Developmental Aspects of Behavior Flashcards
5 stages of racial/cultural identity development (Marcia)
Conformity Dissonance Resistance & Immersion Introspection Integrative Awareness
Describe Identity Achievement through Marcia’s Identity Development theory
High commitment + High exploration= identity achievement.
This might look like a kid who has experienced an identity crisis and has made a commitment to a sense of identity that they’ve chosen and they feel a sense of confidence in their unique personhood
In Marcia’s theory of identity development, what stage results from Low commitment + High exploration?
Low commitment + High exploration= Moratorium (crisis, choice)
This looks like a kid who changes their hair color every week. This kid may feel often in crisis; they are likely exploring various commitments and wants to make choices but they have not made much of a commitment to anything.
In Marcia’s theory of identity development, what stage results from a combination of low commitment + low exploration?
Identity Diffusion (no choice)
This looks like a kid who doesn’t have much sense of having choices, and who is not trying or is willing to make a commitment to a sense of identity.
In Marcia’s theory of identity development, what stage results from a combination of High commitment + Low Exploration?
Identity Foreclosure (expectations)
This looks like a kid who may be willing to commit to some relevant values, rules, goals for the future. At this stage, they haven’t experienced a crisis and may tend to conform to the expectations of others regarding their future
What is one major difference between Marcia’s stages of identity development and other theories of developmental STAGES?
Marcia emphasized that the stages of identity development were NOT sequential.
According to Erikson’s stages, what is happening for a child in their first year of life?
- Name the stage
- Describe what is happening during that stage
- What virtue comes from this stage?
- How does the completion of this stage culminate later in life?
Trust vs Mistrust
In this stage, the infant learns whether the caregiver can be trusted to meet their needs. If the caregiver is untrustworthy or unreliable, the world may be deemed a dangerous place.
Virtue: Hope
Culmination in later life: Appreciation for interdependence and relatedness
According to Erickson’s stages, what happens between ages 1-3?
- Name the stage and describe it
- What is the result of “failing” this stage?
- What important event occurs in this stage?
- What is the ideal outcome of this stage?
- What virtue comes from this stage?
- How does this stage culminate in later life?
Autonomy vs Shame/Doubt
- In this stage, children learn to feed & care for themselves by learning they can control their actions and act on their environment to get results. This is the “me do it” stage!
- If they fail to develop these skills are likely to feel shame and doubt as development continues.
- Important event: toilet training
- Outcome: Developing a sense of personal control over physical skills and a sense of independence
- Virtue: Will
- Culmination: Acceptance of life from integration to disintegration
According to Erickson’s stages, what stage happens between 3-6yo?
- Name the stage and describe it
- What is the ideal outcome of this stage?
- What is the result of “failing” this stage?
- What virtue comes from this stage?
- How does this stage culminate in later life?
Initiative vs Guilt
-In this stage children are capable of initiating activities and asserting control over their world through social interactions & play. They begin to take responsibility and act “grown-up”, running the risk of taking on more than they can handle or take on goals/activities in conflict with the caregiver.
- Outcome: a sense of purpose
- Failing: Development of guilt, too much power
- Virtue: Purpose
- Culmination: Humor, empathy, resilience
According to Erickson’s stages, what stage occurs between 6-12YO?
- Name the stage and describe it
- What important event happens during this stage?
- Ideal outcome of this stage?
- Result of “failing” this stage?
- What virtue comes from this stage?
- How does this stage culminate in later life?
Industry vs Inferiority
-In this stage children master their social and academic skills and ideally develop a sense of pride and accomplishment in their schoolwork, sports, social activities, family life, etc.
- Important event: School (elementary= onset of peer comparison behaviors)
- Outcome: Coping with social and academic demands
-Failure: Kids who struggle to get along with peers, or who are contending with negative experience/trauma at home may develop a sense of inferiority, or they may feel inadequate because they feel as though they don’t measure up.
- Virtue: Competence
- Culmination: Humility, acceptance of the course of one’s life, and ability to cope with unfulfilled hopes
According to Erickson’s stages, what occurs between ages 12-20?
- Name the stage and describe
- Result of “failing” this stage?
- Ideal outcome of success?
- What important event happens at this stage?
- What virtue comes from this stage?
- How does this stage culminate in later life?
Identity vs Role Confusion
-In this stage, the child explores the question “who am I” and the main goal is to develop a sense of self, trying on many different “selves” to see which ones fit, trying to determine who their “adult” self will be, all while sitting at the crossroads between childhood and maturity/adulthood; social and occupational identities are forming.
