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their children, whether biological, adopted, or stepchildren. *Common LESSON 1 developed in country  Extended Family: extended family a...

their children, whether biological, adopted, or stepchildren. *Common LESSON 1 developed in country  Extended Family: extended family a multigenerational network of Developmental Psychology grandparents, aunts, uncles, cousins,  Scientific study of ways in which and more distance relatives. people change, as well as stay the *Common in Asia, Africa and Latin same, from conception to death. America. *Polygamy more than one  Also known as Human Development partner and Lifespan Development. 2. Socioeconomic Status Domains of Development  Based on family income and the 1. Physical Development: Growth of educational and occupational levels the body and brain, sensory of the adults in the household. capacities, motor skills, and health *Poverty *Poor children are parts of physical development. 4. Culture 2. Cognitive Development: Pattern of  Refers to a society’s or group’s total change in metal abilities, learning way of life, including its customs, attention, memory, language, traditions, laws, knowledge, beliefs, thinking, reasoning, and creativity values, language, and physical make up cognitive development. products from tools to artworks – all of the behavior and attitudes that 3. Psychosocial Development: are learned, shared, and transmitted Pattern of change in emotions, among members of social group. personality. Emotions, personality,  Individualistic Culture *people tend and social relationships are aspects to prioritize personal goals ahead of collective goals of psychosocial development.  Collectivistic Culture *prioritize  These domains are intricately collaborative social goals ahead of interconnected. individual  Physical development affects cognitive and psychosocial 5. Ethnicity and Race development.  An ethnic group consists of people  Cognitive advances and declines are united by a distinctive culture, related to physical and psychosocial ancestry, religion, language, or development. national origin, all of which Contexts of Development contribute to a sense of shared identity and shared attitudes, beliefs, 1. Famiily and values.  Nuclear Family: A household unit consisting of one or two parents and   Empiricism – processes are acquired in interaction with the Life-span Development Approach environment 1. Development is lifelong *lifelong process of change, affected what  IS DEVELOPMENTAL ACTIVE OR happen before, new skills ex. sports REACTIVE? activity. 2. Development is multidimensional  Reactive development – child *multiple interacting dimensions soaks up experiences and is shaped biological, psychological and social by the input over time. *hungry 3. Development is multidirectional sponge ex. we just react on what society *as people gain in one area they may is forcing on us. lose in another, sometimes at the same o Mechanistic model – people time. Ex. as I entered to motherhood my are like machines that react relationships with my friends discovered. *Some abilities, such as to environmental input vocabulary, often continue to increase  Active development – people throughout most of adulthood. create experiences for themselves 4. Relatives influences of biology and are motivated to learn about the and culture shift over the life world around them *we assert our span own will *is a construction of biology, culture o Organismic model – sees and the individual, ex. muscular people as active, growing strength weaken with age. organisms who set their own 5. Development involves changing development in motion. *Jean resource allocations Jacques Roussean *for growth. In old age resources to regulation of loss  CONTINOUS VS. DISCONTINOUS 6. Development shows plasticity *strength can be improved significantly  Continuous – Quantitative with training and practice. o Gradual refinement allows 7. Development is influenced by the one to make predictions historical and cultural context about future characteristics *development is contextual, multiple on the basis of past context. performance. *change number Basic Theoretical Issues or amount (eg, height, weight, etc 2 mos preggy vs 6 mos  NATURE VS. NURTURE preggy)  Nativism – specified by the  Discontinuous – Qualitative organism’s genes o Development at different  Learning systems biased to acquire points in the life span is, in information better than others this view fundamentally different in nature. *a change in kind, structure or  organization (Eg. Pregnant vs Generation and Cohort not pregnant.  