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Erikson’s Eight Stages: Extended

Evaluation

Erikson would evaluate Charlie by examining the circumstances and modes of thinking that contributed to his development as a person. Perhaps he would ask Charlie to provide insight into his feelings as well as evaluate Charlie’s mental health history for a better understanding of how that hindered or influenced his development. Then, after developing a deeper understanding, Erikson would then break Charlie’s personal experiences into the Eight Stages of Development, drawing parallels to each stages’ respective crisis.

Charlie + Erikson’s Eight Stages

Erikson’s eight stages were very proficient in explaining Charlie’s development throughout the film, as the theory thoughtfully broke down every component, as well as explaining the internal processes that accompanied each stage. Although Charlie didn’t experience the stages of development through an entire lifespan, Erikson’s eight stages were still a good “fit” when explaining the intricacies of Charlie’s journey. Additionally, the theory proved to be impressively objective, as it was able to relate to Charlie’s circumstances regardless of gender, cultural background, religious beliefs, etc. In conclusion, I found this theory very beneficial in describing Charlie’s development throughout the film.

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Erikson’s Eight Stages: Applied

Introduction:

Although Charlie doesn’t experience Erikson’s Eight Stages of Development chronologically, or throughout an entire lifespan like the theory described, he still manages to explore and navigate the events of the film through many of Erikson’s questions—or crises—such as “Can I control myself?” “Can I form a long-lasting connection with another person?” “Can I determine who I am?” Among many others that are outlined in Erikson’s Eight Stages. Now, let’s examine how these questions, and stages of development, manifest for Charlie in the course of the film:

Intimacy vs. Mistrust + Antonomy and Shame

The two leading questions of these stages, as outlined in the previous post, are: “Will the people around me take care of me?” and “Can I control myself?” Although the question regarding antonmy will be a reoccuring question, and one that holds great emphasis for Charlie’s character, we will examine what these two questions mean for him at the beginning of the film. As Charlie exits middle school, and begins to grapple with the sudden suicide of his best friend, he begins to ponder if his parents and his sister will take “care” of him in this new stage of life. He is no longer a new adolencent, and must face these stages unaccompained by both his best friend, and his family. Unable to know if he can trust in his peers, and already being the subject of bullying, Charlie finds refuge in his English teacher, Mr. Anderson, who proves that he can “care” for him.

The leading question—“Can I control myself?” is also a hurdle Charlie begins to face when entering a new environment. Due to his previous mental health struggles, and exposure to new peers, he ponders in his letter to his “friend” whether he will get “bad” again, a worry that will be underscored in later events.

Initiative vs. Guilt

This stage centers around the question “Can I do things on my own?” Which proves to be pivotal for Charlie as he begins to navigate new social interactions. Scorned by his previous friends’ social group, Charlie is forced to embark on the journey of making friends, and ventures to the high school football game in pursuit of having a “normal” adolescent experience. As he is introduced to Patrick and Sam and brought back to their house, he is once again forced to interact with new peers and decides that perhaps, as he’s inducted into their friend group, he can navigate high school on his own. This development parallels young children discovering a sense of initiative, as Charlie is able to initiate friendships, a task that once proved challenging.

Industry vs. Role Inferiority + Identity vs. Role Confusion

This stage is centered on the question: “Can I keep up with my peers?” and outlines Charlie’s fears as he forms stronger connections with his newfound friends. As the school year develops, and his role in the group dynamic cements, Charlie begins to struggle with the notion of relationships, sexual interactions, the image of being a “boyfriend” in relation to someone else. This personal conflict should not be confused with the developmental stage of Intimacy vs. Isolation, as Charlie feels pressured to partake in a relationship with Mary Elizabeth to adhere to the standards of the “high school experience” as his friends seem to do the same. The need to engage in a romantic relationship with Mary Elizabeth derives from a need for competency, rather than intimacy.

