Erik Erikson

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Erik Erikson
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Born
Erik Salomonsen

(1902-06-15)15 June 1902
Died12 May 1994(1994-05-12) (aged 91)
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Spouse(s)
Children
Awards
Academic background
Influences
Academic work
DisciplinePsychology
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Institutions
Notable students Richard Sennett
Notable works
Notable ideas Theory on psychological development
Influenced

Erik Homburger Erikson (born Erik Salomonsen; 15 June 1902 – 12 May 1994) was a German-American developmental psychologist and psychoanalyst known for his theory on psychological development of human beings. He may be most famous for coining the phrase identity crisis . His son, Kai T. Erikson, is a noted American sociologist.

German Americans ethnic group

German Americans are Americans who have full or partial German ancestry. With an estimated size of approximately 44 million in 2016, German Americans are the largest of the self-reported ancestry groups by the US Census Bureau in its American Community Survey.. German-Americans account for about one third of the total ethnic German population in the world.

Developmental psychology scientific study of changes that occur in human beings over the course of their lives

Developmental psychology is the scientific study of how and why human beings change over the course of their life. Originally concerned with infants and children, the field has expanded to include adolescence, adult development, aging, and the entire lifespan. Developmental psychologists aim to explain how thinking, feeling, and behaviors change throughout life. This field examines change across three major dimensions: physical development, cognitive development, and socioemotional development. Within these three dimensions are a broad range of topics including motor skills, executive functions, moral understanding, language acquisition, social change, personality, emotional development, self-concept, and identity formation.

Eriksons stages of psychosocial development Eight stages model of psychoanalytic development

Erikson's stages of psychosocial development, as articulated in the second half of the 20th century by Erik Erikson in collaboration with Joan Erikson, is a comprehensive psychoanalytic theory that identifies a series of eight stages that a healthy developing individual should pass through from infancy to late adulthood.

Contents

Despite lacking a bachelor's degree, Erikson served as a professor at prominent institutions, including Harvard, University of California (UC Berkeley), [8] and Yale. A Review of General Psychology survey, published in 2002, ranked Erikson as the 12th most cited psychologist of the 20th century. [9]

Professor academic title at universities and other post-secondary education and research institutions in most countries

Professor is an academic rank at universities and other post-secondary education and research institutions in most countries. Literally, professor derives from Latin as a "person who professes" being usually an expert in arts or sciences, a teacher of the highest rank.

<i>Review of General Psychology</i> journal

Review of General Psychology is the quarterly scientific journal of the American Psychological Association Division 1: The Society for General Psychology. Review of General Psychology publishes cross-disciplinary psychological articles that are conceptual, theoretical, and methodological in nature. Other aspects of the journal include the evaluation and integration of research literature and the providing of historical analysis. The first issue of the Review appeared in 1997. The current editor is Gerianne M. Alexander of Texas A&M University, College Station, Texas.

Early life

Erikson's mother, Karla Abrahamsen, came from a prominent Jewish family in Copenhagen, Denmark. She was married to Jewish stockbroker Valdemar Isidor Salomonsen, but had been estranged from him for several months at the time Erik was conceived. Little is known about Erik's biological father except that he was a non-Jewish Dane. On discovering her pregnancy, Karla fled to Frankfurt am Main in Germany where Erik was born on 15 June 1902 and was given the surname Salomonsen. [10] She fled due to conceiving Erik out of wedlock, and the identity of Erik's father was never made clear. [8]

Copenhagen Capital of Denmark

Copenhagen is the capital and most populous city of Denmark. As of July 2018, the city has a population of 777,218. It forms the core of the wider urban area of Copenhagen and the Copenhagen metropolitan area. Copenhagen is situated on the eastern coast of the island of Zealand; another small portion of the city is located on Amager, and it is separated from Malmö, Sweden, by the strait of Øresund. The Øresund Bridge connects the two cities by rail and road.

