To reflect this unique approach, the school was renamed in for renowned psychoanalyst Erik H. Erikson , a former colleague of Erikson Institute co-founder Maria Piers. One of the most influential psychoanalysts of the 20th century, Erik Erikson was born in in Frankfurt-am-Main, Germany. When he finally did learn the truth, Erikson was left with a feeling of confusion about who he really was.
He never saw his birth father or his mother's first husband. This early experience helped spark his interest in the formation of identity. He would later explain that as a child he often felt confused about who he was and how he fit into his community. While this may seem like merely an interesting anecdote about his heritage, the mystery over Erikson's biological parentage served as one of the key forces behind his later interest in identity formation. His interest in identity was further developed based on his own experiences in school.
At his Jewish temple school, he was teased for being a tall, blue-eyed, blonde, Nordic-looking boy who stood out among the rest of the kids. At grammar school, he was rejected because of his Jewish background. These early experiences helped fuel his interest in identity formation and continued to influence his work throughout his life. It's interesting to note that Erikson never received a formal degree in medicine or psychology. While studying at the Das Humanistische Gymnasium, he was primarily interested in subjects such as history, Latin, and art.
His stepfather, a doctor, wanted him to go to medical school, but Erikson instead did a brief stint in art school. He soon dropped out and spent time wandering Europe with friends and contemplating his identity. It was an invitation from a friend that sent him to take a teaching position at a progressive school created by Dorothy Burlingham, a friend of Anna Freud's.
Freud soon noticed Erikson's rapport with children and encouraged him to formally study psychoanalysis. Erikson ultimately received two certificates from the Montessori Teachers Association and from the Vienna Psychoanalytic Institute. According to Erikson's obituary, he continued to work with Burlingham and Freud at the school for several years, met Sigmund Freud at a party, and even became Anna Freud's patient.
My analysis, which gave me self-awareness , led me not to fear being myself. We didn't use all those pseudoscientific terms then— defense mechanism and the like—so the process of self-awareness, painful at times, emerged in a liberating atmosphere. Erikson met a Canadian dance instructor named Joan Serson who was also teaching at the school where he worked. The couple married in and went on to have three children. His son, Kai T.
Erikson, is a noted American sociologist. Erikson moved to the United States in and, despite having no formal degree, was offered a teaching position at Harvard Medical School.
He also changed his name from Erik Homberger to Erik H. Erikson, perhaps as a way to forge his own identity. In addition to his position at Harvard, he also had a private practice in child psychoanalysis. He published a number of books on his theories and research, including "Childhood and Society" and "The Life Cycle Completed. Erikson was a neo-Freudian psychologist who accepted many of the central tenets of Freudian theory but added his own ideas and beliefs.
His theory of psychosocial development is centered on what is known as the epigenetic principle , which proposes that all people go through a series of eight stages.
At each psychosocial stage, people face a crisis that needs to be successfully resolved in order to develop the psychological quality central to each stage. The eight stages of Erikson's psychosocial theory are something that every psychology student learns about as they explore the history of personality psychology. Much like psychoanalyst Sigmund Freud, Erikson believed that personality develops in a series of stages.
While Freud's theory of psychosexual development essentially ends at early adulthood, Erikson's theory described development through the entire lifespan from birth until death. Have you ever felt confused about your place in life or not quite sure if you really know the real you? If so, you may be experiencing an identity crisis. During this stage, the major conflict centers on forming intimate, loving relationships with other people.
During this stage, we begin to share ourselves more intimately with others. We explore relationships leading toward longer-term commitments with someone other than a family member. Successful completion of this stage can result in happy relationships and a sense of commitment, safety, and care within a relationship. Avoiding intimacy, fearing commitment and relationships can lead to isolation, loneliness, and sometimes depression. Success in this stage will lead to the virtue of love.
Generativity versus stagnation is the seventh of eight stages of Erik Erikson's theory of psychosocial development. This stage takes place during during middle adulthood ages 40 to 65 yrs. Psychologically, generativity refers to "making your mark" on the world through creating or nurturing things that will outlast an individual. During middle age individuals experience a need to create or nurture things that will outlast them, often having mentees or creating positive changes that will benefit other people.
We give back to society through raising our children, being productive at work, and becoming involved in community activities and organizations. Through generativity we develop a sense of being a part of the bigger picture. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world. By failing to find a way to contribute, we become stagnant and feel unproductive. These individuals may feel disconnected or uninvolved with their community and with society as a whole.
Success in this stage will lead to the virtue of care. This stage begins at approximately age 65 and ends at death. It is during this time that we contemplate our accomplishments and can develop integrity if we see ourselves as leading a successful life. Individuals who reflect on their life and regret not achieving their goals will experience feelings of bitterness and despair. Erik Erikson believed if we see our lives as unproductive, feel guilt about our past, or feel that we did not accomplish our life goals, we become dissatisfied with life and develop despair, often leading to depression and hopelessness.
Success in this stage will lead to the virtue of wisdom. Wisdom enables a person to look back on their life with a sense of closure and completeness, and also accept death without fear.
Wise people are not characterized by a continuous state of ego integrity, but they experience both ego integrity and despair.
Thus, late life is characterized by both integrity and despair as alternating states that need to be balanced. By extending the notion of personality development across the lifespan, Erikson outlines a more realistic perspective of personality development McAdams, Middle and late adulthood are no longer viewed as irrelevant, because of Erikson, they are now considered active and significant times of personal growth.
Many people find that they can relate to his theories about various stages of the life cycle through their own experiences. However, Erikson is rather vague about the causes of development. What kinds of experiences must people have to successfully resolve various psychosocial conflicts and move from one stage to another? The theory does not have a universal mechanism for crisis resolution.
Indeed, Erikson acknowledges his theory is more a descriptive overview of human social and emotional development that does not adequately explain how or why this development occurs. For example, Erikson does not explicitly explain how the outcome of one psychosocial stage influences personality at a later stage. One of the strengths of Erikson's theory is its ability to tie together important psychosocial development across the entire lifespan.
McLeod, S. Erik erikson's stages of psychosocial development. Simply Psychology. Erikson, E. Psychological issues. Gross, R. Psychology: The science of mind and behavior. McAdams, D. The psychology of life stories. Review of General Psychology , 5 2 , McCrae, R.
Personality trait structure as a human universal. American Psychologist, 52 5 , Toggle navigation. Autonomy vs.
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