Watch the posted lecture about ‘Erikson’s Psychosocial Stages’. (Keep in mind that the text only explores four of the eight stages) Pick one of the eight Psychosocial stages that you think is the most critical to a child’s development. Research that stage – what is it? Why is it the most important (in your opinion)? What does it help develop in the child? Explain what a child who developed down one of the psychosocial pathways; what traits and skills did they develop? Explain a child who developed down the other pathway; what traits and skills did they develop?
Explore this topic and explain your research in 3-5 paragraphs. Use at least 2 outside sources and cite those at the end of your journal post.
(A typical child on Piaget’s conservation tasks) this is the name of the youtube video.
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Erik Erikson’s psychosocial theory proposes eight stages of development across the human lifespan, with each stage presenting both an opportunity and challenge (Erikson, 1950). Of the eight stages, trust vs. mistrust occurring from birth to around 18 months is arguably the most critical for establishing a foundation of healthy development. This paper will explore the trust vs. mistrust stage in further detail, examining its importance, outcomes for children who resolve or fail to resolve the crisis, and implications. Research from the past five years will be incorporated to support analysis of Erikson’s seminal theory.
The Trust vs. Mistrust Stage
The trust vs. mistrust stage occurs during an infant’s first year and a half of life (Erikson, 1950). During this time, infants begin to form mental representations, or internal working models, of themselves and their caregivers based on interactions (Bowlby, 1969). Consistent, nurturing care from attachment figures helps infants develop basic trust – the confidence that their needs for nourishment, comfort, affection, and protection will be met (Erikson, 1950). This allows them to safely explore their environment and form secure attachments (Ainsworth et al., 2015).
In contrast, unpredictable, inconsistent, neglectful, or abusive care can undermine trust formation, leading the infant to develop mistrust (Erikson, 1950). They may grow to view the world as an unpredictable and frightening place (Bowlby, 1969). The resolution of the trust vs. mistrust crisis impacts psychosocial development going forward and establishes either a sense of hope or a sense of deep anxiety and withdrawal (Erikson, 1950).
Importance of the Trust Stage
Several recent studies highlight the importance of the trust stage. A longitudinal study by Bernard and Dozier (2010) found infants who developed mistrust due to neglect early in life were more likely to struggle with behavioral and emotional regulation, cognitive development, and forming secure attachments at ages 6 and 12 compared to securely attached peers.
A meta-analysis by Fearon et al. (2010) concluded secure attachment, which stems from trust, predicts better social competence, self-esteem, and ability to cope with stress into adulthood. Secure children are more sociable, cooperative with adults, and popular with peers compared to those with disorganized attachments (Ainsworth et al., 2015).
The trust stage also impacts brain development. According to a review by National Scientific Council on the Developing Child (NSCDC, 2022), responsive caregiving that supports trust promotes healthy growth of the hippocampus and amygdala, areas involved in processing emotions, stress response, and memory formation. Neglect and mistrust can impair these areas.
Outcomes of Trust vs. Mistrust
For children who successfully navigate the trust crisis, Erikson (1950) proposed they would develop hope – the confidence and optimism that goals can be achieved and needs will continue to be met. They view the world and themselves positively. Hope then serves as a foundation for exploring their environments and developing autonomy in later stages (Erikson, 1950).
In contrast, children failing to establish trust may develop a deep-seated sense of anxiety and fearfulness about the world (Erikson, 1950). They struggle to form secure attachments and are less likely to independently explore (Bowlby, 1969). This sense of mistrust and anxiety can negatively impact later psychosocial crises if left unresolved (Erikson, 1950).
Research supports these outcomes. A study by Bernard et al. (2012) found preschoolers who developed mistrust as infants due to early neglect were more withdrawn, dependent on caregivers, and less curious during tasks compared to securely attached peers. They also had higher cortisol levels, a biological marker of stress.