The question: “Can I determine who I am?” is the most pivotal question of the entire film, and extremely vital to Charlie’s journey. Charlie, through his other relationships, can examine and explore the intricacies of his identity. Through Sam’s influence, he can dismantle intimacy, through Patrick he can undercover comedy and a strong taste of music. Through Alice and Mary Elizabeth, he explores relationships and an art appreciation. However, it’s the way he navigates these respective relationships that provides insight into his internal workings. He no longer sees himself concerning tragedy, but rather, his personal who can be a part of something larger—underscoring his sense of self-worth.

Intimacy vs. Isolation

Charlie’s feelings for Sam, and his infatuation with her sense of freedom, as well as the tenderness he feels toward her trauma, is an aspect of the film that is deeply vital to Charlie’s development. When he kisses Sam in response to the dare, and later rekindles their connection, her exhibition of intimacy not only challenges Charlie’s apprehensiveness but underscores his hidden trauma. As he grapples with the recalling of his sexual assault he begins to ponder whether he can maintain a lasting connection. This conflict parallels Charlie’s previous worries, as Charlie wondered whether he was “good enough” for Sam, as he was concerned his mental turmoil would damper her sense of wonder. Ultimately, their connection proves successful and allows Charlie to unlock a new part of himself he was deemed “incapable” of having.

Generativity vs. Stagnation + Ego Integrity vs. Disrepair

Although these stages are often experienced respectively, aspects of these stages manifest in Charlie’s journey toward the latter half of the film. The question: “Can I contribute something valuable?” A stream of thought attributed to the stage Generativity vs. Stagnation—is something Charlie ponders as he undergoes recovery in the wake of his breakdown. Charlie hopes to contribute a long-lasting sense of care and nurture toward his friends, and as he recovers, he seeks to rekindle his connection with Sam and Patrick. This urge to contribute something larger than himself is representative of his newfound freedom, as well as the completion of his arch as a character.

Additionally, the question: “Was my life well-lived?” a stream of thought explored in the Ego Integrity vs. Disrepair stage of development—is a question Charlie ponders happily as he drives through the tunnel. With his arms extended wide, hair blowing in the breeze, he reflects on his journey through the course of the year. He views his experiences with gratitude and even obtains a slight sense of wisdom, a trait accompanying Ego Integrity.

In conclusion, these stages of development help to outline Charlie’s journey throughout the film, and can be used to break down his arch as a character.

Refrences

Pomerantz, Andrew M. My Psychology. Available from: VitalSource Bookshelf, (3rd Edition). Macmillan Higher Education, 2022.

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The Perks in Being a Wallflower: Film Synopsis

“The Perks in Being a Wallflower,” based on the book by Stephen Chbosky, follows a young teenager Charlie, an introverted freshman who attempts to cope with his best friend’s sudden, and tragic suicide. The film follows a unique narrative, as Charlie is seen writing letters to an anonymous “friend” outlining the events of his life, as well as the feelings that accompany them. From the introduction of the film, Charlie is alluded to having mental health struggles, difficulty interacting with his peers, and is known to have a deep interest in books. This inherent interest causes him to develop a connection with his English teacher, Mr. Anderson, who notices the kindness Charlie exhibits.

In an attempt to develop a social life Charlie attends his high school’s football game, and stumbles upon Patrick, a comediac classmate of his who then asks Charlie to sit beside him. Charlie and Patrick are joined by Patrick’s step-sister Sam, and Charlie is immediately infatuated. After Charlie returns home, content with his progress, he witnesses his sister Candance, and her boyfriend “Ponytail” Derrick in an intense argument. Suddenly, Derrick strikes Candance, and she turns to see that Charlie has witnessed the altercation. In her panic, she rushes toward Charlie and begs that he retains from telling their parents. He promises, and exits.

