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Temur Hodjakulov
Psychology246
May 10, 2012
Eriksons Autonomy versus Shame and Doubt
According to Good Therapy, psychology has been evolving and advancing
throughout the centuries. It has been expanding our understanding of the mind, our
behavior, and the society we live in. Psychologists and psychotherapists help us find the
right path, shape the way we think, express our selves, and impact our everyday lives.
There are many psychologists that have influenced and contributed to psychology as it is
today. Based on the psychologist name list on Good Therapys website, few of those
influential psychologists were Jean Piaget, Ivan Pavlov, Sigmund Freud, and Erik Erikson
(goodtherapy.org). This paper focuses on Erik Eriksons eight developmental stages. With
focus on the second stage, which is Autonomy vs. Shame and Doubt. All eight stages of
development by Erikson will be briefly discussed. However, the first three stages will be
discussed in detail in order to show and explain the connection between them.
According to William Crain, Erik Erikson has eight stages of life (2011, p.281).
Erikson derived his eight developmental stages from the psychosexual theory of
development made by Sigmund Freud (Crain, 2011,p.282). Freuds stages of
psychosexual focuses on body zones. It starts from the oral zone then moves to anal zone,
phallic zone, latency period, and back again to genital region (Crain, 2011, p.282).
However, stages made by Freud were very limited and concentrated mostly to body
zones. Erikson expanded Freuds stages to incorporate the psychosocial aspect. Erikson

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introduced a new concept at every stage that helped to understand the significance
between the child and its environment (Crain, 2011, p.283).
The first stage of Eriksons stage is the trust versus mistrust (Crain, 2011, p.283).
At this stage babies try to take in necessary things they need in order to survive. They
interact with their primary caregiver; each caregiver acts differently depending on the
culture they follow. From their interaction with their caregiver, the babies form some
predictability, consistency, and reliability in their caretakers action (Crain, 2011, p.283).
According to Studer & Jeannine, the goal from this stage is that the babies emerge with
the sense of hope (Studer & Jeannine, 2007). According to Crain, the babies develop
the basic trust when the parents are available when the infant needs them (Crain, 2011,
p.284). When the primary care taker meets the needs of the infant, a sense of trust is
attained (Crain, 2011, p.284). On the other hand, if the parents are unreliable and
unpredictable in meeting the infants needs, the infant develops a sense of mistrust (Crain,
2011, p.284). Once the infants develop the sense of trust through interaction with their
caregiver, they express it in their behavior. Erikson said that the first sign of trust is when
the mother comes in, and the infant lets her wander out of its sight without showing
anxiety or rage (Crain, 2011, p.284). If parents are unavailable and unpredictable in
meeting the infants needs, the infant cannot let their parent out of their sight; once the
caregiver is out of sight, the infant start to panic (Crain, 2011, p.285).
The second stage of Eriksons development theory is autonomy versus shame and
doubt (Crain, 2011, p.286). This stage consists of children from one to three years of age.
At this stage toddlers are very spontaneous and led by impulses (Crain, 2011, p.284).
They hold something one moment and they push it the next. The child at this stage

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exercises their choice and expresses their will. Toddlers at this stage can hold to you if
they want or push you away if they want (Crain, 2011, p.284). According to Crain,
children at this stage practice Autonomy, the sense of will (2011, p. 284). Children during
this second stage are more mature, can walk on their own two feet and are able to explore
the world on their own as well (Crain, 2011, p.287). Due to the increased sense of will,
children tend to want to take charge of their life by doing things such as feeding
themselves. Children tend to develop a more autonomous language by using words such
as ME, MINE, and NO. Usage of these words shows that they are trying to express their
will and tend to resist if you disagree (Crain, 2011, p.287). Children dont often say the
word YES. It is because saying, yes to them, means to give up their will and freedom
completely (Crain, 2011, p.287). According to Studer and Jeannine, childrens
confidence and self esteem increase with good support, well guidance and a secure
environment that enables children to make their own decisions (Studer & Jeannine,
2007). As children mature, and get in control of themselves they face some conflict with
their caregivers (Crain, 2011, p.287). According to Crain, Freud observed that parent do
not always allow their children to do what ever they want or behave however they want
to. Instead, parents try to teach their children right ways to behave in the society that they
live in (2011, p. 287). For example, Parents try to make their child feel ashamed of
messy and improper use of toilet; they attempt to teach the child how to use the toilet.
Although the child may resist for a while, eventually the child will learn the norms of
society (Crain, 2011, p.287).
The third stage is initiative versus guilt (Studer & Jeannine, 2007). According to
Studer and Jeannine, the children emerge from this stage with the sense of purpose

