PSYCHODYNAMIC

PERSPECTIVE
Ms Amna Shafique
ERIK ERIKSON
▪ Erik Erikson is best known for his famous theory of psychosocial development and the concept of the

identity crisis. His theories marked an important shift in thinking on personality; instead of focusing

simply on early childhood events, his psychosocial theory looks at how social influences contribute to

our personalities throughout our entire lifespans.

▪ Erikson maintained that personality develops in a predetermined order through eight stages of

psychosocial development, from infancy to adulthood. During each stage, the person experiences a

psychosocial crisis that could positively or negatively affect personality development.

▪ For Erikson, these crises are psychosocial because they involve the psychological needs of the

individual (i.e., psycho) conflicting with the needs of society (i.e., social).

▪ Failure to complete a stage can result in a reduced ability to complete further stages and, therefore, a

more unhealthy personality and sense of self. These stages, however, can be resolved successfully at

a later time.
Erikson Stages of Psychosocial Development
Stage 1. Trust Vs. Mistrust
▪ This stage begins at birth continues to approximately 18 months of age. During this stage, the infant is uncertain
about the world in which they live, and looks towards their primary caregiver for stability and consistency of care.

 Trust: If the caregiver is reliable, consistent, and nurturing, the child will develop a sense of trust, believing that the
world is safe, and that people are dependable and affectionate. This sense of trust allows the child to feel secure
even when threatened and extends into their other relationships, maintaining their sense of security amidst potential
threats.

 Mistrust: Conversely, if the caregiver fails to provide consistent, adequate care and affection, the child may develop
a sense of mistrust and insecurity. This could lead to a belief in an inconsistent and unpredictable world, fostering a
sense of mistrust, suspicion, and anxiety.
Stage 2. Autonomy Vs. Shame
And Doubt
▪ This stage occurs between the ages of 18 months to approximately 3 years. According to Erikson, children at this
stage are focused on developing a sense of personal control over physical skills and a sense of independence.

 Autonomy: If encouraged and supported in their increased independence, children will become more confident and
secure in their ability to survive. They will feel comfortable making decisions, explore their surroundings more
freely, and have a sense of self-control. Achieving this autonomy helps them feel able and capable of leading their
lives.

 Shame and Doubt: On the other hand, if children are overly controlled or criticized, they may begin to feel
ashamed of their autonomy and doubt their abilities. This can lead to a lack of confidence, fear of trying new things,
and a sense of inadequacy about their self-control abilities.
Stage 3. Initiative Vs. Guilt
▪ This stage occurs between the ages of 3-6 years. Initiative versus guilt is the third stage of Erik Erikson’s theory
of psychosocial development.

 Initiative: When caregivers encourage and support children to take the initiative, they can start planning activities,
accomplish tasks, and face challenges. The children will learn to take the initiative and assert control over their
environment. They can begin to think for themselves, formulate plans, and execute them, which helps foster a
sense of purpose.

 Guilt: If caregivers discourage the pursuit of independent activities or dismiss or criticize their efforts, children
may feel guilty about their desires and initiatives. This could potentially lead to feelings of guilt, self-doubt, and
lack of initiative.
Stage 4. Industry Vs. Inferiority
▪ Erikson’s fourth stage, involving industry (competence) vs. Inferiority occurs during childhood between the ages of 7-

10 years. In this stage, children start to compare themselves with their peers to gauge their abilities and worth.

 Industry: If children are encouraged by parents and teachers to develop skills, they gain a sense of industry—a feeling

of competence and belief in their skills. They start learning to work and cooperate with others and begin to understand

that they can use their skills to complete tasks. This leads to a sense of confidence in their ability to achieve goals.

 Inferiority: On the other hand, if children receive negative feedback or are not allowed to demonstrate their skills, they

may develop a sense of inferiority. They may start to feel that they aren’t as good as their peers or that their efforts aren’t

valued, leading to a lack of self-confidence and a feeling of inadequacy.

Stage 5. Identity Vs. Role
Confusion
▪ The fifth stage of Erik Erikson’s theory of psychosocial development is identity vs. role confusion, and it occurs
during adolescence, from about 11-19 years.

 Identity: If adolescents are supported in their exploration and given the freedom to explore different roles, they are
likely to emerge from this stage with a strong sense of self and a feeling of independence and control. This process
involves exploring their interests, values, and goals, which help them, form their own unique identity.

