Erickson's epigenetic theory is an eight-stage concept that describes how a personality develops and changes throughout life. This is a set of views that explain the nature of the formation of an individual from the moment of conception to old age. She influenced the understanding of how children develop in childhood and in later life.
As each person progresses in a social environment, from infancy to death, he is faced with various problems that can be overcome or can lead to difficulties. Although each stage is based on the experience of earlier stages, Erickson did not believe that mastering each period was necessary in order to proceed to the next. Like other theorists of similar ideas, the scientist believed that these steps occurred in a predetermined order. Such an action has become known as the epigenetic principle.
Similar principles
Erickson's epigenetic theory has some similarities with Freud's work on the psychosexual stage, but with some key differences. His teacher focused on the influence of Eid (Ono). Freud believed that the personality was largely formed by the time the child was five years old, while Erickson's personality encompassed the entire life span.
Another important difference is that although Freud emphasized the importance of childhood experiences and unconscious desires, his follower paid more attention to the role of social and cultural influences.
Analysis of parts of the theory
There are three key components to Erickson's epigenetic theory:
- Ego identity. A constantly changing sense of self that arises from social interactions and experience.
- The power of the ego. It develops when people successfully cope with each stage of development.
- Conflict. At each stage of formation, people are faced with some type of disagreement, which serves as a turning point in the process of successive advancement.
Stage 1: trust versus mistrust
The world is safe and predictable, dangerous and chaotic. Erickson’s epigenetic theory states that the first stage of psychosocial development focused on the answers to these important questions.
The baby enters the world completely helpless and dependent on trustees. Erickson believed that during these first two critical years of life, it is important that the baby learn that parents (guardians) can be trusted in meeting all needs. When a child is cared for and his or her needs are adequately provided, he develops a feeling that the world can be trusted.
What happens if a baby is neglected or his or her needs are not satisfied with any real sequence. In such a scenario, he may develop a sense of distrust of the world. It can feel like an unpredictable place, and people who need to love and care for a child cannot be reliable.
Some important things to keep in mind about the stage of trust and mistrust are:
- If this step is completed successfully, the child will appear with the virtue of hope.
- Even when problems arise, a person with such a quality will feel that he can turn to his beloved for support and care.
- Those who cannot attain this virtue will experience fear. When a crisis arises, they may feel hopeless, anxious and insecure.
Stage 2: autonomy versus shame and doubt
According to the following statement in the epigenetic theory of E. Erickson, as infants enter their childhood, they become more independent. They not only begin to walk independently, but also master the processes of performing a series of actions. Children often want to make more choices about things that affect their lives, prefer certain products and types of clothing.
These actions not only play an important role in becoming a more independent person, they also help determine whether individuals develop a sense of autonomy or doubt about their abilities. Those who successfully pass this stage of psychosocial formation will show willpower or a feeling that they can take significant actions that will affect what is happening to them.
Children who develop this autonomy will feel confident and comfortable within themselves. Carers can help babies succeed at this stage by encouraging choices, allowing them to make decisions and supporting this increased independence.
What actions may lead to failure at this stage is an interesting question. Parents who are too critical, who do not allow their children to make choices, or who control too much can contribute to shame and doubt. Individuals, as a rule, come out of this stage without self-esteem and self-confidence, they can become overly dependent on others.
Some important things to remember about the stages of autonomy and shame, and doubts:
- This period helps to establish a course for further development.
- Children who succeed at this time of growing up will have a greater sense of independence.
- Those who are fighting intensely may feel ashamed of their zeal and ability.
Stage 3: the initiative against guilt
The third stage of E. Erickson's epigenetic theory is associated with the development of a sense of initiative in children. From this point on, peers become more important as small individuals begin to communicate more with them in their surroundings or in the classroom. Children begin to pretend to play games and communicate more often, often inventing fun and planning activities with their own kind.
