Erik Erikson developed a unique theory of the psychosocial development of the individual, in which he identified eight stages. The psychologist focuses on the development of the inner “I” and describes the entire human life, and not just childhood, because he believes that the individual is capable of constantly changing and improving. At each stage there is a certain conflict. If it is successfully resolved, the personality moves to the next phase. Erikson himself considered himself a Freudian, but his approach deviates from conservative concepts and is more reminiscent of ego psychology.
Basics of Erikson's theory
A person, according to the definitions of social psychology, is a subject who learns something and gains a certain experience. At the same time, the subject of his study is an object. Social psychology studies the inner world of a person himself, his actions when interacting with society. Not only individual personality traits are studied, but also the manifestation of character in certain situations.
In Erik Erikson's theory, at each stage a person faces societal expectations. If he justifies them, then he becomes part of society. Otherwise society rejects him. This simple idea formed the basis for the development of 8 phases of the life path that every individual encounters.
At each stage of development, the individual is given a specific task, which is assigned by society. Its decision depends not only on a person’s experience, but also on the spiritual state of society. Erikson's theory covers all stages of the life cycle - from birth to death. The psychologist takes into account the historical period in which the child was born and raised. Also, the formation of personality is influenced by social conditions, cultural development, the accepted value system, and significant events.
A person is a separate system that interacts with the world around him thanks to the organs of perception, thought processes, memory, and attention. Over time, the individual adapts to any conditions and, based on his experience, moves on.
The purpose of Erikson's concept is to draw attention to the fact that the individual is capable of solving psychosocial problems. In the foreground in theory is the human “I”, positive character traits that are revealed in certain life situations.
Erikson argues that every difficulty a person faces is a unique challenge to society. After overcoming the crisis, the individual becomes stronger, smarter, more experienced. To understand the source of certain problems, it is enough to find out how an individual dealt with a certain problem in the past.
The stages of personality development are known in advance. They are the same for every person. The sequence of stages cannot be changed. Erikson identified 8 phases of development that correspond to a specific age range. At each stage there is a crisis that occurs when an individual reaches a certain psychological state. The formation of problems is also influenced by the demands put forward by society.
There are advantages and disadvantages to be found in every crisis. With a successful solution to the problem, a person acquires a new positive quality, which simplifies the process of enriching himself with pleasant experiences at the next stage of life.
Life in Erikson's theory is a chain of changes in different aspects. If it was not possible to overcome the crisis, then the personality acquires a negative quality. In the future, this experience will hinder the development of the individual. However, it is possible that the problems will recur. Some conflicts and internal pressures accompany a person throughout his life, although he constantly copes with them. In addition, new crises constantly appear. But if you successfully complete the stage, it will be easier to cope with problems in the future.
Periodization of personality development
E. Erikson identified 8 stages of personality development: infancy (oral-sensory), early childhood (muscular-anal), childhood (locomotor-genital), school age, adolescence and youth, early adulthood, middle age, late adulthood.
Infancy (oral-sensory stage) 0 – 1 year.
At this stage, the child develops trust or distrust in the world. With progressive development, a trusting attitude is manifested in easy feeding, normal deep sleep, and relaxed internal organs. The baby trusts everyone around him without anger or anxiety, and is calm about his mother's absence, feeling that all his needs will be met. During this period, he receives care, attention, and familiarity with the outside world from his mother. Maternal love and tenderness determines the level of faith and hope derived from the first life experience. At this time, he absorbs the image of his mother (the mechanism of introjection arises). The identity of the developing personality begins to form.
Early childhood (muscular-anal stage) 1 – 3 years
During this period, the baby’s capabilities expand: he begins to walk and assert his independence. Parents should help maintain the child's sense of independence. Parents' restrictions on the child's demands must be reasonable, because they create the basis for negative feelings of doubt and shame. If parents are overly harsh, the child develops a fear of “losing face,” constant anxiety, stiffness, and unsociability.
Childhood (locomotor-genital stage) 3 – 6 years
This period coincides with preschool age: the child actively explores the world around him, quickly learns everything, acquiring new tasks and responsibilities, and models adult relationships in play. Gender identification occurs, the child masters male and female behavior patterns. He becomes more independent, initiative is formed. If his behavior becomes aggressive, initiative is limited to adults, and feelings of guilt and anxiety appear. Consequently, new internal authorities are established - conscience and moral responsibility for one’s thoughts, desires and actions. Parents should not put excessive pressure on the child’s conscience and punish, because this will cause constant fear of punishment, vindictiveness, initiative will be inhibited, and passivity will develop.