- Success leads to a strong inner self, commitment to their beliefs/values in the face of others perspective
- Failure happens when adolescents are apathetic, don’t make a conscious search for identity, or are pressed to conform to their parents’ ideals, in which case they will likely have a weak sense of self and struggle to identify their roles.
Event: Intimate social relationships
Virtue: fidelity
Culmination: a sense of the complexity of life, merging of sensory, logical, aesthetic perception
According to Erickson’s stages what occurs in young adulthood (20-40)?
- Name and description
- What is the result of “failing” this stage?
- Ideal outcome?
- What virtue comes from this stage?
- How does this stage culminate in later life?
Intimacy vs Isolation
- After developing a sense of self in previous stages, people at this age are ready to share their lives with others. The primary task is to form strong relationships and achieve a sense of love, companionship (shared identity)
- Failure to resolve the previous stage may lead to difficulty with building and maintaining successful relationships as someone needs a strong sense of self before they can develop successful intimate relationships.
-Outcome: Intimate, loving relationships, and strong community
-Virtue: Love
Culmination: A sense of the complexity of relationships, value of tenderness, and ability to love freely
According to Erickson’s stages, what occurs in middle adulthood (40-65)?
- Name and describe
- What results from “failing” this stage?
- What virtue comes from this stage?
- How does this stage culminate in later life?
Generativity vs Stagnation
- finding life’s work and contributing to the development of others through activities like volunteering and mentoring. They contribute to the next generation as well as engage in meaningful, productive work that often is a positive contribution to society.
- Productivity in work and family raising is the central task.
- generativity is always culturally defined, remember this*
- Failure: If one is unable or unwilling to maintain the responsibilities in their life stagnation occurs, where one feels as though they aren’t leaving a mark on the world in a meaningful way
- Virtue: Care
- Culmination: Caring for others, empathy, and concern
According to Erickson’s stages, what is the last stage, occurring in late like (65+)?
- Name and describe
- Failure?
- Virtue?
- Culmination?
Ego Integrity vs Despair
-Reflecting on their lives, either feeling a sense of satisfaction or failure. Those who feel satisfied feel proud of their accomplishments, feel a sense of integrity, feeling few regrets, and feeling like their life has had meaning. Life experiences, especially social, determine the outcome
-Failure: May feel like their life was wasted, focusing on what “would have/could have/should have been”- facing the end of their lives with bitterness, depression, despair
-Virtue: Wisdom
Culmination: Existential identity, sense of integrity, strong enough to withstand physical disintegration
Who is Lawrence Kohlberg?
Kohlberg was a psychologist who is most known for developing his theory of the stages of Moral Development, which is broken down into 6 stages, 3 levels.
-He was influenced by Piaget’s moral development research and wanted to extend it to include considerations of moral judgment
Describe Level 1 of Kohlberg’s moral development theory
- Name and describe the level
- Identify and describe the 2 stages that happen at this level
Level 1: Preconventional (4-10)- morality is externally controlled; moral value resides in a person’s needs and wants.
- Stage 1: Punishment & Obedience
- individual and moral judgment is motivated by a need to avoid punishment.
- one point of view
- sees no difference between the right or wrong thing, only sees the fear of authority
- Stage 2: Reciprocity (Instrumental Relativist)
- individual and moral judgment is motivated by a need to satisfy their own desires
- Pre-k age
- concrete, individualistic orientation
- effort is always made to secure the greatest benefit for oneself
Describe level 2 (and it’s 2 stages) of Kohlberg’s Moral Development theory
Level 2: Conventional Morality (10-13): Moral values reside in performing good/right roles, conforming to maintain conventional order, pleasing others
Stage 3: “Good Boys/Nice Girl” orientation
- individual and moral judgment is motivated by a need to avoid rejection, disaffection, disapproval from others - the social-relational perspective is developed at this stage - desire to maintain affection, approval of friends & family, the "golden rule" is big here
Stage 4: Law & Order orientation
- individual and moral judgment is motivated by a need to not be rejected by a true authority figure - member-of-society perspective, societal laws are the cause for order
Describe Level 3 of Kohlberg’s theory of Moral Development, including the two stages that occur at this level
Postconventional/Principled Morality (adolescence-adulthood): moral value resides in principles of morality at the individual level- at this stage, people realize their own perspective may take precedence of society’s view and they may disobey rules inconsistent with their own principles. Most people never reach this level as it is beyond questioned support and requires an ability to think abstractly about morality in all situations
- Stage 5: Legalistic/Social Contract
- individual and moral judgment is motivated by community respect for all, respecting social order, living under legally determined laws and rules
- free and willing participation because it brings about good to society
- Stage 6: Universal/Ethical
- individual and moral judgment is motivated by ones own conscience
- moral value resides in universal and ethical principles (e.g. respect the dignity of all people)
- they see morality as a principle-based on transcending mutual benefit
- right action is based on conscience for all
Attachment
- Describe through a developmental lens
- Name associated theorists
An early, evolutionary-based theory positing that caregivers are used as a secure base by infants, and this sense of security allows the child to explore and increase that knowledge about their environment.
