Running head: THEORIES PERSPECTIVES
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A Critique of Maslow and Erikson: Hierarchy of Needs and Psychosocial Theories and the
Perspective Applied to One’s life
Charlsity Lynn Smith
HSBE I
The University of North Carolina at Pembroke
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ABSTRACT
This review explains Maslow’s Hierarchy of Needs Theory, and Erikson’s Psychosocial
Theory in perspective. The purpose is to bring self-awareness of one when developing an
understanding of the overall psychological well-being that the two theories incorporate. This
paper also modifies the strengths’ and weaknesses of both theories incorporating the positive
and negative comparisons among Maslow and Erikson. After a better understanding is
achieved; The Hierarchy of Needs Theory and The Psychosocial Theory can be put into
perspective following the models of human needs, and psychosocial approach in
development. This paper explains the successes and barriers Maslow’s Hierarchy of Needs
Theory, and Erikson’s Psychosocial Theory has when applying them to the writer’s life; then
providing the reader with the writer’s opinion of why Maslow’s Theory is beneficial when
applying to one’s life as a result. The writer supports Maslow’s Theory as being most
beneficial when evaluating clients.
Key terms: Successes, Barriers, Maslow’s Hierarchy of Needs Theory, Erikson’s
Psychosocial Theory
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Review of Theories
The goal of this paper is to better understand Maslow’s Hierarchy of Needs Theory,
Newman and Newman’s Life Stage Theory, and Erikson’s Psychosocial Theory. In order to
better understand the theories set forth, one must first consider the foundation set forth by
each. This review will explain the strengths and weakness of Erikson’s Psychosocial Theory
and Maslow’s Hierarchy of Needs Theory. Next the review will compare Erikson’s
Psychosocial Theory to Newman and Newman’s Life Stage Theory. Then after gaining
knowledge on the key concepts each theory has to offer one can then compare and relate by
extracting and distinguishing barriers and success between each and contribute to one’s own
life.
Perspective of Erikson’s Theory
Erikson’s Theory is based upon eight stages that encompass the human personality
development (Graves & Larkin, 2006). According to Graves and Larkin (2006), Erikson’s
Theory is characterized by an individual’s developmental crisis stemming from stages in
infancy to adulthood. Erikson describes these eight stages as stepping stones for the
foundation of the later adulthood (Sneed, Whitbourne & Culang, 2008); One stage must be
met in order to achieve success and stability in the next stage (Sneed, & et al, 2008). Studies
conducted on Erikson’s psychosocial development theory stages are: First, trust vs. mis-trust;
this is usually learned in infancy, this holds the most critical key in the developing process.
Failure of this stage will lead to unpredictability and insecurities (Graves & Larkin, 2006).
Second, autonomy vs. shame and doubt; this is learned from age one to three years, and
is exceptionally as important as stage one. Erikson describes this being the stage where one is
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learning to detach oneself from parental figures and exploring the environment, while still
holding on; this stage is also where the strength will derives (Graves & Lark, 2006). Third,
initiative vs. guilt; this is learned in early childhood (ages 4 to 6). Fourth, industry vs.
inferiority; this is learned in middle and late childhood (ages 6 to11); (Graves & Lark, 2006).
Next, the fifth stage, identity vs. identity confusion; this is learned in the adolescence stage.
Then the sixth stage, intimacy vs. isolation; this is learned in the early adulthood (ages 20-25).
Last but not least the seventh stage, generativity vs. stagnation; this is learned at the middle
adulthood stage (ages 26 to 60); entailing a high importance in maintaining independence
(Graves & Lark, 2006). The final stage in Erikson’s theory, integrity vs. despair; this is
learned at the late adulthood stage (ages 60 and beyond). In Erikson’s final stage; one
undergoes the concept of self, and idealizes the accomplishments through term.
Only if all stages have been met one may adapt a feeling of successfulness, if not; one
may often adapt to a fearful disposition (Graves & Lark, 2006). According to Erikson, the
“Crisis-Identity” was a discovery of his, rather than an invention (Atalay, 2007). Erikson
refers to the word “crisis” when referring to his eight stages used to describe the process of
human development; not meaning problematic, but rather meaning evolving of one’s life
experiences, leading to rationalizing the failed
“crisis” stage in development to provoke a
higher tendency in achievement, in order to progress to the next “crisis” stage with success
(Atalay, 2007). Erikson suggest that successfully learning each stage does lead to a healthier
later adulthood, but does not hold dominance over the negative outcomes as long as the
unlearned stage is modified and learned (Atalay, 2007).