 Role Confusion: If adolescents are restricted and not given the space to explore or find the process too
overwhelming or distressing, they may experience role confusion. This could mean being unsure about one’s place
in the world, values, and future direction. They may struggle to identify their purpose or path, leading to confusion
about their personal identity.
Stage 6. Intimacy Vs. Isolation
▪ This stage takes place during young adulthood between the ages of approximately 20 to 40 yrs.

 Intimacy: Individuals who successfully navigate this stage are able to form intimate, reciprocal

relationships with others. They can form close bonds and are comfortable with mutual dependency.

Intimacy involves the ability to be open and share oneself with others, as well as the willingness to commit

to relationships and make personal sacrifices for the sake of these relationships.

 Isolation: If individuals struggle to form these close relationships, perhaps due to earlier unresolved identity

crises or fear of rejection, they may experience isolation. Isolation refers to the inability to form meaningful,

intimate relationships with others. This could lead to feelings of loneliness, alienation, and exclusion.
Stage 7. Generativity Vs.
Stagnation
▪ This stage takes place during during middle adulthood (ages 40 to 65 years).

 Generativity: If individuals feel they are making valuable contributions to the world, for instance, through raising
children or contributing to positive changes in society, they will feel a sense of generativity. Generativity involves
concern for others and the desire to contribute to future generations, often through parenting, mentoring, leadership
roles, or creative output that adds value to society.

 Stagnation: If individuals feel they are not making a positive impact or are not involved in productive or creative
tasks, they may experience stagnation. Stagnation involves feeling unproductive and uninvolved, leading to self-
absorption, lack of growth, and feelings of emptiness.
Stage 8. Ego Integrity Vs.
Despair
▪ Ego integrity versus despair is the eighth and final stage of Erik Erikson’s stage theory of psychosocial

development. This stage begins at approximately age 65 and ends at death.

 Ego Integrity: If individuals feel they have lived a fulfilling and meaningful life, they will experience ego

integrity. This is characterized by a sense of acceptance of their life as it was, the ability to find coherence and

purpose in their experiences, and a sense of wisdom and fulfillment.

 Despair: On the other hand, if individuals feel regretful about their past, feel they have made poor decisions, or

believe they’ve failed to achieve their life goals, they may experience despair. Despair involves feelings of

regret, bitterness, and disappointment with one’s life, and a fear of impending death.
Harry Stack Sullivan
Development of Personality
 Sullivan proposed a social psychological view of personality development in which interpersonal relationships
were recognized as being important.

▪ Stages of Development

1. Infancy:

▪ The stage of infancy begins a few minutes after birth and continues until the appearance of speech (however
meaningless). This is a time when the child receives tenderness from the mother and at the same time learns anxiety
through an empathic linkage with the mother.

▪ During this stage, the oral zone is the primary zone for interaction with the environment. The first experience of an
inter-personal relationship is provided to the infant as nursing.
2. Childhood:

▪ The stage that lasts from the emergence of articulate speech to the appearance of the need for
playmates of equal status. The self-system during this stage develops the conception of gender. The
child still has a primary interpersonal relationship with the mother though it learns to differentiate her
from other persons who look after the child.

3. Juvenile era:

▪ This stage begins with the need for peers. The child become social during this time. They develop the
abilities of competition, compromise and cooperation.
4. Pre-adolescence:

▪ It is the stage that extends from the need for a best friend of the same sex, until puberty. This is a
crucial stage because mistakes that have been made in earlier stages can be corrected here. Mistakes
made during this stage are nearly impossible to overcome in later life. The child learns to share the
burdens of life and work in coordination.

5. Early adolescence:

▪ This stage begins with puberty. During this stage, development is marked by a need for intimacy and
relationship
6. Late adolescence:

▪ This period begins at any time after the age of 16. The period of late adolescence develops into social
living with social responsibilities and duties coming to the fore.

7. Adulthood:

▪ This stage flows from the previous one and is the time when person establishes a stable relationship
with a significant other person. They also develop a consistent pattern of viewing the world.
Erich Fromm
▪ Both social and cultural factors influence personality
▪ As people have achieved more freedom, they have come to be lonelier. Thus, the less
freedom people had, the greater the sense of belongingness and security.

▪ Basic Psychological Needs

1. Relatedness
2. Transcendence
3. Rootedness
4. Sense of identity
5. Frame of orientation and devotion
Character Orientation
1. Receptive Orientation
2. Exploitative Orientation
3. Hoarding Orientation
4. Marketing Orientation
5. Productive Orientation