School age (latent stage) 6 – 12 years
This period is prepubertal (before the child reaches puberty). This stage is associated with the cultivation of hard work and the acquisition of new knowledge and skills, the basics of labor and social experience are comprehended, the possibility of recognition by others and the acquisition of a sense of competence arises. If successes are small, the child acutely perceives his ineptitude or inability, and feels insecure among his peers. Instead of a feeling of competence, a feeling of inferiority is formed. This period is a kind of beginning of professional identification, a sense of connection with representatives of certain professions.
Adolescence and youth (12 – 20 years)
Adolescence and adolescence are a period of deep crisis. Childhood is over, identity begins to form. It combines all previous identifications of the child, new ones are added to them, because growing up begins, appearance changes, inclusion in new social groups occurs, new ideas about oneself are acquired. Holistic personal identity, independence, initiative and competence allow young people to solve the problem of self-determination and choice of life path. If you fail to understand yourself and your place in society, there is a diffusion of identity. An infantile desire not to enter adulthood, a persistent state of anxiety, a feeling of isolation and emptiness appears.
Early maturity (20 – 25 years)
In early adulthood, a person faces the problem of intimacy (closeness), true sexuality appears. A person is ready for intimacy with another both sexually and socially. After searching for his own identity, he is ready to merge with the identity of the one he loves. Close relationships require loyalty, moral strength and self-sacrifice. But this desire should not be drowned out by the fear of losing one’s own “I”. This is the time to start a family. It brings love, understood by E. Erikson in a romantic, erotic and moral sense. In marriage, love is manifested in care, respect, and responsibility for a life partner. If a person is not able to love and establish close relationships with other people, then this leads to isolation and loneliness.
Average age (25 – 65 years)
This is the period of maturity, it is the longest. The main thing is “a person’s attitude towards the products of his labor and his offspring”, concern for the future of humanity. The desire to be productive and creative, to pass on your experience and ideas to the next generation. The desire to contribute to the lives of future generations is realized in relationships with your children. Erikson emphasized the dependence of the older generation in the family on the younger one, because a mature person needs to be needed. If this opportunity is not available, indifference and self-focus appear.
Late adulthood (after 65 years)
The last stage is integrative: “the fruits of the seven previous stages ripen.” A person takes the path of life he has passed for granted and gains personal integrity. Wisdom appears, a look into the past makes it possible to say: “I am satisfied.” Children are perceived as an extension of themselves, the fear of death disappears. If a person is dissatisfied with his life lived, considers it a series of mistakes, irritation and despair appear from approaching the end.
Infancy and trust issues
The first stage is infancy (up to 1 year). The development corresponds to the classical theory of psychoanalysis. At this stage, trust or mistrust is formed. The outcome of this stage depends on the degree of care shown to the baby.
A child feels satisfaction and comfort if his needs are quickly met, he is played with, talked to, and he never experiences prolonged illness. Adults act as sympathetic and kind people. If proper care, care and love are absent, then mistrust appears. The child is afraid of others and is suspicious of the world. Mistrust will accompany a person throughout his entire life cycle.
But the situation can be improved. If a distrustful individual goes to school and meets an adult fair authority, then trust may be renewed. Unfortunately, this rule also works the other way. If a schoolchild who had positive experiences in infancy encounters injustice, then a certain distrust of society and people is formed. Often such situations occur when parents divorce. When there is a tense atmosphere in the family, constant conflicts, accusations and the child feels betrayed.
Infancy
From birth to one year is the first stage in which the foundations of a healthy personality are laid in the form of a general sense of trust.
The main condition for developing a sense of trust in people is the mother’s ability to organize the life of her small child in such a way that he has a sense of consistency, continuity and recognition of experiences.
An infant with an established sense of basic trust perceives his environment as reliable and predictable. He can bear the absence of his mother without undue distress and anxiety about being “separation” from her. The main ritual is mutual recognition, which persists throughout subsequent life and permeates all relationships with other people.