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Strengths
The strengths of Erikson’s psychosocial Theory of development achieved autonomy
among other psychologist found importance in Erikson’s concept “Identity” (Strayer, 2002).
According to Strayer, (2002) Erikson’s theory is beneficial when linking the human
development to emotion and creating stability and change in adulthood (Stayer, 2002).
According to Graves and Larkin, (2006) Erikson’s theory takes a positive approach toward
the development in younger children and older adults finding autonomy amongst them.
Erikson’s theory also employs self- governance and self-direction; giving one the ability to
change with maximal influence throughout the life-span (Graves & Larkin, 2006). Erikson’s
theory was used in a study predicting that family and university relationship environments are
linked with identity processes, the study demonstrated the complexity in Erikson’s theory
regarding identity –formation was significant (Adams, Berzonsky, & Keating, 2005).
Weaknesses
Erikson’s psychosocial theory inhabits a few weaknesses that should be considered.
According to Côté, & Schwartz, (2002) Erikson’s theory did not take the Western cultures
into perspective when using the “human self” (Côté & Schwartz, 2002). Erikson uses the
autonomous self and the relational self where he believes Erikson’s approach should have
included autonomous self and relational “sides” of the personality; in which he believes
would have been a more valuable and balanced perspective on one’s life, and also argues that
manipulation of people’s identities is disguised under Erikson’s aspects (Côté & Schwartz,
2002). According to Côté & Schwartz, (2002) Erikson’s view on ego-strengths are mandatory
in establishing social relationships later in life; Côté & Schwartz (2002) describes this process
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as being a slow development over a life-span, and it is not capable of securing bonds until
adult hood where even then the relational consciousness ground ability (Côté & Schwartz,
2009). To conclude, Côté & Schwartz, 2002 suggests that if one has a well- developed
relational side and an under development in autonomous side one may be more prone to
dealing with the manipulations stemming from the unlearned behavior
associated with
Erikson in his crisis stages (Côté & Schwartz, 2002).
Maslow’s Hierarchy of Needs Theory
Maslow’s Hierarchy of Needs Theory is focused on the “basic” human needs. Maslow
uses his pyramid to illustrate the five levels of need (Newman & Newman, 2009). The first
basic need in Maslow’s pyramid is physiological needs; these needs consist of food, rest, and
thirst. Next, is safety and security needs; these needs are important for protecting ones- self
against danger, or seemingly threatening situations (Newman & Newman, 2009). According
to Newman and Newman, (2009); safety and security are essential in ascending to the next
level where love and a sense of belonging is achieved. In achieving the first three levels of
Maslow’s needs pyramid, motives are driven toward self-actualization; which is where the
self-fulfillment is established for life long accomplishments (Newman & Newman, 2010).
Maslow’s theory revolutionized from self-experiences as a child. Maslow developed his study
by using those whom were healthy exceptional people, excluding those persons of
dysfunctional behaviors studied by other theorists (Ya-Wen & Sigmund).
Strengths
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Maslow’s Hierarchy of Needs Theory has been studied and used in various
evaluations over a period of 34 years; although the many years of acknowledging Maslow’s
theory employs an enormous amount of success, it also was opposed to after a study
conducted among geriatric patients (Ya-Wen & Sigmund) In a study conducted using
Maslow’s five levels of needs paired with other needs, a questionnaire was formulated using
the 10 items, then asking which level of the paired items held a dominant importance among
the geriatric patients’ resulting upside down in the ascendance sequence of needs used from
Maslow’s pyramid. Self-actualization was not followed from Love and self-esteem, but was
followed by physiological needs (Ya-Wen & Sigmund, 2006). After, opposing Maslow’s
needs pyramid used in the study; other psychologist supported Maslow’s theory suggesting
fault in the questionnaire, deriving from questioning the patients’ most current needs, not the
overall needs in general (Ya-Wen & Sigmund, 2006). The study did suggest that Maslow’s
Theory still held importance in the measurement of self-actualization assuming if it was not in
the outcome the need had already been met among the geriatric patients’ (Ya-Wen &
Sigmund, 2006).