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(Studer & Jeannine, 2007). At this stage, child with the sense of initiative makes plans for
the future, sets his/her goals, and takes action to carry the plans through (Crain 2011,
p.287). During this stage, children explore and expand their world of experience (Yount,
2009, p.77). With the support of sense of Autonomy, children propel themselves to
explore and investigate their capabilities. Children want to help their parents, but at the
same time they need assurance and approval that their help is needed and welcome
(Yount, 2009, p.77). The positive resolution of this stage as children face the crises is
initiative, where a child is eager to do a task (Yount, 2009, p.77). According to Yount,
four and five year old children like to try new things. If the child is supported, guided,
and treated kindly from parents concerning appropriate and inappropriate exploration.
Then the child will develop confidence in facing new challenges on his/her own (Yount,
2007, p. 77).
The fourth stage of Eriksons development is industry versus inferiority (Crain,
2011, p.290). During this stage children propel themselves outside their safe base. They
explore outside of their home into their neighborhood and school. Children expand their
social environment and goes through development of physical, emotional, and academic
skills (Yount, 2007, p.77). The fifth stage of development is identity versus role
confusion (Crain 2011, p.291). According to Yount, the age of adolescence is
approximately from 12-18. During this stage, adolescents go though major physical,
psychological emotional, and social changes (Yount, 2007, p.77). They also undergo
identity problems, such as who they want to be (Crain, 2011, p.291). Also, adolescents
begin to argue and question the beliefs and attitudes of their parents (Yount, 2007, p.77).

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The sixth stage is intimacy versus isolation (Crain, 2011, p.293). At this stage,
young adults having resolved personal identity issues, yet face the crises of intimate
relationship with others (Yount, 2007 p.77). The positive resolution of the crises at this
stage would be to from a relationship with another. The negative resolution would be
isolation, after failing to form a relationship with someone else (Crain, 2011, p.293). The
seventh stage of Eriksons development is generativity versus self-absorption and
stagnation (Crain, 2011, p.293). At this stage adults become concerned about the future
or the next generation. It also concerns with parenting, teaching children, and helping
communities (Yount, 2007, p.77). From this stage they develop ability to care (Crain,
2011, p.293). The eight stage of Erikson is integrity versus despair (Studer & Jeannine,
2007). This stage is the years of senior adulthood (Yount, 2007, p.77). According to
Yount, adults and seniors at this stage reflect their lives and what they have accomplished
(Crain, 2011, p.295).
Eriksons contributions have expanded and broadened psychoanalytic theory.
Erikson outlined the common issues in Sigmund Freuds psychosexual stages (Crain,
2011, p.304). He also expanded Freuds developmental theories over the course of a
lifespan and introduced new concept at each step that helped to understand it better.
Erikson showed that adolescents not only have a problem controlling and mastering their
impulses, but have crises finding identity in a larger social world as well (Crain, 2011,
p.304). Moreover, Eriksons theory of sexual modes, contributed to the sex and gender
debate in the psychology of religion (Zock, 1997, p. 188-189).
There are several criticisms to Eriksons psychosocial theory. According to Crain,
Robert White argued that Erikson tired too hard to link different aspects and concepts of

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ego development of Freuds libidinal zones (Crain, 2011, p.304). Crain claims that
Erikson was not straightforward in his concept of growth in old age and he failed to link
maturation with other stages of adulthood (Crain, 2011, p.304-305).
There are many researches that have used Eriksons theories of development to
support their experiment and results. Cross and Tracy.L used Eriksons eight psychosocial
developmental theories applied to the development of gifted students (Cross & Tracy,
2000). According to cross and Tracy.L typical school-age children pass through five
developmental stage. They have emphasized the second stage of development, Autonomy
vs. shame and doubts, claiming that it is important children complete this stage
successfully including other four (Cross & Tracy, 2000). William R. Yount used Erik
Eriksons development theory on his paper arguing weather or not aging adult seniors
should develop spiritually (Yount, 2009). Eriksons theory provided a helpful view of
how we develop our personality. According to Yount, Eriksons original theory linked the
positive outcome of life, well-being, acceptance and dignity (Yount, 2009, p. 79-80).
I observed a two-year-old boy whom I will refer to as John. John is the son of our
family friend. John has one brother who is five years old, three years older than John
himself. I observed John at his house over the course of three hours. When I arrived at his
house, John stared at me for some time, since I was a person that he does not see
regularly. Then, he ran to a room where his brother was already playing with the toys
there. His brother played with him time to time while I was doing my observation but
mostly kept out of Johns way. At first, John ran all around the room. Eventually, he got
tired and started playing with his toys. He gathered his toy one moment and threw them
the next. Sometimes, he threw some of his toys at me. He would get up, collect them, and