At this stage of Erickson's epigenetic theory of development, it is important for a person to make judgments and plan his actions. Children also begin to assert more power and control over the world around them. During this period, parents and guardians should encourage them to research, as well as make appropriate decisions.
Important points about the initiative against guilt:
- Children who successfully cope with this stage take the initiative, and those who do not can feel guilty.
- Virtue at the center of this level is the goal, or the feeling that they have control and power over certain things in the world.
Stage 4: environment versus inferiority
In the school years to adolescence, children enter the psychosocial stage, which Erickson calls the "environment against inferiority" in the epigenetic theory of development. At this time, they are focused on developing a sense of competence. Not surprisingly, the school plays an important role at this stage of development.
As they grow older, children acquire the ability to solve increasingly complex problems. They are also interested in becoming skilled and experienced in various matters, they have a tendency to learn new skills and solve problems. Ideally, children will receive support and praise for doing various activities such as drawing, reading and writing. By receiving this positive attention and reinforcement, growing personalities begin to build the self-confidence necessary for success.
So what happens if the children do not receive praise and attention from others for mastering something new, the question is obvious. Erickson in the epigenetic theory of personality believed that failure to master this stage of development would ultimately lead to feelings of inferiority and self-doubt. The basic virtue resulting from the successful completion of this psychosocial stage is known as competency.
Basics of psychosocial development depending on the industry:
- Support and encouragement of children helps them learn new skills, while acquiring a sense of competence.
- Children who struggle at this stage may have problems with self-confidence when they get older.
Stage 5: identity and role confusion
Anyone who clearly remembers the turbulent teenage years can probably immediately understand the stage of Erickson’s epigenetic personality theory as opposed to role and current events. At this stage, teens begin to study the basic question: "Who am I?" They focus on exploring feelings of self, figuring out what they believe in, who they are and who they want to become.
In the epigenetic theory of development, Erickson expressed his opinion that the formation of personal identity is one of the most important stages of life. Progress in self-feeling serves as a kind of compass that helps guide each person throughout his or her life. What is needed to develop a good personality, a question that worries many. Requires the ability to explore, which must be fueled by support and love. Children often go through different phases and explore different ways of expressing themselves.
Important in the stage of identity and confusion:
- Those who are allowed to undergo this personal research and successfully master this stage appear with a strong sense of independence, personal involvement and a sense of self.
- Those who are not able to complete this stage of formation often enter adulthood, embarrassed by who they really are and what they want from themselves.
The basic virtue that appears after the successful completion of this stage is known as fidelity.
Stage 6: proximity versus isolation
Love and romance are some of the main concerns of many young people, therefore it is not surprising that the sixth stage of the epigenetic theory of personality of E. Erickson is focused on this topic. This period begins at about 18 and 19 years and lasts up to 40 years. The central theme of this stage is focused on forming loving, long-lasting and supportive relationships with other people. Erickson believed that the sense of independence that was established at the stage of mixing identity and role plays a vital role in the ability to establish strong and loving relationships.
Success in this developmental period leads to strong bonds with others, while failure can lead to feelings of isolation and loneliness.
The main virtue at this stage in the epigenetic theory of personality of E. Erickson is love.
Stage 7: performance against stagnation
The later years of adulthood are marked by the need to create something that will continue after the departure of a person. In fact, people are starting to feel the need to leave some lasting mark on the world. This may include raising children, caring for others, or having any positive impact on society. Careers, families, church groups, social organizations, and other things can contribute to a sense of accomplishment and pride.
Important points to remember in the epigenetic orientation of Erickson's theory:
- Those who master this stage of development present themselves with the feeling that they have had a significant and valuable impact on the world around them and are developing a basic virtue, which Erickson called care.
- People who do not cope with this task effectively may feel uninvolved, unproductive and even cut off from the world.
Stage 8: Honesty versus Despair
The final stage of the epigenetic theory of personality development by E. Erickson can be briefly described in several key points. It lasts from about 65 years to the end of a person’s life. This may be his last stage, but still important. It is at this time that people begin to reflect on how they went their life paths, most of them ask themselves: “Have I lived a good life?” Individuals who recall important events with pride and dignity will feel satisfied, while those who look back with regret will experience bitterness or even despair.