Weaknesses
Maslow’s theory proposes a few weaknesses. Maslow’s Hierarchy of Needs Theory
was criticized for his fifth level on self-actualization is not easily operationalized, and has
found difficulty using his hierarchy as measurement tool (Groves, Kahalas, & Erikson, 1975).
Other studies conducted that Maslow’s self-actualization, which is at the top of his pyramid
and symbolizes the motivational level of deliverance and self- satisfaction, should had been
developed using other terms associated with an outer experience instead of the inner self;
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these terms should represent power, achievement, and competition. The studies suggest not
everyone was power driven toward self, but driven to other needs deriving from religious
beliefs, or toward others for accomplishments. Critiques also argued that one may experience
all of the needs constructed throughout Maslow’s pyramid at some point, and maybe even at
the same time (Groves & et al, 1975). Overall, one may change depending upon situations
causing a continuously pattern; seeking a behavioral need amongst oneself, leaving Maslow’s
hierarchy of needs theory questionable in observance.
Erikson vs. Newman
Newman and Newman, (2009) define Psychosocial theory as the ongoing interaction
between individuals biological, and psychological needs. Erikson, Newman and Newman
have similarities with a few differences involving the human development and psychosocial
theory. According to Newmann and Newmann, (2009) there is an additional three stages
Erikson did not include into his theory. Newman and Newman (2009) suggests Erikson’s
theory is incomplete; and consists of several changes when escalating through one stage to the
next. Other concepts that should be considered among Erikson and Newman and Newman’s
theories are; coping behaviors, stages of development, psychosocial crises and central
processes, and significant relationships (Newman & Newman, 2009).
Stages
First we will consider the Stages. The first stage added by Newman and Newman was
the prenatal stage, another adolescent stage, and very old age; these stages derived after
several studies and practices among other theorists proposals (Newman & Newman, 2009).
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Newman & Newman considered adding the adolescent stage due to modern society and the
changes in it. Erikson suggests that growth will emerge biologically until one fully functions
and the organism has developed; whereas Newman and Newman (2009), suggests that the
development of one may have contributing factors in the growth process. Some of these
contributing factors are environmental changes, socio-economic status, cultural group, and
many other evolving factors (Newman & Newman, 2009).
Developmental Stages
Next, one must consider the developmental stages that are accompanied by each life
stage. The developmental stages are the task that must be met in sequence to develop the
highest level of mastery in one’s environment (Newman & Newman, 2009). Newman and
Newman, (2009) agrees with the developmental changes within each stage that Erikson
conducted, in consideration of the pre-natal stage in which Newman and Newman feels is not
appropriate (Newman & Newman, 2009). The developmental stages consist of, 42
developmental tasks in the overall life-span and accounts for four to five tasks that should be
learned in each stage to grow and achieve autonomy within oneself (Newman & Newman,
2009).
Psychosocial Crisis and Central Processes
Then, one must consider the psychosocial crisis and central processes. These processes
are the way one perceives the cultural expectations and changes the new pressures of
expectancies, gradually modifying those (Newman & Newman, 2009). Newman and Newman
employ that central process when coping, creates personal and societal strategies for adding to
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the existing information; this enables one to change the particular stage leading to other
innovations of skills. Erikson, also Newman and Newman; have the same ideas of the central
processes; taking into consideration of Newman and Newman’s extra stages (Newman &
Newman, 2009). Overall, cultural and societal should be considered when encompassing a
resolution to the process stage (Newman & Newman, 2009).
Significant Relationships
Last but not least, Erikson’s theory, along with Newman and Newman’s theory
contributes to the significant relationships. Significant relationships measure the
responsibilities of that person and how one will handle specific situations (Newman &
Newman, 2009). Overall, Significant relationships are developed over time, the social and
environment decide the importance of development on these networks of relationships
(Newman & Newman, 2009).
Coping Behaviors
Finally, one must consider the coping behaviors associated with the psychosocial
theory. According to Newman and Newman, 2009, coping depends upon the person, and
involves how one handles a certain situation. Newman and Newman, (2009) suggest that not
coping successfully; achievements are altered and leads to core pathologies. Core pathologies
and prime adaptive ego qualities are coping behaviors, and derived from the psychosocial
development theory. Core pathologies refer to interferences with the future development;
whereas Erikson’s prime adaptive ego qualities are positive forces deriving from successful
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coping strategies (Newman & Newman, 2009). Overall, Newman and Newman, and Erikson
have similar coping behaviors associated with the psychosocial theory.
