Human Behavior And The Social Environment (I) Lecture 1 PDF

HUMAN BEHAVIOR AND THE SOCIAL ENVIRONMENT (I) Lecture One: Introduction and theories 1 0-100 Japan vs. U.S. ◦ https://www.youtube.com/watch?v=8_XBuWgo a0w ◦ https://www.youtube.com/watch?v=86qBAryeF co ◦ What is the similarit...

HUMAN BEHAVIOR AND THE SOCIAL ENVIRONMENT (I) Lecture One: Introduction and theories 1 0-100 Japan vs. U.S. ◦ https://www.youtube.com/watch?v=8_XBuWgo a0w ◦ https://www.youtube.com/watch?v=86qBAryeF co ◦ What is the similarity & difference? 2 Human development A scientific study of human development processes from conception to death Study the patterns of change and stability Development is systematic: coherent and organized Development is adaptive: We deal with the internal and external conditions. 3  Why social workers study Developmental psychology? ◦ Normalization of the development and helps with adjustment and adaptation ◦ Casework normalization and understand the change ◦ Preventive talks ◦ Developmental group (developmental tasks) ◦ Foundations of professional communication among different disciplines such as psychologists, psychiatrists, occupational therapists, speech therapists and physiotherapists (the other axis is abnormal psychology) 4 Importance of study ◦ Description: a children’s crying behavior ◦ Explanation: in terms of attachment ◦ Prediction: a secure child would not cry when he sees his mother ◦ Modification: Parenting styles suit the attachment pattern 5 Human Development: Empirical (what is happening) ◦ Physical X Cognitive X psychosocial ◦ Birth, Toddler, early childhood, middle childhood, adolescence, young adulthood, middle adulthood, old age, death 6 Investigation tool ◦ Observation and document study ◦ Experiment ◦ Physiological response: eye, movement, heart rate, blood pressure, muscle tension and neuroscience ◦ Statistics and theories 7 Domains of development: Physical ◦ Body growth and brain development ◦ Sensory capacities ◦ Motor skills ◦ Health 8 Domains of development: Cognitive ◦ Mental abilities ◦ Learning ◦ Attention ◦ Memory ◦ Language ◦ Reasoning ◦ Creativity 9 Domains of development: Psychosocial ◦ Emotion ◦ Interpersonal relationship ◦ Personality ◦ Psychological well-being ◦ Subjective well-being 10 Environmental influences ◦ Family ◦ Peer relationship ◦ School ◦ Society ◦ Social economic status (SES) ◦ History 11 Normative vs. non-normative influence ◦ Normative: similar way by most people (age graded; history-graded [cohort]) ◦ Non-normative: atypical events 12 Normativity or non-normativity ◦ https://www.youtube.com/watch?v=pFaGbtDJF wA ◦ A new “normal” or non-normative? 13 Core concepts ◦ Life span is not divided by stages. But it is only a social construction (socially, culturally and language embedded) ◦ Individual differences owing to heredity ◦ Unfolding of natural events 14 Stage development or continuous development? ◦ Stage or passive: passive according to some grand floor plan ◦ Organismic: active and growing person non-stop according to your own development We develop ourselves with some culturally and biologically related stages that normatively we cannot violate 15 Baltes’ lifespan perspective ◦ Development is lifelong ◦ Development involves both gain and loss ◦ Development is modifiable ◦ Development involves a changing allocation of resources ◦ Development is influenced by historical and cultural context 16  Basic Theoretical Term ◦ Theory ◦ A set of logically related concepts that seek to describe and explain behavior and to predict what kinds of behavior might occur under specific conditions ◦ It frames how we view things, e.g. a girl cuts her wrist ◦ Developmental perspective ◦ Behavioral perspective ◦ Psychoanalytic perspective  Human development theories Perspectives Subject matter Basic premise Psychoanalytic Unconscious determinants of Unconscious motives and experiences in (1900 – present) behavior [Freud, Jung, Adler) early childhood govern human development Behavioral Effects of environments on the Only observable events can be studied (1913 – present) overt behavior of human scientifically development [Skinner,Watson] Humanistic Unique aspects of human Humans are free, rational beings with (1950s – present) development [Maslow, Rogers] full