Unsuccessfully Mastered Developmental Tasks and Stages that may Contribute to Behaviors Exhibited by "Troubled Teens": Installment Two

The first installment of this series examined Erikson's (1963) psychosocial theory, which asserts that, throughout the life span, individuals must successfully master specific developmental tasks and stages in order to possess the ability to live in harmony with society and create and maintain healthy relationships. Understanding developmental tasks and stages can provide insight as to underlying factors that could contribute to core pathologies and maladaptive coping and defense mechanisms exhibited by troubled teens; these mechanisms may manifest in behaviors that place the adolescent at odds with society and/or their family system (Newman & Newman, 2003).

Unsuccessfully mastered developmental tasks may be influenced by several factors such as temperament, inborn susceptibility, family system and care-giving, early trauma, and/or internalization/interpretation of events or interactions. Personality traits, although on a continuum, evidence themselves in opposites. We may think of ourselves as optimistic or pessimistic, independent or dependent, adventurous or cautious, leader or follower, introvert or extrovert. Many of these are inborn temperament traits; however, other characteristics, such as feeling competent or inferior, trusting or mistrusting, appear to be learned and based on the challenges, experiences, and support we receive during the growth process. Each conflict has its own time to emerge, based on maturity and the social demands experienced. Resolution of each stage influences how the following stage is handled. Conflicts from earlier stages may continue to affect later development. Successful resolution of each life crisis/stage results in a personality strength (a character trait or virtue) that will prepare the individual for the next psychosocial conflict. Failure to resolve one of these crises or developmental tasks is almost certain to lead to difficulties in the future.

Erikson's (1963) first developmental task, trust versus mistrust, occurs during the first two years of life. To successfully master this task, the child requires maximum comfort with minimal uncertainty in order to learn to trust him or herself, others, and the environment. If the child navigates successfully through this period of life, he or she will learn to trust and approach life with optimism, possessing a basic confidence in the future; the result is drive and hope. When mistrust is internalized, whether through experience or because of other factors identified above, the child may begin life with a deep-seated feeling of worthlessness and a mistrust of the world in general. The child incorporates this mistrust in to the forming personality and may become withdrawn.

The third installment of this series will examine the second developmental stage, during the ages of two and three years, which involves gaining a sense of autonomy versus compulsion and/or impulsiveness. This stage provides insight in to what is often referred to as the "terrible two's".