Developmental Psychology Reviewer PDF

NARVAS, ERIKA – VERGARA, JAMAICA | BS PSYCH 4D Developmental Psychology (CE Lec and development is an ongoing & dynamic interaction b/n the individual & their environment Notes by Erika...

NARVAS, ERIKA – VERGARA, JAMAICA | BS PSYCH 4D Developmental Psychology (CE Lec and development is an ongoing & dynamic interaction b/n the individual & their environment Notes by Erika and Jam) considers culture, history, social context, etc. ⮚ aims to explain growth, change, & consistency throughout Determinism → Free choice the lifespan Pessimism → Optimism ⮚ how thoughts, feelings, & behaviors change throughout a → Causality Teleology person's life - from conception until old age Conscious → Unconscious ⮚ its goals are to describe, explain, & optimize development Biological → Social Uniqueness → Similarities Child Psychology prenatal beginnings to the early stages of their → NATURE NURTURE adolescence (0-12) Adolescent Psychology Biological Psycho Cognitive Humanism Behaviorism indefinite age range (approx. 13-19/10-19) Approach analysis Psychology focus on innate innate emphasizes all behavior generic, drives of mental basic is learned BIOPSYCHOSOCIAL MODEL hormonal, sex and structures physical from the and aggression; that are needs; environment look into the role of different factors of development neurochemical social constantly Society through Nature vs. Nurture explanations upbringing changed by influences a conditioning of behavior during environment person's childhood self-concept Significance of Developmental Psychology to have an enriched understanding of children's Research Designs behavior & its relation w/ adult behavior to increase knowledge on the process of development Cross-sectional Design & the conditions conducive to physical & psychological comparison of people at different ages at a single-point well-being in time to facilitate early detection of problems in cohorts development & help in the prevention of deviant or o participant in each age group atypical behavior cohort effect to know the principles & stages of growth & the o differences due to development & generation developmental tasks to expect from each stage & not due to treatment/experiment to utilize research & information on child study in caring Longitudinal Design for children in our society & address current issues following one group/ individual over time & assessing on the welfare of children changes directly time consuming, costly, high attrition JEAN-JACQUES ROUSSEAU does not suffer from cohort effect Romantic Naturalism cross-generational effect development proceeds according to an inner, biological o generalizing findings to groups w/ different timetable experiences as the study group protect children from society JOHN LOCKE Environmentalism development is facilitated by society & the environment Theoretical Issues MECHANISTIC MODEL development is a reaction to environmental input development is a series of predictable responses to stimuli Sequential Design ORGANISMIC MODEL combine elements of both longitudinal & cross- people actively initiate development sectional studies development is organic & self-regulating, occurring repeated study of cohorts over time in qualitatively different stages minimize cohort or cross-generational effects CONTEXTUALIST MODEL may be more resource intensive NARVAS, ERIKA – VERGARA, JAMAICA | BS PSYCH 4D o development can be subject to modification & change SENSITIVE PERIOD periods in development when a person is particularly open to certain experiences Eight Periods of Human Development 1. PRENATAL PERIOD 2. INFANCY & TODDLERHOOD (0-3) 3. EARLY CHILDHOOD (3-6) 4. MIDDLE CHILDHOOD (6-11) 5. ADOLESCENCE (11-20) 6. EMERGING/YOUNG ADULTHOOD (20-40) 7. MIDDLE ADULTHOOD (40-65) Controlled Laboratory/ Experimental Method 8. LATE ADULTHOOD (65+) a systematic observation w/ a set of conditions (independent variable) is manipulated to determine Types of Changes in Human Development their effect on a particular behavior (dependent variable) A. QUANTITATIVE + causality, hypothesis testing easily measurable features low external validity height and weight Case Studies B. QUALITATIVE descriptive & detailed record of an individual's/group's descriptive features of development experiences or behavior changes in thought processes, personality, sense of + diagnostic purposes or theory development self low external validity Growth Observational/ Naturalistic Method o physical/physiological