MCN LAB (WEEK 15) Flashcards
Fill in the following theory:
- Sigmund Freud - _____
- Erik Erickson - _____
- Jean Piaget - _____
- Lawrence Kohlberg - _____
- Psychosexual Development Theory
- Psychosocial Development Theory
- Cognitive Development Theory
- Moral Development Theory
5 stages of Psychosexual Theory and the age range
- Oral Stage - 0-1
- Anal Stage - 2-3
- Phallic Stage - 3-6
- Latency Stage - 6 - puberty
- Genital Stage - beyond puberty
PSEXT: children derive pleasure from oral activities.
Oral Stage
PSEXT: Children begin potty training
anal stage
PSEXT: boys attach to their mother, girls attach to their father.
phallic stage
PSEXT: children spend more time with same sex peers
latency stage
PSEXT: individuals are attracted to opposite sex peers.
genital stage
FREUD: is the part of a person’s mental life of which the person is unaware.
Unconscious Mind
FREUD: resides in the unconscious and, operating on the pleasure principle, seeks immediate pleasure and gratification.
ID
FREUD: the realistic part of the person balances the gratification demands of the id with the limitations of social and physical circumstances.
Ego
FREUD: contains the conscience and the ego ideal
Superego
FREUD: or adaptive mechanisms are the result of conflicts between the id’s impulses and the anxiety created by the conflicts due to social and environmental restrictions.
defense mechanisms
FREUD: is immobilization or the inability of the personality to proceed to the next stage because of anxiety.
Fixation
FREUD: primary need of oral stage
security
FREUD: ORAL STAGE
pleasure: _____
major conflict: _____
feeding, weaning
FREUD: ANAL STAGE
pleasure: ______
major conflict: _____
anus and bladder
toilet training
FREUD: PHALLIC STAGE
pleasure: ______
major conflict: ______
genitals
oedipus and electra complex
FREUD: ______ should be pleasurable in the phallic stage
masturbation
FREUD: LATENCY STAGE
pleasure: _____
major conflict: _____
same-sex peers
friendships
FREUD: GENITAL STAGE
pleasure: ______
major conflict: _____
sexual relationships
relationships
ERIKSON: All 8 stage of Erikson’s theory and age range
- Trust vs. Mistrust (birth - 18 months of age)
- Autonomy vs. Shame/Doubt (18 months - 3 years)
- Initiative vs. Guilt (3 years - 5 years)
- Industry vs. Inferiority (6 years - 12 years)
- Identity vs. Role Confusion (12 years - 20 years)
- Intimacy vs. Isolation (20s - 40s)
- Generativity vs. Stagnation (40s - 60s)
- Integrity vs. Despair (60s to end of life)
ERIKSON:
Trust develops when needs are promptly met.
Mistrust develops when needs are consistently unmet or delayed.
Provide experiences that may add to security
Provide soft and gentle touch
- Trust vs. Mistrust (birth - 18 months of age)
ERIKSON:
A toddler works to establish independence.
This is the “me do it” stage.
For example: a 2-year-old child wants to choose her clothes and dress herself. Although her outfit might not be appropriate for the situation, her decision has an effect on her sense of independence. If denied the opportunity to act on her environment, she may begin to doubt her abilities, which could lead to low self-esteem and feelings of shame.
Provide opportunities for decision making
- Autonomy vs. Shame/Doubt (18 months - 3 years)
ERIKSON:
Initiative occurs when parents allow a child to explore within limits and then support the child’s choice. These children will develop self-confidence and feel a sense of purpose.
Guilt develops with their initiative misfiring or stifled by over-controlling parents.
Provide opportunities for exploring new places and activities
- Initiative vs. Guilt (3 years - 5 years)
ERIKSON
Sense of industry develops from a desire for achievement
Sense of inferiority may develop from unrealistic expectations or a sense of failing to meet the standards others set for the child.
Provide opportunities to allow child to assemble or complete a short project.
Give recognition and reward for accomplishments.
- Industry vs. Inferiority (6 years - 12 years)
ERIKSON
Adolescents explore various roles and ideas, goals, and attempt to discover their “adult” selves.
Those who has a strong sense of identity remain true to their beliefs and values in the face of problems.
Role confusion develops when adolescents do not make a conscious search for identity, or are pressured to conform to their parents’ ideas. Those who struggle to adopt a positive role will likely struggle to “find” themselves as adults.
Provide opportunities to discuss feelings about events important for him or her.
Offer support and praise for decision making.
- Identity vs. Role Confusion (12 years - 20 years)
ERIKSON
Young adults deepen their capacity to love and care for others.
Time to become fully participative in the community, enjoying adult freedom and responsibility.
- Intimacy vs. Isolation (20s - 40s)
ERIKSON
Middle-aged adults begin contributing to the next generation, through childbirth and caring for others; engaging in meaningful and productive work which contributes positively to society.
