VED 104│ PSYCHOLOGICAL THEORIES OF

VALUES DEVELOPMENT
1st Semester

WEEK 3

WEEK: 3
2021-2022

STUDENT’S NAME:

YEAR AND SECTION:

DATE RECEIVED:

TEACHER’S NAME: JAMES S. REFORSADO

I. Overview

In this module, it will explain how Erik 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 which could have a positive or
negative outcome for personality development.

II. Learning Outcomes

At the end of the week, the pre-service teacher (PST) should be able to:

• Explain Erickson’s view of moral development and why it is utilized as the

starting point for an integrated psychological theory of moral development
using research-based articles, critiques and arguments.

III. Discussion and

Self-Assessment
Activities(SAA)
 ELEMENTS

• Ego Identity• Ego Strength• Conflict

Ego Identity•

Ego identity is developed by human interaction and how an individual becomes

more conscious of themselves and their surroundings.

Ego Strength•

Ego strength deals with an individual becoming competent in different areas of life,
by becoming competent in life they feel more important.

Conflict•

Conflict is a turning point during which an individual struggle to attain some

psychological quality. Sometimes referred to as a psychosocial crisis, this can be
a time of both vulnerability and strength, as the individual works toward success
or failure.

Erik Erikson and the 8 Stages of Development

• Best known theories of personality and development.

• Personality develops in a series of predetermined stages.
• Psychosocial, and not psychosexual.
• In each stage of development conflicts acts as turning points in life.

Personality

• Personality consists of all the relatively stable and distinctive styles of thought,
behavior, and emotional responses that characterize a person’s adaptations to
surrounding situations

Why Study Personality?

• Identify patterns in the way people behave.
• Explain the differences between people.
• Explore how people function in life (The good and bad).
• How to improve life.

Psychosocial Development•

According to Erikson- Each part of the personality has a particular time in the
lifespan when it must develop, if it is going to develop at all. If it failed to
developed on schedule, the rest of the development is unfavorably altered. The
individual is then hindered from dealing effectively with reality.
 ERIK ERIKSON'S THEORY OF PSYCHOSOCIAL STAGES OF
DEVELOPMENT

Erik Erikson was chiefly concerned with psychosocial development, Erikson has
formulated eight major stages of development, each stage posing a unique
developmental task and simultaneously presenting the individual with a crisis that
he must struggle through. As employed by Erikson, a crisis is not "a threat of a
catastrophe but a turning point, a crucial period of increased vulnerability and
heightened potential."

According to Erikson (1980) individuals develop a “healthy personality" by

mastering "life's outer and inner dangers." Development follows the epigenetic
principle, which holds that "anything that grows has a ground plan, and out of this
ground plan parts have arisen to form a functioning whole plan. Hence, according
to Erikson, each part of the personality has a particular time in the life span when
it must develop, if is going to develop at all. Should a capacity not be developed
on schedule, the rest of this development is unfavorable altered. The individual is
then hindered from dealing effectively with altered reality

The Psychosocial

Trust Versus Mistrust (birth to 1 year).

Basic to Erikson's concept of development is the element of trust. Human life is a

social endeavor that involves linkages and interactions among people. Whether
children come to trust or mistrust themselves and other people depends on their
early experiences. Infants whose needs are met and who are cuddled, fondled and
shown genuine affection evolve a sense of a world as a safe and dependable place.
In contrast, when a child is chaotic, unpredictable, and rejecting as brought about
by his environment, he approaches the world with fear and suspicion.

Outcomes
If a child successfully develops trust, the child will feel safe and secure in the
world.2 Caregivers who are inconsistent, emotionally unavailable, or rejecting
contribute to feelings of mistrust in the children under their care. Failure to
develop trust will result in fear and a belief that the world is inconsistent and
unpredictable.

During the first stage of psychosocial development, children develop a sense of

trust when caregivers provide reliability, care, and affection. A lack of this will
lead to mistrust.

No child is going to develop a sense of 100% trust or 100% doubt. Erikson

believed that successful development was all about striking a balance between the
two opposing sides. When this happens, children acquire hope, which Erikson
described as an openness to experience tempered by some wariness that danger
may be present.
 Autonomy Versus Shame and Doubt (2 to 3 years).

