Human Development PDF

IMPORTANT! Human Starting next week, Tuesday October 29th, class will be held in the Luther College Development:...

IMPORTANT! Human Starting next week, Tuesday October 29th, class will be held in the Luther College Development: ○ ○ Auditorium (LC AUD) https://www.luthercollege.edu/public/files/UofR- Campus-Map.pdf https://www.luthercollege.edu/public/images/LC_ma How & Why We Change ps.pdf Introductory Psychology: Social, Developmental, and Clinical Focus (PSYC 101) Dr. Sarah Zanette (she/her) Exam 1 grades are posted on UR Courses. Exams available for review during office hours. Human Development: How & Why We Change Special Considerations in Development The Developing Body: Physical & Motor Development The Developing Mind: Cognitive Development The Developing Personality: Social & Moral Development  73 Parenting Styles Diana Baumrind’s Parenting Styles Permissive – tend to be lenient, little discipline, very affectionate – Permissive-neglectful – Permissive-indulgent Authoritarian – very strict, punishing, little affection Authoritative – supportive but set clear and firm limits Maccoby and Martin added uninvolved – neglectful, ignoring of children  74 Parenting Styles  75 Parenting Styles Limitations to Baumrinds’ research Findings are correlational – cannot infer cause-and-effect – could be at least partly genetic in origin Her findings may not hold up well outside of Caucasian middle-class North American families – E.g. some data suggest authoritarian style is better in collectivist cultures  76 Parenting Styles May not matter as much as once thought, as long as an average expectable environment is provided – Provide basic needs for affection and appropriate discipline – Good enough parenting What matters most is if parents are abusive or a child is genetically predisposed towards impulsivity or violent behaviour, then parents may need to be especially firm and provide consistent discipline  77 Identity Development One main challenges during adolescence is development of an identity (who we are and what are our life goals and priorities) Eric Erikson coined the term identity crisis to describe the confusion adolescents experience regarding their sense of self – Believed that personality continues to develop across the lifespan  78 Erikson’s Model Erikson developed a comprehensive model to explain identity development – In each stage, we confront a different psychosocial crisis—dilemma concerning an individual’s relations to other people in society – If this crisis of identity is not resolved, adolescents may be at risk for later psychological conditions related to identity confusion Slim research basis for support  79 Emerging Adulthood The period of life between ~18 and 25 Period where many aspects of emotional development, identity, and personality become solidified Role experimentation—the process of struggling with which type of identity fits best  80 Life Transitions in Adulthood Careers and job satisfaction Love and commitment Parenthood Midlife crisis – myth or reality? Empty nest syndrome  81 Social Transitions in Later Years Chronological age is not a good predictor of measuring impact of changes in later life Instead, consider others that may be more indicative – Biological age—the estimate of a person’s age in terms of the body’s biological functioning. – Psychological age—a person’s mental attitudes and agility, and the capacity to deal with the stresses of an ever-changing environment. – Functional age—a person’s ability to function in given roles in society. – Social age—a person’s behaviour in relation to expectations for their age.  82 Development of Gender Identity Sex: typically refers to sexual anatomy – Chromosomes, physical characteristics, hormones, etc. – Not just male (XY) or female (XX)! ▪ Can be XXX, XXY, XYY… – Intersex individuals are those whose biological characteristics don’t conform to one certain sex and ▪ Include around ~1.7% of population - comparable to the number of people who are born with red hair  83 Development of Gender Identity Gender: psychological characteristics and a person’s social and cultural identity – Gender identity: individuals’ internal sense of gender – Gender expression: public presentation of gender through appearance, dress, and behaviour  84 Development of Gender Identity Gender expression and what is considered “masculine” or “feminine” is heavily influenced by culture  85 Development of Gender Identity Some gender differences in early infancy suggest biological underpinnings (e.g., toy preferences) Social influences play a huge role in gender development – Encouragement of gender-stereotyped behaviour – Expectations of behaviour (e.g., parents and teachers respond to boys and girls differently)  86 Development of Gender Identity Gender roles: Behaviours, values, or motives a society considers more appropriate for members of a specific sex Gender roles are prescribed by culture, and these roles differ greatly from one culture to another  87 Development of Gender Identity Transgender: an umbrella term for people whose gender identity differs from the sex they were assigned at birth ▪ Children as young as 5 report thinking about gender in ways that were indiscriminable from gender-matched cisgender children ▪ Some pursue hormone therapy and/or gender confirmation surgery  88 Development of Gender Identity Nonbinary and gender fluid – May report feeling that their gender identity or gender expression fall outside the traditional male-female binary – May identify as both male and female, neither male nor female, or somewhere in between Terms and definitions are continuously evolving: https://www.glaad.org/reference/transgender Transsexual: an older term that is still preferred by some people who have permanently changed ▪ Not an umbrella term ▪ Generally, should not be used (4th edition of our textbook makes this error)  89 Moral Development The idea of right and wrong begins to develop when children are toddlers and preschoolers – First motivated by punishment, then children internalize moral standards  90 Moral Development Piaget: Moral development is constrained by cognitive development – Children in the concrete stage tend to evaluate people in terms of how much harm they’ve done (objective responsibility) – Children in the formal operations stage evaluate people in terms of their intentions to cause harm (subjective responsibility)  91 Kohlberg’s Moral Development Used several moral dilemmas (situations in which there are no clear right or wrong answers) to see what principles people used to solve them – Arise much more frequently in the teen and young adult years Three major stages 1. Preconventional – focus on punishment and reward 2. Conventional – focus on societal values 3. Postconventional – focus on internal moral principles  92 Criticisms Cultural bias – individualist vs collectivist cultures Sex bias – potential for ‘justice’ vs ‘caring’ orientations Low correlation with moral behaviour Confounded with verbal intelligence Assumes moral reasoning precedes emotional reaction to moral issues  To-Do List… 1. Finish reading Chapter 10 2. Start reading Chapter 13 3. Handouts (optional): Human Development Fill-in-the-Blanks & Crossword 4. FYI: Exam 2 is in 3 weeks (Nov 12th) 5. FYI: Upcoming FREE workshops at the Student Success Centre (https://www.uregina.ca/student-success-centre/events/2024/index.html) Office hours: After class until 1:30pm 94