Silent Generation – 1928 and 1945 Research on Lifespan Development  Baby Boomers – 1946 and 1964 1. Longitudinal studies – same  Generation X – 1965 and 1980 subjects over a period of time  Millennials – 1981 and 1996 2. Cross-sectional studies – different  Generation Z – 1997 – Present subjects belonging in different groups in a single point of time *determining the reading LESSON 2 comprehension of 5 years, 10, 11 years. 3. Experimental studies – Manipulating independent variable JOHN LOCKE 4. Observational studies – drawing inferences from a sample without  John Locke believe that all manipulation children are born equal  Tabula Rasa Age Period of Development  Emphasized environmental 1. Prenatal – Starts at conception, factors continuous through implantation in JEAN JAQUE ROUSSEAU the uterine wall by the embryo, and ends at birth  Father of Developmental Psychology 2. Infancy and Toddlerhood – Starts  Children are intrinsically good at birth and continuous to two years  Children develop based on a natural of age plan which unfolds in different 3. Early Childhood – Starts at two stages, a development based on years of age until six years of age their own inner biological timetable 4. Middle and Late Childhood –  Nativism – innate driving force Starts at six years of age and behind development, self-learning continues until the onset of puberty Five Major Perspectives 5. Adolescence – Starts at the onset of puberty until 18 1. Psychoanalytic – unconscious 6. Emerging Adulthood – Starts at 18 emotions and drives until 25 2. Learning – studies observable 7. Early Adulthood – Starts at 25 until behavior 40-45 3. Cognitive – analyzes thought 8. Middle Adulthood – Starts at 40-45 address until 65 4. Contextual – impact of historical, 9. Late Adulthood – Starts at 65 social, and cultural context onward 5. Evolutionary/Sociobiological – considers evolutionary and biology underpinnings of behavior SIGMUND FREUD  Fixation – remaining into the present, more comfortable state  Father of Psychoanalysis  Jean Martin Charcot – hysteria ERIK ERIKSON (Paralysis of the body) Stages of Psychosocial Development  Josef Breuer – catharsis (taking them out, through this freud Infancy developed the free association  Basic trust vs. Mistrust technique)  Basic strength: Hope  Seduction theory – child’s  Core pathology: Withdrawal seduction by a parent  Twin Cornerstones of Early Childhood Psychoanalysis  Autonomy vs. Shame o Sex and Aggression  Basic strength: Will  Unconscious  Core pathology: Compulsion  Contains all those drives, urges, or instincts that are beyond our Play Age awareness  Initiative vs. Guilt  Unconscious processes  Basic strength: Purpose usually spring from  Core pathology: Inhibition repression of childhood events School Age  Phylogenetic Endowment  Industry vs. Inferiority  Basic strength: Competence  Id – Pleasure principle  Core pathology: Inertia  Ego – Reality principle  Superego – moralistic and idealistic Adolescence principle  Identity vs. Identity  2 subsystems confusion o Conscience – what  Basic strength: Fidelity we should not do  Core pathology: Role o Ego-Ideal – what we repudiation should do Young Adulthood Defense Mechanisms  Intimacy vs. Isolation  Repression – most basic and the  Basic strength: Love mother of defense mechanisms  Core pathology: Exclusivity  Reaction Formation – disguised opposite of original form Adulthood  Displacement – redirecting  Generativity vs. Stagnation unacceptable urges onto a variety of  Basic strength: Care people or objects  Core pathology: Rejectivity Regression - (temporary) Fixation - (Permanent)  3. Concrete Operational (7-11 Infancy yrs old)  Integrity vs. Despair  Seriation - arrange object based on some quality  Basic strength: Wisdom  Reversibility  Core pathology: Disdain  Bound to the concrete, physical reality of the JEAN PIAGET world  Schema o Framework for organising 4. Formal Operational (11 information yrs-onwards) o They develop their schemata  Highest stage of through the processes of cognitive assimilation a f development accommodation  Thinking becomes o Assimilation - Fitting the abstract, formal, new information into an logical existing schema o Accommodation - Expanding the framework of LESSON 3 