LESSON 1: Introduction to Middle and Late Adolescents PDF

# LESSON 1: INTRODUCTION TO MIDDLE AND LATE ADOLESCENTS ## DEVELOPMENT - progressive series of change that occur in a predictable pattern as the result of interactions between biological and environmental factors. - ~Neil J. Salkind ## What is psychosexual development? - Freud believed that adul...

# LESSON 1: INTRODUCTION TO MIDDLE AND LATE ADOLESCENTS ## DEVELOPMENT - progressive series of change that occur in a predictable pattern as the result of interactions between biological and environmental factors. - ~Neil J. Salkind ## What is psychosexual development? - Freud believed that adult personality problems were the result of early experiences in life. - He believed that we go through five stages of psychosexual development and that at each stage of development we experience pleasure in one part of the body than in others. - Image of Sigmund Freud and the word "Psychology" ## THEORY OF SIGMUND FREUD - Psychosexual Development ## What are erogenous zones? - Erogenous zones are parts of the body that have especially strong pleasure-giving qualities at particular stages of development. - Diagram of the human body with numbered erogenous zones. ## Stages of Psychosexual Development ### I. Oral Stage - **APPROXIAMTE PERIOD:** 1st year of life - **FOCUS:** Oral pleasure through mouth, eating, sucking, mouthing, chewing and biting - Image of a baby sucking its thumb and the text "ORAL STAGE - If he can get it in, it's going in. " ### II. Anal Stage - **APPROXIMATE PERIOD:** 2 to 4 years old - **FOCUS:** release tension through the anus eliminating and retaining feces and toilet training. - Image of a child sitting on a potty and playing with blocks. ### III. Phallic Stage - **APPROXIMATE PERIOD:** 3-6 years old - **FOCUS:** on the genitals as the child discovers that self-stimulation is enjoyable. - Image of 3 children. ### Importance of Phallic Stage - In Freud's view, the phallic stage has a special importance in personality development because this period triggers the Oedipus Complex. - Image of Oedipus with the text "IDEAS IN PSYCHOANALYSIS - Oedipus Complex - ROBERT M. YOUNG" ### What is the Oedipus Complex? - The Oedipus Complex is the young child's development of an intense desire to replace the parent of the same sex and enjoy the affection of the opposite-sex parent. - Image of a mother and son. ### What is Electra Complex? - A stage when a girl sees her mother as a rival for her father's attention although she still has strong attachment to her mother. ### Resolving the Oedipus Complex - At about 5-6 years of age, children recognize that their same-sex parent might punish them for their incestuous wishes. - To reduce the conflict, the child identifies with the same-sex parent, striving to be like him/her. - If the conflict is not resolved, the individual may become fixated at the phallic stage. - Image of a father and son fishing. ### IV. Latency Stage - **APPROXIMATE PERIOD:** 7 yr - onward - **FOCUS:** resolving fixations or conflicts in previous stages; developing academic and social skills, physical abilities and talents. - Image of a group of children in school. ### IV. Latency Stage - **TRAIT OUTCOMES:** The child develops closeness with parents if conflicts are resolved and builds social ties sexual urges are inhibited. - Image of a group of children in school. ### V. Genital Stage - **APPROXIAMATE PERIOD:** 12 yrs old - **FOCUS:** Sex role identity formation. - Image of a teenage girl and boy. ## Erik Erikson's Psychosocial Theory - Erik Erikson (1902-1994) – expanded Freud's theory that recognizes the importance of early experiences in childhood. - -socialization process is important. ### Trust vs. Mistrust - **Approximate Age:** Birth-1 1/2 years - **Positive Outcomes:** Feelings of trust from environmental support. - **Negative Outcomes:** Fear & afraid to concern regarding others. - Image of a mother kissing a baby. ### Autonomy vs. Shame & Doubt - **Approximate Age:** 1 1/2 -3 years - **Positive Outcomes:** Self-sufficiency if exploration is encouraged. - **Negative Outcomes:** Doubts about self, lack of independence. - Image of a child walking. ### Initiative vs. Guilt - **Approximate Age:** 3-6 years - **Positive Outcomes:** Discovery of ways to initiate actions. - **Negative Outcomes:** Guilt from actions and thoughts. - Image of a child playing with toys. ### Industry vs. Inferiority - **Approximate Age:** 6-12 years - **Positive Outcomes:** Development of sense of competence. - **Negative Outcomes:** Feelings of inferiority, no sense of mastery. - Image of children in a classroom. ### Identity vs. Identity Confusion - **Approximate Age:** Adolescence - **Positive Outcomes:** Awareness of uniqueness of self, knowledge of role to be followed. - **Negative Outcomes:** Inability to identify appropriate roles in life. - Image of a teenage girl reading. ### Intimacy vs. Isolation - **Approximate Age:** Early adulthood - **Positive Outcomes:** Development of loving, sexual relationships, and close friendships. - **Negative Outcomes:** Fear of relationships with others. - Image of a couple embracing. ### Generativity vs. Stagnation - **Approximate Age:** Middle Adulthood - **Positive Outcomes:** Sense of contribution to continuity of life. - **Negative Outcomes:** Trivialization of one's activities. - Image of a doctor and nurse. ### Integrity vs. Despair - **Approximate Age:** Late adulthood - **Positive Outcomes:** Sense of unity in life's accomplishments. - **Negative Outcomes:** Regret over lost opportunities of life. - Image of an elderly couple. ## Jean Piaget's Cognitive Development - Jean Piaget (1896-1980) – considers the active role of an individual as an important factor in human development. - Equilibration – the process of achieving balance marks significant development of an individual. ## Other factors involved in the developmental process - maturation (biological change), experience, and the transfer of attitudes, information, or customs (for example, a child learning from what parents taught him/her. | STAGE | PERIOD | DESCRIPTION | |---|---|---| | Sensorimotor Stage | From birth to 2 Years | The child learns through sensory experiences | | Pre-Operational Stage | From 2 to 7 Years | The child's way of thinking is toward himself/herself (egocentric). It is all about him/herself. The child thinks people are just like him/her in the way they think. | | Concrete Operational Stage | 8 to 11 Years | The child begins to be more logical and able to perform simple operations, begin to understand classifications, and reversibility. | | Formal Operational Stage | Starts to emerge between 11 to 15 years old | He/she is able to analyse problems, and consider different ways of solving it in a systematic way | ## Lawrence Kohlberg - Lawrence Kohlberg's Moral Development - Lawrence Kohlberg (1927-1987) – studied how children understand what is right and wrong and how they develop a sense of morality. - Morality - ability to distinguish right from wrong and to behave accordingly. - Image of Lawrence Kohlberg. | STAGE | PERIOD | DESCRIPTION | |---|---|---| | Preconventional| | Stage 1: Obedience and Punishment. Stage 2: Individualism and Exchange. Stage 3: Interpersonal Relationships. | | Conventional | | Stage 4: Maintaining Social Order. Stage 5: Social Contract & Individual Rights. | | Post-Conventional | | Stage 6: Universal Principles. | - Diagram of Kohlberg's stages of moral reasoning. ## Heinz Story - One of the best known stories of Kohlberg's (1958) concerns a man called Heinz who lived somewhere in Europe. - Image of a couple. ## Preconventional Morality - (age 4 - 10) recognition of authority who gives punishment or reward. ### Stage 1: Punishment/ Obedience Orientation - Deciding what is right or wrong is based on what action is punished. The child obeys to avoid punishment. - Image of a person in jail. ### EXAMPLE: - Heinz shouldn't steal the drug because he'd go to jail if he got caught. ## Stage 2 – Mutual Benefit "Reward Orientation” - Deciding what is right or wrong is based on what is rewarded. - Image of a person with money. ### EXAMPLE: - Heinz should steal the drug because the druggist is being greedy by charging so much. ## Conventional Morality - There is understanding that there are rules to follow to be accepted and to maintain order. ### Stage 3:Social Approval “Good Boy-Good Girl Orientation - Deciding what is right or wrong is based on what others approve or disapprove of. - Image of a couple holding hands. ### • EXAMPLE: - Heinz should try to steal the drug because that's what a devoted husband would do. ## Stage4: Law & Order “Authority Orientation" - Deciding what is right or wrong based on the rules that should be followed. ### • EXAMPLE: - Heinz should not steal the drug because that would be against the law and he has duty to uphold the law. - Image of handcuffs. ## Post-Conventional Morality - There is flexibility in accepting rules. An Individual may not necessarily accept or follow given rules as he/ she develops his/her own personal code of ethics. ### Stage 5:"Social Contract Orientation” - Deciding what is right or wrong is based on laws; however, one recognizes that they can change. An individual acts based on what will be good for the majority. - Image of a sick person in a hospital bed. ### EXAMPLE: - Heinz should steal the drug because his obligation to save his wife's life must take precedence over his obligation to respect the druggist's property rights. ## Stage 6:Universal Ethical Principles - Deciding what is right or wrong is based on universal principles. One looks into one's conscience, pursues justice and seeks equality at all cost. - Image of a person with a syringe. ### EXAMPLE: - Heinz should steal the drug even if the person was a stranger and not his wife. He must follow his conscience and not let the druggist's desire for money outweigh the value of a human life.