changes; quantitative; research conducted in real-life settings where there is structure & form less control & manipulation of variables Development + participant behaviors are more natural o relatively predictable pattern of changes; less control over variables qualitative; organization & function Self-report Surveys Maturation o unfolding of traits resulting from the accommodates significant sample sizes interaction of heredity & environment questionnaires (written) or interviews (oral) + collect insights from respondents Risk factors o conditions that increase the likelihood of inaccurate assessments of the self, impression negative developmental outcomes management Causal factors o conditions that result to certain Domains of Development (Papalia, 2009) developmental outcomes Physical Psycho-social Cognitive growth of the emotions, learning, Protective factors body and brain, personality, social attention, o conditions or attributes the mitigate or sensory relationships memory, eliminate risks capacities, motor language, Heredity skills; health creativity, reasoning Chromosomes thread-like structures carrying hereditary units Period of Development: 22 pairs of autosomes, 1 pair of sex chromosomes Male/ Father CRITICAL PERIOD o X or Y specific time when a given event, or its absence has a o the one whose genes will determine the sex specific impact on development of the child Plasticity Female Mother o X NARVAS, ERIKA – VERGARA, JAMAICA | BS PSYCH 4D Female infant Male infant phenotypically male; some female secondary sex XX XY characteristics; sterile (underdeveloped testes) Genes about 20 to 30% have deficits in verbal intelligence pairs of hereditary units (more pronounced with increased X chromosomes) genetic information is coded along the DNA (deoxyribonucleic acid) JACOB'S/SUPERMALE SYNDROME: XYY, XYYY; XYYYY Allele phenotypically males; significantly taller than normal o Manifestation of characteristic or trait XY males; severe acne in adolescence. Genotypes fertile (low sperm counts) o seen and unseen, dominant and recessive may be affected by infantile autism o organism's genetic makeup, w/c includes both the visible & non-expressed alleles Females Phenotypes TURNER'S SYNDROME; XO o seen or observable characteristics or phenotypically female, small in stature, stubby fingers attributes & toes, a webbed neck, broad chest, small, o influenced by genotype, but environmental underdeveloped breasts factors can also affect it sterile normal in verbal intelligence; below average on tests General Principles of Heredity of spatial abilities Principle of Consistency POLY- X/SUPERFEMALE SYNDROME: XXX, XXXX, XXXXX like begets like phenotypically female; relatively normal children resemble their parents more closely than other fertile people relatively below average in intelligence; deficits in verbal reasoning (more pronounced with increasing Principle of Variability number of X chromosomes) like begets almost like a child is like both parents but exactly like neither Causes of Chromosomal Abnormalities combination of hereditary factors uneven segregation of chromosomes into daughter cells during meiosis Chance Principle the mother's age ("aging ova" hypothesis) some hereditary factors cannot be predetermined the father's damaged sperm cell Principle of Dominance & Recessiveness Genetic Abnormalities dominant (common, strong) (usually from recessive or mutated genes) recessive (weak) D+D=D CYSTIC FIBROSIS D+R=D lack of enzyme that prevents mucus from obstructing R+R=R the lungs & the digestive tract Autosomal Abnormalities MUSCULAR DYSTROPHY (MD) deterioration of muscles & loss of motor capabilities DOWN SYNDROME Trisomy 21 TAY-SACH'S DISEASE some form of mental retardation, congenital defects; lack of enzyme that breaks down fatty substances almond-shaped eyes with eyelid folds, round heads, short necks, protruding tongues, sloping foreheads and HEMOPHILIA awkward-footed walk "bleeders' disease"; lack of substance that causes most have cheerful temperaments blood clots Chromosomal Abnormalities DIABETES inability to metabolize sugar due to low insulin Males: production KLINEFELTER'S SYNDROME: XXY or XXXY NARVAS, ERIKA – VERGARA, JAMAICA | BS PSYCH 4D Principles of Different Outcomes Depending on o biting, crying, thumb sucking Environment o if fixated: eating, smoking, being sarcastic ANAL PHASE CANALIZATION PRINCIPLE 1 - 3 years genetic restriction of a phenotype anus canalized traits are difficult to modify (e.g., eye color, 1st