Later in the film Charlie is seen at homecoming leaning up against the wall as his peers join in the festivities. He witnesses Patrick and Sam partake in an elaborate dance, and they convince him to join, cementing their friendship. He joins them at the Homecoming after-party, and unknowingly consumes a pot-brownie. In his high stupor he reveals to Sam, while she’s making him a milkshake, that his best friend shot himself last year. She stills, and Charlie excuses himself to the bathroom, witnessing Patrick, and a known football star, kissing passionately. Charlie promises to keep it a secret. Charlie wanders back downstairs and meets the rest of Sam and Patrick’s friends, Alice and Marry-Anne. Sam, still shaken by Charlie’s confession, informs Patrick of his friend’s death, and Patrick then inducts Charlie into their group of his friends.

In a pivotal moment, the moment the film is known best for, Heroes by David Bowie plays in Patrick’s car with Sam in the passenger seat, and Charlie in the back. Patrick drives through their “tunnel” with Sam standing in the truck bed, arms spread wide. This moment cements Charlie’s infatuation with Sam and he begins to envy her freedom. Sam and Charlie become closer because he begins to help her study for the PSATs, and his feelings morph into something stronger, as well as his relationship with his new-found friend group. However, as Christmas approaches, things begin to unravel.

Christmas, the day of Charlie’s birthday, he takes LSD and begins to remember traumatic memories, as his aunt, his favorite person, died on his birthday in a car crash receiving his present. He passes out in the snow, and he wakes up to Police and his parents. At a later date Charlie attends a truth or dare party, where he is asked to kiss the prettiest girl. Although he finds himself in a relationship with Mary Elizabeth, he turns to kiss Sam. Sam is shocked, and because Mary Elizabeth is her best friend, Mary Elizabeth storms out of the room.

Charlie is temporarily excommunicated, and meanwhile, Patrick ends things with his previous boyfriend, the football star. Charlie and Patrick then go on a series of late-night ventures, and in his heartbroken state, Patrick attempts to kiss Charlie, then immediately apologizes. Charlie accepts and later defends Patrick in response to the homophobia he faces from his previous boyfriend. Charlie, in his anger, reacts to the homophobia by battering him, then says: “touch my friends again and I’ll blind you.”

Sam, moved by the act of compassion, forgives Charlie, and later, at her house she confesses her feelings and they embrace with a kiss. However, as they embrace, she begins to touch his inner-thigh and he pulls back, triggered by a negative memory with his aunt. She apologizes, and they hug. Near the end of the film, Sam is accepted into the college of her choice and leaves after a tearful goodbye between her and Charlie. Charlie wanders home and begins to experience flashbacks of the night his aunt died. He worsens as he recalls a memory of her molesting him, and calls his sister amid the breakdown, pondering if her death was his fault.

The police arrive and Charlie is admitted into a psychiatric institution, undergoing treatment after his revelation. Charlie’s parents are notified, and he begins to recover. Later, Patrick and Sam return from college, and they take one last ride in the tunnel, this time, with Charlie standing on the truck-bed, symbolizing his newfound freedom.

Now, let’s connect the film to Erikson’s Eight Stages of Development…

References

Huggo, & Carvalho (2023, October 30). The Perks in Being a Wallflower. Imbd.com. https://www.imdb.com/title/tt1659337/plotsummary/

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Erik Erikson: Brief Biography + The Eight Stages of Development

Erik H. Erikson was born in Germany in 1902 and originally intended to persue a career in the arts. However, he would later persue a highly influential career in psychology, and seek training from insitutes such as the Maria Montessori School and the Human Relations center at Yale. His legacy would proceed him, as he is infamus for the theories stating that children are crafted by circumstances, societal expectations, and relationships, rather than just existing as beings with a preset biological blueprint (Erikson Insitute, 2023.)

One of his most recongized theories is known as The Eight States of Development which explores development throughout the entire lifespan — with emphasis of the forming of indentity (Pomerantz, 2022.)

These stages consist of:

Trust Vs. Mistrust

This stage occurs in infancy, typically spanning between zero and eighteen months. Infants, as expected, are unable to take care of themselves and must rely on a primary caregiver (usually the mother) to supply them the basic nessicities of living. Postivite experiances during this stage instill within the infant a sense of “hope” as they develop—or the ability to trust or rely on others. However, if negative experiences occur during this stage this instills the opposite—a sense of mistrust that can make them struggle to seek help in later years.

