Unit 2.pdf

Chapter II: Developmental Theories Erik Erikson Extended Freud’s Psychoanalytical Theory Pursued psychoanalysis through the influence of Anna Freud Published Childhood and Society where he recognized that the influence of psychological, cultural, and historical factors on identity w...

Chapter II: Developmental Theories Erik Erikson Extended Freud’s Psychoanalytical Theory Pursued psychoanalysis through the influence of Anna Freud Published Childhood and Society where he recognized that the influence of psychological, cultural, and historical factors on identity was the underlying element of his theory OVERVIEW OF PSYCHOSOCIAL THEORY It is considered “Post-Freudian” as it extends Freud’s theory on development It postulated eight stages of psychosocial development through which people progress in their whole life Erikson suggested that each stage a specific psychosocial struggle contributes to the formation of personality. From adolescence on, that struggle takes the form of an identity crisis— a turning point in one’s life that may either strengthen or weaken personality. He placed more emphasis on both social and historical influences EGO ASPECTS The ego is a positive force that creates a self identity, a sense of “I; center of personality. It helps adapt to the various conflicts and crises of life; keeping us from losing our individuality to the leveling forces of society. It has three aspects: Body Ego - experiences with our body; a way of seeing our physical self as different from other people. Ego Ideal - the image we have of ourselves in comparison with an established ideal; responsible for our being satisfied or dissatisfied Ego Identity - the image we have of ourselves in the variety of social roles we play EPIGENETIC PRINCIPLE The ego develops throughout the various stages of life Borrowed from Embryology The embryo does not begin as a completely formed little person, waiting to merely expand its structure and form. Rather, it develops, or should develop, according to a predetermined rate and in a fixed sequence.  LEVELS OF PSYCHOSOCIAL DEVELOPMENT THINGS TO REMEMBER: 1. Growth takes place according to the epigenetic principle 2. Every stage has an interaction of opposites; conflict between a syntonic (harmonious) element and a dystonic (disruptive) element 3. The conflict between the dystonic and syntonic elements produces an ego quality or ego strength, referred to as a basic strength 4. Too little basic strength at any one stage results in a core pathology 5. Biological aspect of development still has influence 6. Personality development is characterized by an identity crisis, which Erikson (1968) called “a turning point, a crucial period of increased vulnerability and heightened potential”  LEVELS OF PSYCHOSOCIAL DEVELOPMENT STAGES PSYCHOSEXUAL PSYCHOSOCIAL BASIC CORE SIGNIFICANT MODE CRISIS STRENGTH PATHOLOGY RELATIONS Infancy (0-1) Oral Sensory Basic Trust vs Hope Withdrawal Primary Basic Mistrust Caregiver Early Childhood Anal-Urethral- Autonomy vs Will Compulsion Parents (2-3) Muscular Shame & Doubt Play Age (3-6) Genital-Locomotor Initiative vs Guilt Purpose Inhibition Family School Age Latency Industry vs Competence Inertia Neighborhood, (6-12) Inferiority School, Family Adolescence Puberty Identity vs Identity Fidelity (to Role Repudiation Peer Groups (12-19) Confusion self) Young Genitality Intimacy vs Love Exclusivity Relationships Adulthood Isolation (19-30) Adulthood Procreativity Generativity vs Care Rejectivity Work and Stagnation Parenthood Old Age Generalized Integrity vs Wisdom Disdain Reflection on Life Sensuality Despair  Infancy (0-1) Psychosocial Crisis: Basic Trust vs Basic Mistrust Infants learn trust when primary caregiver regularly provides them and mistrust when needs are not met; Too much trust leads to gullibleness while too little trust leads to hostility and depression Basic Strength: Hope By having both painful and pleasurable experiences, infants learn to expect that future distresses will meet with satisfactory outcomes. Core Pathology: Withdrawal; retreat from outside world  Early Childhood (2-3) Psychosocial Crisis: Autonomy vs Shame & Doubt Toddlers learn Autonomy when parents allows them to explore their surroundings and Shame and Doubt when they assert control or react negatively to their behavior; Grows out of trust; Too little autonomy leads to excessive conscience and self shame Basic Strength: Will Self control, ability to make choices Core Pathology: Compulsion;  Play Age (3-5) Psychosocial Crisis: Initiative vs Guilt Children learn Initiative when they engage in productive activities and Guilt when certain desires and goals are repressed (Oedipus); Too much Initiative leads to lack of moral principles; Too little initiative leads to inhibition