Denmark Constitutional monarchy in Europe

Denmark, officially the Kingdom of Denmark, is a Nordic country and the southernmost of the Scandinavian nations. Denmark lies southwest of Sweden and south of Norway, and is bordered to the south by Germany. The Kingdom of Denmark also comprises two autonomous constituent countries in the North Atlantic Ocean: the Faroe Islands and Greenland. Denmark proper consists of a peninsula, Jutland, and an archipelago of 443 named islands, with the largest being Zealand, Funen and the North Jutlandic Island. The islands are characterised by flat, arable land and sandy coasts, low elevation and a temperate climate. Denmark has a total area of 42,924 km2 (16,573 sq mi), land area of 42,394 km2 (16,368 sq mi), and the total area including Greenland and the Faroe Islands is 2,210,579 km2 (853,509 sq mi), and a population of 5.8 million.

Germany Federal parliamentary republic in central-western Europe

Germany, officially the Federal Republic of Germany, is a country in Central and Western Europe, lying between the Baltic and North Seas to the north, and the Alps, Lake Constance and the High Rhine to the south. It borders Denmark to the north, Poland and the Czech Republic to the east, Austria and Switzerland to the south, France to the southwest, and Luxembourg, Belgium and the Netherlands to the west.

Following Erik's birth, Karla trained to be a nurse and moved to Karlsruhe. In 1905 she married Erik's Jewish pediatrician, Theodor Homburger. In 1908, Erik Salomonsen's name was changed to Erik Homburger, and in 1911 he was officially adopted by his stepfather. [11] Karla and Theodor told Erik that Theodor was his real father, only revealing him the truth in late childhood, something he remained bitter about all his life. [8]

Karlsruhe Place in Baden-Württemberg, Germany

Karlsruhe is the second-largest city of the German federal state of Baden-Württemberg after its capital of Stuttgart, and its 309,999 (2016) inhabitants make it the 21st largest city of Germany. On the right bank of the Rhine, the city lies near the French-German border, between the Mannheim/Ludwigshafen conurbation to the north, and the Strasbourg/Kehl conurbation to the south. It is the largest city of Baden, a region named after Hohenbaden Castle in the city of Baden-Baden. Karlsruhe is also the largest city in the South Franconian dialect area, the only other larger city in that area being Heilbronn. The city is the seat of the Federal Constitutional Court (Bundesverfassungsgericht), as well as of the Federal Court of Justice (Bundesgerichtshof) and the Public Prosecutor General of the Federal Court of Justice.

Pediatrics field of medicine dealing with the care of children

Pediatrics is the branch of medicine that involves the medical care of infants, children, and adolescents. The American Academy of Pediatrics recommends people be under pediatric care up to the age of 21. A medical doctor who specializes in this area is known as a pediatrician, or paediatrician. The word pediatrics and its cognates mean "healer of children"; they derive from two Greek words: παῖς and ἰατρός. Pediatricians work both in hospitals, particularly those working in its subspecialties such as neonatology, and as outpatient primary care physicians.

The development of identity seems to have been one of Erikson's greatest concerns in his own life as well as in his theory. As an older adult, he wrote about his adolescent "identity confusion" in his European days. "My identity confusion", he wrote "[was at times on] the borderline between neurosis and adolescent psychosis." Erikson's daughter writes that her father's "real psychoanalytic identity" was not established until he "replaced his stepfather's surname [Homburger] with a name of his own invention [Erikson]." [12] The change in last name occurred as he started his job at Yale, and the "Erikson" name was accepted by Erik's family when they became American citizens. [8] It is said his children enjoyed the fact they would not be called "Hamburger" any longer. [8]

In psychology, identity is the qualities, beliefs, personality, looks and/or expressions that make a person (self-identity) or group. Categorizing identity can be positive or destructive.