The methods of teaching trust or suspicion in different cultures do not coincide, but the principle itself is universal: a person trusts the world around him, based on the degree of trust in his mother. A feeling of mistrust, fear and suspicion appears if the mother is unreliable, incompetent, or rejects the child.
Mistrust can intensify if the child ceases to be the center of her life for the mother, when she returns to previously abandoned activities (resumes an interrupted career or gives birth to another child).
Hope, as optimism regarding one’s cultural space, is the first positive quality of the ego acquired as a result of the successful resolution of the trust/distrust conflict.
Early childhood and first independent steps
The second phase is early childhood (1-3 years). The baby begins to learn independence. He performs simple tasks - moving objects, walking, climbing, etc. The child strives to use new skills everywhere, so he himself tries to open candy, go to the toilet, fill the box with things, etc. When parents do not put pressure on the baby, do not rush him and allow him to perform any actions independently, he feels control over the situation and his body, acquiring an important social skill - independence.
If the teacher does not allow the child to do the work himself, which he is capable of doing, then he develops a feeling of shyness, the child becomes indecisive. Situations when parents rush a child occur in every family. Rare cases will not leave a noticeable mark on the child’s psyche. Systematic diligence to do everything for the baby and an overly emotional reaction to his mistakes (broken dishes, soiled clothes, etc.) will lead to uncertainty and shyness.
Acquired negative qualities will manifest themselves at all stages of life. An independent person is more prepared for life and can easily solve basic problems. Further events can change these qualities (independence gives way to uncertainty and vice versa), so those close to them should never doubt the child’s skills.
FIRST STAGE: TRUST/DISTRUST
If upbringing follows a positive path, then the child is given enough attention, he is cared for and looked after. At any cry of the baby, excited parents immediately come running and immediately solve his problems: they feel sorry for him, help him with any actions, treat him, change a wet diaper, etc. The baby constantly sees mom and dad, who are glad to each other and to him, happy and friendly. The baby develops a positive idea of the world, he sees it as a cozy place where everyone treats him kindly and everyone can be trusted.
If events develop according to a negative scenario, the child sees frequent quarrels between parents, feels a general negative background and lack of attention, even if he is cared for at the proper level. He rarely sees his parents, is often alone, sad and cries. As a result, a persistent suspicious attitude towards the world is formed, increased anxiety and suspiciousness develops.
Preschool age and guilt
The third stage of development occurs at the age of 4-5 years. A preschooler already has a certain physical fitness - he can run, jump, throw objects, and ride a tricycle. He comes up with his own entertainment, and does not copy the actions of other people. Conversations and fantasies are excellent demonstrations of a child's ingenuity.
Here, social skills are developed according to the following scenarios - enterprise or guilt. The successful passage of this age period is influenced by how parents react to the child’s suggestions. If he is allowed to run, jump, and independently decide which games to play and which toys to choose, then a positive quality is assigned to the individual.
It is important to provide the preschooler with all the information that interests him, to give clear answers to questions, not to interfere with his imagination, and to turn his plans into reality. When parents begin to demonstrate that the child’s entire initiative is harmful and uninteresting, he begins to feel guilt, which will accompany him throughout his life.
STAGES OF DEVELOPMENT ACCORDING TO ERICKSON
In total, according to the epigenetic theory of E. Erikson, a person goes through eight stages of development as a person. Moreover, each of these stages can go both positively and negatively, that is, the scenario of events in life can develop along a positive path (PP) or along a negative path (NP).
Each stage, according to Erikson’s theory, has its own name and covers a certain period of time, namely a certain age of a person, it looks like this:
- first stage: from 0 to 1 year – trust/distrust;
- second stage: 2-3 years – independence/indecisiveness;
- third stage: 4-5 years – enterprise/guilt;
- fourth stage: 6-11 years – skill/inferiority;
- fifth stage: 12-18 - personality identification/role confusion;
- sixth stage: 18-25 years – intimacy/isolation (early adulthood);
- seventh stage: 26-64 years – productivity/inertia (average maturity);
- eighth stage: after 64 years - integration/despair (late maturity).
The success of each subsequent stage directly depends on how the previous stage went.
School age and development of skills
The fourth stage is school age (6-11 years). At school age, children develop the ability to deduce, organize entertainment and educational activities. The kids continue to play, but follow a certain sequence and set of rules. At this stage, a person can acquire skill or inferiority.