knowledge to accommodate the new situation SOCIOCULTURAL THEORY Stages of Cognitive Development VYGOTSKY (Social and Interaction)  Community plays a role in child’s 1. Sensorimotor Stage (birth development to 2 years)  Learning is a social process  Coordinates sensory experience Two concepts in cognitive development  Stage attainment:  Zone of Proximal Development – Object permanence next level skill or understanding kahit ndi mo nkikita alam mong nag-eexist that a child can achieve in cognitive 2. Preoperational Stage (2-7 development *between what child can yrs) do alone and what the child can do with  Use of language  Scaffolding – process of supporting  Egocentric - belief that whole world revolves around them. the child’s learning to help him take  Animism - they give life to part in more advanced tasks *to help  Does not understand a child master a task the principle of Conservation - beliedlf that even though the soe things change Language – important in development  Stage attainment:  Self- Talk Theory of mind o Private speech   Children must use CLASSICAL CONDITIONING language to communicate with others before they can focus inward on their own thoughts o Inner speech  Have internalized their egocentric speech BEHAVIORAL ANALYSIS B.F SKINNER  Ivan Pavlov Associating a stimulus that does not ordinarily elicit a BEHAVIORISM - Reactive response Precursors OPERANT CONDITIONING  E.L. Thorndike  Association of behavior with o Rewards (satisfiers); consequences Punishment (annoyers)  Shaping —> Pavlov o Procedure in which the  John Watson experimenter first rewards o Human behavior can be gross approximations, and studied objectively then finally, the desired behavior itself.  B.F. Skinner o Gradually shapes the final o Insisted that human behavior complex set of behavior should be studied  Reinforcement - Frequency (dalas) of the behavior scientifically o Strengthens the behavior and rewards the person CONDITIONING  Positive Reinforcement (eg. giving money as a reward to reinforce the behavior) o Something pleasant is added Two kinds of conditioning: to reinforce the behavior  Classical - An unconditioned stimulus  Negative Reinforcement (eg. parents removed the choir to wash the dishes) is added to neutral stimulus  Operant o Something unpleasant is removed to reinforce the behavior  Punishment - No accuracy is possible o Does not strengthen a response, although it does  not weaken it because its 3. Social Persuasion – effect is less predictable persuasion from others o No accuracy is possible 4. Physical and Emotional States – people’s physiological and Schedules of Reinforcement emotional states  Fixed-ratio - Reinforced every after MORAL DEVELOPMENT THEORIES nth response  Variable-ratio - Reinforced after LAWRENCE KOHLBERG (Justice & Moral Rights) - Moral dilemma is a method devise by Kohlberg (eg. Heinz dilemma) the nth response on the average Stages of Moral Development  Fixed-interval - Reinforced after a designated period of time  Level 1: Preconventional morality  Variable-Interval - Reinforced after [2 to 10 years] (Reward & Punishment) the lapse of random of varied o Stage 1: Obedience and periods of time punishment orientation  Moral judgements are driven SOCIAL COGNITIVE THEORY by a need to meet personal ALBERT BANDURA - Bobo Doll Experiment needs  Observational Learning – o Stage 2: Instrumental- observation allows people to learn relativist orientation without performing any behavior  Moral judgements are driven  Modeling – adding and subtracting by the desire to meet from the observed behavior personal needs  Chance Encounter – unintended meeting of persons unfamiliar to  Level 2: Conventional morality [9 each other years and older] (Acceptance and the Law)  Fortuitous event – environmental o Stage 3: Good boy/Good girl experience that is unexpected and orientation (Acceptance) unintended  Driven by a need to be Self-efficacy accepted by others  People's belief in their capability to o Stage 4: Law and order exercise some measure of control orientation (Adherence to the Law) over their own functioning and over  Driven by a desire to adhere environmental events to the law or authorities Sources of Self-efficacy  Level 3: Postconventional 1. Mastery Experiences – morality [12 years and older] past performances o Stage 5: Social contract 2. Social Modeling – orientation (Common good) vicarious experiences provided by other people   Adherence to