He was a tall, blond, blue-eyed boy who was raised in the Jewish religion. Due to these mixed identities, he was a target of bigotry by both Jewish and Scandinavian children. At temple school, his peers teased him for being Nordic; while at grammar school, he was teased for being Jewish. [13]

Nordic countries Geographical and cultural region in Northern Europe and the North Atlantic

The Nordic countries or the Nordics are a geographical and cultural region in Northern Europe and the North Atlantic, where they are most commonly known as Norden. The term includes Denmark, Finland, Iceland, Norway, and Sweden, as well as Greenland and the Faroe Islands—which are both part of the Kingdom of Denmark—and the Åland Islands and Svalbard and Jan Mayen archipelagos that belong to Finland and Norway respectively, whereas the Norwegian Antarctic territories are often not considered a part of the Nordic countries, due to their geographical location. Scandinavians, who comprise over three quarters of the region's population, are the largest group, followed by Finns, who comprise the majority in Finland; other groups are indigenous minorities such as the Greenlandic Inuit and the Sami people, and recent immigrants and their descendants. The native languages Swedish, Danish, Norwegian, Icelandic, and Faroese are all North Germanic languages rooted in Old Norse. Native non-Germanic languages are Finnish, Greenlandic and several Sami languages. The main religion is Lutheran Christianity. The Nordic countries have much in common in their way of life, history, religion, their use of Scandinavian languages and social structure. The Nordic countries have a long history of political unions and other close relations, but do not form a separate entity today. The Scandinavist movement sought to unite Denmark, Norway and Sweden into one country in the 19th century, with the indepedence of Finland in the early 20th century, and Iceland in the mid 20th century, this movement expanded into the modern organised Nordic cooperation which includes the Nordic Council and the Nordic Council of Ministers. Especially in English, Scandinavia is sometimes used as a synonym for the Nordic countries, but that term more properly refers to the three monarchies of Denmark, Norway and Sweden. Geologically, the Scandinavian Peninsula comprises the mainland of Norway and Sweden as well as the northernmost part of Finland.

At Das Humanistische Gymnasium his main interests were art, history and languages, but he lacked a general interest in school and graduated without academic distinction. [14] After graduation, instead of attending medical school, as his stepfather had desired, he attended art school in Munich, much to the likes of his mother and her friends, but soon dropped out.

Uncertain about his vocation and his fit in society, Erikson began a lengthy period of roaming about Germany and Italy as a wandering artist with his childhood friend Peter Blos and others. For children from prominent German families taking a "wandering year" was not uncommon. During his travels he often sold or traded his sketches to people he met. Eventually, Erik realized he would never become a full-time artist and returned to Karlsruhe and became an art teacher. It is through this time at his teaching job that Erik was hired by an heiress to sketch and eventually tutor her children. Erik worked very well with these children and was eventually hired by many other families that were close to Anna and Sigmund Freud. [8] During this period, which lasted till he was 25 years old, he continued to contend with questions about his father and competing ideas of ethnic, religious, and national identity. [15]

Psychoanalytic experience and training

When Erikson was twenty-five, his friend Peter Blos invited him to Vienna to tutor art [8] at the small Burlingham-Rosenfeld School for children whose affluent parents were undergoing psychoanalysis by Sigmund Freud's daughter, Anna Freud. [16]

Anna noticed Erikson's sensitivity to children at the school and encouraged him to study psychoanalysis at the Vienna Psychoanalytic Institute, where prominent analysts August Aichhorn, Heinz Hartmann, and Paul Federn were among those who supervised his theoretical studies. He specialized in child analysis and underwent a training analysis with Anna Freud. Helene Deutsch and Edward Bibring supervised his initial treatment of an adult. [16]

Simultaneously he studied the Montessori method of education, which focused on child development and sexual stages. [17] [ not in citation given ]

In 1933 he received his diploma from the Vienna Psychoanalytic Institute. This and his Montessori diploma were to be Erikson's only earned academic credentials for his life's work.

United States

In 1930 Erikson married Joan Mowat Serson, a Canadian dancer and artist whom Erikson had met at a dress ball. [1] [18] [19] During their marriage Erikson converted to Christianity. [20] [21]

In 1933, with Adolf Hitler's rise to power in Germany, the burning of Freud's books in Berlin and the potential Nazi threat to Austria, the family left an impoverished Vienna with their two young sons and emigrated to Copenhagen.[ citation needed ] Unable to regain Danish citizenship because of residence requirements, the family left for the United States, where citizenship would not be an issue. [22]

In the United States, Erikson became the first child psychoanalyst in Boston and held positions at Massachusetts General Hospital, the Judge Baker Guidance Center, and at Harvard Medical School and Psychological Clinic, establishing a singular reputation as a clinician.