potential for personal growth Cognitive (1950s – Thoughts and mental process People acquire, store and process present) [Ellis] information Biological Physiological bases of human A behavior is explained by body (1950s – present) behavior structures and biochemical reactions inside Contextual Interaction between individuals All behaviors are domain and situation (1950s – present) and the society specific 18 Freud: The unconsciousness in action 19 Id, superego and ego (1)  Human development is governed by unconsciousness and death  Id  A reservoir of unconscious psychic energy  Satisfy biological (sexual and aggressive) drives  Operates on pleasure principle, immediate gratification (primary process thinking)  E.g. when you are stepped by a guy, your immediate impulse is…. 20 Id, Superego and ego (2) ◦ Superego ◦ Internalize moral ideal ◦ Standards for judgment ◦ Has conflict with id ◦ Consists of conscience and moral ideals ◦ Moral principle ◦ Will you free your seat in bus when you see a old woman standing? 21 Id, Superego and ego (3) ◦ Ego ◦ Conscious, executive part of personality ◦ Reality check, outside world reference ◦ after being thirsty (instinct) and requiring you to wait a long queue in Mongkok for drink (You should wait in order to get what you want); as you are running out of time (reality), you decide not to wait] ◦ It is NOT actual behavior 22  Psychosexual stages by Freud Stage Period Pleasure Action Fixation Remark Oral Birth to 12 – Mouth- Sucking/ Nail biting Id 18 months oriented feeding dominates activities Anal 12 – 18 Withholding Toilet training Cleanliness Ego months to and or messiness develops 3 years expelling stool Phallic 3 to 6 years Genital Attachment Relationship Superego region to other-sex with great develops parent and age then same- difference sex Latency 6 years to - - - - puberty Fixation: focus of pleasure Genital Puberty to Mature - - - seeking energies at an adulthood adult earlier stage, where conflicts sexuality are un-resolved. 23  Psychosocial stages of Erikson (neo-Freud) ◦ Human development is related to interpersonal, cultural and historical experience (society influence) ◦ Development is lifelong ◦ People face different crises during different stages, crises are moment of decisions between progress or regress ◦ Epigenetic principle: series of stage universal to humankind and unfold in a predetermined manner ◦ Thus ego identity developed for a particular stage ◦ Ego develop throughout lives. Crises resolved, ego strengthened. Crises not resolved, ego weakened. 24  Erikson’s 8 stages of psychosocial development Period Tendency Question Description Birth to 12-18 Trust vs. mistrust Is the world safe? Physical and emotional months needs -> trust 12 – 18 months to Autonomy vs. Development of Self-reliance or self 3 years old shame independence doubt. Explore, experiment, make mistakes, test limits 3 To 6 Initiative vs. guilt Try out new things Competence, do personally meaningful activities 6 – 12 Industry vs. Learn skills Expand understanding, inferiority sex-role, schooling, be productive 25  Erikson’s 8 stages of psychosocial development Period Tendency Question Description 12 – 18 Identity vs. identity Develop sense of self Transition, self-identity, confusion and roles life goals and meanings 18 – 35 Intimacy vs. Make commitment Form intimate isolation relationships 35 – 60 Generativity vs. Guiding the next Go beyond self and stagnation generation family, helping next generation, re-thinking reality and dream 60+ Ego integrity vs. Acceptance of own’s life Look aback and have despair few regrets/ despair, hopelessness, guilt, resentment and self- rejection 26 Behaviorism (2nd wave): we only observe behaviors 27 e.g., anxiety 28  Operant conditioning (Skinner) ◦ Learning based on (positive/ negative) consequence reinforcement and punishment as ◦ Reinforcement: Reward that I like (pleasure) ◦ Punishment: Treatment that I want to avoid (pain) ◦ Reward schedule: How we deliver timely appropriate reward/ punishment ◦ Extinction: No reinforcement to the extent that the behavior does not exist ◦ Shaping: Practice makes perfect (successive approximation) 29 Power of reinforcement on children ◦ Boy seeking attention through tantrum ◦ https://www.youtube.com/watch?v=0T2R8pTpcoo 30 e.g., educational setting ◦ Doing presentation -> praise (reinforcement) -> more likely to want to do presentations in future ◦ Doing presentation -> being laughed at by peers (punishment) -> do not want to do presentations 31  Social learning (Bandura) ◦ We observe, we learn and remember (cognitive) and we perform ◦ Observation -> learning “chunks” of behavior -> internalize the behavior -> self-efficacy ◦ Development is bidirectional between the person and the environment (reciprocal determinism) 32 Bandura’s bobo doll experiment 33 Piaget’s Cognitive stage theory ◦ Focuses on thought processes ◦ and behavior that reflects those processes ◦ Clinical Method ◦ Combining observation with questioning 34  Piaget’s cognitive stage theory Stage Period Description Sensorimotor Birth – 2 Organize activities in relation to environment years through sensory and motor activity Pre- 2 – 7 years -Develop a representation system operational Use of symbols to represent people, places and - events - Language and imaginative play - Thinking is not logical Concrete 7 – 11 -Solve problems logically operational years -Cannot think abstractly Formal 11 years -Think abstractly operations through -Deal with hypothetical situations adulthood -Think about choices and possibilities 35 Piagetian cognitive growth: adaptation ◦ How children handle familiar information ◦ 2 processes: ◦ Assimilation: Incorporating new information into existing knowledge ◦ Accommodation: Changing structures to include new information 36 Vygotsky's sociocultural theory Stresses children’s active interaction with social environments Growth as a collaborative process between the person and the world Through the interaction process, children learn.  Zone of proximal development (ZPD)  Scaffolding 37  Overlap = ZPD, what can be gained with assistance What is What is already not known known All early intervention programs aim at expanding the ZPD 38  Scaffolding: gaining independence ◦ Examples ◦ Learning of how to ride a bicycle, from 4-wheel, 3-wheel to 2-wheel ◦ Learning how to do addition ◦ The zone of proximal development expands when the interaction between persons is active ◦ All early intervention programs aim at expanding the ZPD 39 Implication to human development ◦ Development is between an individual and the environment (society + culture) ◦ The environment provides interaction with the individual so that he can learn and grow ◦ There is a limit for each person ◦ It is a sophisticated way to learn new things 40 Brofenbrenner’s bioecological theory ◦ The most comprehensive view of the interaction between the individual and the environment ◦ People are shaper of its environment ◦ We cannot ignore the fact that we are susceptible to environmental influence, e.g. peer influence and drug use 41 Microsystem ◦ Patterns of activities, roles and relationships within a setting ◦ Family ◦ School ◦ Peer ◦ Neighborhood 42 Mesosystem ◦ Interaction between two or more microsystems ◦ My mother joins the Parent-teacher Association at my school. The association is an interaction between my school and my family. ◦ I go to watch a movie with my friends. But my little brother wants to go with me. So that gathering is an interaction between my family and my peers. 43 Exosystem ◦ Linkage between two or more settings, but at least one setting does not contain the developing person. ◦ My father is being scolded by his boss. When he goes back home, he scolds me with some very simple things. That scolding itself is a reflection of exosystem. ◦ Religion, government, system, policy (transitory system influence) 44 Macrosystem ◦ Culture ◦ Dominant societal values and beliefs 45 Chronosystem ◦ Stability and change of systems because of time ◦ Relationship with parents ◦ Change of peer pattern when a person grows up 46 Stages apply to Chinese people? ◦ Overall trajectory is the same ◦ The sub-domains within a stage may develop slower/faster than originally proposed in the West ◦ Instead of all-or-none, consider the continuity of change ◦ The importance of local culture – developmental differences between different ethnic groups of Chinese people (Miao & Wang, 2003) 47 Short survey https://hku.au1.qualtrics.com/jfe/form/ SV_0wbP6tTjtO29Qy2 48