Autonmy vs. Shame + Doubt

This stage, still occuring in early years, centers around the question: “Can I control myself?” Young children as they begin to explore sensations and the people around them, also begin to discover a sense of autonmy. Encouraging this new desire for independence—however “small—influences the childs’ ability to suceed in independent tasks in the future, as well as how they percieve themselves and their skill set. If autonmy is encouraged by the caregiver, it encourages and stregthens a sense of autonmy. Subsequently, if autonomy is discouraged this can limit the development of skills and cause feelings of self-doubt.

Initative vs. Guilt

This stage occurs between the ages between the ages three and five and explores a child’s sense of power and enthusiam when attempting new tasks or embarking on social experiances. When a child is encouraged to embrace new tasks and experience success, they develop a strong sense of “initiative” — however, when they experience failure and receive critiscm, discouragement, or ridicule, they develop a strong sense of guilt. These feelings of guilt can discourage them from new experiances, and make them feel as though they are a “failure.”

Industry vs. Inferority

This stage occurs between the ages six and eleven and wrestles with the question: “Can I keep up with my peers?” This stage mainly explores personal feelings of compendance, as children will begin recieving scores, grades, and encouragement/discouragement from teachers. In summary, their skill-set will begin to become evaluated, and they will see themselves in relation to other peers. Without encouragement, assistence, or confidence boosting from surrounding adults, they will begin to develop an “inferior” mindset. The oppisite treatment with enforce feelings of “industry” or self-confidence.

Indentity vs. Role Confusion

This stage occurs between ages This stage occurs between the ages of twelve and eighteen and centers around the question: “Can I determine who I am?” An individual undergoing this stage of development might attempt different styles, socialize with a myriad of social groups, and experiment with various hobbies to cement a sense of “identity.” Identity, as well as a sense of “self-sameness” is extremely vital to one’s trajectory in life, and allows them to develop traits of personal uniqueness. However, if one struggles with personal feelings of belonging or sense of self, they may struggle to obtain a similar trajectory in life, and appear as though they are trying “lives on.”

Intimacy vs. Isolation

This stage occurs between the ages nineteen and forty and deals with the question: “Can I form a long lasting connection with another person?” Intimacy, a distinct sense of emotional and personal closeness with another individual strives to promote feelings of fulfillment, contentment, and success within one’s life. However, a lack of intimacy—and meaningful connections with another person—leads to feelings of distinct isolation, which can be the direct cause of depression, and other traits of personal turbulence.

Generativity vs. Stagnation

This stage occurs between the ages forty and sixty-five and centers around the question: “Can I contribute something valuable?” Individuals experiencing this stage of development intend to exert a sense of nurture, whether that manifests through parenthood, teacherhood, or mentoring. Additionally, one may strive to contribute something larger to society as a way of achieving their personal need of generativity. However, individuals experiencing stagnation struggle to place others’ outside of their own set of goals, and struggle to become involved in a community. Intense feelings of stagnation can further feelings of isolation, and harm the overall quality of life for those experiencing it.

Ego Integrity vs. Disrepair

This stage—the final stage of Erikson’s Eight Stages of Development—occurs in an individual’s final years of life and centers around the question: “Was my life well-lived?” Individuals experiencing a sense of ego integrity look back on their life experiences with fulfillment, and feel a great level of personal contentment. These feelings of internal peace may produce feelings of wisdom, which can benefit members of the younger generation. However, older individuals experiencing disrepair view their experiences with regret and remorse, which can burden them in their final years.

References

Cherry, K. (2022, August 3). Erikson’s Eight Stages of Development. Verywellmind.com.

Pomerantz, Andrew M. My Psychology. Available from: VitalSource Bookshelf, (3rd Edition). Macmillan Higher Education, 2022.

We will connect Erikson’s Eight Stages of Development to the film after a detailed synopsis of the plot.