At school age, a child is actively interested in the world around him. He studies the principles of operation of various objects, looking for ways to adapt them for his purposes. An individual acquires labor skills and admires the invention of new devices. Among literary characters, Robinson Crusoe is closest to him.
If you encourage children to engage in activities (modelling, handicrafts, cooking, etc.), allow them to complete their endeavors, and praise them for their achievements, then skill and creative thinking are developed. When a child's interests are treated with contempt and dissatisfaction, a feeling of inferiority develops.
At school age, the child is no longer limited exclusively to the family circle. Different public places appear in life, which Erikson takes into account in his theory. Relationships with peers and older kids at school significantly influence a person’s psyche. If the child continues to be praised at home, but at school he is systematically bullied, then he will eventually acquire a negative quality.
Each child requires an individual approach. He may not be stupid, but he is slower to learn the material, which becomes a reason for bullying (children always unite against individuals who stand out positively or negatively from the crowd).
If a child succumbs to constant ridicule at home, he can gain the necessary confidence at school if he finds a mentor who believes in his strength. The development of the talents of the younger generation and the formation of skills depend on adults.
STAGE FIVE: PERSONAL IDENTIFICATION/ROLE CONFUSION
Brought up in a prosperous and positive environment of a cozy home and his own inner world, a fully grown child meets adolescence calmly and confidently. He is firmly aware of his personality, knows what he wants and what he strives for. The direction of the individual and his dreams are actively shaped. There is a unification of all “roles” into one common, whole one - the adult himself.
In a negative scenario of personality development at this age, the child turns into a frightened teenager, unsure of his own strengths and skills, experiencing serious problems with self-identity. Girls often become sexually active, and boys have problems with society - they begin to behave in ways that adults prohibit. Their only guideline in life becomes the desire to do everything “to spite” everyone.
Adolescence and Personal Identity
The fifth phase is adolescence (12-18 years). According to classical psychoanalysis, the child is faced with love and hatred for his parents. The success of overcoming problems at this stage is determined by the presence of romantic relationships with peers. In his concept, Erickson does not distinguish the presence of such problems, but speaks of other difficulties.
A person goes through a transitional age - his body and psyche change, new sensations appear, his views on the world, priorities, goals change, and a new approach to life is formed. The teenager begins to take an active interest in other people, their opinions about themselves and the world around them.
The individual begins to fantasize, inventing ideal relationships, social order and religion, which significantly prevail over existing systems. In a dream world, a teenager creates a universe where all contradictions and polar theories coexist harmoniously. This stage demonstrates an unapologetic idealist who is confident that it is quite easy and simple to create the world he has imagined.
According to Erikson's theory, in youth a person can successfully identify his personality or become confused in his roles. The main task of a teenager at this stage is to combine in his “I” a student, son, friend, brother, dancer, etc. All social roles need to be combined into a single whole, realized, connected with the past and found a place in the future. If one manages to cope with such a difficult task, the individual will understand his essence and find a place in the world around him.
Before adolescence, parents directly influence personality development. But at the stage of adolescence they can only indirectly influence their son or daughter. If the child has successfully completed the previous phases, his chance of identification increases significantly. If you have trust in the environment and people, independence, entrepreneurship and skill, it is much easier to cope with crises.
If a child has grown up withdrawn and unsure of his abilities, it is difficult for him to find his place in society. Preparation for personal identification lasts throughout childhood, so it’s too late to start “educating” a teenager. Only the right timely actions can help you understand your “I”.
If for one reason or another it is not possible to identify one’s personality, the individual is faced with role confusion. He does not understand what environment to join and what to do in this society. This situation is often observed among juvenile delinquents and girls who are promiscuous. These young people do not connect their actions with other aspects of life (intellectual abilities, moral qualities, etc.).
Often teenagers deliberately identify themselves with negative characters to spite their parents, relatives, teachers and other adults. But it is better to find yourself in subcultures, crime, bad habits, than not to find any inner “I” at all.
If you were unable to identify your identity as a teenager, there is no need to despair. You can develop as a person in youth or even maturity. At the same time, an individual who has a clear idea of himself at the age of 20 may later encounter circumstances that will shake his self-confidence.
Erikson repeatedly emphasizes in his theory that aspects of life are constantly changing, and this affects human development. Crises are cyclical, problems are repeated, therefore, having solved a problem once, it is impossible to get rid of it forever. A person develops throughout his life, which is reflected in his character, actions, relationships with his family and the outside world.