laws that are set up as social contracts for  Stage 2: Autonomous Stage the common good (around age 10 or 11) o Rules as human conventions (Go beyond the law)o Stage 6: Principled o Well- Developed notions of conscience-driven fairness and appropriate orientation justice  Arise from adherence to o Belief in immanent justice personal principles also diminishes ETHICS OF CARE LESSON 4 CAROL GILLIGAN (Care & Empathy) - neutral biased on ATTACHMENT THEORIES Stages of Ethics of Care women ATTACHMENT THEORY  Empathy and the ability to care HARRY HARLOW (Pre-Conventional) Level 1 – Only one needs of the self are recognized  Monkey Experiment (Conventional)  Level 2 – The needs of other are o Study to determine whether prioritized and the needs of the self nursing is the most are denied important factor in  Level 3 – Balance between the attachment (Post-Conventional) needs of the self and the needs of others  Contact Comfort o The infants need for STAGES OF MORAL REASONING closeness and touching, this Jean Piaget is the foundation to attachment Stages of Moral Reasoning o People need a secure base,  Stage 0: Premoral Development somewhere, even within the (until around 4 years old) arms of our mothers, to make o Unaware that rules exist us feel safe. It is only when we feel safe that we can have  Stage 1: Heteronomous Stage (4 – the confidence to explore the 10 years old) world o Rules as inviolate and JOHN BOWLBY unalterable o Egocentric in their use of ATTACHMENT THEORY rules  A child only forms attachment with o Ignore intentions and focus one figure, and that this relationship only on consequences will act as a prototype for all future o Immanent justice relations of the child - the tendency of young children to believe “a fault will automatically bring about its own punishment” - that punishment should automatically follow bad behavior  o Attachment is a primary MARY AINSWORTH drive  STRANGE SITUATION o Attachment is reciprocal, Determines the: enduring emotional tie 1. Behavior of the child while between an infant and a the caregiver is there caregiver, each of whom 2. Behavior of the child when contributes to the quality of the caregiver leaves the relationship 3. Behavior of the child when  Principe of Monotropy the caregiver returns o An infant has a need to form  Used to determine attachment an attachment with one styles significant person o Usually the mother  ATTACHMENT STYLES  Second half of the infant’s first year of birth, when the infant begins to 1. Insecure Avoidant crawl Attachment 2. Secure Attachment Style  Secure Base 3. Insecure Resistant o The role that a caregiver may Attachment/Ambivalent play with respect to a attachment style securely attached infant, who 4. Disorganized/Disoriented uses the caregiver as a base attachment from which to explore o Is a parental presence that MELANIE KLEIN gives the child a sense of  Less emphasis on biological, more safety as the child explores on social (interpersonal the sorroundings relationships)  Maternal intimacy, nurturing of  Dependency mother o A reliance on another for  Prime motive of behavior: human basic physiological needs, contact and relatedness such as food and shelter and protection from harm o Dependency is not necessary for a strong attachment OBJECT RELATIONS THEORIST o Not all dependencies lead to MARGARETH MAHLER attachment  PSYCHOLOGICAL BIRTH  True Separation Distress o When a child develops sense o Separation Anxiety of identity separate from the o Indicate a special bond caregiver o Cannot be consoled 3 STAGES OF DEVELOPMENTAL STAGES  Normal Autism 0 to 3/4 weeks Infant unites with their own mother. “Objectless Stage”- infant naturally searches for mother’s Healthy – will be more curious breast. to strangers & will inspect them. Freud’s Analogy – unhatched bird egg (without regard to external Unhealthy – fear strangers and reality) will recoil from them.  