INSPIRATION: HUman stages of life

[pantau-komunitas] Erikson's Eight Stages of Human Development

PsychologyErikson's Eight Stages of Human DevelopmentBabies are born with some basic capabilities and distinct temperaments. Butthey go through dramatic changes on the way to adulthood, and while growingold. According to psychologist Erik H. Erikson, each individual passesthrough eight developmental stages (Erikson calls them "psychosocialstages"). Each stage is characterized by a different psychological "crisis",which must be resolved by the individual before the individual can move onto the next stage. If the person copes with a particular crisis in amaladaptive manner, the outcome will be more struggles with that issue laterin life. To Erikson, the sequence of the stages are set by nature. It iswithin the set limits that nurture works its ways.

Stage 1: Infancy -- Age 0 to 1
Crisis: Trust vs. Mistrust
Description: In the first year of life, infants depend on others for food,warmth, and affection, and therefore must be able to blindly trust theparents (or caregivers) for providing those. Positive outcome: If their needs are met consistently and responsively bythe parents, infants not only will develop a secure attachment with theparents, but will learn to trust their environment in general as well. Negative outcome: If not, infant will develop mistrust towards people andthings in their environment, even towards themselves.

Stage 2: Toddler -- Age 1 to 2
Crisis: Autonomy (Independence) vs. Doubt (or Shame) Description: Toddlers learn to walk, talk, use toilets, and do things forthemselves. Their self-control and self-confidence begin to develop at thisstage. Positive outcome: If parents encourage their child's use of initiative andreassure her when she makes mistakes, the child will develop the confidenceneeded to cope with future situations that require choice, control, andindependence. Negative outcome: If parents are overprotective, or disapproving of thechild's acts of independence, she may begin to feel ashamed of her behavior,or have too much doubt of her abilities.

Stage 3: Early Childhood -- Age 2 to 6

Crisis: Initiative vs. Guilt Description: Children have newfound power at this stage as they havedeveloped motor skills and become more and more engaged in socialinteraction with people around them. They now must learn to achieve abalance between eagerness for more adventure and more responsibility, andlearning to control impulses and childish fantasies. Positive outcome: If parents are encouraging, but consistent indiscipline, children will learn to accept without guilt, that certain thingsare not allowed, but at the same time will not feel shame when using theirimagination and engaging in make-believe role plays. Negative outcome: If not, children may develop a sense of guilt and maycome to believe that it is wrong to be independent. Learning to talk about emotions and feelings is important forchildren's mental health. But it is also challenging. "How Do You Feel?" is a fun activity for kids at age 6 - 9.

Stage 4: Elementary and Middle School Years -- Age 6 to 12

Crisis: Competence (aka. "Industry") vs. Inferiority Description: School is the important event at this stage. Children learnto make things, use tools, and acquire the skills to be a worker and apotential provider. And they do all these while making the transition fromthe world of home into the world of peers. Positive outcome: If children can discover pleasure in intellectualstimulation, being productive, seeking success, they will develop a sense ofcompetence. Negative outcome: If not, they will develop a sense of inferiority.

Stage 5: Adolescence -- Age 12 to 18 Crisis: Identity vs. Role Confusion Description: This is the time when we ask the question "Who am I?" Tosuccessfully answer this question, Erikson suggests, the adolescent mustintegrate the healthy resolution of all earlier conflicts. Did we developthe basic sense of trust? Do we have a strong sense of independence,competence, and feel in control of our lives? Adolescents who havesuccessfully dealt with earlier conflicts are ready for the "IdentityCrisis", which is considered by Erikson as the single most significantconflict a person must face. Positive outcome: If the adolescent solves this conflict successfully,he will come out of this stage with a strong identity, and ready to plan forthe future. Negative outcome: If not, the adolescent will sink into confusion,unable to make decisions and choices, especially about vocation, sexualorientation, and his role in life in general.

Stage 6: Young Adulthood -- Age 19 to 40 Crisis: Intimacy vs. Isolation Description: In this stage, the most important events are loverelationships. No matter how successful you are with your work, saidErikson, you are not developmentally complete until you are capable ofintimacy. An individual who has not developed a sense of identity usuallywill fear a committed relationship and may retreat into isolation. Positive outcome: Adult individuals can form close relationships andshare with others if they have achieved a sense of identity. Negative outcome: If not, they will fear commitment, feel isolated andunable to depend on anybody in the world.

Stage 7: Middle Adulthood -- Age 40 to 65 Crisis: Generativity vs. Stagnation Description: By "generativity" Erikson refers to the adult's ability tolook outside oneself and care for others, through parenting, for instance.Erikson suggested that adults need children as much as children need adults,and that this stage reflects the need to create a living legacy. Positive outcome: People can solve this crisis by having and nurturingchildren, or helping the next generation in other ways. Negative outcome: If this crisis is not successfully resolved, theperson will remain self-centered and experience stagnation later in life.

Stage 8: Late Adulthood -- Age 65 to death Crisis: Integrity vs. Despair Important Description: Old age is a time for reflecting upon one's own life andits role in the big scheme of things, and seeing it filled with pleasure andsatisfaction or disappointments and failures. Positive outcome:If the adult has achieved a sense of fulfillment aboutlife and a sense of unity within himself and with others, he will acceptdeath with a sense of integrity. Just as the healthy child will not fearlife, said Erikson, the healthy adult will not fear death. Negative outcome: If not, the individual will despair and fear death.