The main points in the stage of psychosocial development in the spirit of integrity and despair:
- People who have successfully passed the last stage of life, show themselves with a sense of wisdom and understand that they have lived a worthy and significant life, even though they have to face death.
- Those who wasted years and are meaningless will experience sadness, anger, and regret.
Value Description
Erickson's psychosocial theory is widely and highly regarded. As with any concept, it has critics, but overall it is considered fundamentally significant. Erickson was a psychoanalyst and also a humanist. Thus, his theory is useful far beyond the limits of psychoanalysis - it is essential for any study related to personal awareness and development - of oneself or others.
If we consider the epigenetic theory of the development of Erickson’s personality briefly, one can find a noticeable, but not significant, Freudian element. Fans of Freud will find this influence useful. People who disagree with him, and especially his psychosexual theory, can ignore the Freudian aspect and still find Erickson's ideas the best. His set of views stands apart and does not depend on the concepts of his teacher and is valued for reliability and relevance.
In addition to Freudian psychoanalysis, Erickson developed his own theory mainly from his extensive practical field research, first with Native American communities, and then also from his work on clinical therapy associated with leading psychiatric centers and universities. He actively and meticulously conducted his work from the late 1940s to the 1990s.
Development of key points
If we examine briefly the epigenetic theory of the development of E. Erickson, we can highlight the key points that influenced the further formation of this doctrine. The concept strongly incorporated cultural and social aspects into Freud’s biological and sexually oriented idea.
Erickson was able to do this because of his strong interest and compassion for people, especially young people, and also because his studies were conducted in societies far from the more mysterious world of the psychoanalyst couch, which was essentially Freud’s approach.
This helps Erickson's eight-step concept to become an extremely powerful model. It is very accessible and, obviously, relevant for modern life from several points of view, for understanding and explaining how personality and behavior develop in people. Thus, Erickson's principles are of great importance in teaching, raising children, self-awareness, management and resolution of conflicts, and in general, for understanding yourself and others.
Basics for the future model
Both Erickson and his wife Joan, who collaborated as psychoanalysts and writers, were passionately interested in the development of childhood and its impact on adult society. His work is as relevant as when he first set out his original theory, in fact taking into account the current pressure on society, family, relationships and the desire for personal formation and realization. His ideas are probably more relevant than ever.
Studying briefly the epigenetic theory of E. Erickson, one can note the scientist's assertion that people experience eight stages of a psychosocial crisis, which significantly affect the development and personality of each person. Joan Erickson described the ninth stage after Eric's death, but the eight-stage model is most often referenced and considered as a standard. (Joan Erickson’s work on the “ninth stage” appears in its 1996 edition of “Completed Life Cycle: A Review”.). Her work is not considered canonical in the study of problems with the development of man and his personality.
The appearance of the term
Eric Erickson's epigenetic theory refers to a “psychosocial crisis” (or plural psychosocial crises). This term is a continuation of Sigmund Freud's use of the word “crisis”, which is an internal emotional conflict. You can describe this type of disagreement as an internal struggle or a challenge that a person must come to terms with and deal with in order to grow and develop.
Erickson’s “psychosocial” term comes from two source words, namely, “psychological” (or root, “psycho,” referring to the mind, brain, personality.) And “social” (external relations and environment). Occasionally, you can see the concept expanded to biopsychosocial, in which "bio" refers to life as a biological one.
Creating Stages
Considering briefly the epigenetic theory of Erickson, one can determine the transformation of the structure of his scientific work to assess personality. Successfully passing through each crisis involves achieving a healthy balance or balance between two opposing dispositions.
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Erickson called these successful balanced results the “Principal Virtues” or the “Principal Benefits”. He defined one specific word that represents their power, acquired at each stage, which is usually found in the diagrams of a psychoanalyst and written theory, as well as in other explanations of his work.
