs.)

· Description of stage

· Potential outcomes for unsuccessful resolution stage

· Typical outcomes for successful resolution of this stage

· Personal reflection of specific systemic or environmental factors, accomplishments, roadblocks, disappointments, or crises/traumas that may have contributed to success or lack of success in resolving this stage. Although you most likely can not recall specific memories, there may be

Initiative vs. Guilt (3 yrs. – 6 yrs.)

· Description of stage

· Potential outcomes for unsuccessful resolution stage

· Typical outcomes for successful resolution of this stage

· Personal reflection of specific systemic or environmental factors, accomplishments, roadblocks, disappointments, or crises/traumas that may have contributed to success or lack of success in resolving this stage.

Industry vs. Inferiority (6 yrs. – 12 yrs.)

· Description of stage

· Potential outcomes for unsuccessful resolution stage

· Typical outcomes for successful resolution of this stage

· Personal reflection of specific systemic or environmental factors, accomplishments, roadblocks, disappointments, or crises/traumas that may have contributed to success or lack of success in resolving this stage.

Identity vs. Role Confusion (12 yrs. – 18 yrs.) – Erikson considered this stage to be the most significant

· Description of stage

· Potential outcomes for unsuccessful resolution stage

· Typical outcomes for successful resolution of this stage

· Personal reflection of specific systemic or environmental factors, accomplishments, roadblocks, disappointments, or crises/traumas that may have contributed to success or lack of success in resolving this stage.

Intimacy vs. Isolation (20s – early 40s)

· Description of stage

· Potential outcomes for unsuccessful resolution stage

· Typical outcomes for successful resolution of this stage

· Personal reflection of specific systemic or environmental factors, accomplishments, roadblocks, disappointments, or crises/traumas that may have contributed to success or lack of success in resolving this stage.

Generativity vs. Stagnation (40s – mid 60s)

· Description of stage

· Potential outcomes for unsuccessful resolution stage

· Typical outcomes for successful resolution of this stage

· Personal reflection of specific systemic or environmental factors, accomplishments, roadblocks, disappointments, or crises/traumas that may have contributed to success or lack of success in resolving this stage. If you have not reached this stage, delete this bullet point.

Integrity vs. Despair (mid 60s +)

· Description of stage

· Potential outcomes for unsuccessful resolution stage

· Typical outcomes for successful resolution of this stage

· Personal reflection of specific systemic or environmental factors, accomplishments, roadblocks, disappointments, or crises/traumas that may have contributed to success or lack of success in resolving this stage. If you have not reached this stage delete this bullet point.

Signature Assignment Rubric – Erikson Psychosocial Stages

PO3: Students will understand the impact of lifespan development on conceptualization of clients’ mental health.

KPI1: Students will identify how differences in development impact client treatment.

Used for PO3-KP1 – assignments in 5003 and 6003

PO3; KPI1

Unsatisfactory

Needs improvement

Satisfactory

Exemplary

Students will demonstrate an understanding of theories of individual and family development across the life span.

Student did not apply theoretical stages of development to practice.

Student minimally applied theoretical stages of development to practice.

Student sufficiently applied theoretical stages of development to practice.

Student demonstrated mastery of the application of theoretical stages of development to practice.

Students will demonstrate an understanding of systemic and environmental factors that affect human development, functioning, and behavior.

Student did not demonstrate an understanding of systemic and environmental factors that affect human development, functioning, and behavior.

Student minimally demonstrated an understanding of systemic and environmental factors that affect human development, functioning, and behavior.

Student sufficiently demonstrated an understanding of systemic and environmental factors that affect human development, functioning, and behavior.

Student demonstrated a mastery of understanding of systemic and environmental factors that affect human development, functioning, and behavior.

Students will demonstrate an understanding of how accomplishments, roadblocks, disappointments, and crises/traumas impact life experience.

Student did not demonstrate an understanding of how accomplishments, roadblocks, disappointments, and crises/traumas impact life experience.

Student minimally demonstrated an understanding of how accomplishments, roadblocks, disappointments, and crises/traumas impact life experience.

Student sufficiently demonstrated an understanding of how accomplishments, roadblocks, disappointments, and crises/traumas impact life experience.

Student demonstrated a mastery of understanding of how accomplishments, roadblocks, disappointments, and crises/traumas impact life experience.

Erikson’s Stages of Psychosocial Development

Trust vs. Mistrust (birth – 12 mos.)

Description of stage: Infants learn to trust or mistrust their caregivers based on whether their needs are consistently met.

Potential outcomes for unsuccessful resolution stage: Children who do not develop trust may become fearful, anxious, and mistrustful of others.

Typical outcomes for successful resolution of this stage: Children who develop trust are more likely to form healthy relationships and have a positive view of the world.

Personal reflection: Infants who experience systemic poverty or environmental factors such as lack of food, shelter, or consistent care and nurturing may struggle to develop trust. Crises/traumas such as abuse or exposure to an abusive or chaotic environment can also hinder the development of trust.

Autonomy vs. Shame and Doubt (1 yr. – 3 yrs.)

Description of stage: Toddlers learn to develop a sense of autonomy and independence, or they may feel shame and doubt about their abilities.

Potential outcomes for unsuccessful resolution stage: Children who do not develop autonomy may become overly dependent on others and lack confidence in their abilities.

Typical outcomes for successful resolution of this stage: Children who develop autonomy are more likely to have a strong sense of self-esteem and self-reliance.

Personal reflection: Environmental factors such as inconsistent or overbearing caregivers may contribute to a lack of autonomy. Roadblocks such as physical disabilities or developmental delays may also hinder the development of autonomy.

Initiative vs. Guilt (3 yrs. – 6 yrs.)

Description of stage: Children learn to take initiative and explore their environment, or they may feel guilty about their desires and actions.

Potential outcomes for unsuccessful resolution stage: Children who do not develop initiative may feel guilty about their desires and actions, leading to a lack of confidence and a fear of trying new things.

Typical outcomes for successful resolution of this stage: Children who develop initiative are more likely to have a sense of purpose and a willingness to take risks.

Personal reflection: Systemic factors such as poverty or lack of resources may limit a child’s ability to explore their environment and develop initiative. Traumas such as abuse or neglect may also contribute to a sense of guilt and a lack of confidence.

Industry vs. Inferiority (6 yrs. – 12 yrs.)

Description of stage: Children learn to master new skills and take pride in their accomplishments, or they may feel inferior and struggle with self-doubt.

Potential outcomes for unsuccessful resolution stage: Children who do not develop a sense of industry may feel inferior and struggle with self-doubt, leading to a lack of motivation and a sense of inadequacy.

Typical outcomes for successful resolution of this stage: Children who develop a sense of industry are more likely to have a strong work ethic and a sense of competence.

Personal reflection: Environmental factors such as lack of educational resources or parental support may limit a child’s ability to develop a sense of industry. Traumas such as bullying or failure may also contribute to a sense of inferiority.

Identity vs. Role Confusion (12 yrs. – 18 yrs.)

Description of stage: Adolescents explore their identity and develop a sense of self, or they may struggle with role confusion and a lack of direction.

Potential outcomes for unsuccessful resolution stage: Adolescents who do not develop a sense of identity may struggle with feelings of confusion and a lack of direction, leading to difficulties with relationships and career choices.

Typical outcomes for successful resolution of this stage: Adolescents who develop a sense of identity are more likely to have a clear sense of their values and goals.

Personal reflection: Systemic factors such as discrimination or lack of opportunities may limit an adolescent’s ability to explore their identity. Traumas such as abuse or neglect may also contribute to a sense of confusion

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