Developmental Theories Flashcards
id, ego, and superego
-psychoanalytic - Freud
Id (Unconscious Awareness): Part of the human personality that acts on the pleasure principle and seeks to gratify the needs and wants of the body; in particularly sexual drives.
Ego (Conscious Awareness): Functions on the reality principle which seeks to satisfy the id’s drives in a way that is realistic
causing benefit and not harm i.e. delayed gratification.
Superego: Responds to id through cultural rules. Superego goal is to act in a socially appropriate manner.
preconscious, conscious, unconscious
-psychoanalytic - Freud
Preconscious: beneath the level of immediate conscious
awareness, from which memories and emotions that have not been repressed can be easily recalled.
Conscious: Full awareness
Unconscious: the part of the mind that affects behavior and emotions. It is inaccessible to the conscious mind. No awareness but impacts daily living
Ego syntonic
-psychoanalytic - Freud
Behaviors, values, feelings that are consistent with one’s self concept. These disorders are difficult to treat because the
disordered thinking is in harmony with the ego state so the person cannot see the need for change and indeed might be hostile to it.
- There is a lack of insight/no guilt
- Ex. Anorexia Nervosa, Personality Disorders
Ego dystonic
-psychoanalytic - Freud
when a person is dealing with a mental health issue which is inconsistent with one’s self concept. A person suffering from this state knows there is something wrong and can feel the
conflict within their mind which their behaviors, thought and feelings are
causing.
-Insight/Guilt
-Ex: Obsessive Compulsive Disorder.
Oral Psychosexual Stage of Development
- psychoanalytic - Freud
- Birth to roughly 12 months
- activities involving the mouth , such as sucking, biting, and chewing
result of fixation: smoking cigarettes, overeating, etc.
Anal Psychosexual Stage of Development
- psychoanalytic - Freud
- 1 to 3 years
- Focal point is on the child being able to control their bowel movements
- Major conflict during this stage is getting the child potty trained
result of fixation:
-an overly controlling (anal-retentive) personality or an easily angered (anal-expulsive) personality
Phallic Psychosexual Stage of Development
- psychoanalytic - Freud
- 3 to 5 years
- The focus shifts from anal to genital zone
- Oedipal Complex: Boys want to own their mother in order to replace their father.
- Electra Complex: Girls want to own their father in order to replace their mother.
- Superego develops through the child repressing sexual feelings for the opposite sex parent
result of fixation:
-guilt or anxiety about sex
Latency Psychosexual Stage of Development
- psychoanalytic - Freud
- 5 to puberty
- Sexual energy is present in the child, but is redirected into social interactions and intellectual activities (i.e. school)
Genital Psychosexual Stage of Development
- psychoanalytic - Freud
- puberty through adulthood
- Attraction towards the opposite sex occurs. If a person goes through the stages in a successful manner, the individual is now balanced, pleasant, and caring towards others
Trust vs. mistrust
- psychosocial - Erickson
- Birth to 12 months
- Child develops a sense of trust when caregivers provide reliable care and affection
- A lack of this will lead to mistrust
Autonomy vs. shame and doubt
- psychosocial - Erickson
- 1 to 3 years old
- Child develops a personal control over physical skills (walking) and a sense of independence (choosing what to play with).
- Success leads to autonomy, failure results to shame and doubt
Initiative vs. guilt
- psychosocial - Erickson
- 3 to 6 years old
- Child begins to assert control and power over their environment (plan activities, make up games).
- Success leads to a sense of initiative and ability to make decisions. Failure results in guilt, feeling like a nuisance to others
Industry vs. Inferiority
- psychosocial - Erickson
- 6 to Puberty
- Children learn to cope with new social and academic demands, feel pride in their accomplishments
- Success leads to competence and confidence in ability to achieve their goals, failure results in inferiority (comparison to peers)
Identity vs. Role Confusion
- psychosocial - Erickson
- Adolescence-12 to 18 years old
- Various changes such as appearance of the body, reemergence of sexual feelings, and different social roles
- Teens need to develop a sense of self and personal identity.
- Success leads to an ability to stay true to oneself , while failure leads to confusion and a weak sense of self
Intimacy v Isolation
- psychosocial - Erickson
- Young Adulthood-19 to 40 years old
- Young adults need to form intimate, loving relationships with other people.
- Success leads to stronger relationships, while failure results in loneliness and isolation
Generativity vs. Stagnation
- psychosocial - Erickson
- Middle Adulthood-40 to 65 years old
- Adults need to create things that outlasts them (legacy), often by having children or creating positive change that leaves an impact.
- Success leads to usefulness, contributing to the world in some way (children, work, etc.) and failure results in shallow involvement in the world, feeling unproductive
Ego integrity vs. Despair
- psychosocial - Erickson
- 65 years old to death
- Adults need to look back at life and feel a sense of fulfillment.
- Success at this stage leads to feelings of wisdom, while failure results in bitterness and regret.
Object Relations Theory
States the ability for an individual to create an emotional and physical “attachment” to a parent, especially mothers gives a sense of balance and security to take risks, spread their wings, and grow and develop as a personality
Sensorimotor
- cognitive - Piaget
- 0-2 years
- object permanence
- develops primitive understanding of ability to move objects
- begins intentional actions
- play is imaginative
- signals, infant invests meaning in events (i.e. when babysitter comes, mom is leaving)
- language begins
Pre-operational
- cognitive - Piaget
-2-7 years old
-progress from concrete to abstract thinking
-can comprehend past, present, and future
-night terrors
-acquires words and symbols
-magical thinking
-thinking is not generalized
-thinking is concrete, irreversible, egocentric
-cannot see other’s point of view
-thinking is centered on one detail or event
-imaginary friends - typically interact with them but know that they’re not real
Concrete Operational
- cognitive - Piaget
- 7 to 11 years old
- beginnings of abstract thought
-plays games with rules
-cause and effect relationship is understood
-logical implications are understood
-thinking is independent of experience
-thinking is reversible
-rules of logic are developed
Formal Operational Stage
- cognitive - Piaget
- 11 through adulthood
- higher level of abstract thinking
-planning for future
-thinks hypothetically
-assumes adult roles and responsibilities
Preconventional
- Moral - Kohlberg
- elementary school level (before 9)
- child obeys an authority figure out of fear of punishment - obedience/punishment
- child acts acceptably as it is in his or her best interest - conforms to rules to receive rewards
Conventional
- Moral - Kohlberg
- early adolescence
- acts to gain approval from others - “good girl/boy”
- obeys laws and fulfills obligations and duties to maintain social system - rules are rules, avoids censure and guilt
Post Conventional
- Moral - Kohlberg
- adult
- genuine interest in welfare of others and concerned with individual rights and being morally right
- guided by individual principles based on broad, universal ethical principles - concern for larger issues of morality
secure attachment
- child’s assurance that this or her parent will return if they are temporarily separated.
- The child experiences stress when separated and then happiness when reunited.
- The child returns to seek comfort from their attached figures when they are frightened
Ambivalent-Insecure attachment
- the child becomes unusually distressed when parent
leaves. - May be a result of a mother figure that is not available when the child is in need and therefore the child cannot depend on the mother
Avoidant attachment
- the child avoids being with parents and do not prefer their parent over strangers.
- Common to abused and neglected children
Disorganized-insecure attachment
-the child avoids the parent sometimes but seeks comfort from the parent as well at times.