phase: Early Anal blood type) o aggressive, frustration over toilet training 2nd phase: Late Anal RANGE-OF-REACTION PRINCIPLE o fascination with feces the genotype sets the range of possible outcomes for o develop an anal character any attribute if fixated: Anal Triad (orderliness, stinginess, environment may determine the point within the range obstinacy) or its opposite where the individual would fall PHALLIC PHASE NICHE PICKING 3 - 6 years genotypes direct individuals to seek or create genitalia (Anatomy is destiny) environments most compatible with their Male Oedipus Complex Female Oedipus Complex predispositions wants to be a father and penis envy (castration have the mother complex) RUBBER-BAND HYPOTHESIS simple & complete oedipal hostility to mother & sexual complex interest to father people are given different lengths of unstretched castration anxiety simple female oedipus genetic endowment but environmental factors may complex have stretched their expression to equal lengths identification w/ mother “In explaining a behavior, not all perspectives will be applicable. LATENCY PHASE One perspective may explain a certain behavior but not another, 6 - 12 years and it is also possible that more than one perspective can explain o erogenous zone the behavior.” direct energy to playing, studying & other nonsexual activities BEHAVIORAL PERSPECTIVES observable behaviors & environmental determinants GENITAL PHASE development as a function of learned behaviors 12+ years Genitalia ETHOLOGICAL PERSPECTIVE mouth and anus become auxiliary erogenous zones development as a process of adaptation puberty reawakens sexual aims behaviors common to all children from different direct sexual energy towards others cultures childhood behaviors result from the need to survive and adapt PSYCHODYNAMIC PERSPECTIVES behavior stems from unconscious processes & early family experiences manifest in dreams, slips of the speech, mannerisms, & emotional problems PSYCHOSOCIAL STAGES | ERIK ERIKSON PSYCHOSEXUAL STAGES | SIGMUND FREUD organized Freudian Theory into life stages Psychosexual Stages of Development development follows eight life stages, each w/ a conflict/crisis that needs resolution ORAL PHASE 0 - 1 year Mouth 1st phase: Oral – receptive o feel anxiety & ambivalence towards weaning 2nd phase: Oral – sadistic NARVAS, ERIKA – VERGARA, JAMAICA | BS PSYCH 4D Psychosocial Stages of Development o Reward ≠ Reinforcement Punishment o unfavorable or unpleasant consequence; decrease frequency Types of Reinforcement/Punishment Positive Reinforcement increase behavior by presenting a positive stimulus Negative Reinforcement increase behavior by removing an aversive stimulus Positive Punishment decrease behavior by presenting an aversive stimulus Negative Punishment decrease behavior by removing a positive stimulus Effect of Punishment CLASSICAL CONDITIONING | IVAN PAVLOV suppression of behavior neutral (conditioned) stimulus is repeatedly paired with conditions negative feelings an unconditioned stimulus until it is capable of eliciting spreads its effects the previously unconditioned response, now called the conditioned response Schedules of Reinforcement CONTINUOUS each response is reinforced INTERMITTENT responses are reinforced occasionally Fixed Ratio fixed number of responses is required before reinforcement is applied Fixed Interval first response following a fixed period of time is reinforced Variable Ratio reinforcement is applied after the nth response Stimulus Generalization SOCIAL LEARNING THEORY | ALBERT BANDURA o stimuli similar to the CS may also elicit the Observational Learning conditioned response o children learn by observing others; more Stimulus Discrimination efficient than conditioning o stimuli dissimilar to the CS will unlikely elicit Modeling the conditioned response o not simply imitation Extinction o add and subtract from observed behavior o conditioned response will weaken when CS o depend on several factors repeatedly occur without the US BOBO DOLL EXPERIMENT Spontaneous Recovery o reappearance of a conditioned behavior Process of Observational Learning Attention OPERANT CONDITIONING | B.F SKINNER usually attend to those we frequently associate w/ & immediate reinforcement of a response facilitates those that are 'attractive' learning Representation Shaping behavior patterns must be symbolically represented in o rewarding from gross approximations of the memory behavior to closer approximations until the Behavioral Production desired