The goal of this part of the paper is to achieve a better understanding of the writer’s
life after reviewing Maslow’s Theory and Erikson’s Theory. This part will provide a greater
awareness for the writer by acknowledging the successes achieved, and barriers that have not
been achieved; based on the stages set forth in both theories. In order to better understand
one’s life; it is important to gain knowledge on the key concepts in both theories to redirect
the unmet needs (barriers), then one can consider a future foundation for modified success.
Application of the Writer’s Life to Maslow’s Theory
According to Maslow’s Hierarchy of Needs Theory the focus is “basic” human needs.
When applying Maslow’s Theory to the writer’s life the first stage is physiological needs; this
stage is infancy to 2 years old (Newman & Newman, 2009). The need in this stage consists of
food, rest, and thirst. The writer was successful in achieving this physiological stage. The
writer implies food, rest, and thirst have always been a maintained and satisfied need in her
life. The next stage of Maslow’s theory is safety and security needs; these needs are important
for protecting ones- self against danger, or seemingly threatening situations and also takes
place in the first level. According to the writer she has achieved success in the safety and
security level. She employs her mother and father had always responded when she was hurt or
needed comfort or protection. According to Newman and Newman, (2009); safety and
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security are essential in ascending to the next level where love and a sense of belonging is
achieved.
Third, Maslow’s Theory suggests the level of love and a sense of belonging are
important (Newman & Newman, 2009). The writer employs in her earlier stages of life during
infancy throughout early childhood this was achieved, but not met after that point; later
donating to questions and insecurities of belonging; more prominent during the middle school
age. The writer entails that although love was being satisfied within the home from family; a
sense of not belonging in the family was lacking. The writer employs that she felt distant from
siblings and other members of the family and shared no commonalities with them. She never
engaged in family gatherings; therefore at this point in her life, she felt rejected by peers and
family later leading to her unhappiness within herself contributing to questioning of where she
belonged.
During the fourth stage of life; where Maslow’s Theory suggests self-esteem is
important; barriers from the third stage contributed to a negative impact upon the fourth stage.
During this stage the upper-level needs (food, thirst, sleep, safety, and security) were still
being maintained, the lack of belonging in the family contributed to failure of positive
relationships within school; leading to bad choices to gain self-esteem. Self-esteem was
eventually achieved, but barriers in later stages relapsed the modified behavior (Newman &
Newman, 2009).
After the fourth stage where self-esteem is developed, is the fifth stage of life’s early
adolescence (Newman & Newman, 2009); this stage of life is where self-actualization is
needed for success. The writer’s need for self-actualization was not met at the early
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adolescence period, but the upper three levels continued to be maintained. During the
adolescence period she found a sense of belonging by peers, and graduated high school; later
enrolling in a community college.
Then, is the sixth stage of life; the third level of love and belonging had relapsed;
leading to the pregnancy of her daughter at age 18 and giving birth at age 19. Although
meeting a guy, and feeling that the third level; where love and belonging is achieved was
satisfied; four years into the relationship she found now the third, fourth, (relapse mentioned
previously, self-esteem) and fifth level of Maslow’s theory still were not achieved.
Finally, during early adulthood the writer is still maintaining Maslow’s first, second,
and third levels of Maslow’s Hierarchy of Needs life stages, and is currently focusing on the
success of fully maintaining the fourth and fifth levels. The writer has achieved love through
her children, but not through positive lasting relationships. She concludes that her bad
experiences have deterred her judgments on establishing a healthy relationship. The writer is
now the mother of two children, and enrolled in The University of North Carolina at
Pembroke. She has discovered how to build self-esteem through educating herself using the
studies of her social work major program as encouragement to meet and redirects future
outcomes; hopefully in turn will contribute to satisfying the unmet needs; love within intimate
relationships, and “fully” satisfying self-actualization.