In 1936, Erikson left Harvard and joined the staff at Yale University, where he worked at the Institute of Social Relations and taught at the medical school.

Erikson continued to deepen his interest in areas beyond psychoanalysis and to explore connections between psychology and anthropology. He made important contacts with anthropologists such as Margaret Mead, Gregory Bateson, and Ruth Benedict. [23]

Erikson said the development of thought derived from his social and cultural studies. In 1938, he left Yale to study the Sioux tribe in South Dakota on their reservation. After his studies in South Dakota he traveled to California to study the Yurok tribe. Erikson discovered differences between the children of the Sioux and Yurok tribe. This also marked the beginning of Erikson's life passion of showing the importance of events in childhood and how society affects them. [24]

In 1939 he left Yale, and the Eriksons moved to California, where Erik had been invited to join a team engaged in a longitudinal study of child development for the University of California at Berkeley's Institute of Child Welfare. In addition, in San Francisco he opened a private practice in child psychoanalysis.

While in California he was able to make his second study of American Indian children when he joined anthropologist Alfred Kroeber on a field trip to Northern California to study the Yurok. [14]

In 1950, after publishing the book, Childhood and Society , for which he is best known, Erikson left the University of California when California's Levering Act required professors there to sign loyalty oaths. [25] From 1951 to 1960 he worked and taught at the Austen Riggs Center, a prominent psychiatric treatment facility in Stockbridge, Massachusetts, where he worked with emotionally troubled young people. During this time he also served as a visiting professor at the University of Pittsburgh where he worked with Benjamin Spock and Fred Rogers at Arsenal Nursery School of the Western Psychiatric Institute. [26]

He returned to Harvard in the 1960s as a professor of human development and remained there until his retirement in 1970. In 1973 the National Endowment for the Humanities selected Erikson for the Jefferson Lecture, the United States' highest honor for achievement in the humanities. Erikson's lecture was titled Dimensions of a New Identity. [27] [28]

Theories of development and the ego

Erikson is also credited with being one of the originators of ego psychology, which stressed the role of the ego as being more than a servant of the id. Although Erikson accepted Freud's theory, he did not focus on the parent-child relationship and gave more importance to the role of the ego, particularly the person's progression as self. [29] According to Erikson, the environment in which a child lived was crucial to providing growth, adjustment, a source of self-awareness and identity. Erikson won a Pulitzer Prize [30] and a US National Book Award in category Philosophy and Religion [31] for Gandhi's Truth (1969), which focused more on his theory as applied to later phases in the life cycle.

In Erikson's discussion of development, rarely did he mention a stage of development by age but in fact did refer to a prolonged adolescence which has led to further investigation into a period of development between adolescence and young adulthood called emerging adulthood . [32]

Erikson's theory of personality

Favorable outcomes of each stage are sometimes known as virtues, a term used in the context of Erikson's work as it is applied to medicine, meaning "potencies". These virtues are also interpreted to be the same as "strengths", which are considered inherent in the individual life cycle and in the sequence of generations. [33] Erikson's research suggests that each individual must learn how to hold both extremes of each specific life-stage challenge in tension with one another, not rejecting one end of the tension or the other. Only when both extremes in a life-stage challenge are understood and accepted as both required and useful, can the optimal virtue for that stage surface. Thus, 'trust' and 'mis-trust' must both be understood and accepted, in order for realistic 'hope' to emerge as a viable solution at the first stage. Similarly, 'integrity' and 'despair' must both be understood and embraced, in order for actionable 'wisdom' to emerge as a viable solution at the last stage.