behavior is achieved converting cognitive representations into appropriate Reinforcement action, monitoring & evaluating progress o strengthens behavior & leads to increase in Motivation frequency NARVAS, ERIKA – VERGARA, JAMAICA | BS PSYCH 4D performance is facilitated by motivation to enact a BRONFRENBRENNER’S ECOLOGICAL THEORY behavior ORGANISMIC PERSPECTIVE focuses on how children organize, assimilate & accommodate information old + new experiences Jean Piaget's Cognitive Structural Theory Piaget’s Adaptation Assimilation o new information incorporated into existing cognitive structures Accommodation o adjust one's cognitive structure to fit new information Equilibration o constant striving for balance; assimilation & accommodation SOCIOCULTURAL THEORY | LEV VYGOTSKY cognitive growth is a collaborative process language as a means for learning Scaffolding MAJOR PHASES OF PRENATAL DEVELOPMENT Zone of Proximal Development Germinal → Embryonic → Fetal GERMINAL PERIOD 8 - 14 days Conception o sperm cell fertilizes egg cell = zygote 1st Week o zygote undergoes mitosis 2 Week nd o Zygote → blastocyst o implantation in uterus lining → hormonal changes, cease menses EMBRYONIC PERIOD 3rd-8th week 3rd week o implanted blastocyst → embryo GASTRULATION INFORMATION-PROCESSING THEORY o formation of germ layers cognitive development as a function of the mental o Ectoderm processes involved in perceiving & handling ▪ outer; skin & nervous system information o Mesoderm people are active thinkers ▪ middle; muscle & skeletal systems Memory → Attention → Decision-making → Goal o Endoderm setting ▪ inner; digestive & respiratory systems Placenta o connected to the uterus to provide oxygen and nourishment through the umbilical cord NARVAS, ERIKA – VERGARA, JAMAICA | BS PSYCH 4D FETUS/FETAL PERIOD ANTIBIOTICS 9th week – birth o hearing loss, premature delivery, cataracts Embryo → fetus (major organs begin to function) VITAMINS A o cleft palate, heart malformation VITAMIN B6, C, D AND K o prenatal deformities ORAL CONTRACEPTIVE o heart malformation, cervical cancer in female infants ALCOHOL (FETAL ALCOHOL SYNDROME) o microcephaly, malformation of heart, limbs, joints, face; irritability, hyperactivity, seizures and tremors NICOTINE TERATOGENS o retard fetal growth, risk of spontaneous disease, drug or environmental hazard which can harm abortion, stillbirth, and infant mortality a developing embryo/fetus NARCOTICS o premature delivery, infant addiction, stroke Environmental Teratogens RADIATION o mutations, spontaneous abortions, other birth defects (esp. 1st trimester) o infants are at risk of developing cancer in later life CHEMICALS & POLLUTANTS o dyes, pesticides, food additives, cosmetics o lead, zinc, mercury in the air/water Maternal Diseases as Teratogens PHYSICAL DEVELOPMENT Sexually - Transmitted Diseases CEPHALOCAUDAL GROWTH SYPHILIS top-down growth GENITAL HERPES (HERPES SIMPLEX) learn to use upper body first CYTOMEGALOVIRUS (CMY) ACQUIRED IMMUNITY DEFICIENCY SYNDROME PROXIMODISTAL GROWTH o Can be transfer during this periods: inner to outer growth ▪ Prenatally - virus passes through learn to use limbs first before hands and feet the placenta ▪ During birth - exchange of blood MUSCLES & BONES between mother and child birth: most bones soft ▪ After birth - virus is passed through fontanelles (no bones) - forehead the mother's milk bones harden at diff rates (hands and wrist faster) muscles change (thickness, length) Drugs as Teratogens muscles easily heal for babies / kids THALIDOMIDE total mass of muscles increase greatly over the first 14 o mild tranquilizer - 15 years of life o 21ST day = likely w/o ears o 25th-27th day = deformed/no arms OBSTETRICS DILEMMA o 28th- 36th day = deformed/no legs as bipedal creatures: mother's birth canal can no longer o PHOCOMELIA reliably accommodate babies if they were born later or ASPIRIN more physically developed o neonatal bleeding, gastrointestinal why we still have a lot of growing to do when we come discomfort, fetal growth retardation, infant out death NARVAS, ERIKA – VERGARA, JAMAICA | BS PSYCH 4D The Filipinos’ Child Growth baby's cheek or lip is stroked: mouth opens and food nutrition research institute: sucking occurs (why breastfeeding is natural) o 3/10 filipino too short for their age. TAA: birth o 2/10 same age range underweight. TAD: 9 months (after 9 months, breastfeeding o chronic malnutrition and lack of education. becomes a habit ; learned) HEIGHT & WEIGHT Walking Reflex neonates: 