Human Growth & Development Flashcards
What is Ecological Perspective? And what factors does it include? (also adopts a systems approach)
The study of interactions of people and their environment.
- Individual characteristics: knowledge, attitudes, beliefs, personality, etc.
- Interpersonal factors: social support, social cohesion, work relationships, friendships, etc.
- Institutional factors: rules + regs, Ex. dress code (socially), where cls live/work (no smoking)
- Community factors: social resources, networks, norms
- Public policy: laws, Ex. seat belts, no drug use
What are Systems Perspective?
a theoretical perspective on HB
- made up of interrelated parts
- all parts impact each other and the whole system
- the dynamic in and among systems produce change and stability
What is Conflict Perspective?
a theoretical perspective on HB
- cls try to advance own interests over the interests of others when competing for scare resources
- power is unequally divided
- member of non-dominant groups become alienated from society
- social change is driven by conflict
What is Rational Choice perspective?
a theoretical perspective on HB
- cls are rational and goal directed
- human interactions involves exchange of social resources, Ex. love, approval, information, $$
- cls have self-interests (max. rewards & min. cost)
- Power comes from unequal resources in exchanges
What is Social Constructionist Perspective?
a theoretical perspective on HB
- social reality is created when cls (in social interaction) develop common understanding of their world
- cls are influenced by social process and customs
- cultural and historical contexts
What is Psychodynamic perspective?
a theoretical perspective on HB
- Unconscious & Conscious mental activities are the motivating forces in HB
- Early childhood experiences are central
- cls might become overwhelmed by internal or external demands
- Defense mechanisms are used to avoid becoming overwhelmed
What is the Developmental Perspective?
a theoretical perspective on HB
- Human Development occurs in defined, age-related stages that build on one another (must be in order)
- complex interaction of biological, psychological, and social factors
Ex. Erikson’s stages of dev.
What is the Social Behavioral Perspective?
a theoretical perspective on HB
- HB is learned when cls interact with the environment through (group) association, reinforcement, and imitation
- problems = undesirable bx (which can be changed through techniques like classical and operant conditioning)
AKA: Social Learning theory/perspective
What is Humanistic Perspective?
a theoretical perspective on HB
- Each cl is unique and responsible for choices
- cls have the capacity to change
- HB is driven by a desire for growth, personal meaning, and competence
- behaving in ways not consistent with true self = anxiety
Trust vs. Mistrust
Erikson - social dev.
Birth - 1 y.o.
- children begin to trust others based on consistency of caregivers
- If successful = child gains confidence and security, even when threatened
- If unsuccessful = inability to trust, therefore develops fear about inconsistent world, anxiety, insecurities
Autonomy vs. Shame & Doubt
Erikson - social dev.
1-3 y.o.
- Assert independence by walking away from caregiver, picking toys, and making choices, Ex. what to wear or eat
- Successful = if supported, increased independence, confident and secure in ability to survive in the world
- Unsuccessful = if overly controlled or criticized, begin to feel inadequate in their ability to survive, overly dependent, lack of self-esteem, shame or doubt in their own abilities
Initiative vs. Guilt
Erikson - social dev.
About 3-6 y.o.
Children assert themselves more freely, begin to plan activities, make up games, and initiate with others
- Successful = develop initiative and feel secure in ability to lead other and make decisions
- Unsuccessful = develop guilt if made to feel like a nuisance and can remain “followers”
Industry v. Inferiority
Erikson - social dev.
6 y.o.-puberty
- develop sense of pride in accomplishments, initiate projects and complete them, and feel good about what was achieved
- Successful = feel industrious + confident in ability to achieve goals
- Unsuccessful = if restricted, begin to doubt ability and fail to reach potential
Identity vs. Role Confusion
Erikson - social dev.
Adolescence
- Become more independent and look at future, Ex. relationships, career, family, housing
- Successful = able to explore possibilities and form own identity based on outcome of exploration
- Unsuccessful = sense of who they are is hindered leading to confusion about self and role in the world
Intimacy vs. Isolation
Erikson - social dev.
Young adulthood
- share self more intimately with others and explore relationships with people outside of family
- Successful = comfortable relationships and sense of commitment, safety, and care within relationships
- Unsuccessful = Avoid intimacy and fear commitment leading to isolation, loneliness, and sometimes depression
Generativity vs. Stagnation
Erikson - social dev.
Middle Adulthood
- Establish careers, settle down, start families, develop sense of being part of the bigger picture
- Successful = raise children, productive at work, involved in community (giving back to society)
- Unsuccessful = become stagnant and feel unproductive
Ego Integrity vs. Despair
Erikson - social dev.
Grow older/Senior citizens
- life slows down, contemplate accomplishments
- Successful = develop sense of integrity if satisfied with progression of life
- Unsuccessful = life unproductive and failed to accomplish goals, hopelessness, depression (despair)
Social development on micro level
- learning how to behave and interact well with others
- manage feeling in order to be productive, NOT counterproductive (relies on emotional dev.)