The Erikson life-stage virtues, in order of the eight stages in which they may be acquired, are:

  1. Hope, Basic trust vs. basic mistrust—This stage covers the period of infancy, 0–18 months, which is the most fundamental stage of life. Whether the baby develops basic trust or basic mistrust is not merely a matter of nurture. It is multi-faceted and has strong social components. It depends on the quality of the maternal relationship. The mother carries out and reflects their inner perceptions of trustworthiness, a sense of personal meaning, etc. on the child. An important part of this stage is providing stable and constant care of the infant. This helps the child develop trust that can transition into relationships other than parental. Additionally, they develop trust in others to support them. [34] If successful in this, the baby develops a sense of trust, which "forms the basis in the child for a sense of identity." Failure to develop this trust will result in a feeling of fear and a sense that the world is inconsistent and unpredictable.
  2. Will, Autonomy vs. Shame—Covers early childhood around 1–3 years old. Introduces the concept of autonomy vs. shame and doubt. The child begins to discover the beginnings of his or her independence, and parents must facilitate the child's sense of doing basic tasks "all by himself/herself." Discouragement can lead to the child doubting his or her efficacy. During this stage the child is usually trying to master toilet training. Additionally, the child discovers their talents or abilities, and it is important to ensure the child is able to explore those activities. Erikson states it is essential to allow the children freedom in exploration but also create an environment welcoming of failures. Therefore, the parent should not punish or reprimand the child for failing at the task. Shame and doubt occurs when the child feels incompetent in ability to complete task and survive. Will is achieved with success of the stage. Children successful in this stage will have "self-control without a loss of self-esteem." [34]
  3. Purpose, Initiative vs. Guilt—Preschool / 3–5 years. Does the child have the ability to do things on their own, such as dress him or herself? Children in this stage are interacting with peers, and creating their own games and activities. If allowed to make these decisions, the child will develop confidence in their ability to lead others. If the child is not allowed to make certain decisions the sense of guilt develops. Guilt in this stage is characterized by a sense of being a burden to others, and will therefore usually present themselves as a follower. Additionally, the child is asking many questions to build knowledge of the world. If the questions earn responses of critic the child will also develop feelings of guilt. Success in this stage leads to the virtue of purpose, which is the normal balance between the two extremes. [34]
  4. Competence, Industry vs. Inferiority—School-age / 6–11 years. Child comparing self-worth to others (such as in a classroom environment). Child can recognize major disparities in personal abilities relative to other children. Erikson places some emphasis on the teacher, who should ensure that children do not feel inferior. During this stage the child's friend group increases in importance in their life. Often during this stage the child will try to prove competency with things rewarded in society, and also develop satisfaction with their abilities. Encouraging the child increases feelings of adequacy and competency in ability to reach goals. Restriction from teachers or parents leads to doubt, questioning, and reluctance in abilities and therefore may not reach full capabilities. Competence, the virtue of this stage, is developed when a healthy balance between the two extremes is reached. [34]
  5. Fidelity, Identity vs. Role Confusion—Adolescent / 12–18 years. Questioning of self. Who am I, how do I fit in? Where am I going in life? The adolescent is exploring and seeking for their own unique identity. This is done by looking at personal beliefs, goals, and values. The morality of the individual is also explored and developed. [34] Erikson believes, that if the parents allow the child to explore, they will conclude their own identity. If, however, the parents continually push him/her to conform to their views, the teen will face identity confusion. The teen is also looking towards the future in terms of employment, relationships, and families. Learning the roles they provide in society is essential since the teen begins the desire to fit in to society. Fidelity is characterized by the ability to commit to others and acceptance of others even with differences. Identity crisis is the result of role confusion and can cause the adolescent to try out different lifestyles. [34]
  6. Love, Intimacy vs. isolation—This is the first stage of adult development. This development usually happens during young adulthood, which is between the ages of 18 to 40. Dating, marriage, family and friendships are important during the stage in their life. This is due to the increase in the growth of intimate relationships with others. [34] By successfully forming loving relationships with other people, individuals are able to experience love and intimacy.They also feel safety, care, and commitment in these relationships. [34] Furthermore, if individuals are able to successfully resolve the crisis of intimacy versus isolation, they are able to achieve the virtue of love. [35] Those who fail to form lasting relationships may feel isolated and alone.
  7. Care, Generativity vs. stagnation—The second stage of adulthood happens between the ages of 40-65. During this time people are normally settled in their life and know what is important to them. A person is either making progress in their career or treading lightly in their career and unsure if this is what they want to do for the rest of their working lives. Also during this time, a person is enjoying raising their children and participating in activities, that gives them a sense of purpose. This is one way of contributing to society along with productivity at work and involvement in community activities and organizations. [34] If a person is not comfortable with the way their life is progressing, they're usually regretful about the decisions that they have made in the past and feel a sense of uselessness.
  8. Wisdom, Ego integrity vs. despair—This stage affects the age group of 65 and on. During this time an individual has reached the last chapter in their life and retirement is approaching or has already taken place. Ego-integrity means the acceptance of life in its fullness: the victories and the defeats, what was accomplished and what was not accomplished. Wisdom is the result of successfully accomplishing this final developmental task. Wisdom is defined as "informed and detached concern for life itself in the face of death itself." [36] Having a guilty conscience about the past or failing to accomplish important goals will eventually lead to depression and hopelessness. Achieving the virtue of the stage involves the feeling of living a successful life. [34]
  9. For Ninth Stage see Erikson's stages of psychosocial development#Ninth stage