1/3 of final height Locomotor two year old: about half of adult height baby is held up with feet touching a flat surface: makes proportions: trunk is the slowest – legginess step-like motions ages 10 1/2 - 15: adolescent growth spurt occurs TAA: 1 month most rapid growth last only 2 years, then height TAD: 4 months gradually increases to full adult height. Swimming Reflex REFLEXES Locomotor primitive can paddle, but can't hold their legs very long o for survival of babies positional/postural FINE MOTOR SKILLS o for comfort small groups of muscles locomotor movements that use small muscles o seems like movement grasping a toy, drawing a circle Moro Reflex GROSS MOTOR SKILLS primitive big groups of muscles when baby is dropped or when there is a loud noise → movements that use big muscles extends limbs, arches back, draws head back rolling over, swinging arms typical age of appearance (TAA) : 7 months of gestation BASIC MOTOR SKILLS TAD: 3 months for survival like walking (naturally happens, not learned) Darwinian Reflex Primitive Major Stages of Motor Development palm is stroked: makes a strong fist 0 - 1 month for fisting and grasp basic reflexes are exercised (rooting, darwinian, moro, Bowlby: feelings of nurturance in adults etc) TAA: 7 months of gestation TAD: 4 months 1 - 4 months head if the child is moving along their eyeline Tonic Neck Reflex perfection of visual control and eye movement postural reflex coordinates with the head child lays down on back, head on one side = fencer difference between moving/ stationary objects position none: grasp or prehensive contact (use of thumb to o two types: (1) symmetrical: fencer. (2) grasp things) asymmetrical TAA: 7 month 4 - 7 months TAD: 5 months head and arm control raise chin and head when lying on stomach Babinski Reflex reaching movements Primitive sole of foot is stroked: toes fan out and foot twists in 7 - 10 months TAA: birth Cephalocaudal TAD: 4 months trunk and head control prehension and immature grasp Rooting Reflex sits alone. BUT: cannot maintain balance Primitive NARVAS, ERIKA – VERGARA, JAMAICA | BS PSYCH 4D 10 - 13 months simple sentence structures (two or three essential control of legs, feet, fingers words) refine prehension two or more words, can be phrases stands and walks alone (can walk in one direction only) 2 years +: sentence structure become more adult-like | if you push them, they'll lose balance can grab toys or things GRAMMAR 2 years +: grammar ( rules of language; combining 13 - 24 months word order, intonation, and inflection) in response to perfection of prehension their environment walks sideways, backward and up and down note: speech forms are not updated: e.g., children are fast walk-run communicating using technological means i.e., emojis Development of Language & Communication Skills PIAGET’S COGNITIVE STAGES is baby talk good or bad? | Polka and colleagues (2022) : 6 - 8 months displayed robust and distinct SENSORIMOTOR (0-2) preference for speech with resonance specifying a schemes vocal tract similar in size and length to their own o organized patterns of thought and behavior. babies respond to high pitch (BUT 1 year old and above reflexes become intentional, start to produce start to find it irritating due to adjustments) outcomes that are desirable. coordinate sensory inputs with motor capabilities. Progressive Stages of Development schema e.g., matipunong lalaki (tall, dark, handsome— differently for each person) ATTENTION TO SPEECH limitation (12 - 18 months): 1 month: respond to human voices differently from o observations of behavior are likely imitated. other stimuli direct imitation 9 months: distinguish speech sounds without o what they have sensed is what they would do. comprehension (different from modeling, with decisions). deferred imitation PRE-SPEECH FORMS o imitate from memory gestures: before babies speak, they point and make o bandura's modeling gestures to communicate way of communicating is not o 18 - 24 months = memory systems are more with the use of verbal language complex. prelinguistic speech object permanence crying o understanding that something still exists even o initial and primary form of communication if it is not sensed 2 months: baby has new noises, such as squeals, o existence continues even without sensory cheers, and cooing repeated in a circular fashion. markers 3 months +: accidental imitation → deliberate o implicated in memory development and the 4-5/6-10 months| babbling formation of attachments o