- Generativity vs. Stagnation (40s - 60s)
ERIKSON
Late adulthood reflect on their lives and feel either a sense of satisfaction or a sense of failure.
People who feel proud of their accomplishments feel a sense of integrity. People who are not successful at this stage may feel as if their life has been wasted. They face the end of their lives with feelings of bitterness, depression, and despair.
- Integrity vs. Despair (60s to end of life)
PIAGET: Is the process through which humans encounter and react to new situations by using the mechanisms they already possess.
ASSIMILATION
PIAGET: Is the process through which humans encounter and react to new situations by using the mechanisms they already possess.
ACCOMODATION
PIAGET: Is the ability to handle the demands made by the environment
ADAPTATION
PIAGET: How many stages are there in the sensorimotor stage
6 stages
PIAGET:
Thoughts becomes symbolic. Child is egocentric.
Uses an egocentric approach to accommodate the demands of an environment.
Everything is significant and relates to “me.”
Explores the environment.
Language development is rapid. Concept of time is now, concept of distance is as far as they can see associates words with objects.
Preoperational Thought (2-7)
PIAGET:
Egocentric thinking diminishes.
Systematic Reasoning
Thinks of one idea at a time.
Includes others in the environment.
Words express thoughts.
Concrete operational thought
PIAGET:
Can solve hypothetical problems with scientific reasoning.
Can deal with the past, present and future.
Adult or mature thought.
Good activity: talk time to sort through attitudes and opinions
Formal operational thought
PIAGET: Piaget referred to as the sensorimotor stage
It is a practical stage because words and symbols for thinking and practical thinking and problem solving are not yet available
Babies relate to the world through their senses using their reflexes
The developmental task of achieving trust falls into place when the concept of permanence has been learned
During the final phase, infants begin to demonstrate goal directed behavior
Infant
PIAGET: _____ - a stage in which infants continue to cry for their parents because they know their parents still exists even when out of sight,
“8-month anxiety”
PIAGET:
This period is a transition as children complete the final stages of the sensorimotor stage
They begin to develop cognitive skills of pre operative period
Children use trial and error to discover new characteristics of objects and events
The relearn some of the lessons they mastered as infants
They are able to use symbols to represent objects
Toddler
PIAGET: The preschooler are moving on to a sub-stage of preoperational thought termed ______
intuitive thought
PIAGET: _____ contributes to the preschooler’s lack of conservation (the ability to discern truth) or reversibility ( ability to retrace steps)
Centering
PIAGET:
A period during which concrete operational thought begins
They discover concrete solutions to everyday problems and can recognise cause and effect relationship
Reasoning during this stage tends to be inductive proceeding from specific to general
school age
PIAGET:
Piaget saw adolescence as the time when cognition achieves its final form, formal operational thought
they are capable of thinking in terms of possibility - what could be (abstract thought) - rather than being limited to thinking about what already is (concrete thought
Possibility to use scientific reasoning
adolescent
KOHLBERG: 3 levels of the theory
Preconventional
Conventional
Post-conventional
KOHLBERG: 2 stages of preconventional
Stage 1: Punishment/obedience orientation
Stage 2: Instrumental purpose orientation
KOHLBERG: 2 stages of conventional
Stage 3: Good Boy/Nice Girl orientation
Stage 4: Law and order orientation
KOHLBERG: 2 stages of postconventional
Stage 5: Social contract orientation
Stage 6: Universal ethical principle orientation
KOHLBERG:
Morality is externally controlled
Rules imposed by authority figures are conformed to in order to avoid punishment or receive rewards.
preconventional
KOHLBERG: The individual strives to support rules that are set forth by others such as parents, peers, and the government in order to win their approval or to maintain social order.
conventional
KOHLBERG: Morality is defined in terms of abstract principles and values that apply to all situations and societies. The individual attempts to take the perspective of all individuals.
postconventional
KOHLBERG: The individual will obey in order to avoid punishment.
Stage 1: Punishment/obedience orientation
KOHLBERG: The Individual focuses on receiving rewards or satisfying personal needs.
Stage 2: Instrumental purpose orientation
KOHLBERG: The individual wants to maintain or win the affection and approval of others by being a “good person.”
Stage 3: Good Boy/Nice Girl orientation
KOHLBERG: Moral decision making. becomes more than consideration of close ties to others. The individual believes that rules and laws maintain social order that is worth preserving.
Stage 4: Law and order orientation
KOHLBERG: The individual views laws and rules as flexible tools for improving human purposes. principles of conscience. These principles are abstract and universal in application. This type of reasoning involves taking the perspective of every person or group that could potentially be affected by the decision.
Stage 5: Social contract orientation
KOHLBERG: At this stage behavior is determined again by consequences. The individual focuses on receiving rewards or satisfying personal needs.
Stage 6: Universal ethical principle orientation
