COMPARISON OF ERIKSON’S AND HAVINGHURST’S DEVELOPMENTAL LEVELS

Developmental Stage Toddler years Early childhood Middle childhood Adolescence Adulthood Middle age Old age

Erikson Trust versus mistrust 1.Oral needs of primary importance. 2.Adequate mothering necessary to meet infant’s needs 3.Acquisition of hope Autonomy vs. shame 1.Anal needs of primary importance 2.Father emerges as important figure Acquisition of will Initiative vs. guilt 1.Genital needs of primary importance 2.Family relationships contribute to early sense of responsibility 3.Acquisition of purpose Industry v. inferiority 1.Active period of socialization for child as he moves from family into society 2.Acquisiton of competence Identity vs. identity diffusion 1.Search for self in which peers play important part 2.Psychosocial moratorium is provided by society 3.Acquisition of fidelity Intimacy vs. isolation 1.Characterized by increasing importance of human closeness and sexual fulfillment 2.Acquisition of love Generativity vs. self-absorption 1.Characterized by productivity, creativity, parental responsibility, and concern for new generation 2.Acquisiton of care Integrity v. despair 1.Characterized by a unifying philosophy of life and amore profound love for mankind 2.Acquisition of wisdom

Havighurst 1.Learning to walk 2.Learning to take solid foods 3.Learning to talk 4.Learning to control elimination body wastes 5.Learing sex differences and sexual modesty 6.Achieving physiological stability 7.Forming simple concepts of social and physical reality 8.Learing to relate oneself emotionally to parents, siblings, and other people 9.Learing to distinguish right and wrong and developing a conscience 1.Learning physical skills necessary for ordinary games 2.Building wholesome attitudes towards oneself as a growing organism 3.Learing to get along with age mates 4.Learning an appropriate sex role 5.Developing fundamental skills in reading, writing, and calculating 6.Developing concepts necessary for everyday living 7.Developing conscience, morality, and scale of values 8.Developing attitudes toward social groups and institutions 1.Accepting one’s physique and accepting a masculine or feminine role 2.New relations with age mates of both sexes 3.Emotional independence of parents and other adults 4.Achieving assurance of economic independence 5.Selelcting and preparing for an occupation 6.Devloping intellectual skills and concepts necessary for civic competence 7.Desiring and achieving socially responsible behavior 8.Preparing for marriage and family life 9.Building conscious values in harmony with adequate scientific world picture 1.Selelcting a mate 2.Learing to live with marriage partner 3.Starting family 4.Rearing children 5.Managing home 6.Getting started in occupation 7.Taking on civic responsibility 8.Finding congenial social group 1.Achieving adult civic and social responsibility 2.Establishing and maintaining economic standard of living 3.Assisting teenage children to become responsible and happy adults 4.Developing adult leisure activities 5.Realting oneself to one’s spouse as a person 6.Accepting and adjusting to physiological changes of middle age 7.Adjusting to aging parents 1.Adjusting to decreasing physical strength and health 2.Adjusting to retirement and reduced income 3.Adjusing to death of spouse 4.Establishing explicit affiliation with age group 5.Meeting social and civic obligations 6.Establishing satisfactory physical living arrangement.

From Sundeen et el: Nurse-client interaction: implementing the nursing process, ed4, 1989, The CV Mosby Co.