repetitive syllables, mixture of vowel and o good exercises: peek-a-boo, hide and seek consonant (requires some level of motor symbolic representation development) / no meaning 1 year +: changes in intonation; use long, complex PREOPERATIONAL (2-7) sequences of meaningless sounds symbolism = symbolic thought without logic o “ako, si nanay” THE FIRST WORDS o this letter produces this sound linguistic speech preconceptual period (2-4 years old) o verbal expressions that convey meaning o symbolic functioning, ability of representation 10 months to 1 year: holophrases o pretend play o with intention behind the words as opposed intuitive period (4-7) to babbling o perception is mostly based on face-value or how things appear to be THE FIRST SENTENCES o literal thinking ("touch grass" and they would 18 - 20 months: telegraphic speech touch grass) NARVAS, ERIKA – VERGARA, JAMAICA | BS PSYCH 4D o classification was based on obvious features FORMAL-OPERATIONAL STAGE (11+) such as size, shape, and color. (tell a child no age range, some people do not have the ability to classify base on money value or imagine things sentimentality: incapable). creation of ideas and propositionS limitations: reason logically about hypothetical processes and o concrete events ▪ only deal with the present, abstract reasoning (upwards and downwards; immediate, and simple inductive and deductive) o irreversible complex symbolism ▪ lack the mental ability to undo o a letter is represented by a number, a number events is represented by a letter = algebra o egocentric o color theory = color can have multiple ▪ difficulties with perspective-taking meanings ▪ “hala sinusundan ako ng buwan” o use symbols to represent other symbols o centration o second-order symbolic system ▪ difficulties dealing with multiple third eye must be at the back of the head or at the aspects (classification one at a time hand only) qualitative changes: coordinate multiple factors in ▪ different container sizes with the problem-solving same volumes is difficult for them to "if you had a third eye, where would you put it?" perceive) handle many facts simultaneously o transductive reasoning test hypotheses and possible solutions ▪ event A → event B in a very metacognition straightforward manner ▪ illogical conclusions ▪ “sa hapon, natutulog ako. so pag di pa ako natutulog, di pa hapon” o animism ▪ assigning human qualities to non- human objects CONCRETE-OPERATIONAL STAGE (7-11) operational schemes are applied to objects, situations, or events (real or imagined) conservation o redistributing a material does not always affect its mass, volume, or length LAWRENCE KOHLBERG o no matter the size or shape, volume and mass fan of Piaget can still vary "if you cannot develop morally, then you cannot o no conservation: sticking to obvious factors develop cognitively" like size or shape instead of value KOHLBERG’S STAGES OF MORAL DEVELOPMENT relational logic o seriation PRECONVENTIONAL LEVEL (4-10) ▪ ability to arrange objects based on Stage 1 increasing value or quantity punishment and obedience (good boy, good girl ▪ e.g., arrange in size from smallest to morality) tallest obey rules to avoid punishment o transitivity Stage 2 ▪ describe relations of items or objects instrumental purpose and exchange in a series self-interested conforming of rules; transactional ▪ understand arrangement of objects some adults get stucked in this stage or relationship between objects rewards and punishment are motivation of morality ▪ difficulty in arranging means or clusters in statistics CONVENTIONAL LEVEL (10-13+) NARVAS, ERIKA – VERGARA, JAMAICA | BS PSYCH 4D morality based on other people's standards of morality mothers tend to be the primary attachment figures (government, friends, peers) (can be anyone that primarily takes care of the child) Stage 3 fear of strangers develop mutual relations and approval please and help others MULTIPLE ATTACHMENT STAGE (9 – 10 months evaluate based on motives and the person (not calling onwards) out friends; hiding your son who committed a crime) healthy development Stage 4 infants form strong emotional bonds with other social concern and conscience significant and regular companions duty, respect for authority, social order (dura lex sed object permanence solidifies lex) this situations can happen: "sumunod ka na lang kasi" o disinhibited social engagement disorder ▪ no caution when it comes to POST-CONVENTIONAL LEVEL (-) strangers right and wrong is now your personal choice