Youth
The fifth stage in Erikson's life cycle diagram, from 12 to 20 years, is considered the most important period in human psychosocial development:
“Youth is the age of final establishment of a dominant positive identity.
It is then that the future, within the foreseeable limits, becomes part of the conscious plan of life.” This is the second major attempt to develop autonomy, and it requires challenging parental and social norms.
The teenager is faced with new social roles and associated requirements. Teenagers evaluate the world and their attitude towards it. They think about the ideal family, religion, and the social order of the world.
There is a spontaneous search for new answers to important questions: Who is he and who will he become? Is he a child or an adult? How do his ethnicity, race, and religion affect how people view him? What will be his true authenticity, his true identity as an adult?
Such questions often make the teenager painfully concerned about what others think of him and what he should think about himself. Ritualization becomes improvisational, and the ideological aspect is highlighted in it. Ideology provides young people with simplified but clear answers to major questions related to identity conflict.
The teenager’s task is to put together all the knowledge he has by this time about himself (what kind of sons or daughters they are, students, athletes, musicians, etc.) and create a single image of himself (ego identity), including awareness of how the past and the expected future.
The transition from childhood to adulthood causes both physiological and psychological changes.
Psychological changes manifest themselves as an internal struggle between the desire for independence, on the one hand, and the desire to remain dependent on those people who care about you, the desire to be free from the responsibility of being an adult, on the other. Faced with such confusion about his status, a teenager always seeks confidence, security, trying to be like other teenagers in his age group. He develops stereotypical behavior and ideals. Peer groups are very important for restoring self-identity. The destruction of strictness in dress and behavior is inherent in this period.
The positive quality associated with successfully overcoming the crisis of adolescence is self-fidelity, the ability to make your own choice, find a path in life and remain faithful to your obligations, accept social principles and adhere to them.
Erikson considers drastic social changes and dissatisfaction with generally accepted values as a factor that interferes with the development of identity, contributing to a feeling of uncertainty and inability to choose a career or continue education. A negative way out of the crisis is expressed in poor self-identity, a feeling of uselessness, mental discord and aimlessness; sometimes teenagers rush towards delinquent behavior. Excessive identification with stereotypical heroes or representatives of the counterculture suppresses and limits the development of identity.
Youth and loneliness
The sixth stage of development is youth (20-25 years). Youth is already ending, but maturity has not yet arrived. In classical psychoanalysis, nothing important happens during this period of life. But Erickson notes that at this time a person builds conscious relationships (love or friendship), so intimacy or loneliness awaits him.
In youth, it is important to feel intimacy not as a physical parameter, but as an emotional one. The individual learns to care and share his innermost without fear of losing himself. The success of passing the age period depends to a large extent on the presence of positive experience.
Social conditions will help or hinder the achievement of goals. The concept of intimacy applies not only to intimate relationships, but also to friendly ones. An excellent example of such relationships can be seen between people who served together and went through difficult life situations. If it is not possible to achieve the proper level of intimacy with anyone, loneliness awaits the person.
Youth
The sixth psychosocial stage lasts from 20 to 25 years and marks the formal beginning of adulthood. In general, this is the period of acquiring a profession, courtship, early marriage, and the beginning of an independent family life.
Intimacy (achieving closeness) - as maintaining reciprocity in a relationship, merging with the identity of another person without fear of losing oneself.
The ability to be involved in a loving relationship includes all of the previous developmental tasks:
- a person who does not trust others will find it difficult to trust himself;
- in case of doubt and uncertainty, it will be difficult to allow others to cross your boundaries;
- a person who feels inadequate will have difficulty getting close to others and taking initiative;
- a lack of hard work will lead to inertia in relationships, and a lack of understanding of one’s place in society will lead to mental discord.
The capacity for intimacy is perfected when a person is able to build intimate partnerships, even if they require significant sacrifices and compromises.
The ability to trust and love another, to derive satisfaction from mature sexual experiences, to seek compromises in common goals - all this indicates satisfactory development during the youth stage.
The positive quality that is associated with a normal way out of the “intimacy/isolation” crisis is love. Erickson emphasizes the importance of the romantic, erotic, and sexual components, but views true love and intimacy more broadly - as the ability to entrust oneself to another person and remain faithful to this relationship, even if it requires concessions or self-denial, the willingness to share all difficulties together. This type of love manifests itself in a relationship of mutual care, respect and responsibility for the other person.