Normal symbiotic stage 4th to 5th b. Practicing (7/10 months to 15/16 week months) The infant behaves and functions  Infant begin to more away by crawling as though he and his mother were or walking as. Children easily distinguish their Omnipotent System – dual unity body from their mother’s within one common boundary Establish a specific bond with their Recognizes that they need their mother mothers to satisfy their need and Begin to develop an AUTONOMOUS seeks. EGO  Separations Individuation 4 to 5 They don’t like to lose sight of their months to 30-36 months mother They can be psychologically Begins to walk and talk to the separated from their mothers. outside world (fascinating and Achieve sense of individuation exciting) Begins to develop feelings of c. Rapprochement (16 months to 25 personal identity months) Experiences the external world as  They desire to bring their mother back MORE DANGEROUS (gave up dual (physically and psychologically) unity and omnipotence) Children want to share with their mother every acquisition of skills SUBLAPPING STAGES and new experiences (increased cognitive effects) a. Differentiation (5th month to 7-10 months) More likely to show SEPARATION ANXIETY  Bodily breaking from the mother- infant symbiotic orbit. RAPPROACHMENT CRISIS – fight dramatically with their mother ANALOGY – hatching of an egg. (NPD & BPD) d. Libidinal Object Constancy (3rd year EVOLUTIONARY PSYCHOLOGY of life) EDWARD OSBORNE WILSON  Children must create inner  Altruism representations of their mother o Even a characteristic, such as altruism, may have evolve through natural selection SELF PSYCHOLOGY HEINZ KOHUT  Kin Selection o Preservation of the gene,  Empathy rather than the individual, as o Children must receive the focus of evolutionary adequate empathy from the psychology parents LESSON 5  Child Narcissism o Normal and is observed in children ECOLOGICAL SYSTEM THEORY URIE BRONFENBRENNER  Mirroring  Grandiose exhibitionistic  Contextual factors, including culture self. Self object approval and social class, among others, are who reflect others. (eg, if crucial to understanding the child's other see me as perfect then I development within a family. am perfect.)  Child's environments at several scales, ranging from the family itself,  Idealizing to the school, to the larger culture.  Opposed to grandiose self because it implies that Five (5) Environmental Systems: someone else is perfect. (eg, 1. Microsystem- setting where the You are perfect but I am part individual lives. of you THEORY OF EVOLUTION 2. Mesosystem - relations between microsystems *This referes to inteplay mong CHARLES DARWIN the different Microsystems.  Importance of Natural Selection 3. Exosystem - immediate context and o Genes that allow one to social setting where the individual does not survive and reproduce will play an active role be more likely to be 4. Macrosystem - culture transmitted to offspring.  Survival of the Fittest 5. Chronosystem- environmental events, divorce, sociohistorical circumstances  HUMAN DEVELOPMENT AGE PERIODS OF DEVELOPMENT Late adulthood 1. Young-old- 65 to 74yrs 2. Old-old- 75 to 84 3. Oldest-old- 85 yrs to 99 4. Centenarians - 100+ INFANT REFLEXES SUCKING REFLEX  Happens when the roof of the baby's mouth is touched. *eat food, milk MORO REFLEX Also known as the Startle Reflex Baby is dropped or hears loud noise. Extends legs, arms, and fingers, arches back, draws back head. RIGHTING REFLEX Labyrinthe reflex  corrects the orientation of the Hypotonia (Floppiness) body *Long and narrow face TONGUE-THRUST REFLEX KLINEFELTER SYNDROME prevents from choking Males have an extra X chromosome, WITHDRAWAL REFLEX making them XXY an attempt to avoid pain; self- Undeveloped testes protection *do not disppear Enlarged breasts TONIC NECK REFLEX Tall Also known as the Fencing FRAGILE X SYNDROME Reflex To develop infant's hand-eye coordination Abnormality in the X chromosome GRASP REFLEX Intellectual Disability Palmar and Plantar Reflex Long and narrow face, and large ears *Both male and female BABINSKI REFLEX TURNER SYNDROME Toe will fan out and curl when the sole of the foot is stroked  In females, either an X chromosome from heel to toe is missing, making the person XO instead of XX, or one part of one X STEPPING REFLEX chromosome is deleted Also known as Walking Reflex Legs  Short move in stepping like motions  Difficulty in mathematics when feet touch a smooth surface.  Verbal ability quite good  Webbed neck  Infertile CHROMOSOMAL ABNORMALITIES DOWN SYNDROME CYCLE 0F ABUSE most common chromosomal  Tendency of child abuse to recur in abnormality ensuing generations of the same also called trisomy-21 because it is family line characterized in more than 90 percent of cases by an extra 21st  Explanations: chromosome.  