As children begin to crawl, walk, climb, and explore, a new conflict confronts
them: whether or not to assert their wills. When parents are patient, cooperative,
and encouraging, children acquire a sense of independence and competence. In
contrast, when children are not allowed such freedom and are over-protected, they
develop an excessive sense of shame and doubt.

The second stage of Erikson's theory of psychosocial development takes place

during early childhood and is focused on children developing a greater sense of
personal control.

The Role of Independence

At this point in development, children are just starting to gain a little independence.
They are starting to perform basic actions on their own and making simple
decisions about what they prefer. By allowing kids to make choices and gain
control, parents and caregivers can help children develop a sense of autonomy.2

Potty Training
The essential theme of this stage is that children need to develop a sense of personal
control over physical skills and a sense of independence. Potty training plays an
important role in helping children develop this sense of autonomy.

Like Freud, Erikson believed that toilet training was a vital part of this process.
However, Erikson's reasoning was quite different than that of Freud's. Erikson
believed that learning to control one's bodily functions leads to a feeling of control
and a sense of independence. Other important events include gaining more control
over food choices, toy preferences, and clothing selection.

Outcomes
Children who struggle and who are shamed for their accidents may be left without
a sense of personal control. Success during this stage of psychosocial development
leads to feelings of autonomy; failure results in feelings of shame and doubt.

Finding Balance
Children who successfully complete this stage feel secure and confident, while
those who do not are left with a sense of inadequacy and self-doubt. Erikson
believed that achieving a balance between autonomy and shame and doubt would
lead to will, which is the belief that children can act with intention, within reason
and limits.
 Initiative Versus Guilt (4 to 5 years).

During this stage, the repertoire of motor and mental abilities that are open to
children greatly expands. Parents who gave their children freedom in running,
sliding, bike riding, skating, and roughhousing are allowing them to develop
initiative. Parents who curtail this freedom are giving children a sense of
themselves as nuisances and inept intruders in an adult world. Rather than actively
and confidently shaping their own behaviors, such children become passive
recipients of whatever the environment brings.

Outcomes

The major theme of the third stage of psychosocial development is that children need
to begin asserting control and power over the environment. Success in this stage leads
to a sense of purpose. Children who try to exert too much power experience
disapproval, resulting in a sense of guilt.

When an ideal balance of individual initiative and a willingness to work with others is
achieved, the ego quality known as purpose emerges.

Industry Versus Inferiority (6 to 11 years).

During the elementary school years, a child becomes concerned with how things
work and how they are made. As children move into the world of school, they gain
a sense of industry by winning recognition for their achievements. But they may
instead acquire a sense of inadequacy and inferiority. Parents and teachers who
support, reward, and praise children are encouraging industry. Those who rebuff,
deride, or ignore children's efforts are strengthening feelings of inferiority.

The fourth psychosocial stage takes place during the early school years from
approximately ages 5 to 11. Through social interactions, children begin to develop
a sense of pride in their accomplishments and abilities.

Children need to cope with new social and academic demands. Success leads to a
sense of competence, while failure results in feelings of inferiority.

Outcomes
Children who are encouraged and commended by parents and teachers develop a
feeling of competence and belief in their skills. Those who receive little or no
encouragement from parents, teachers, or peers will doubt their abilities to be
successful.

Successfully finding a balance at this stage of psychosocial development leads to

the strength known as competence, in which children develop a belief in their
abilities to handle the tasks set before them.
 Identity Versus Role Confusion (12 to 18 years).

As children enter adolescence, they confront a "physiological revolution."

Simultaneously, they must answer the question "Who am I?" They try on many
new roles as they grope with romantic involvement, vocational choice, and adult
statuses. In the process adolescents must develop an integrated and coherent sense
of self. When the adolescent fails to develop a "centered” identity, he or she
becomes trapped in either role confusion or a "negative identity." The identities
and roles of "delinquent" and "hood- lum" are illustrations.

The fifth psychosocial stage takes place during the often turbulent teenage years.
This stage plays an essential role in developing a sense of personal identity which
will continue to influence behavior and development for the rest of a person's life.
Teens need to develop a sense of self and personal identity. Success leads to an
ability to stay true to yourself, while failure leads to role confusion and a weak
sense of self.

