Using your own words, summarize each stage in 1-3 sentences

Using your own words, summarize each stage in 1-3 sentences.  Also, give a real-life example of a positive or negative resolution of each stage.

3. Initiative Versus Guilt (Purpose)
   Erikson believes that this third psychosocial crisis occurs during what he calls the “play age,” or the later preschool years (from about 3½ to, in the United States culture, entry into formal school).  During these years, the healthily-developing child learns: (1) to imagine, to broaden skills through active play of all sorts, including fantasy (2) to cooperate with others (3) to lead as well as to follow.  The negative outcome occurs when, immobilized by guilt, the child is: (1) fearful (2) hangs on the fringes of groups (3) continues to depend unduly on adults and (4) and is restricted both in the development of play skills and in imagination.

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4. Industry Versus Inferiority (Competence/Self-Esteem)
   Erikson believes that the fourth psychosocial crisis is handled, for better or worse, during what he calls the “school age,” presumably up to and possibly including some of junior high school.  Here, the child learns to master the more formal skills of life: (1) relating with peers according to rules (2) progressing from free play to play that may be elaborately structured by rules and may demand formal teamwork, such as baseball and (3) mastering social studies, reading, arithmetic.  Homework is a necessity, and the need for self-discipline increases yearly.  The child who, because of successive and successful resolutions of earlier psychosocial crisis, is trusting, autonomous, and full of initiative will learn easily enough to be industrious and emerge with a sense of competence and high self-esteem. However, the mistrusting child will doubt the future and is likely to experience defeat and feelings of inferiority.

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5. Identity Versus Identity Diffusion (Sense of Self )
   During adolescence, from about 13 or 14 to about 20, the adolescent, learns how to answer satisfactorily and happily the question of “Who am I?”  But even the best – adjusted of adolescents experience some role identity confusion: most boys and probably most girls experiment with minor delinquency; rebellion flourishes; self – doubts flood the youngster, and so on. Erikson believes that during successful early adolescence, mature time perspective is developed; the young person acquires self-certainty as opposed to self-consciousness and self-doubt.  He comes to experiment with different – usually constructive – roles rather than adopting a “negative identity” (such as delinquency).  He actually anticipates achievement, and achieves, rather than being “paralyzed” by feelings of inferiority or by an inadequate time perspective.  In later adolescence, clear sexual identity – manhood or womanhood – is established.  The adolescent seeks leadership (someone to inspire him), and gradually develops a set of ideals (socially congruent and desirable, in the case of the successful adolescent).  Erikson believes that, in our culture, adolescence affords a “psychosocial moratorium,” particularly for middle – and upper-class American children.  They do not yet have to “play for keeps,” but can experiment, trying various roles, and thus hopefully find the one most suitable for them.

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6. Intimacy Versus Isolation (Love)
   The successful young adult, for the first time, can experience true intimacy – the sort of intimacy that makes possible good marriage or a genuine and enduring friendship.

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7. Generativity Versus Self-Absorption (Care)
   In adulthood, the psychosocial crisis demands generativity, both in the sense of marriage and parenthood, and in the sense of working productively and creatively.

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8. Integrity Versus Despair (Wisdom)
   If the other seven psychosocial crisis have been successfully resolved, the mature adult develops the peak of adjustment; integrity.  He trusts, he is independent and dares the new.  He works hard, has found a well – defined role in life, and has developed a self-concept with which he is happy.  He can be intimate without strain, guilt, regret, or lack of realism; and he is proud of what he creates – his children, his work, or his hobbies.  If one or more of the earlier psychosocial crises have not been resolved, he may view himself and his life with disgust and despair.

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