NORTH WEST UNIVERSITY
MODULE CODE: PSYC 321
APPLIED PSYCHOLOGY
TOPIC: ERIK ERICKSON`S EIGHT STAGES
OF DEVELOPMENT AND ITS APPLICATION
IN OUR DAIRLY LIVES.
,1. INTRODUCTION
Understanding human development is critical as it helps enhance self-understanding, personal growth and
overall understanding of the human life cycle with the difficulties and changes that occur with each
developmental stage. To understand human development it is of paramount importance to acknowledge the
psychosocial development theory of Erik Erikson. Therefore, Erik Erikson developed his eight stages of life
cycle on the foundation and motivation of Sigmund Freud original theory of development on the supposition
that an individual`s surroundings plays a substantial part in knowing the self, modification, human
development as well as identity. Thus, this assignment aims to focus on the discussion of the epigenetic
principle and meaning of crisis, eight stages of development in south African context, and research of a
well-known person from Erik Erikson`s theoretical lens and factors influencing person`s holistic well-being.
2. THE EPIGENETIC PRINCIPLE AND ROLE OF THE CRISIS
To study the development stages it is of utmost significance to remember development crisis as a nucleus,
and change is administered by the epigenetic principle. This entails that every developmental crisis develops
at a genetically resolute perpetuities and in constant arrangement, as well as its necessity to be operated
thoroughly once again throughout every stage in relation to a person`s overall growth at that period (Schlein,
2016:03). The general personality change and growth has two significant inferences. Primarily, ineffective
purpose of a crisis at some phase confuses the management of succeeding crises, whereas effective purpose
makes it stress-free to manage future crises. Secondly, a person who has not adequately determined the crisis
of some stage constantly is presented with a chance to do so at a future stage (Dunkel, and Harbke, 2017:62).
Thus, the epigenetic principle and the concept of the crisis are further discussed as follows;
2.1. Epigenetic principle
According to Erik Erikson, the development of individuals is the outcomes of two concurrent and compound
influences, which include genetic and social factors. Genetic factors regulate development by the appearance
of certain features that take place in accordance to a genetically resolute base strategy. This strategy is
therefore called the epigenetic principle which is an idea originating from biology. The epigenetic principle
is defined as a ground plan that occur through a structure of individual characteristics (such as potential and
needs) in prearranged stages, and how the influence of the environment and surrounding culture affects
individual growth through these stages (Darling-Fisher, 2019:445).
Darling-Fisher (2019:52) states that the epigenetic principle indicates that development occurs mutually in
evident and discreet means, as one precise trait dominates the development scene at any particular age,
changes take place at the same time in all other parts of the individual personality. An example of how the
epigenetic principle works in relation to physical development is the baby`s teeth. The baby`s teeth
,noticeably develops only when they prick through the gums quite a few months after birth. They have been
developing gradually long before they piece the gum, and will continuously fully grow with the child`s age,
in accordance to a genetically determined pattern.
According to Meeus, (2020:50) the epigenetic principle is effective entirely for aspects of development as
well as behaviour and personality characteristics. This entails that every personality attribute is constantly
emerging although the change may not be apparent at a particular age, and it is important that every
characteristic should necessarily develop continuously as an outcome of the transformation in various
measures as well as qualities of the personality. In reference to the baby`s teeth that start growing long
before they become noticeable, so as to characteristics of the personality, such as cognitive abilities and
social skills continue to evolve all the time even when there is no obvious indication of their development.
Orenstein and Lewis (2020:03) further states that Social influences exist, in that society upholds certain
morals and quests on the individual and simultaneously offer certain prospects for growth. These demands
and opportunities are in agreement and corresponding with, the changing potential and needs of the
individual at all stages of development. For instance, society holds certain expectations on individual
developmental behaviour and personality in accordance to age such as, six year old children are expected to
start acquiring certain skills and simultaneously gives them the opportunity to do so through schooling.
Kroger (2015:72) emphasises that personality development occurs in eight stages of development starting
from birth to old age. (Feinberg, 2018:1328) adds that at each stage aspects of the personality develops as
central points of development whereas other parts remain to develop “underneath the surface” in relation to
the epigenetic ground plan.
2.2. Developmental crisis
According to Erik Erikson (1986), the environment at which an individual resides in creates definite psychic
strains at every phase of development. These stresses are called crisis. These developmental crises emerge
from the correlation among the genetic development and social influences. Every single stage of human
development has its specific crisis. The desires, opportunities, and anticipations that develop in every phase
perpetually request a selection among the two contradictory changing opportunities namely the
developmental crisis and the possibilities that each stage compromises (Benson and Bundick, 2015:198).
Erikson articulates that the developmental possibilities ought to not be perceived as equally limited opposites
but as opposites that correspond with each other. The ultimate resolution to every developmental crisis is
consequently established in a significant stability among the two extreme opportunities. Erikson defines the
ego strength as those traits that originate after the result of every developmental crisis. The ego strength is
considered as a constructive temperament quality which people can develop as human beings (Marcia, et al
2012:01).
, Benson and Bundick, (2015:200) adds that at all psychosocial stage, a person needs to try to adapt to the
tensions and struggles in the crisis. Responding to each crisis can make a person better prepared for the next
crisis. Although certain crises are most serious at certain stages, related problems will continue to appear
throughout an individual’s existence. For instance, the clash between trusts versus mistrust is particularly
imperative in the childhood stage. Orenstein, and Lewis, (2020:05) states that, however, children and adults
are still struggling with whether or not to trust others. The determination of every crisis is ultimate, not
essentially realistic. An extent to which the crisis is resolved in the previous periods will influence an
individual`s aptitude to resolution the crisis in future stages. If a person does not learn to trust in the first
stage, then it will be challenging to achieve intimacy in the sixth stage.
Therefore, it is important to pinpoint that the resolution to the developmental crisis is not attained by
eliminating one of the opposites, nor it is achieved simply by some form of compromise between the two.
It is achieved by including the integration of the two opposites, even though the positive parts always seem
to be more important than the negative parts. In this way, the integration (ego strength) enables people to
advance to a higher level of development (Tkach, 2020:330). In this way Erikson makes provision for the
eight stages of development addressing the “crisis”. The concept of the crisis is therefore explained in the
following stages:
2.2.1. Stage one
According to Learning (2020:01) learning to trust other people is a major crisis for infants up to 18 months
of age (Basic trust versus Mistrust). To trust others, it is necessary for one to comprehend that certain
individuals and other things can be reliant on. Parents are responsible in offering an adaptable environment
for such knowledge. For example, infants who regularly obtain sincere, caring and nurturing acquire to trust
to be independent to their parents and develop a sense of security and safety. Far ahead in life, individuals
might relate this perception of trust to friends, an intimate companion or their family. However, Greene
(2017:105) adds that those still struggling to resolve this crisis may develop a feeling that the world is
unreliable and fear to be vulnerable. The effective resolution of the crisis of this stage is children`s
achievement of a healthy trust in the world and themselves: confidence that their environment will fulfil
their needs for food, affection and attention as well as that they are capable of fulfilling their needs within
their cultural environment. Erikson calls this crisis resolution Hope.
2.2.2. Stage two
Jones et al, (2014:62) positions that the crisis of autonomy versus shame and doubt is considered in early
childhood, from 18 months to 3 years. Toddlers make every effort to achieve things autonomously. Children
acquire skills such as to feed themselves and to utilise the toilet on their own without the help of the parents