-Attachment-based theorists: Bowlby, Ainsworth, Harlow
Bowlby
- who is he
- what does his theory state?
Attachment-based theorist and psychologist who studied attachment with adolescents in foster care and orphanages. He is known for developing Early Attachment Theory which states that children come into the world biologically pre-programmed to form attachments with others as this helps them to survive.
-Bowlby defined attachment as a “lasting psychological connectedness between humans”
Bowlby’s 4 stages of Attachment
-Name each stage and describe what occurs
- Pre-attachment (birth-2 months): no ability to discriminate between persons (“indiscriminate”)
- Attachment In the Making (2-3 months): have a preference for the caregiver but doesn’t protest (“familiar/unfamiliar”)
- Clearcut Attachment (6months-3yrs): prefers mother/main caregiver, demonstrates separation anxiety and fear of strangers around 2nd year
- Goal-Centered Partnership (4yrs+): balanced understanding of caregivers, protests decline
Who was Harlow and what is she known for in attachment literature?
- how did her attachment theory differ from those before her?
- what did she believe about the impact of deprivation in infancy on development?
- what experiment is she known for?
- Harlow challenged the “biological only” theory of attachment held by her predecessors. She asserted that a mother’s love was emotional rather than purely physiological and that this balance is needed for healthy psychological development.
- Asserts that capacity for attachment is associated with critical periods in early life and that the impact of deprivation can only be reversed if the child is under 6 months old (the failing result of this is often Reactive Attachment Disorder)
-Harlow experimented on maternal separation and social isolation of rhesus monkeys. She noted the importance of contact comfort after observing baby monkeys separated from their mothers; when given 2 surrogates (1 built of wire, 1 of terrycloth), the monkeys would choose the terrycloth surrogate even when the wired surrogate offered them food
What is the Ainsworth Strange Situation?
-what major theory did this experiment lead to?
An experiment by Dr. Mary Ainsworth where children were separated from their parents to see how they would respond/behave when the parents returned. This research was used to determine how the children were attached to the parent.
- The 4 main attachment styles were developed:
- secure
- insecure-avoidant
- insecure-ambivalent
- insecure disorganized
Describe the Secure attachment style as seen in the Ainsworth Strange situation experiment
- what is the general state of the child prior to the mother leaving and once she returned?
- What is the mother’s response to the child’s needs and signals?
- Identify the fulfillment of the child’s behavior (why they act as they do)
These children are distressed when the caregiver leaves, then happy once the caregiver returns- immediately seeking comfort from her.
The general state of the child: Happy, secure; distressed immediately once mother leaves
Mother’s response: Quick, sensitive, consistent
Fulfillment: child believes and trusts their needs will be met
Describe Insecure-Avoidant attachment through the Ainsworth Strange Experiment
- Describe the general state of the child
- Describe the parent’s response to the child
- Identify the fulfillment of the child’s behavior
These children demonstrated no distress when the parent leaves, and they don’t acknowledge the parent’s return.
- general state: not very explorative, emotionally-distant
- Parent response: unresponsive and distant, engaged to a point but not consistently
- Fulfillment: Subconsciously believes their needs won’t be met
Describe Insecure-Ambivalent attachment through the Ainsworth Strange Experiment
- Describe the general state of the child
- Describe the parent’s response to the child
- Identify the fulfillment of the child’s behavior
These children are distressed when the parent leaves and yet not comforted when the parent returns, pulling from the parent when they try to respond in a way that has been described as “punishing” the parent for leaving.
- General state: anxious, insecure, angry, distressed by the parent leaving
- Parent response: Sometimes sensitive and responsive, sometimes neglecting and distant
- Fulfillment: the child feels as though they cannot rely on their needs being met