Social Development on macro level
- should benefit people (particularly the poor)
- how people interact, groups, norms
- implies change in social institutions, Ex. progress towards inclusion = treating each other fairly
- social cohesion enhanced when there are peaceful and safe environments
- social accountability = individual voices expressed + heard
What is Emotional Development?
- skills that increase self-awareness and self-regulation
- social skills reflected in ability to:
1. pay attention
2. transition from one activity to another
3. cooperate with others - much of this learned during playtime in childhood (also learn that they are liked and fun to be around, self-confidence)
Cognitive Development
the focus areas
- information processing
- conceptual resources
- perceptual skill
- language
- theme: the emergence of ability to think and understand
Cognitive Development
6 levels of cognition
K nowledge - memorization, recognition, recall facts
C omprehension - what do the facts mean
A pplication - correct use of facts, rules, ideas
A nalysis - break info into component parts
S ynthesis - combine facts, idea, info to make whole
E valuation - judging/forming opinion about facts/situation
Cognitive Development (3 domains)
C ognitive - mental skills (knowledge)
A ffective - growth in feelings/emotions (attitude or self)
P sychomotor - manual/physical skills
Sensorimotor
Piaget-Stages of Cog. Dev.
0 - 2 y.o.
- retain image of objects
- develop primitive logic
- begins intentional actions
- play is imitative
- signals meaning (Ex. babysitter arriving means mother is leaving)
- symbols meaning (language)-last thing to develop in this stage
Preoperational
Piaget-Stages of Cog. Dev.
2 - 7 y.o.
- Progress from concrete to abstract thinking
- can comprehend past, present, future
- night terrors
- acquires words and symbols
- magical thinking
- thinking not generalized (everything is personal)
- thinking is concrete, irreversible, egocentric
- cannot see another point of view
- thinking centered on one detail or event
* Imaginary friends common, normal (most know they are just pretend)
Concrete Operations
Piaget-Stages of Cog. Dev.
7 - 11 y.o.
- begin abstract thought
- plays game with rules
- cause and effect relationship understood
- logical implications understood
- thinking independent of experience
- thinking is reversable
- rules of logic are developed
Formal Operations
Piaget-Stages of Cog. Dev.
11 y.o. - maturity
- higher level of abstraction (thinking about ideas not events)
- planning for future
- thinks hypothetically
- assumes adult roles and responsibilities
Preconventional
Kohlberg-stages of moral dev.-most complete stages in order
Elementary school level (before 9 y.o.)
Stage 1 - Child obeys authority out of fear of punishment. Obedience/punishment
Stage 2 - Child acts acceptably as they see it is in their best interest. Conform to rules to receive rewards.
Conventional (stereotypic norms of moral development)
Kohlberg-stages of moral dev.-most complete stages in order
Early adolescence
Stage 3 - Person acts to gain approval from other. “Good boy/Good girl” mentality.
Stage 4 - Obeys laws and fulfills obligations and duties to maintain social system. Rules are rules. Avoids censure and guilt.
Postconventional (most adults do not reach this)
Kohlberg-stages of moral dev.-most complete stages in order
Adult
Stage 5 - Genuine interest in well-being of others. Concerned with individual right and being morally right.
Stage 6 - Guided by individual principles that are informed by broad, universal ethical principles. Concern for larger universal issues of morality.
What is Learning theory?
framework describing how information is absorbed, processed, and retained during learning. There are cognitive, emotional, and environmental influences. Prior experience also influences learning.
What are the 4 distinct orientations on learning theories?
- Behaviorist (Pavlov, Skinner) - learning is viewed through change in behavior and external stimuli are the key points of learning.
Application to SW: try to change the external environment in order to bring behavior change. - Cognitive (Piaget) - learning through internal mental processes (insight, info processing, memory, perception)
Application to SW: develop opportunities to foster capacity and skills. - Humanistic (Maslow) - learning happens as a person’s activities aimed at reaching their full potential. Key point of learning is when cognitive and other needs are met.
Application to SW: develop the whole person - Social/Situational (Bandura) - learning obtained between people and their environment (including interactions and observations in social context).
Application to SW: establish opportunities for conversation and participation
What are 2 fundamental classes of behavior?
Behavioral Dev.
- Respondent: involuntary bx (anxiety, sexual response, etc.) that is automatically elicited by certain bx. A stimulus elicits a response.
* response to something is automatic - Operant: voluntary bx (walking, talking, etc.) that is controlled by its consequences in the environment.
* an operation happens on purpose, in control, voluntary
Behavior modification is used most for which disorders?
- Sexual Dysfunctions
- phobic disorders
- compulsive disorders (overeating, emoking, etc.)
- Intellectual Disabilities
- Autism Spectrum Disorder