Erickson also defined the second supporting word “power” at every stage, which, along with core virtue, emphasized a healthy result at each stage and helped convey a simple meaning in resumes and charts. Examples of key strengths and supporting strong words are “Hope and aspiration” (trust versus mistrust from the first step) and “Willpower and self-control” (from the second step autonomy against shame and doubt).
The scientist used the word “achievements” in the context of successful results, because it meant getting something clear and permanent. Psychosocial development is not complete and irreversible: any previous crisis can effectively return to any, albeit in a different guise, with successful or unsuccessful results. Perhaps this helps explain how those who succeed can fall from grace and how hopeless losers can ultimately achieve great goals. No one should calm down, and everyone has hope.
System development
Later in his life, the scientist sought to warn against interpreting his work in the “scale of achievements”, in which the stages of the crisis represent the only safe achievement or goal of the extreme “positive” option, provided once and for all. This would rule out a number of possible personality assessment errors.
E. Erickson, in epigenetic theory with age periods, noted that good cannot be achieved at any stage, which is impervious to new conflicts, and that believing in this is dangerous and inappropriate.
Stages of the crisis are not clearly defined steps. Elements tend to overlap and mix from one step to another and to previous ones. This is a broad basis and concept, not a mathematical formula that accurately reproduces all people and situations.
Erickson in the epigenetic theory of personality development sought to indicate that the transition between stages is blocked. Crisis periods are connected to each other like interlocking fingers, and not like a series of neatly folded boxes. People do not wake up suddenly one morning and do not enter a new stage of life. Change does not occur in regulated clear steps. They are graduated, mixed and organic. In this regard, the sensation of the model is similar to other flexible frameworks of human development (for example, “The Cycle of Sorrow” by Elizabeth Kübler-Ross and “Maslow's Hierarchy of Needs”).
When a person unsuccessfully passes through the stage of a psychosocial crisis, he develops a tendency to one or another of the opposing forces (either synthonic or dystonic, in the language of Erickson), which then becomes a behavioral tendency or even a mental problem. Roughly speaking, we can call this the "baggage" of knowledge.
Erickson emphasized the importance of both “reciprocity” and “generation” in his theory. The conditions are related. Reciprocity reflects the influence of generations on each other, especially in families between parents, children and grandchildren. Each potentially influences the experience of others through various stages of the crisis. Generativeness, actually called the location within one of the stages of the crisis (generativeness against stagnation, stage seven), reflects a significant relationship between adults and the best interests of individuals - their own children and in some way all the rest, and even the next generation.
The influence of family tree and family
Erickson's epigenetic theory with age periods notes that generations influence each other. It is obvious that the parent forms the psychosocial development of the child by his example, but, in turn, his personal growth depends on the experience of communicating with the child and the pressure created. The same can be said of grandparents. Again, this helps explain why, as parents (or teachers, or brothers and sisters, or grandparents), people struggle to cope well with a young man to solve their emotional problems.
The psychosocial stages of Erickson's epigenetic theory clearly distinguish between the onset of new periods. However, depending on the individual himself, their duration may vary. In a sense, development really peaks at the seventh stage, since the eighth is more about evaluation and how a person used life. The prospect of giving and making positive changes for future generations echoes the humanitarian philosophy of the scientist, and this, perhaps more than anything else, allowed him to develop such a powerful concept.
Summarizing
The epigenetic theory of personality development by E. Erickson marked a significant difference from many earlier ideas in that it focused on the phased development that accompanies a person throughout his life. Today, many psychologists prefer concepts that are less focused on a set of predefined steps and acknowledge that individual differences and experiences often mean that development can differ markedly from one person to another.
Some criticism of Erickson's theory is that it speaks little about the root causes of every formation crisis. It also tends to be somewhat vague regarding differences between events, which mark the difference between success and failure at each stage. In addition, in theory there is no objective way to determine whether a person has passed a specific stage of development.