or decision o reactive attachment disorder to make ▪ cold and no reaction at all towards Stage 5 anyone even primary caregiver morality of contract, rights, and accepted laws rational; value the will and welfare of all (jeepney phaseout: is it for the betterment of society? or for capitalism?) Stage 6 morality of universal ethical principles people act according to internalized standards ATTACHMENT STYLES SECURE ATTACHMENT healthy relationship with caregivers appropriately distressed when they leave but happy when they return child believes that their needs are met in a quick and consistent way STAGES OF ATTACHMENT | SCHAFFER & EMERSON happy, curious, able to trust, communicate effectively, regulate emotions PRE-ATTACHMENT/ASOCIAL STAGE (0 - 6 weeks) babies have no particular attachment AMBIVALENT ATTACHMENT (anxious resistant) later on, show preference for some social stimuli distressed when caregiver leaves (+) but is not imprinting for animals (twilight) comforted (-) when they return everyone is a source of satisfaction of my needs child believes that the caregiver is inconsistent and unreliable INDISCRIMINATE ATTACHMENT STAGE (6 weeks – 7 anxious, insecure, constant need for reassurance, months) sensitive to criticism, jealous tendencies infants start to prefer human company and protest "ayan ka na naman, iiwan mo na naman ako" when left alone no specific company is preferred yet AVOIDANT ATTACHMENT (anxious avoidant) little distress when caregiver leaves and does not DISCRIMINATE ATTACHMENT STAGE (7 - 11 months) acknowledge them when they return primary caregiver child believes that the caregiver is dismissive and develop a strong preference for specific individuals and cannot meet their needs will protest when separated NARVAS, ERIKA – VERGARA, JAMAICA | BS PSYCH 4D distant, may downplay relationships, critical of others, Diffused → Moratorium → Achievement (very Erikson) self-reliant "if you dont have challenges in life, you wont have identity "bago mo pa ako iwan, iwan na kita" development" DISORGANIZED ATTACHMENT Emerging Adulthood (18 - 25) potentially pathological (not automatically a disorder primary task: recentering but is concerning for children) transitioning: stage itself is a transition perception: what is my place as an adult? o hostile transitional state between adolescence and adulthood o not sources of comfort, but of pain, suffering response to changing socio-economic factors lack of clear attachment relationship age of identity exploration, instability, self-focus, erratic reactions: feeling in-between, and possibilities o child acts frightened of caregiver or has contradictory responses to them (can be very RECENTERING (shifting into an adult identity) affectionate or very withdrawn) Stage 1: still embedded in family but expectations for self- child is severely confused by caregiver's actions; may reliance increase have history of abuse; survival mode Stage 2: no longer embedded in family; exploration; beginning may show abnormal behavior, non-responsive, of serious commitments (exploring romantic relationships, no apprehensive, dazed long term commitment in terms of finances) Stage 3: full independence and commitments (settling down, MARCIA’S FOUR IDENTITY STATUS insurance, paying bills) IDENTITY ACHIEVEMENT STATUS TYPOLOGICAL MODEL OF PSYCHOSOCIAL sense of identity DEVELOPMENT | JACK BLOCK high crisis, high commitment expand trait theory ego resiliency and ego control MORATORIUM STATUS ego resilient actively struggling for a sense of identity o well-adjusted, confident, cooperative, task- high crisis, low commitment focused struggling who you want to become overcontrolled o shy, quiet, anxious, dependable, conflict- FORECLOSURE STATUS averse unquestioning adoption of parental, societal values undercontrolled low crisis, high commitment o active, energetuc, impulsive, easily distracted this is how my mother or society raised me desired: balance in control and resilience IDENTITY DIFUSSION STATUS THEORY OF LOVE | ROBERT STERNBERG no concern for sense of identity low crisis, low commitment Three Basic Components: no character growth Passion an intense physiological/sexual desire relatively unstable, can fluctuate a lot an intense physiological desire for someone. consists of any motivational sources of arousal that lead to the experience of passion Sternberg acknowledged that includes what Hatfield and Waster (1981) refer to as a state of intense longing for union with the other In this passionate loving