Erik Erikson
Erik Erikson (1902–1994) was a German-American developmental psychologist and psychoanalyst known for his theory on the psychosocial development of human beings. He may be most famous for coining the phrase "identity crisis." His theories marked an important shift in thinking on personality; instead of focusing purely on early childhood events, his psychosocial theory looks at how social influences contribute to personality throughout the entire lifespan.
Early Life[edit | edit source]
Erik Erikson was born on June 15, 1902, in Frankfurt, Germany. He never knew his biological father and was raised by his mother and stepfather, who gave him the surname Homburger. The identity of his biological father is not known, which played a role in his development and would later influence his theories of identity.
Career[edit | edit source]
Erikson's interest in youth and the influence of society led him to study psychoanalysis. He was trained in psychoanalysis at the Vienna Psychoanalytic Institute and also studied the Montessori Method of education, which focused on child development and sexual stages.
In 1933, Erikson left Vienna for the United States, where he held positions at Harvard Medical School, Yale, the University of California at Berkeley, and the Menninger Foundation. He also served in private practice in New York City and San Francisco. He is credited with spreading psychoanalysis in the U.S.
Theory[edit | edit source]
Erikson is best known for his theory of eight stages of psychosocial development. These stages, each defined by a unique crisis of psychosocial development, cover the entire lifespan from birth to death. Erikson was one of the first theorists to cover the entire lifespan, and his work underscores the influence of social experience across the whole lifespan.
Legacy[edit | edit source]
Erikson's work is a significant contribution to developmental psychology and the understanding of human development. His theory of psychosocial development has been widely used in understanding the social development of children and adolescents, and it continues to be a valuable tool in psychoanalytic thought.
See Also[edit | edit source]
References[edit | edit source]
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