Human Development Flashcards
Freud’s model of development-5 stages of psychosexual development
Oral stage (birth to 18mos) Anal stage (18 mos to age 3) Phallic stage (3- 6) Latent stage (age 6- puberty) Genital stage (puberty to death)
Oral stage
Birth to 18 mos
An infants focus of gratification involves the mouth.
Primary need is security.
Baby receives essentials such as food, shelter, warmth, and cleanliness.
Anal stage
18 mos to age 3
A child’s focus of gratification involves the anus and bladder.
These organs represent sensual satisfaction.
Internal conflict arises during toilet training.
Phallic Stage
Age 3 to age 6.
Exploration of body With greater interest in genitals.
Oedipus and Electra complexes may occur.
Pseudo sexual attraction to the parent of opposite gender.
Conflict arises when child realizes he/she has failed to win control over parents bond with one another.
Latent stage
Age 6 to puberty.
The child sexual interest becomes subdued or dormant.
Energy is focused on school, hobbies, athletics and mastering social skills.
General stage
Puberty until death
Teen becomes aware of physical changes and onset of sexual spirit feelings.
Individual is less egocentric and more compassionate.
There is a motivation to seek relationships that are emotionally and sexually satisfying.
Success in this stage lays groundwork for future relationships that are healthy and long lasting.
Erickson’s model of development eight stages of psycho social development
Trust versus mistrust Autonomy versus shame and doubt Initiative versus guilt Industry versus inferiority Identity versus role confusion Intimacy versus isolation Generativity versus stagnation Ego identity versus despair
Trust versus mistrust
Birth to 18 months.
Goal is to trust others.
Caregiver appropriately response to a need in a timely caring manner.
Mistrust occurs when caregivers failed to meet basic needs.
Basic value is hope
Autonomy versus shame and doubt
18 months to age 3.
Development of self control without loss of self-esteem.
Toddler develops cooperation and self-expression skills.
Failure to reach this goal leads to defiance anger and social problems.
Basic value is will.
Initiative versus guilt
Age 3 to age 6.
Initiative means confidently devising a plan and following through to completion.
Generated by fear that actions taken will result in disapproval.
Failure to achieve initiative can lead to anxiety and fearfulness in new situations.
Basic value is purpose.
Industry versus inferiority
Age 6 to age 11.
industry refers to purposeful meaningful behavior.
Inferiority refers to having a sense of worthiness or uselessness.
focus on learning skills such as making friends and self-care activities.
Failure in this stage can lead to negative social or academic performance and lack of self-confidence.
Basic value is competency
Identity versus role confusion
Age 12 to age 18.
this stage involves the desire to fit in and to figure out ones own unique identity.
Self assessment of sexual identity, talents and vocational direction occurs.
role confusion is the result of juggling multiple physical changes increased responsibility academic demands and the need to understand how one fits into the greater picture.
Basic value is Fidelity.
intimacy versus isolation
Age 18 to age 40.
ability to take risks by entering the workforce, finding a long-term relationship, and possibly becoming a parent.
failure to navigate this stage leads to isolation, loneliness, and depression.
Basic value is love.
Generativity versus stagnation
Age 40 to age 60.
Developing stability in areas of finance, career, and relationships, as well as a sense that one is contributing something valuable to society.
Failure to achieve these objectives lead to unhappiness with one status and feeling unimportant.
Basic value is care.
Ego identity versus despair
Mid 60s to death.
Important life tasks such as child rearing and career or being completed.
Reviewing and evaluating how one’s life was spent occurs.
Success in this stage provides a sense of fulfillment.
Failure emerges if one is dissatisfied with accomplishments which leads to depression or despair.
Basic value is wisdom.
Piaget’s model of development
Children’s minds are not just smaller version of adult minds, but instead grow and develop in different ways.
Four stages of cognitive development. Stage One sensorimotor stage Stage two preoperational stage stage three concrete operational stage stage for formal operational stage
A person except and organize his information, then incorporates new material into existing knowledge.
Assimilation
Old ideas must be changed or replaced due to obtaining new information from the environment.
Accommodation
I set up thoughts, ideas, or perceptions that fit together and are constantly challenged by gaining new information and creating change their knowledge.
Schemas
Sensorimotor stage
Birth to age 2.
Infant becomes aware of being an entity separate from the environment.
Object permanence occurs as baby realizes people and objects still exist even if they are out of sight.
Object permanence builds a sense of security as the baby learns that though Mommy has left the room she will return.
This reduces fear of abandonment and increases his or her confidence about the environment.
Preoperational stage
Age 2 to age 7.
Child moves from being barely verbal to using language to describe people, places, and things.
Child remains egocentric and unable to clearly understand the viewpoint of others.
The process of quantifying and qualifying emerges, and the child can sort, categorize, and analyze in a rough, unpolished form.
Concrete operational stage
Age 7 to age 11.
Ability to problem solve and reach logical conclusion evolve.
By age 10 or 11, children begin to doubt magical stories.
Previously held beliefs or question.
Formal operational stage
Age 12 through remaining lifetime.
