Human Growth and Development Flashcards
Erikson’s stages of development
Trust v Mistrust Autonomy v Shame and Doubt Initiative v Guilt Industry V Inferiority Identity v Role Confusion Intimacy v Isolation Generativity v Stagnation Ego Integrity V Despair
Trust V Mistrust
Birth to 1 year of age
Children begin to learn the ability to trust others based upon the consistency of their caregivers.
Autonomy v Shame and Doubt
Between the ages of 1 and 3
Children begin to assert their independence by walking away from their mother, picking which toy to play with, and making choices about what they like to wear, to eat, and so on.
Initiative v Guilt
Ages 3 to 6
Children assert themselves more frequently. They begin to plan activities, make up games, and initiate activities with others.
Industry v Inferiority
From age 6 to puberty
children begin to develop a sense of pride in their accomplishments. They initiate projects, see them through to completion, and feel good about what they have achieved.
Identity v Role confusion
adolescence
the transition from childhood to adulthood is most important. Children are becoming more independent, and begin to look at the future in terms of career, relationships, families, housing, and so on.
Intimacy v Isolation
Young adulthood
individuals begin to share themselves more intimately with others and explore relationship leading toward longer-term commitments with others outside the family
Generativity v stagnation
middle adulthood
individuals establish careers, settle down within relationships, begin families, and develop a sense of being a part of the bigger picture.
Ego Integrity v Despair
Older adults/senior citizens.
individuals tend to slow down and explore life as retired people. During this time they contemplate accomplishments and are able to develop a sense of integrity if they are satisfied with the progression of their lives.
Levels of Cognition
Knowledge Comprehension Application Analysis Synthesis Evaluation
Piaget’s stages of cognitive development
Sensorimotor
preoperational
Concrete operations
Formal operations
Sensorimotor
0-2 years
Play is imitative
Thinking is concrete
preoperational
2-7 years Thinking/play moves from concrete to abstract Can comprehend past, present, future Magical thinking Egocentric
Concret operations
ages 7-11 Beginnings of abstract thought plays games with rules cause and effect understood Rules of logic are developed
Formal operations
11 - maturity
Higher level of abstraction
planning for future
thinks hypothetically
Kohlberg stages of moral development
Preconventional
Conventional
Postconventional
Preconventional
Elementary school
Child obeys authority out of fear of punishment
2: Child acts acceptably as it is in her best interest. Conforms to rules to receive rewards
Conventional
Early adolescence
The person acts to gain approval from others. “good boy” “good girl” orientation
2: Obeys laws and fulfills obligations and duties to maintain the social system. Rules are rules.
Postconventional
Adult
A genuine interest in welfare of others. Concerned with individual rights and being morally right
2: Guided by individual principles based on broad, universal ethical principles. Concern for larger universal issues of morality
Learning Theories
Behaviorist
Cognitive
Humanistic
Social/Situational
Behaviorist
Pavlov, Skinner
Learning is viewed through a change in behavior and the stimuli in the external environment are the locus of learning
Cognitive
Piaget
Learning is viewed through internal mental processes and locus of learning is internal cognitive structures
Humanistic
Maslow
learning is viewed as a person’s activities aimed at reaching his/her full potential, and the locus of learning is in meeting cognitive and other needs.
Social/Situational
Bandura
Learning is obtained between people and their environment and their interactions and observations in social contexts.
Respondent
Involuntary behavior that is automatically elicited by certain behavior A stimulus elicits a response.
Operant
voluntary behavior that is controlled by its consequences in the environment
respondent or classical conditioning
Pavlov
learning occurs as a result of pairing previously neutral stimulus with an unconditioned stimulus so that the conditioned stimulus eventually elicits the response
Operant conditioning
Antecedent events or stimuli precede behaviors, which, in turn, are followed by consequences.
Positive reinforcement
Increases the probability that behavior will occur by rewarding the behavior
Negative reinforcement
Behavior increases because a negative stimulus is removed
Positive punishment
presentation of an undesirable stimulus following behavior for the purpose of decreasing or eliminating that behavior
Negative punishment
Removal of a desirable stimulus following a behavior for the purpose of decreasing or eliminating that behavior
Aversion therapy
Any treatment aimed at reducing the attractiveness of a stimulus or a behavior by the repeated pairing of it with an aversive stimulus
Biofeedback
behavior training program that teaches a person how to control certain functions such as heart rate, blood pressure, temperature, and muscular tension.
Extinction
Withholding a reinforcer that normally follows a behavior. Behavior that fails to produce reinforcement will eventually cease
Flooding
A treatment procedure in which a client’s anxiety is extinguished by prolonged real or imagined exposure to high-intensity fears stimuli
in vivo desensitization
pairing and movement through a hierarchy of anxiety from least to most anxiety-provoking situations; takes place in “real” setting
Modeling
method of instruction that involves an individual demonstrating the behavior to be acquired by a client
Rational Emotive Therapy
Cognitively oriented therapy in which a social worker seeks to change a client’s irrational beliefs by argument, persuasion, and rational reevaluation and by teaching a client to counter self-defeating thinking with new, non-distressing self-statements
Shaping
method used to train a new behavior by prompting and reinforcing successive approximations of the desired behavior.
Systematic desensitization
an anxiety-inhibiting response cannot occur at the same time as the anxiety response. The anxiety-producing stimulus is paired with relaxation-producing response so that eventually an anxiety-producing stimulus produces a relaxation response. At each step, a client’s reaction of fear or dread is overcome by pleasant feelings engendered as the new behavior is reinforced by receiving a reward.
Time out
removal of something desirable - negative punishment technique
Token economy
a client receives tokens as reinforcement for performing specified behaviors. The tokens function as currency within the environment and can be exchanged for desired goods, services, or privileges.
Stages of Spiritual Development
Unwilling to accept a will greater than their own
Blind faith in authority figures and see the world as divided simply into good and evil or right and wrong
Scientific skepticism and questioning are critical, because an individual dow not accept things on faith, but only if convinced logically
The individual starts enjoying the mystery and beauty of nature and existence
Acceptance
an acknowledgment of “what is.” Acceptance does not pass judgment on a circumstance and allows clients to let go of frustration and disappointment, stress and anxiety, regret, and false hopes.
Cognitive dissonance
arises when a person has to choose between two contradictory attitudes and beliefs
