Freud and Erikson's Psychoanalytic Theories

A theory that suggests personality develops through a series of stages in which children face conflicts between their biological needs and social expectations. These stages focus on how children manage their sexual and aggressive drives.

Three components of personality according to Freud: Id represents basic drives & desires (devil), Ego is the rational mediator (balanced), and Superego represents the conscience & societal values (angel).

A psychosexual stage where boys develop attraction to their mothers and feelings of rivalry towards their fathers. The resolution involves identifying with the father and internalizing his values.

This theory suggests that personality develops through a series of psychosocial conflicts throughout the entire lifespan. Each stage involves a conflict between the individual's needs and societal expectations.

The first stage of Erikson's Psychosocial Theory, where infants learn to trust their caregivers or develop mistrust if their needs are not consistently met. This stage establishes a foundation for future relationships and a sense of security.

The second stage of Erikson's theory, where toddlers develop independence and a sense of control over their bodies and actions. If their efforts are stifled or consistently met with disapproval, they experience shame and doubt.

The third stage where preschoolers develop a sense of initiative and purpose. They want to make their own choices and explore their world. If their efforts are met with excessive criticism or punishment, they feel guilt and hesitation.

The fourth stage of Erikson's theory, where children develop a sense of competence and a desire to master skills and contribute to society. If their efforts are constantly belittled or they feel unable to keep up, they experience feelings of inferiority.

A spontaneous smile that occurs without any external stimulation, typically seen in newborns.

A smile that is directed at caregivers, usually appearing around 6-10 weeks of age.

An increase in anger expressions around 4-6 months due to developing cognitive and motor skills, leading to frustration when goals are blocked.

A fear of unfamiliar people, usually starting around 6 months and peaking around 18 months.

Emotions that involve awareness of self as a separate being, such as shame, embarrassment, guilt, and pride.

Self-conscious emotions typically emerge around 18-24 months of age when children become aware of themselves as distinct individuals.

The ability to control and adjust the intensity and duration of emotions to achieve goals.

Outbursts of anger and frustration often seen in toddlers, stemming from their growing desire for independence and difficulty regulating emotions.

Social guidelines that dictate when, where, and how it is appropriate to express emotions.

Relying on the emotional reactions of others to evaluate uncertain situations, typically starting around 8-10 months of age.

An observational method used to study mutual regulation between infants and caregivers, where a caregiver becomes unresponsive to see how the infant responds.

Parents who view negative emotions as opportunities for teaching, help children label their emotions, and guide them in managing these feelings.

Parents who tend to deny, ignore, or try to change negative emotions in their children, often leading to less developed emotional regulation skills.

Inborn differences in reactivity and self-regulation, influencing how a child interacts with the world, thought to be relatively stable and impacting personality development.

A healthy attachment style where the child uses the parent as a secure base, shows distress when the parent leaves, seeks the parent upon return, and is easily comforted by the parent.

An insecure attachment style where the child is unresponsive to the parent, shows little distress when the parent leaves, reacts to strangers and parents similarly, and is slow to greet the parent upon return.

Three categories of infant temperament: Easy, Difficult, and Slow-to-Warm-Up, each characterized by distinct patterns of reactivity and self-regulation.

An insecure attachment style where the child is clingy to the parent, doesn't explore much, shows distress when the parent leaves, and upon reunion, is angry and not easily comforted by the parent.

The most insecure attachment style where the child shows contradictory behavior upon reunion with the parent, may appear confused or frightened, and might approach the parent with a flat affect or look away.

A parenting style high in responsiveness and demandingness, characterized by warmth, clear communication, and consistent discipline.

A parenting style low in responsiveness and high in demandingness, emphasizing strict obedience and punishment.

A parenting style high in responsiveness and low in demandingness, characterized by leniency and few rules.

A parenting style low in both responsiveness and demandingness, with parents being emotionally distant and uninvolved in their children's lives.

The influence of a mother's employment on child development, which depends on factors like the mother's work satisfaction, support system, parent-child relationship, and childcare quality.

Childcare provided outside of the home, such as daycare, preschool, or babysitters.

High-quality childcare characterized by small group sizes, appropriate caregiver-child ratios, and well-trained caregivers, leading to positive developmental outcomes for children.

The first stage of Erikson's psychosocial development, occurring from birth to 1 year, where infants learn to trust others based on their caregivers' responsiveness and reliability.

The fifth stage of Erikson's psychosocial development, occurring during adolescence, where teenagers explore and define their own sense of self, values, and goals, or they may experience confusion and uncertainty about their identity.

The sixth stage of Erikson's psychosocial development, occurring in young adulthood, where individuals seek close relationships and intimate connections, or they may experience isolation and loneliness if they struggle to form meaningful bonds.

The seventh stage of Erikson's psychosocial development, occurring in middle adulthood, where adults find meaning and purpose in contributing to society and raising children, or they may experience a sense of stagnation and unfulfillment.

The eighth and final stage of Erikson's psychosocial development, occurring in late adulthood, where older adults reflect on their lives with a sense of satisfaction and acceptance, or they may experience despair and regret.

A type of learning where a neutral stimulus (CS), paired with a naturally evoking stimulus (UCS), eventually comes to elicit the same response (CR) previously triggered by the UCS alone.