More complex processes can now be assimulated.
Egocentrism diminishes.
One assimilates and accommodates believe the others have needs and feelings too.
Schemas are created.
Individuals seek his or her niche in life in terms of talents, goals, and preferences.
Classical conditioning
Ivan Pavlov says that we learned by association
Operant conditioning
BF Skinner - focus on behavioral change that can be seen or measured. the basic concept is that behavior that is reinforced will increase and behavior that is punished will decrease.
Anything that serves as a form of reward, including food, money, praise, or attention.
Positive reinforcement
An unpleasant stimulus that is removed when behavior is elicited, such as a man finally cutting grass to stop his wife from nagging.
Negative reinforcement
An unpleasant response from the environment such as a slap, an unkind word, or a speeding ticket, that when encountered, increases the likelihood that a behavior will cease.
Punishment
An incorrect perception that one stimulus is connected to another.
Superstition
The process of changing behavior gradually by rewarding approximation of the desired behavior, example-rewarding a rat for moving closer to the lever.
Shaping
Person or animal is rewarded every time a behavior is demonstrated
Continuous rate
Reward is given after A fixed number of attempts
Fixed ratio
Reward is forthcoming at unpredictable rates like a slot machine
Variable ratio
Reward is given only after specific amount of time has passed.
Fixed interval
Reward is given after an unpredictable amount of time has passed.
Variable interval
Occurs when a behavior disappears or is extinguished because it is no longer being reinforced. To stop tantrum behavior and toddlers, ignoring the behavior it will decrease or stop the tantrum, if the desired reward is parental attention or parental aggravation.
Extinction
This theory of adult development is classified by development stages, with each stage defined by different, yet meaningful and developmentally necessary tasks.
Seasons of life theory
This stage and at age 22. Beginning at birth this is the stage when a person develops and prepares for adulthood. It is a time of major growth and transition were the individual develops a state of independence.
Pre-adulthood stage
This stage is roughly age 17 to 22. the pre-adult hood is ending, and early adulthood is beginning but the time of transition is actually part of both periods. Physical development is completed, but this time of transition can be compared to the infancy of a new period of development. During this stage, adolescent ends, and the individual begins to make decisions about adult life. He or she further develops independence and separates from the family of origin.
Early adulthood transition
This stage is roughly age 17 to 45. This stage begins with the early adult transition. From my biological perspective, and individuals 20s and 30s are at the peak of the lifecycle. This stage can be the time out which individuals have the greatest energy, but are also experiencing the greatest amount of stress as they try to establish families in careers simultaneously.
Early adulthood stage
This stage is roughly age 40 to 45. This is a time of transition that bridges the end of the early adulthood and the beginning of middle adulthood. At this time of life, people tend to become more reflective and compassionate and less concerned with external demands. Values may change, and it is possibly a time where crisis is experienced due to limited time to reach goals. Individuals become aware of death and leaving a legacy.
Midlife transition
This state is roughly age 40 to 65. There is a diminishment of biological capacities, but only minimally. Most individuals are able to continue to lead fulfilling and relatively energetic lives. Mini take on a mentoring role and responsibility for the further development of young adults. Choices must be made about livelihood and retirement.
Middle adulthood stage
This stage is roughly age 60. He’s transition. Occurs from around 60 to 65. Late adulthood is a time of reflection on other stages and on accomplishments. During this stage, retirement takes place, and the individual gives up his or her role in the workplace. Crisis occurs at this stage due to the declining power and less accolades of work performed.
Late adulthood
An understood expectation for when certain life events should happen (Getting married, buying a house, having children).
Bernice Neugarten
Social clock theory
During this stage of life, the child learns basic, but important skills. The child is learning to manipulate objects, hold their head without support, crawl, and pull up into a standing position. The child should be able to walk without assistance by 18 months.
age 2-running and able to climb steps one step at a time.
age 3-curious and full of questions. The child should have the balance and coordination to climb stairs using only 1 foot per stair.
age 4-Increasingly independent like attending toilet needs and dressing
Infancy through age 5
Age 5-Speech is becoming more fluent, and the ability to draw simple figures improves. Dressing without help is achieved.
Age 6- speech should be fluent in motor skills are strengthened. The child should be able to play on playground equipment and kick or throw a ball. Social skills are evolving. The child must learn to deal with failure or frustration and find ways to be excepted by peers. They become more proficient in reading, math, and writing skills.
School-age to adolescence
Process of individuation is occurring. The child abuse them self as someone who will someday live independently. More time is spent with peers in less with family.
Adolescence
Refers to development of a child’s capacity for a perception, thought, learning, informative processing, and other mental processes.
Cognitive development
Range of tasks that a child can carry out with assistance, but not independently.
Zone of proximal development
Refers to the development of the skills that allow individuals to have effective interpersonal relationships and to contribute in a positive manner to the world around them.
Social development
Is taught directly by caregivers in educators, but it is also learned indirectly by experience of various social relationships.
Social learning
Is commonly influenced by extended family, communities, religious institutions, schools, and sports teams or social groups.