On ego identity versus role confusion—ego identity enables each person to have a sense of individuality, or as Erikson would say, "Ego identity, then, in its subjective aspect, is the awareness of the fact that there is a self-sameness and continuity to the ego's synthesizing methods and a continuity of one's meaning for others". [37] Role confusion, however, is, according to Barbara Engler, "the inability to conceive of oneself as a productive member of one's own society." [38] This inability to conceive of oneself as a productive member is a great danger; it can occur during adolescence, when looking for an occupation.

Personal life

Erikson married Canadian-born American psychologist Joan Erikson (née Sarah Lucretia Serson) in 1930 and they remained together until his death. [20]

The Eriksons had three children, the eldest of whom is the sociologist Kai T. Erikson. Their daughter, Sue Erikson Bloland, "an integrative psychotherapist and psychoanalyst", [39] described her father as plagued by "lifelong feelings of personal inadequacy". [40] He thought that by combining resources with his wife, he could "achieve the recognition" that might produce a feeling of adequacy. [41] . Their youngest son is Neil Erikson.

Erikson died on 12 May 1994 in Harwich, Massachusetts. He and his wife are buried in the First Congregational Church Cemetery in Harwich. [42]

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References

Citations

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  14. 1 2 Stevens 1983, ch. 1.
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 ———  (2008). Erik H. Erikson: Explorer of Identity and the Life Cycle. Basingstoke, England: Palgrave Macmillan. ISBN   978-1-4039-9986-3.