During adolescence, children explore their independence and develop a sense of

self.2 Those who receive proper encouragement and reinforcement through
personal exploration will emerge from this stage with a strong sense of self and
feelings of independence and control. Those who remain unsure of their beliefs
and desires will feel insecure and confused about themselves and the future.

What Is Identity?
When psychologists talk about identity, they are referring to all of the beliefs,
ideals, and values that help shape and guide a person's behavior. Completing this
stage successfully leads to fidelity, which Erikson described as an ability to live
by society's standards and expectations.

While Erikson believed that each stage of psychosocial development was

important, he placed a particular emphasis on the development of ego identity.
Ego identity is the conscious sense of self that we develop through social
interaction and becomes a central focus during the identity versus confusion stage
of psychosocial development.

According to Erikson, our ego identity constantly changes due to new experiences
and information we acquire in our daily interactions with others. As we have new
experiences, we also take on challenges that can help or hinder the development
of identity.

Why Identity Is Important?

Our personal identity gives each of us an integrated and cohesive sense of self that
endures through our lives. Our sense of personal identity is shaped by our
experiences and interactions with others, and it is this identity that helps guide our
actions, beliefs, and behaviors as we age.
Stage 6: Intimacy vs. Isolation
Young adults need to form intimate, loving relationships with other people. Success
leads to strong relationships, while failure results in loneliness and isolation. This
stage covers the period of early adulthood when people are exploring personal
relationships.2

Erikson believed it was vital that people develop close, committed relationships
with other people. Those who are successful at this step will form relationships
that are enduring and secure.

Building On Earlier Stages

Remember that each step builds on skills learned in previous steps. Erikson
believed that a strong sense of personal identity was important for developing
intimate relationships. Studies have demonstrated that those with a poor sense of
self tend to have less committed relationships and are more likely to struggler with
emotional isolation, loneliness, and depression.

Successful resolution of this stage results in the virtue known as love. It is marked
by the ability to form lasting, meaningful relationships with other people.

Stage 7: Generativity vs. Stagnation

Adults need to create or nurture things that will outlast them, often by having
children or creating a positive change that benefits other people. Success leads to
feelings of usefulness and accomplishment, while failure results in shallow
involvement in the world.

During adulthood, we continue to build our lives, focusing on our career and family.
Those who are successful during this phase will feel that they are contributing to
the world by being active in their home and community.2 Those who fail to attain
this skill will feel unproductive and uninvolved in the world.

Care is the virtue achieved when this stage is handled successfully. Being proud
of your accomplishments, watching your children grow into adults, and
developing a sense of unity with your life partner are important accomplishments
of this stage.

Stage 8: Integrity vs. Despair

The final psychosocial stage occurs during old age and is focused on reflecting back
on life. At this point in development, people look back on the events of their lives
and determine if they are happy with the life that they lived or if they regret the
things they did or didn't do.

Erikson's theory differed from many others because it addressed development

throughout the entire lifespan, including old age. Older adults need to look back
on life and feel a sense of fulfillment. Success at this stage leads to feelings of
wisdom, while failure results in regret, bitterness, and despair.
At this stage, people reflect back on the events of their lives and take stock. Those
who look back on a life they feel was well-lived will feel satisfied and ready to
face the end of their lives with a sense of peace. Those who look back and only
feel regret will instead feel fearful that their lives will end without accomplishing
the things they feel they should have.

Outcomes
Those who are unsuccessful during this stage will feel that their life has been wasted
and may experience many regrets. The person will be left with feelings of
bitterness and despair.

Those who feel proud of their accomplishments will feel a sense of integrity.
Successfully completing this phase means looking back with few regrets and a
general feeling of satisfaction. These individuals will attain wisdom, even when
confronting death.
 Psychosocial Stages: A Summary Chart

Important
Age Conflict Events Outcome
Infancy (birth to 18 Trust vs. Mistrust Feeding Hope
months)

Early Childhood (2 to 3 Autonomy vs. Shame Toilet Training Will

years) and Doubt
Preschool (3 to 5 years) Initiative vs. Guilt Exploration Purpose

School Age (6 to 11 years) Industry vs. Inferiority School Confidence

Social Fidelity
Adolescence (12 to 18 Identity vs. Role Relationships
years) Confusion

Young Adulthood (19 to Intimacy vs. Isolation Relationships Love

40 years)

Middle Adulthood (40 to Generativity vs. Work and Care

65 years) Stagnation Parenthood

Maturity (65 to death) Ego Integrity vs. Reflection on Life Wisdom

Despair

IV. Summary/Key
Points

Erikson’s Contributions

• He made major contributions in the area of child development by studying groups of

Native American children and developed the concept of identity crisis.