Social development
Encompasses the development of the following abilities:
Identifying and understanding the feelings that one experiences
Identifying and understanding the feelings of others
Emotional and behavioral regulation
Empathy
Establishing relationships with others
Emotional development
The most basic and primitive part of the human psyche, based on instincts and all of the biological aspects of a persons being. This is entirely unconscious and operates on the pleasure principle, seeking immediate gratification of every urge.
I’d
The second personality component that begins to develop over the first few years of life. It is responsible for meeting the needs of the Id in a socially acceptable, realistic manner. Operates on the reality principle, which allows it to consider pros and cons, to have awareness that other people have feelings, and to delay gratification when necessary.
Ego
The final personality component, developed by age 5. This is essentially a persons internal moral system or sense of right and wrong. This suppresses the instinct and urges of the id, but also attempts to convince the ego to act idealistically, rather than realistically.
Super ego
These needs must be met first and pertain to what humans need to survive. This includes basics, such as moving, and housing.
Maslow’s hierarchy of needs
Physiological needs
Once primary needs are met, the person may now focus on safety issues. This would include safety from abuse and neglect, natural disaster, or war.
Maslow’s hierarchy of needs
Safety needs
Once the first levels of needs have been satisfied, people are next driven to find a sense of acceptance and belonging within social groups, such as family, community, or religious organization.
Maslow’s hierarchy of needs
Love and belonging
The need for a steam is driven by a desire for recognition, respect, and acceptance within a social context
Maslow’s hierarchy of needs
Esteem
The US Army slogan, “Be all you can be”, expresses this layer of need. Reaching one’s highest potential is the focus.
Maslow’s hierarchy of needs
Self actualization
One must commit to a goal that is outside of oneself, such as practicing altruism or finding deeper level of spirituality.
Maslow’s hierarchy of needs
Self transcendence
Theory that states that it is natural and inevitable for older adults to withdraw from their social systems and to reduce interactions with others.
Disengagement theory
Theory that proposes that social activities serves as a buffer to aging, successful aging occurs among those to maintain their social connections and activity levels.
Activity theory
Theory proposes that with age, individuals attempt to maintain activities and relationships that were typical of them as younger adults.
Continuity theory
Theory that all human interactions Involve some degree of power struggle, and the struggle may be exacerbated by differences in ideologies, acquisition of resources, culture in class differences, or other variables.
Conflict theory
Style of parenting that reinforces the role of the parent as controlling and decision making.
Children are rarely given input into decisions impacting their lives, and the parent takes on a dictatorial role.
Children raised by this kind of parent are often obedient and tend to be proficient.
The drawback is that they do not rank high on the happiness scale.
Authoritarian parenting style
This style of parenting allows for a greater sense of democracy in which children are given some degree of input into issues that impact their lives.
There is a healthy balance between firmness and affection.
Children raised in this environment tend to be capable, successful, and happy individuals.
Authoritative parenting
This type of parenting style allows children to be more expressive and freer with both actions and feelings. They are allowed to behave in whatever manner they please.
There are few rules and no consequences will be given even if a rule is violated.
These children are more likely to experience problems in school and relationship with others. They are often unhappy with their lives.
Permissive parenting style
This form of parenting often occurs and dysfunctional families in which parents are emotionally or physically unavailable.
They must be remiss in setting clear expectations, yet they may overreact when the child missed behaves or fails to understand what is expected.
This is often seen in families were poverty is extreme or addictions or mental illnesses are present.
Uninvolved parenting
This theory is the study of relation between the sexes, especially in the context of inequality.
Feminist theory
When a person suppresses thoughts or memories that are too difficult to handle.
Repression
This takes place when someone displaces the feelings they have toward one person, such as anger, and put it on another person who may be less threatening.
Displacement
This is when the socially unacceptable thought is transformed into healthy, acceptable creativity in another direction.
Sublimation
This is when unacceptable feelings or thoughts are rationally and logically explained and defending.
Rationalization
This occurs when the negative feeling is covered up by a false or exaggerated version of its opposite. In such a case, a person may display strong feelings of affection toward someone, though internally and unconsciously hate that person.
Reaction formation
This is refusing to except painful facts or situations and instead acting as if they are not true or have not happened.
Denial
This is putting one’s own feelings on to someone else and acting as if they are the one who feels that way instead of oneself.
Projection
Addiction model that implies a person abusing substances because they are morally week.
Moral model
This addiction model says that the addict suffers from an illness that will never be cure and his progressive and it’s development.
Disease model or medical model
This addiction model focuses on the role of the environment. cultural and social factors influence one’s beliefs and attitudes about substance use.
Biopsychosocial model of addiction
This theory refers to the view that human behavior is explained by the influences of the various systems to which an individual belong.
Systems theory
This perspective is concerned with the transactions between systems. It says that people and families must be considered within cultural and societal context, which also necessitates examining the events that have occurred in an individual’s life.
Ecological systems perspective
This theory focuses on oppressed people who are in the process of overcoming social problems that were imposed upon them by external forces.
Community development theory
