Erikson on Identity Development

Heavily influenced by Freudian theory, German psychoanalyst Erikson explored three aspects of identity: the ego identity (self); personal identity (personal idiosyncrasies that distinguish a person from another); and social/cultural identity (collection of social roles a person plays). Erikson’s theory of identity development considers the impact of external factors, parents and society on personality development from childhood to adulthood. According to Erikson, every individual passes through eight developmental stages where mastery of a stage is not required to move into the next stage.

Erikson proposed that before the onset of adolescence, development is dependent on factors outside the control of the child (i.e. biological, environmental and parental influence). However, during the period of adolescence, development becomes increasingly dependent on individual factors. Characterized by the fidelity stage of identity versus role confusion, an adolescence must struggle to discover and find his/her own identity, while negotiating and struggling with social interactions and fitting in with society, and developing a sense of morality of right from wrong. Thus, adolescents are more likely to experiment with a variety of risky behaviours and activities.

Erikson is credited with coining the term identity crisis. According to Erikson, the adolescent reaches a crossroad where he/she needs to find reconciliation between ‘the person one has become’ and ‘the person society expects one to become’. Erikson saw youth as a time of radical change – “the great body changes accompanying puberty, the ability of the mind to search one’s own intentions and the intentions of others, the suddenly sharpened awareness of the roles society has offered for later life” (Gross, 1987, p. 39). Erikson argues that the study of identity was more important that the study of sexuality in Freud’s theories. If an adolescent fails to work on one’s own identity formation, it would result in role diffusion, alienation and a lasting sense of isolation and confusion, and the adolescent may indulge in self-destructive one-sided preoccupation or activity.

Did you ever feel the conflict between "who I am" vs "who I am expected to be" as an adolescent?

References: 

Erikson, E. (1964). Insight and Responsibility. New York, NY: Norton.

Erikson, E. (1968). Identity: Youth and Crisis. New York, NY: Norton.

Gross, F. L. (1987). Introducing Erik Erikson: An invitation to his thinking. Lanham, MD: University Press of America.