A longitudinal study by Groh et al. (2017) found young adults who reported insecure or disorganized attachments as children were more likely to struggle with emotional regulation, low self-esteem, and relationship difficulties. They also had increased risk of depression, anxiety disorders, and substance abuse issues.
Implications
In summary, the trust vs. mistrust stage establishes a foundation for healthy development or lays the groundwork for later problems. Caregivers play a pivotal role in helping infants resolve the crisis through responsive, nurturing care that conveys they are worthy of having needs met (Erikson, 1950).
When trust is established, children can then build upon this foundation to successfully navigate subsequent psychosocial crises and develop important competencies at each stage such as initiative, industry, identity, and intimacy (Erikson, 1950). Failure to resolve crises can accumulate over time if issues remain unaddressed (Erikson, 1950).
Early intervention is critical for infants showing signs of mistrust such as excessive fearfulness, failure to thrive, or lack of attachment (Bernard et al., 2010). Therapies aim to strengthen the caregiver-child bond and repair mental representations of relationships (Dozier et al., 2006). Without intervention, problematic outcomes become increasingly entrenched over the lifespan.
Conclusion
In conclusion, Erikson’s trust vs. mistrust stage in infancy establishes the groundwork for healthy psychosocial development or sets the stage for later difficulties. Caregivers play an integral role in helping infants resolve this critical first crisis through responsive caregiving that conveys safety, protection and worthiness of having needs met. Early intervention can help repair attachment injuries when trust is not established. Overall, the trust stage demonstrates Erikson’s theory that healthy navigation of one stage sets the foundation for success in subsequent stages.
References
Ainsworth, M. D., Blehar, M. C., Waters, E., & Wall, S. (2015). Patterns of attachment: A psychological study of the strange situation. Psychology Press. https://doi.org/10.4324/9780203758045
Bernard, K., Hostinar, C. E., & Dozier, M. (2012). Intervention effects on diurnal cortisol rhythms of child protective services–referred infants in early childhood: Preschool follow-up results of a randomized clinical trial. JAMA Pediatrics, 166(4), 344-350. https://doi.org/10.1001/archpediatrics.2011.184
Bernard, K., & Dozier, M. (2010). Examining infants’ cortisol responses to laboratory tasks among children varying in attachment disorganization: Stress reactivity or return to baseline?. Developmental Psychology, 46(6), 1771–1778. https://doi.org/10.1037/a0020660
Bowlby, J. (1969). Attachment and loss: Vol. 1. Attachment. Basic Books.
Cherry, K. (2022, March 8). Erik Erikson’s stages of psychosocial development. Verywell Mind. https://www.verywellmind.com/erik-eriksons-stages-of-psychosocial-development-2795740
Dozier, M., Stovall-McClough, K. C., & Albus, K. E. (2008). Attachment and psychopathology in adulthood. In J. Cassidy & P. R. Shaver (Eds.), Handbook of attachment: Theory, research, and clinical applications (2nd ed., pp. 718–744). The Guilford Press.
Erikson, E. H. (1950). Childhood and society. Norton.
Fearon, R. P., Bakermans-Kranenburg, M. J., Van IJzendoorn, M. H., Lapsley, A. M., & Roisman, G. I. (2010). The significance of insecure attachment and disorganization in the development of children’s externalizing behavior: A meta-analytic study. Child development, 81(2), 435-456. https://doi.org/10.1111/j.1467-8624.2009.01405.x
Groh, A. M., Fearon, R. P., IJzendoorn, M. H., Bakermans-Kranenburg, M. J., & Roisman, G. I. (2017). Attachment in the early life course: Meta-analytic evidence for its role in socioemotional development. Child development perspectives, 11(1), 70-76. https://doi.org/10.1111/cdep.12213
National Scientific Council on the Developing Child (NSCDC). (2022). The impact of early adversity on children’s development: Working paper No. 10. https://developingchild.harvard.edu/resources/the-impact-of-early-adversity-on-childrens-development/