Further reading

Andersen, D. C. (1993). "Beyond Rumor and Reductionism: A Textual Dialogue with Erik H. Erikson". The Psychohistory Review. 22 (1): 35–68. ISSN   0363-891X. PMID   11623368.
Bondurant, Joan V.; Fisher, Margaret W.; Sutherland, J. D. (1971). "Gandhi: A Psychoanalytic View". Review of Gandhi's Truth: On the Origins of Militant Nonviolence by Erikson, Erik H. The American Historical Review. 76 (4): 1104–1115. doi:10.2307/1849243. ISSN   0002-8762. JSTOR   1849243.
Brenman-Gibson, Margaret (1997). "The Legacy of Erik Hamburger Erikson". Psychoanalytic Review. 84 (3): 329–335. ISSN   0033-2836. PMID   9279928.
Capps, Donald; Capps, Walter H.; Bradford, M. Gerald, eds. (1977). Encounter with Erikson: Historical Interpretation and Religious Biography. Missoula, Montanta: Scholars Press.
Carney, J. E. (1993). "'Is It Really So Terrible Her?': Karl Menninger's Pursuit of Erik Erikson". The Psychohistory Review. 22 (1): 119–153. ISSN   0363-891X. PMID   11623367.
Coles, Robert (1970). Erik H. Erikson: The Growth of His Work. Boston: Little, Brown and Company. OCLC   898775065.
Coles, Robert; Fitzpatrick, J. J. (1976). "The Writings of Erik H. Erikson". The Psychohistory Review. 5 (3): 42–46. ISSN   0363-891X. PMID   11615801.
Crunden, Robert M. (1973). "Freud, Erikson, and the Historian: A Bibliographical Survey". Canadian Review of American Studies. 4 (1): 48–64. doi:10.3138/CRAS-004-01-04. ISSN   0007-7720. PMID   11634791.
Douvan, Elizabeth (1997). "Erik Erikson: Critical Times, Critical Theory". Child Psychiatry and Human Development. 28 (1): 15–21. doi:10.1023/A:1025188901554. ISSN   1573-3327. PMID   9256525.
Eagle, Morris (1997). "Contributions of Erik Erikson". Psychoanalytic Review. 84 (3): 337–347. ISSN   0033-2836. PMID   9279929.
Elms, Alan C. (2008). "Erikson, Erik Homburger". In Koertge, Noretta (ed.). New Dictionary of Scientific Biography . 2. Farmington Hills, Michigan: Gale Group. pp. 406–412. ISBN   978-0-684-31322-1.
Evans, Richard I. (1967). Dialogue with Erik Erikson. New York: E. P. Dutton & Co.
Fitzpatrick, J. J. (1976). "Erik H. Erikson and Psychohistory". Bulletin of the Menninger Clinic. 40 (4): 295–314. ISSN   0025-9284. PMID   791417.
Goethals, George W. (1976). "The Evolution of Sexual and Genital Intimacy: A Comparison of the Views of Erik H. Erikson and Harry Stack Sullivan". The Journal of the American Academy of Psychoanalysis. 4 (4): 529–544. doi:10.1521/jaap.1.1976.4.4.529. ISSN   1546-0371.
Hoffman, L. E. (1993). "Erikson on Hitler: The Origins of 'Hitler's Imagery and German Youth'". The Psychohistory Review. 22 (1): 69–86. ISSN   0363-891X. PMID   11623369.
Masson, J. L. (1974). "India and the Unconscious: Erik Erikson on Gandhi". The International Journal of Psycho-Analysis. 55 (4): 519–529. ISSN   1745-8315. PMID   4616017.
Roazen, Paul (1976). Erik H. Erikson: The Power and Limits of a Vision. New York: Free Press.
 ———  (1993). "Erik H. Erikson as a Teacher". The Psychohistory Review. 22 (1): 101–117. ISSN   0363-891X. PMID   11623366.
Schnell, R. L. (1980). "Contributions to Psychohistory: IV. Individual Experience in Historiography and Psychoanalysis: Significance of Erik Erikson and Robert Coles". Psychological Reports. 46 (2): 591–612. doi:10.2466/pr0.1980.46.2.591. ISSN   0033-2941. PMID   6992185.
Strozier, Charles B. (1976). "Disciplined Subjectivity and the Psychohistorian: A Critical Look at the Work of Erik H. Erikson". The Psychohistory Review. 5 (3): 28–31. ISSN   0363-891X. PMID   11615797.
Wallerstein, Robert S.; Goldberger, Leo, eds. (1998). Ideas and Identities: The Life and Work of Erik Erikson. Madison, Connecticut: International Universities Press. ISBN   978-0-8236-2445-4.
Weiner, M. B. (1979). "Caring for the Elderly. Psychological Aging: Aspects of Normal Personality and Development in Old Age. Part II. Erik Erikson: Resolutions of Psychosocial Tasks". The Journal of Nursing Care. 12 (5): 27–28. PMID   374748.
Welchman, Kit (2000). Erik Erikson: His Life, Work, and Significance. Buckingham, England: Open University Press. ISBN   978-0-335-20157-0.
Wurgaft, Lewis D. (1976). "Erik Erikson: From Luther to Gandhi". Psychoanalytic Review. 63 (2): 209–233. ISSN   0033-2836. PMID   788015.
Zock, Hetty (2004). A Psychology of Ultimate Concern: Erik H. Erikson's Contribution to the Psychology of Religion (2nd ed.). Amsterdam: Rodopi. ISBN   978-90-5183-180-1.