Basic Strength: Purpose Pleasure in accomplishments; set and pursure goals Core Pathology: Inhibition; depreciation  Adolescence (12-19) Psychosocial Crisis: Identity vs Identity Confusion Identity emerges from two sources: (1) adolescents’ affirmation or repudiation of childhood identifications, and (2) their historical and social contexts, which encourage conformity to certain standards. Identity confusion includes a divided self image, an inability to establish intimacy, a sense of time urgency, a lack of concentration on required tasks, and a rejection of family or community standards. Basic Strength: Fidelity Confidence in one’s own religious, political, and social ideologies Core Pathology: Role Repudiation; weak sense of self; no set of standards  Young Adulthood (20-30) Psychosocial Crisis: Intimacy vs Isolation Intimacy ability to fuse one’s identity with that of another person without fear of losing it. Isolation is defined as inability to accept the adult responsibilities of productive work, procreation, and mature love. Too much togetherness can diminish a person’s sense of ego identity, Basic Strength: Love Although love includes intimacy, it also contains some degree of isolation, because each partner is permitted to retain a separate identity. Core Pathology: Exclusivity; it blocks one’s ability to cooperate, compete, or compromise  Adulthood (31-60) Psychosocial Crisis: Generativity vs Stagnation Generativity concerned with establishing and guiding the next generation; family and work Stagnation - too absorbed in themselves, too self-indulgent. Sufficient stagnation is healthy in order to eventually generate new growth Basic Strength: Care A widening commitment to take care of the persons, the products, and the ideas one has learned to care for” Core Pathology: Rejectivity; manifested as self-centeredness or psedospeciation  Old Age (60-death) Psychosocial Crisis: Integrity vs Despair Integrity means a feeling of wholeness and coherence, an ability to hold together one’s sense of “I-ness” Despair means lack of hope and meaning Basic Strength: Wisdom “informed and detached concern with life itself in the face of death itself”; harmony of Integrity and Despair Core Pathology: Disdain; bitterness in life  JEAN PIAGET A Swiss clinical psychologist who pioneered the Theory of Cognitive Development. The theory deals with the nature of knowledge itself; and how humans gradually come to acquire and use it BASIC COMPONENTS OF PIAGET’s COGNITIVE THEORY SCHEMAS Mental organizations used to understand the environment ADAPTATION a child’s process in encountering situational conditions STAGES OF COGNITIVE DEVELOPMENT focused on the growing expertise of child’s thought process Stage Approximate Core Cognitive Capacities Age Sensorimotor 0-2 Knowledge is through senses (tasting, seeing, smelling, touching, hearing) Object permanence develops between to 4-9 months Preoperational 2-5 Verbal and egocentric thinking develop Can do mentally what one could only do physically Conservation of shape, number, liquid not yet possible Concrete 6-11 Conservation of shape, number, liquid are now possible Operational Logic and reasoning develop, but are limited to Formal 12 and up Abstract reasoning - principles and ideals develop Operational Systematic problem solving is now possible ( no longer just trial and error) Ability to think about and reflect upon one’s thinking (metacognition) Scientific reasoning  OBJECT PERMANENCE The ability to realize that objects still exist when they are not being sensed Stage Approximate Core Cognitive Capacities Age Sensorimotor 0-2 Knowledge is through senses (tasting, seeing, smelling, touching, hearing) Object permanence develops between to 4-9 months Preoperational 2-5 Verbal and egocentric thinking develop Can do mentally what one could only do physically Conservation of shape, number, liquid not yet possible Concrete 6-11 Conservation of shape, number, liquid are now possible Operational Logic and reasoning develop, but are limited to Formal 12 and up Abstract reasoning - principles and ideals develop Operational Systematic problem solving is now possible ( no longer just trial and error) Ability to think about and reflect upon one’s thinking (metacognition) Scientific reasoning  ANIMISTIC THINKING EGOCENTRISM Believing that inanimate objects are alive Not being capable of seeing things from another person’s perspective Stage Approximate Core Cognitive Capacities Age (years) Sensorimotor 0-2 Knowledge is through senses (tasting, seeing, smelling, touching, hearing) Object permanence develops between to 4-9 months Preoperation 2-5 Verbal and egocentric thinking develop al Can do mentally what one could only do physically Conservation of shape, number, liquid not yet possible Concrete 6-11 