• He was concerned with the relationship between society/culture and child development,
which he termed “psychosocial development”.

• This interest led him to develop the Eight Stages of Development.

• In each stage, the individual encounters a developmental crisis.

• In order to move on to the next stage, the individual must resolve the crisis.

What is Erikson theory of moral development?

Erikson maintained that personality develops in a predetermined order through eight

stages of psychosocial development, from infancy to adulthood. ... According to the
theory, successful completion of each stage results in a healthy personality and the
acquisition of basic virtues
Strengths and Weaknesses of Erikson's Theory

Erikson's theory also has its limitations and attracts valid criticisms. What kinds of
experiences are necessary to successfully complete each stage? How does a person
move from one stage to the next?

Criticism

One major weakness of psychosocial theory is that the exact mechanisms for resolving
conflicts and moving from one stage to the next are not well described or developed.
The theory fails to detail exactly what type of experiences are necessary at each stage
in order to successfully resolve the conflicts and move to the next stage.

Support

One of the strengths of psychosocial theory is that it provides a broad framework from
which to view development throughout the entire lifespan. It also allows us to
emphasize the social nature of human beings and the important influence that social
relationships have on development.

Researchers have found evidence supporting Erikson's ideas about identity and have
further identified different sub-stages of identity formation.4 Some research also
suggests that people who form strong personal identities during adolescence are better
capable of forming intimate relationships during early adulthood. Other research
suggests, however, that identity formation and development continues well into
adulthood.

V. End of Module
Assessment
(EMA)

1. Erikson's infancy to birth stage is called what?

A. Trust VS. Frightened
B. Autonomy VS. Shame and Doubt
C. Initiative Vs. Guilt
D. Trust VS. Mistrust.

2. Erikson's Preschool age (3-6yrs) is called what?

A. Initiative VS. Guilt
B. Autonomy VS. Shame and Doubt
C. Industry Vs. Integrity
D. Trust VS. Mistrust.
3. Middle school 6-11 years is called what?
A. Autonomy VS. Shame and Doubt
B. Shame VS. Industry
C. Industry VS. Inferiority
D. Trust VS. Mistrust
4. Middle Adulthood is called what?
A. Integrity VS. Despair
B. Generativity VS. Stagnation
C. Autonomy VS. Shame and Doubt
D. Industry VS. Integrity
 5. Late Adulthood (65+yrs.) is called what?
A. Shame VS. Doubt
B. Shame Vs. Industry
C. Initiative VS. Guilt
D. Integrity VS. Despair

 ESSAY: MINIMUM OF THREE PARAGRAPH

I. How did Erik Erikson's Psychosocial theory give impact to the students like you
in the process of becoming a mature and better person?

VI. Looking Ahead

It is important to remember that the psychosocial stages be a helpful way to think

about some of the different conflicts and challenges that people may face as they go
through life.

VII. Self and Module

Evaluation

How was your learning experience? Tell me about it!

1- Needs Improvement, 2-Fair, 3-Good, 4-Very good, 5-Excellent

Self-Evaluation (Write your response below)

4 - I learned a lot from this module

3 - I learned just right.

2 - I still need guidance on certain topics.

1 - I don’t understand anything discussed.

Your Answer -

VIII. Reference

Gines A.C. (1998). Developmental Psychology: A Textbook for College Students in

Psychology and Teacher Education. Rex Bool Store
https://www.slideshare.net/marysuemakin/erik-erikson-stages-of-development
https://www.verywellmind.com/erik-eriksons-stages-of-psychosocial-development-
2795740
 V. MODULE 2
ANSWER

1.C
2.A
3.BONUS
4.C.
5.C