A type of learning where a behavior's consequences determine its likelihood of being repeated. Positive reinforcement strengthens a behavior, while punishment weakens it.

Learning by observing and imitating the behaviors of others, including delayed imitation, where the behavior is learned but not performed until later.

A form of rapid learning occurring during a critical period, where an animal attaches to the first moving object it encounters, typically its mother.

The immediate settings in Bronfenbrenner's bioecological model, where the child interacts directly with their environment. Examples include family, school, and peers.

The interconnections between the child's microsystems in Bronfenbrenner's bioecological model, representing the influence of different settings on each other. Example: Parental involvement in school activities.

The social institutions that have an indirect impact on the child in Bronfenbrenner's bioecological model. Examples include parents' workplaces, community resources, and social policies.

The broader cultural context in Bronfenbrenner's bioecological model, including cultural values, beliefs, and laws that shape a child's development.

A theory proposed by John Bowlby, suggesting that infants form strong emotional bonds with their primary caregivers, which influence their social and emotional development and future relationships.

A child with a difficult temperament often struggles with changes in routines, is fussy, and has irregular eating and sleeping patterns.

Children with a slow-to-warm-up temperament are initially hesitant in new situations but become more engaged with repeated exposure.

The goodness-of-fit model suggests that parenting styles should align with a child's temperament to create a harmonious environment.

A test used to assess self-awareness in infants, where they are marked with a red dot on their forehead and observed to see if they touch their own forehead to remove it.

The ability of two individuals to focus on the same object or event and share understanding.

The ability to understand that others have their own thoughts, beliefs, and perspectives, even if those beliefs are different from our own.

A task used to assess theory of mind, where children are asked to predict the actions of another person based on their incorrect understanding of an event.

Self-concept in early childhood is based on observable characteristics like physical appearance, name, and simple facts.

As children enter middle childhood, their self-concept becomes more complex, incorporating personality traits, competencies, and social comparisons.

Preschoolers tend to have high self-esteem because they mainly compare themselves to their past selves.

Self-esteem starts to decline in middle childhood due to social comparisons and more frequent feedback.

A stage of identity development characterized by a lack of direction and no exploration of values or goals.

Committing to values or goals without exploring alternatives, often accepting those of others.

A period of exploration where individuals actively seek out and experiment with different values, goals, and lifestyles.

A stage where individuals have committed to their own values, goals, and beliefs after a period of exploration.

A child's understanding of themselves as belonging to a specific gender, usually developing between ages 2 and 3. This involves recognizing gender-related traits and using that information to categorize themselves.

The understanding that a person's gender remains consistent over time, typically developing between ages 3 and 4. While children at this stage recognize their gender remains constant, they may still have some gaps in their understanding.

The final stage of gender development where a child understands that gender is fixed and unchanging, regardless of superficial changes in appearance or behavior. This usually develops around ages 5 to 6.

This theory explains how children learn gender roles through observation, imitation, and reinforcement from their social environment. Children learn by watching and mimicking behaviors of others, and they are rewarded or punished based on how they conform to specific gender roles.

A type of aggression that involves non-physical and potentially non-verbal actions designed to harm social relationships or reputation. This is often more common amongst girls than physical aggression.

A form of social interaction where people repeatedly discuss and focus on negative thoughts and emotions, particularly common among adolescent girls. This can contribute to increased anxiety and depression.

To achieve gender constancy, children need to develop three specific understandings: 1) Their own gender identity, 2) Gender stability (gender remains constant over time), and 3) Gender is unaffected by superficial changes.

Transgender youth who lack support from their families and communities face increased risks for mental health issues, such as anxiety, depression, and suicidal behavior. However, supporting a child's affirmed gender identity and expression can significantly mitigate these risks.

Peer relations play a vital role in a child's development, contributing to their mental health, academic success, and social skills. Children spend a significant amount of time with peers, and positive interactions are crucial for their well-being.

A measure of how liked a child is by their peer group. This is a unidirectional measure, meaning it focuses on how a child's peers perceive them.

A two-way relationship involving mutual liking and shared experiences between two people. This is a dyadic relationship, involving two individuals with a history of positive interaction.

Negative treatment by peers, which can include physical, verbal, or relational aggression. This can have a significant impact on a child's social and emotional well-being.

Peer rejection is a relatively stable phenomenon, with children rejected in elementary school often experiencing ongoing problems even years later. Even if they switch schools, their social challenges may persist due to underlying factors related to their behavior and interactions.

There are multiple factors that contribute to a child's peer acceptance or rejection. These factors include parenting styles, child temperament, cognitive skills, and the child's social behavior.

A subgroup of rejected children who are often hostile and engage in physical or verbal aggression. This behavior is often directed towards peers and can lead to difficulty forming positive relationships.

A subgroup of rejected children who are anxious, fearful, and often isolated from their peers. They may have difficulty initiating interactions or engaging in social activities, and tend to be more likely to interpret social situations as being negative.

Aggressive children often misinterpret social cues, assuming that others' actions are intentionally hostile even when they are not. This pattern, known as hostile attribution bias, can lead to inappropriate responses and further conflict with peers.