Conservation of shape, number, liquid are now possible Operational Seria; Ordering, and cause-and-effect relationship Formal 12 and up Abstract reasoning - principles and ideals develop Operational Systematic problem solving is now possible ( no longer just trial and error) Ability to think about and reflect upon one’s thinking (metacognition) Scientific reasoning  CONSERVATION Recognition that when some properties (such as shape) of an object change, other properties ( such as volume) remain constant Stage Approximate Core Cognitive Capacities Age Sensorimotor 0-2 Knowledge is through senses (tasting, seeing, smelling, touching, hearing) Object permanence develops between to 4-9 months Preoperational 2-5 Verbal and egocentric thinking develop Can do mentally what one could only do physically Conservation of shape, number, liquid not yet possible Concrete 6-11 Conservation of shape, number, liquid are now possible Operational Logic and reasoning develop, but are limited to Formal 12 and up Abstract reasoning - principles and ideals develop Operational Systematic problem solving is now possible ( no longer just trial and error) Ability to think about and reflect upon one’s thinking (metacognition) Scientific reasoning Lev Vygotsky Social Development Theory Emphasized the vital role of language in cognitive development’ Learning occurs through social interactions with a skilled tutor Zone of Proximal Development Difficult tasks can be mastered or learned with guidance and supervision of adults or more skilled children Scaffolding Guidance is adjusted to fit the student’s current performance level. As the competence increases, less guidance is extended Language and Thoughts Children use language and communicate with others before they can focus inward on their thoughts. Constructivist Conditions for Learning Provide a complex learning environment Provide social negotiations Juxtapose instructional content Nurture reflexivity Use student-centered instruction  30 It is the gradual development of an individuals concept of right or wrong LAWRENCE KOHLBERG’S MORAL DEVELOPMENT  31 LAWRENCE KOHLBERG’S MORAL DEVELOPMENT  32 A woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to produce. He paid $200 for the radium and charged $2,000 for a small dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $1,000 which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said: "No, I discovered the drug and I'm going to make money from it." So Heinz got desperate and broke into the man's store to steal the drug for his wife. LEVEL 1: PRECONVENTIONAL MORALITY 0-9 YEARS  34 Right and wrong is determined by punishment and authority. At this stage, children see rules as fixed and absolute. Ex: “I will keep quiet so that teacher won’t get mad at me.” Obedience and Punishment “Heinz should not be steal the drug because he will get imprisoned for doing so” STAGE ONE  35 Children judge actions based on how they serve individual needs. Reciprocity is possible, but only if it serves one's own interests. Ex: “I will keep quiet so that the teacher would give me a plus.” Individualism and Exchange “Heinz should steal the drug so that his wife would get better” STAGE TWO LEVEL 2: CONVENTIONAL MORALITY 10-15 YEARS  37 It is focused on living up to social expectations and roles. There is an emphasis on conformity, being "nice," and consideration of how choices influence relationships. Ex: “I won’t tell my teacher that my friend cheated. I cannot be a good friend if I betray him.” Good Interpersonal Relationship “Heinz should steal the drug because his wife expects him to.” STAGE THREE  38 The focus is on maintaining law and order by following the rules, doing one’s duty, and respecting authority. Ex: “I should tell my teacher what my friend did. Cheatings is never right” Law and Order “Heinz should not steal the drug because stealing is against the law” STAGE FOUR LEVEL 3: POST-CONVENTIONAL MORALITY 16+ YEARS  40 People begin to account for the differing values, opinions, and beliefs of other people Ex: “There is no law permitting same -sex marriage but if people says its fine if two people should love one another then it’s fine by me” Social Contract and “Heinz should steal the drug because most people would say Individual Rights protecting life is more important than the law against stealing” STAGE FIVE  41 It is based upon universal ethical principles and abstract reasoning. At this stage, people follow these internalized principles of justice, even if they conflict with laws and rules. Ex: “Even if abortion becomes legal and accessible, I still would oppose it because every life is sacred” Universal Principles “Stealing may be wrong, but you can’t blame Heinz for valuing his wife’s life. Human life is more valuable than money.” STAGE SIX