STAGE	CRISIS	MAJOR DEVELOPMENTAL TASK	POSITIVE OUTCOMES	NEGATIVE OUTCOMES
Trust vs. Mistrust Ages 0-1	Is my world predictable and supportive?	The major developmental task in infancy is to learn whether or not other people, especially primary caregivers, regularly satisfy basic needs (food, comfort, and affection).	If the parents expose the child to warmth, regularity, and dependable affection, the infant's view of the world will be one of trust.	Should parents fail to provide a secure environment and meet the child's basic needs; a sense of mistrust will result.
Autonomy vs. Shame and Doubt Ages 2-3	Am I self-sufficient or must I rely on others?	As the child gains control over eliminative functions and motor abilities, they begin to explore their surroundings. Children at this age like to explore the world around them and they are constantly learning about their environment.	If caregivers encourage self-sufficient behavior, toddlers develop a sense of autonomy—a sense of being able to handle many problems on their own.	But if caregivers demand too much too soon, or refuse to let children perform tasks of which they are capable, or ridicule early attempts at self-sufficiency, children may instead develop shame and doubt about their ability to handle problems.
Initiative vs. Guilt Ages 4-6	Am I good or bad? Will I feel guilty for trying new things?	Preschoolers are increasingly able to accomplish tasks on their own, and can start new things. With this growing independence comes many choices about activities to be pursued. Sometimes children take on projects they can readily accomplish, but at other times they undertake projects that are beyond their capabilities or that interfere with other people's plans and activities.	If parents and preschool teachers encourage and support children's efforts, while also helping them make realistic and appropriate choices, children develop initiative—independence in planning and undertaking activities.	But if, instead, adults discourage the pursuit of independent activities or dismiss them as silly and bothersome, children develop guilt about their needs and desires.
Industry vs. Inferiority Ages 6-puberty	Am I successful or am I worthless? How can I function in comparison to others?	Ideally, elementary school provides many opportunities to achieve the recognition of teachers, parents, and peers by producing things—drawing pictures, solving addition problems, writing sentences, and so on. At this age, children also start recognizing their special talents and continue to discover interests as their education improves.	If children are encouraged to make and do things and are then praised for their accomplishments, they begin to demonstrate industry by being diligent, persevering at tasks until completed, and putting work before pleasure.	If children are instead ridiculed or punished for their efforts or if they find they are incapable of meeting their teachers' and parents' expectations, they develop feelings of inferiority about their capabilities.
Identity vs. Role Confusion Adolescence	Who am I? What is my place in society?	As they make the transition from childhood to adulthood, adolescents ponder the roles they will play in the adult world. Initially, they are apt to experience some role confusion—mixed ideas and feelings about the specific ways in which they will fit into society—and may experiment with a variety of behaviors and activities (e.g. tinkering with cars, baby-sitting for neighbors, affiliating with certain political or religious groups).	If a person has enough space and time to freely experiment and explore, a firm sense of identity - an emotional and deep awareness of who he or she is - will emerge.	If a person is not allowed to explore and test out different identities, they might end up being unsure of who they are and where they fit in, drifting from one job or relationship to another, and feel disappointed and confused about their place in life.
Intimacy vs. Isolation Early adulthood	Am I able to become close with others, but still maintain my sense of self?	Once people have established their identities, they are ready to make long-term commitments to others. They become capable of forming intimate, reciprocal relationships (e.g. through close friendships or marriage) and willingly make the sacrifices and compromises that such relationships require.	Intimacy requires being able to share parts of yourself with others, as well as the ability to listen to and support other people. These relationships are reciprocal—you are sharing parts of yourself, and others are sharing with you. When this happens successfully, you gain the support, intimacy, and companionship of another person.	If people cannot form these intimate relationships then a sense of isolation and loneliness may result.
Generativity vs. Stagnation Middle adulthood	Am I able to give love and attention beyond myself? Have I nurtured the next generation?	During middle age the primary developmental task is one of contributing to society and helping to guide future generations.	When a person makes a contribution during this period, perhaps by raising a family or working toward the betterment of society, a sense of generativity—a sense of productivity and accomplishment—results.	In contrast, a person who is self-centered and unable or unwilling to help society move forward develops a feeling of stagnation—a dissatisfaction with their relative lack of productivity.
Integrity vs. Despair Late adulthood	How do I deal with the end of my career? Am I still useful? How do I cope with loss?	The final developmental task is retrospection: people look back on their lives and accomplishments.	We are able to develop integrity if we see ourselves as leading a successful life.	If we see our life as unproductive, or feel that we did not accomplish our life goals, we become dissatisfied with life and develop despair, often leading to depression and hopelessness.

Erik Erikson Stages of Psychosocial Development