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throw them all over again. His mom, was in the kitchen making dinner, he went and
mumbled something. Since she was busy, she told him to go away, however, he kept
saying the word NO repeatedly and demanding her to take care of him first.
Apparently, he wanted her to put air inside his balloon-ball. He came back, to the room
once again, but this time, he picked up a pistol gun, and started walking around
mumbling to himself. At that time his brother entered the room, and started playing with
another pistol gun. Even though John had already gun, he ran to his brother and started
demanding to give him this brothers pistol gun by using words Mine and Me. His
brother said No, but he kept resisting and went to his dad to complain. As I was doing
my observation, Johns dad started to sing, as he loves karaoke, John immediately ran
towards his dad in living room. As his dad was singing John held his dads microphone
and started repeatedly saying me. His dad told him not now, however, John resisted,
and kept asking for the microphone. Finally, he got the microphone and started to
mumble on microphone.
My observation supports Eriksons second stage developmental theory, autonomy
versus shame and doubt. It is because children in second stage tend to resist, exercise
their will. According to Crain, children in Autonomy vs. shame and doubt stage tend to
use frequently words such as mine, me, and no (Crain, 2011, p. 287). John most of
the time used the same words if he wanted something. Also, as I was taking notes of my
observation, he came to me and pointed to my pen and said mine. I tried my best to lure
him with other toys, however he was very resistant and I had to give up my pen. These
qualities of John, being resistant, demanding microphone, pen and pistol gun from his
brother shows his exercise of will and choice as Erikson stated in his second stage. Johns

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use of words such as mine and me also support the second stage of development
theory by Erikson.
Erikson was one of the influential psychologists who contributed most of his life
to psychology. Erikson derived his eight developmental stages from Freuds
psychosexual developmental stages. This paper focused on the second stage development
of Erikson, autonomy vs. shame and doubt. According to Erikson at this stage child
practices freedom of will and choice. 1-3 years old uses frequently words that emphasizes
childs will, such as me and mine. The observation results on two years old boy,
John, supports the Autonomy vs. shame and doubt stage of Erikson. Based on my
observation, John often used the words me and mine as Erikson has stated in his
second stage of development. John also took action such as throwing and colleting toys
around, taking pistol gun from his brother stubbornly even though he had one and taking
microphone from his father using the word me. Many psychologists used the right
stages of development of Erikson to support their experiments.
In the future, if I were to replicate this experiment, I would suggest that in order to get
more accurate results, I would conduct the observation multiple times with a variety of
kids. I would also observe the child in multiple environments, for example at home and
somewhere else.

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Reference
Crain, W. C, (2011). Theories Of Development: Concepts and Application. . P.283-305.
Upper Saddle River, NJ Pearson Education.
Cross, Tracy.L. (2000). Gifted children and Erikson's theory of psychosocial
development, vol.24, Retrieved from: http://web.ebscohost.com.ccnyproxy1.libr.ccny.cuny.edu/ehost/detail?sid=b7c060ac-0837-4c58-9b42c119732430d5%40sessionmgr10&vid=1&hid=11&bdata=JnNpdGU9ZWhvc3Qt
bGl2ZQ%3d%3d#db=brb&AN=507731447
Rubinstein, N. (2007). Retrieved from http://www.goodtherapy.org/
Studer. Jeannine, R. (2007). Erik Erikson's Psychosocial Stages Applied to Supervision.
Vol.21. Retrieved from: http://web.ebscohost.com/ehost/detail?sid=f73548ef-9dc0
425f8f9180a2d445fc4f
%40sessionmgr4&vid=1&hid=19&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d
%3d#db=ehh&AN=24649148
Yount. W. R. (2009). Transcendence and Aging: The Secular Insight of Erikson and
Maslow, p73-82. Retrieved from: http://web.ebscohost.com.ccnyproxy1.libr.ccny.cuny.edu/ehost/pdfviewer/pdfviewer?sid=b7ab5ac4-d4ed-4995ba0e-24918b1d882a%40sessionmgr15&vid=2&hid=11
Zock, H. (1997) . The Predominance of The Feminine Sexual Mode in Religion:
Eriksons Contribution to the Sex and Gender Debate in the Psychology of
Religion, p.197-189. Retrieved from:
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=07f6479f-d696-4509ba4c-e2b369f4b03d%40sessionmgr10&vid=6&hid=19