relationship, sexual and related motivational needs may well predominate in one’s subjective experience. Other needs, however, such as those for self-esteem, nurturance, affiliation, dominance, submission and self- actualization may also contribute to the experience of passion. NARVAS, ERIKA – VERGARA, JAMAICA | BS PSYCH 4D Intimacy ROMANTIC LOVE openness, closeness, bondedness, connectedness intimacy + passion feeling "safe" physical and emotional bond without commitment the feeling that one can share all one’s thoughts and In essence, it is liking with an added element of arousal actions with another brought about by the physical attraction and its concomitants. Commitment Romantic lovers are not only drawn physically to each willingness to stay and maintain relationship other but are also bonded emotionally- bonded both decision component consists of short-term and long- intimately and passionately, but without sustaining term goals commitment Different Kinds of Love: FATUOUS LOVE NON-LOVE passion + commitment absence of components unstable without intimacy Involves commitment made on the basis of passion LIKING without the stabilizing element of intimate involvement intimacy alone; warmth which takes time to develop results when one experiences the intimacy component When the passion fades (as it almost inevitably does) of love without the passion and decision/commitment all that is left is the commitment. INFATUATION CONSUMMATE LOVE passion alone; idealized; unstable "takes a lot of work" “love at first sight” or in general, love that involves an complete/ideal relationship must be maintained obsession with an idealized partner. the complete form of love, representing an ideal Infatuated relationships tend to involve unequal relationship toward which people strive involvements and are very unstable. Of the seven varieties of love, consummate love is It results from experiencing passionate arousal in the theorized to be that love associated with the “perfect absence of intimacy and the decision/commitment couple. component of love liking → romantic → consummate → companionate EMPTY LOVE commitment alone; stagnant // According to Sternberg, these couples will continue to have emanates from the decision that one loves another and great sex fifteen years or more into the relationship, they cannot is committed to that love in the absence of both the imagine themselves happier over the long-term with anyone intimacy and passion component of love; else, they overcome their few difficulties gracefully, and each may occur in a long-term, stagnant relationships, delight in the relationship with one another. perhaps a marriage held together for convenience, habit, fear of change, or “for children’s sake” However, Sternberg cautions that maintaining a consummate When all that’s left is a commitment, it is somehow love may be even harder than achieving it. difficult to restore the other elements to renew the marriage and make the magic return He stresses the importance of translating the components of love into action. COMPANIONATE LOVE intimacy + commitment “Without expression,” he warns, “even the greatest of non-passionate long-term relationships loves can die.” an intimate, non-passionate type of love that is stronger than friendship because of the element of Thus, consummate love may not be permanent. If passion is lost long-term commitment over time, it may change into companionate love. “This type of love is observed in long-term marriages where passion is no longer present” but where a deep affection and commitment remain The love ideally shared between family members is a form of companionate love, as is the love between close friends who have a platonic but strong friendship. NARVAS, ERIKA – VERGARA, JAMAICA | BS PSYCH 4D MENOPAUSE a transitional process with permanent cessation of ovulation and menstruation generally one year after the last menstrual period (abrupt for other females) PERIMENOPAUSE several years of physiological changes of menopause ***declining estrogen does not affect sexual appetite CONCEPTS OF NORMATIVE DEVELOPMENT | MARCOEN & COLLEAGUE’S relationship with aging parents (1995) FILIAL CRISIS adults learn to balance love and duty to parents with autonomy FILIAL MATURITY middle-aged children learn to accept parent's need to depend on them healthy outcome of filial crisis ***unhealthy outcome: resent your parents for being dependent on you (and worse, resent your children "i have no more dreams because of you")