Attachment Theory  Social Learning Simian Crease  Environmental Factors Flattened nose and face, and  Genetic view upward slanting eyes   Most common form of child 2. Identity Moratorium maltreatment: Child neglect  Actively exploring new roles, but yet to make a commitment IDENTITY STATUS 3. Identity Foreclosure JAMES MARCIA  Arrives at a committed  Two processes: identity without going  Crisis – Active exploration of through exploration identity alternatives  Commitment – 4. Identity Diffusion Psychological investment to a  Not taken the first step course of action  Party attitude to life, not taking normal  Four Identity Categories responsibilities  Identity Status  Presence or absence of crisis MIDLIFE RELATIONSHIPS and commitment  Sandwich Generation  Four Identity Categories  Refers to adults who have at least one parent age 65 or older and are either raising their own children or proving support for their grown children.  Kinkeeping  A person or persons who keep the family connected and who promote solidarity and continuity in the family  Empty nest  Post-parental period refers to the time period when children are grown up and have left home 1. Identity Achievement  Empty nest syndrome  Period of crisis, exploration o Which refers to of different alternatives a great before committing to a emotional consistent identity distress experienced by  parents, typically  Disenchantment phase mothers, after  Emotional let-down children have  Reorientation phase left home  Attempt to adjust  Boomerang Kids  Young adults who are returning after having lived ELDER ABUSE independently outside the  Most common type of elder abuse: home  Psychological and emotional LATE ADULTHOOD abuse  Next most common:  Retirement Financial Abuse  It is a process and not a one- time event  Perpetrators of elder abuse are  Bridge Jobs typically non-family members,  Another job taken between such as the caregivers in the career and full retirement, nursing home. usually part-time  Social death  Some get another job after  Occurs when others retirement which may encore dehumanize and withdraw careers from someone who is  Encore Careers terminally ill. o Work in a different field DEATH AND DYING from the one in Developmental Perceptions of Death which they retired  Infancy  Infants do not comprehend death, but they can react to ATCHLEY’S RETIREMENT STAGES the separation caused by  Remote pre-retirement phase death  Fantasizing what one wants to do  Early Childhood  Immediate pre-retirement phase  Assume death is temporary  Concrete plans are and reversible, they do not established think of it as permanent  Actual retirement  Honeymoon phase  Middle Childhood  Do things they could not do  Also understand the finality before of death however may still  participate in magical  The period after a loss during thinking and believe that which grief and mourning through their thoughts, they occurs can bring someone back  Mourning  Process by which people  Late Adulthood adapt to a loss  An individual now understands finality of death TYPES OF GRIEF and knows that everyone will die, but they may think that  Complicated grief people die because of their  A typical grief reactions wrongdoings  Feelings of disbelief, preoccupation with the dead  Adolescents loved one, distressful  Understand death as well as memories, feeling unable to adults move on, yearning for the deceased  Early Adulthood  Disenfranchised grief  Lower rates of death anxiety  Grief that is not socially  Expect a long life ahead of recognized them  Anticipatory grief  Middle Adulthood  When death is expected  Report more fear of death WIDOWHOOD MORTALITY EFFECT than those in either early and late adulthood.  There is a higher risk of death of the  Caretaking responsibilities widow or widower after the death of the spouse.  Late Adulthood  Have lower fears of death  If death is anticipated and they had than other adults more time to prepare, then the risk  of death is lower. GRIEF, BEREAVEMENT, AND MOURNING  Grief FIVE STAGES OF GRIEF  Normal process of reacting to a loss Kubler-Ross Five Stages of Grief  The 5 Stages of Coping with Death  Bereavement  Denial  Anger  Bargaining   Depression  Acceptance DUAL PROCESS MODEL OF GRIEVING  Bereaved individuals move back and forth between grieving and preparing for life without their loved one. *bereavement a person may oscillate between engaging with activities and loneliness for the deceased.  Loss orientation – Feelings of loss and yearning for the deceased  Restoration orientation – Reestablishing roles and activities they had prior the death of their loved on