The danger of this stage is avoidance of situations and contacts that lead to intimacy.
Avoiding the experience of intimacy for fear of “losing independence” leads to self-isolation. The inability to establish calm and trusting personal relationships leads to feelings of loneliness, social vacuum and isolation.
The question that is answered is: Can I have intimate relationships?
Maturity and common humanity
The seventh phase is maturity (26-64 years). A person decides on a profession, children grow up and go their own way. The way out of the current crisis is considered to be universal humanity or self-absorption. The first parameter is associated with interest in other people, future generations, forms of society, and the future structure of the world. A person may not have his own family, but communicate closely with young people and become imbued with their problems. If you fail to develop empathy, then you can only take care of yourself and your interests.
Maturity
The seventh stage occurs in the middle years of life from 26 to 64 years, its main problem is the choice between productivity (generativity) and inertia (stagnation). An important point of this stage is creative self-realization.
“Mature adulthood” brings a more consistent, less unstable sense of self.
The “I” manifests itself by giving more in human relationships: at home, at work and in society. There is already a profession, the children have become teenagers. The sense of responsibility for oneself, others and the world becomes deeper.
In general, this stage involves a productive work life and a nurturing parenting style. The ability to be interested in universal human values, the destinies of other people, to think about future generations and the future structure of the world and society develops.
Productivity acts as the concern of the older generation about those who will replace them - about how to help them gain a foothold in life and choose the right direction.
If in adults the ability for productive activity is so pronounced that it prevails over inertia, then the positive quality of this stage is manifested - care.
Difficulties in “productivity” may include: an obsessive desire for pseudo-intimacy, over-identification with the child, the desire to protest as a way to solve stagnation, reluctance to let go of one’s own children, impoverishment of personal life, self-absorption.
Those adults who fail to become productive gradually move into a state of self-absorption, when the main subject of concern is their own personal needs and comforts. These people do not care about anyone or anything, they only indulge their desires. With the loss of productivity, the functioning of the individual as an active member of society ceases, life turns into satisfying one’s own needs, and interpersonal relationships become impoverished.
This phenomenon, like a midlife crisis, is expressed in a feeling of hopelessness and meaninglessness of life.
Questions answered: What does my life mean to this day? What am I going to do with the rest of my life?
Old age and time of reflection
The eighth stage is old age (from 65 years). In retirement, all that remains is to reflect on the journey you have made and take care of your grandchildren (if you have them). A person can choose integrity or hopelessness. Positive experience is associated with the feeling of satisfaction that arises when analyzing the life lived. Otherwise, there is a feeling of hopelessness, since nothing can be changed. Along with this comes despair and endless thoughts about missed opportunities and mistakes made.
Old age
After 65 years, the final stage begins - old age. It is characterized by a conflict between hopelessness and integrity. This may mean accepting oneself and one's role in the world, awareness of human dignity. By this time, the main work in life is behind you, and it’s time for fun with your grandchildren and reflection.
At the same time, a person begins to imagine his own life as too short to achieve everything that was planned. Because of this, a feeling of dissatisfaction and hopelessness may appear, despair that life has not turned out the way you wanted, and it is too late to start anything over again. The fear of death appears.
Psychologists, in reviews of Erik Erikson's theory of psychosocial development, constantly compare his work with Sigmund Freud's classification, which includes only five stages. At all stages of the development of modern science, Erikson’s ideas were treated with increased attention, since the scheme he proposed made it possible to study the development of the human personality in more detail. The main claims were related to the fact that human development continues into adulthood, and not only during childhood, as Freud argued. This is the main doubt raised by critics of Erikson's work.
STAGE SIX: INTIMACY/ISOLATION
At this stage, with a positive scenario for the development of events, the young person enters a period of maturity, serious relationships begin, including intimate ones. This is not about intimate maturity, but about the ability to take responsibility for another person, share his difficulties, and enter into spiritual and physical intimacy with him.
If things don't go well, early adulthood can result in isolation, loneliness, feelings of abandonment, and internal turmoil. The thirst for affection and love remains unsatisfied due to immoderation in one’s powers, internal contradictions and inability to make independent decisions and build relationships.
