1. Recap: The 8 Stages

2.  At each stage we encounter a choice or “crisis”
 If a stage is not mastered or overcome it can cause
trouble later where mastery is required.
 Successes and failures mould how we see the world,
ourselves and others.
 Personality can be changed by new experience at any
stage. (choosing a fork in the road)

3.  Development depends on whether or not needs are
being met.
 Trust comes with predictability of care.
 Unpredictability and uncertainty of care/support
creates mistrust.

4.  Autonomy = independence, ability to stand alone.
 Age 2-3
 Taking care of themselves, walking, talking
 Independence through learning and exploring
 Need for encouraging caregivers
 Shame comes from discouragement and over-protection

5.  Age 4-5
 Child is learning to feel purposeful and take initiative
 Freedom, exploration and questioning “Why??”
 Guilt comes from criticism, lack of recognition

6.  Age 6 to 11
 Industry = making an effort
 Inferiority = feeling less important, defeated
 Expanding beyond family – school, sports, activities
 Importance of family life in preparing for school.

7.  Adolescence (12-18)
 Focus on peers and social groups
 Modelling yourself after someone
 Influence of friends, teachers, media and less focus on
family

8.  Young adulthood
 Seeking out a partner, “testing the waters” of
relationships
 Good experiences leads to intimacy
 Rejection, disappointment leads to isolation

9.  Mid-life
 Generativity = full, productive life
 Stagnation = lack of development
 Generativity creates a sense of accomplishment
(family, career, kids)
 Stagnation fosters lack of achievement, low self worth

10.  Old age
 Integrity = completeness, pride
 “Am I proud of what I have done?”.
 Facing regrets, dissatisfaction, mistakes, failures.

11. 3 Levels, 6 Sub-Stages

12.  1920s-1980s
 American psychologist and university professor
 Expert in moral education and logic
 Interested in: How people respond to moral dilemmas!

13.  Level determined by the reasons a
person gives for making a decision.

14.  Child will care about what is right or wrong,
good or bad.
 Judges an action based on the consequences
they experience

15.  Child acts to AVOID punishment.
 Acts in order to receive reward.
 Obey rules for positive consequence.

16.  Personal needs determine right and wrong.
 Right action satisfies own needs and maybe the
needs of others.
 “Making a trade” or doing a favour.

17.  Make decisions to live up to the expectations of
others.
 Family, Friends, Social Group, Nation, the Law
 Meeting these expectations is more important
than consequences.

18.  Good behaviours = actions that please others!
 Appearing to be “normal” or have “good intentions” is
important.
 Approval indicates moral behaviour.
 Kohlberg believes that MOST
People don’t move past this stage.

19.  Good behaviour = following the rules and respecting
authority
 Behaving to maintain social order and display respect.
 Example: Respecting others’ property.

20.  A person identifies morality and values
according to validity.
 Less influenced by authority and personal
interest.
 Judgements based on abstract personal
principles.

21.  Right actions determined by more “general rights”
 Agreed on by society as a whole
 Awareness of both personal values and legal
 Not all cultures and societies have the same concepts
of right and wrong.

22.  Right decision is a decision of personal conscience.
 Appeals to universal, consistent truths.
 Focus: Justice, Equality, Human Dignity.

23.  We have to go step by step – no skipping stages!
 People typically do not reach the higher stages.
 Seeing and knowing people in the higher stages helps
us grow. Learning by example.
 Stages progress from an individual to universal level.

24.  Pre-conventional
 consequences they see, meeting own needs.
 Conventional
 The expectations of others
 Rules and social order
 Post-conventional
 Abstract personal principles
 LESS on authority