An Application of the Writer’s Life to Erikson’s Theory
Erikson’s first stage, trust vs. mistrust is critical in the psychosocial life stage of
development. Trust vs. mistrust is usually learned in infancy, this holds the most critical key
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in the developing process. Failure of this stage will lead to unpredictability and insecurities
(Graves & Larkin, 2006). This stage has been satisfied at the early stages in life, but is
unsatisfied currently. The writer’s trust vs. mistrust was developed at a young age by
response of her parents to her essential and emotional needs, such as food, attention,
acknowledging cries, and taking care of her when she was sick or hurt as an infant; although
bad experiences in intimate relationships and friendships has scrutinized in her life now as an
adult.
Next, Erikson’s second stage, autonomy vs. shame and doubt; this is learned from age
one to three years, and is exceptionally as important as stage one. Erikson describes this being
the stage where one is learning to detach oneself from parental figures and exploring the
environment, while still holding on; this stage is also where the strength will derives (Graves
& Lark, 2006). The writer was successful when developing autonomy (self-control); but did
have a barrier to accomplishing shame and doubt. Shame and doubt associated with Erikson’s
theory was deployed from the writer at later stages in life as in the adolescence stage,
contributed from failures to entail positive relationships and carrying on through early
adulthood; which are now satisfied.
Then, the third stage, initiative vs. guilt; this is learned in early childhood (ages 4 to 6
years old). The writer was successful in this stage of development at this age. Now Erikson’s
fourth stage, industry vs. inferiority is significant to the development of Erikson’s life stages
(ages 6 to 11 years old). The writer employs this developmental task was not maintained;
however grades were maintained, but not being affiliated in sports or on campus activities
deterred from setting absolute goals, and later leading to core pathologies.
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Erikson’s fifth stage is important in the development of identity vs. role confusion.
This stage is learned in the adolescence stage of life. The writer was unsuccessful in achieving
the identity vs. role confusion; although she was accepted by the upper class peer groups
(those affiliated in sports, parents are involved in the community, and currency was
maintained within the home), and by the lower class peer groups (those who were less
fortunate, middle and lower-class citizens, not affiliated in sports, or not having maintained
commitment within the home by care takers) she was confused with belonging and identity;
therefore leading to choosing peer groups who influenced bad habits: Cigarette smoking,
alcohol use, and experimenting with marijuana. Even though she was raised in a home with a
strong belief system of the importance of education, self-respect, and Christianity was
practiced. Although this behavior was not accepted by her mother and father; this behavior
lasted until the birth of her first child, whom had a huge impact on future successes with her
role identity.
Erikson’s sixth stage of development is important in intimacy vs. isolation; the early
adulthood stage (ages 20 to 25 years old). The writer has found love and a relationship with a
partner holding importance for achieving intimacy, but not through positive lasting
relationships. She has also, achieved love through her children. The writer is now the mother
of two children; she is also, fully maintaining all other stages that had been unmet previously.
Erikson’s seventh stage of development is important in generativity vs. stagnation; the
middle adult hood stage (ages 25 to 60 years old). The writer is currently in this stage at 29
years old. Although, there is room for growing and achieving previous goals as well as current
goals; she is currently focusing on her career in the social work field at The University of
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North Carolina at Pembroke, while maintaining previous unmet needs. She is also found the
importance of guiding and directing task through her children to aide in a positive learning
experience and produce healthy outcomes within their life stages.
Maslow’s Contribution to a Writer’s Self Evaluation
The writer found Maslow’s Theory beneficial when evaluating her own life. She was
able to evaluate and measure her accomplishments while considering Maslow’s life stages
throughout the process. Maslow’s Theory expresses the importance of each stage by using the
hierarchy of needs pyramid; focusing on the “basic” human needs, and illustrating the five
levels of need to produce a healthy overall well-being of self (Newman & Newman, 2009).
The writer suggests using Maslow’s Theory when evaluating oneself is much easier to follow
and distinguish behaviors that need modification. In contrast, Erikson’s Theory is broader and
more difficult when applying to one’s life. She employs when evaluating a client Maslow’s
Theory could be beneficial.
Conclusion
In conclusion, this is a summary of how Erikson’s Psychosocial Theory and Maslow’s
Hierarchy of Needs Theory is applied to the writer’s life distinguishing the barriers and
successes according to each theorists’ proposals on the development of life stages. The
current paper also signifies Maslow’s Theory as being most beneficial for the writer when
evaluating her life, and a client’s life.
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