Trust vs.

Mistrust: HOPE (infancy-18mons)

The first stage of Erik Erikson's theory centers around the infant's
basic needs being met by the parents and this interaction leading to
trust or mistrust. Trust as defined by Erikson is "an essential
trustfulness of others as well as a fundamental sense of one's own
trustworthiness." The infant depends on the parents, especially the
mother, for sustenance and comfort. The child's relative
understanding of world and society come from the parents and their
interaction with the child. A child's first trust is always with the
parent or caregiver; whomever that might be; however, even the
caregiver is secondary whereas the parents are primary in the eyes
of the child. If the parents expose the child to warmth, regularity,
and dependable affection, the infant's view of the world will be one
of trust. Should the parents fail to provide a secure environment and
to meet the child's basic needs; a sense of mistrust will
result. Development of mistrust can lead to feelings of frustration,
suspicion, withdrawal, and a lack of confidence

Autonomy vs. Shame and Doubt: WILL (18mons-3yrs)

As the child gains control over eliminative functions
and motor abilities, they begin to explore their
surroundings. The parents still provide a strong base of
security from which the child can venture out to assert
their will. The parents' patience and encouragement helps
foster autonomy in the child. Children at this age like to
explore the world around them and they are constantly
learning about their environment. Caution must be taken
at this age while children may explore things that are
dangerous to their health and safety.
Initiative vs. Guilt: PUROSE (3-5 years)

Preschoolers are increasingly able to accomplish tasks
on their own, and can start new things. With this
growing independence comes many choices about
activities to be pursued. Sometimes children take on
projects they can readily accomplish, but at other
times they undertake projects that are beyond their
capabilities or that interfere with other people's plans
and activities. If parents and preschool teachers
encourage and support children's efforts, while also
helping them make realistic and appropriate choices,
children develop initiativeindependence in planning
and undertaking activities. But if, instead, adults
discourage the pursuit of independent activities or
dismiss them as silly and bothersome, children develop
guilt about their needs and desires.

Industry vs. Inferiority: COMPETENCE (5-13 years)

The child must deal with demands to learn new skills or
risk a sense of inferiority, failure, and incompetence. At
this age, children start recognizing their special talents and
continue to discover interests as their education improves.
They may begin to choose to do more
Activities to pursue that interest, such as joining a sport if
they know they have athletic ability, or joining the band if
they are good at music. If not allowed to discover their
own talents in their own time, they will develop a sense of
lack of motivation, low self-esteem, and lethargy. They
may become "couch potatoes" if they are not allowed to
develop interests.
Identity vs. Role confusion: FIDELITY (13-21years)
During adolescence, young people are expected to
develop their sexual identity. This is gained through
the discovery of oneself and in the course of finding
meaning to their personhood. They may also
experience identity crisis as a result of the transition
from childhood to adulthood.

Some adolescents may feel confused and are unsure

whether an activity is age-appropriate for them. Crisis
at this stage may also be brought about by
expectations from themselves and from people around
them

Intimacy vs. Isolation: LOVE (21-39years)

People at this stage become worried about finding the
right partner and fear that if they fail to do so, they
may have to spend the rest of their lives alone.

Young adults are most vulnerable to feel intimacy and

loneliness because they interact with a lot of people in
this phase of their lives. Its not always a success story
for every young adult to find someone with whom they
can share a lifelong commitment. Some may choose to
spend the rest of their lives as singles.
Erikson's stages of psychosocial development, as
articulated by Erik Erikson, in collaboration with Joan
Erikson, is a comprehensive psychoanalytic theory that
identifies a series of eight stages, in which a healthy
developing individual should pass through from infancy to
late adulthood. All stages are present at birth but only begin
to unfold according to both a natural scheme and one's
ecological and cultural upbringing. In each stage, the person
confronts, and hopefully masters, new challenges. Each stage
builds upon the successful completion of earlier stages. The
challenges of stages not successfully completed may be
expected to reappear as problems in the future.
 Generativity vs. Stagnation: CARE (40-65years)
During middle age the primary developmental
task is one of contributing to society and helping
to guide future generations. When a person
makes a contribution during this period, perhaps
by raising a family or working toward the
betterment of society, a sense of generativitya
sense of productivity and accomplishment
results. In contrast, a person who is self-
centered and unable or unwilling to help society
move forward develops a feeling of stagnation
a dissatisfaction with the relative lack of
productivity.

Ego integrity vs. Despair: WISDOM (65-death)

As we grow older and become senior citizens we tend to slow
down our productivity and explore life as a retired person. It
is during this time that we contemplate our accomplishments
and are able to develop integrity if we see ourselves as
leading a successful life. If we see our life as unproductive, or
feel that we did not accomplish our life goals, we become
dissatisfied with life and develop despair, often leading to
depression and hopelessness.
The final developmental task is retrospection: people look
back on their lives and accomplishments. They develop
feelings of contentment and integrity if they believe that they
have led a happy, productive life. They may instead develop a
sense of despair if they look back on a life of disappointments
and unachieved goals.
This stage can occur out of the sequence when an individual
feels they are near the end of their life