Test 1 Flashcards
Erikson’s Theory of Psychosocial Development
Trust versus mistrust (from birth to 1 year)
Autonomy versus shame and doubt (from 1 to 3 years)
Initiative vs. guilt age 3-6 (preschool)
Industry vs.Inferiority age 6-12
Identity vs.role confusion age 12-18
Trust versus mistrust
(from birth to 1 year)
When basic needs are not met
Goal is to develop a sense of trust
Consistent, loving care by a mothering person is essential
Mistrust develops when trust developing situations are lacking, or when basic needs are not met
Success in this stage results in faith and optimism
Autonomy versus shame and doubt
(from 1 to 3 years)
“I want to do it”, want to use their developing skills to do tasks
Instead parents should give the child the task and help them finish it so the kids are able to feel like they have self control, and doing tasks
Focuses on the child’s increasing ability to control their bodies, themselves and their environment
They want to do things for themselves and use their developing skills.
They feel shame and doubt when they are made to feel self-conscious, when their actions are disastrous or when they are not allowed to exert autonomy appropriately.
Success leads to self-control and will-power.
Initiative vs. guilt
age 3-6 (preschool)
They’re very vigorous, intrusive, want to be right in the middle of everything, want to do everything (i can be helpful, i can particpate)
They are exploring their world with intensity and are developing a conscience.
They may take the initiative to do some hing that their parents don’t want them to do. If they feel threatened or punished, they feel a sense of guilt.
The goal is to take initiative without hurting or offending others, give the kids tasks.
Success is a sense of direction and purpose
Industry vs.Inferiority
age 6-12
Now ready to be workers and engage in things they can complete themselves, want to do it on them own, want to compete and make rules.
They want real achievement.
Feelings of inferiority may develop if they feel they don’t meet expectations or standards of those around them.
Success is a sense of competence (or else they may feel like “im not good enough, im not fast enough, im not smart enough).
Identity vs.role confusion
age 12-18
Children become overly preoccupied with their bodies and how they look, finding where they fit in and belong.
A key task is choosing a path and potential career for their future.
Success is devotion and faithfulness to who they are and to their values and ideologies.
Piaget’s theory of cognitive development
Cognition – the process by which developing individuals become acquainted with the world and the objects it contains.
Children are born with a potential for intellectual growth but they develop the potential with interaction with their environment.
Each stage builds on the previous stages in an orderly way
Three stages of reasoning
Intuitive, Concrete Operational, Formal Operational
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Sensorimotor birth to 2 years
Preoperational Thought age 2-7
Concrete Operations Age 7-11
Formal Operations age 11-15
Sensorimotor
birth to 2 years
Kids are using their senses and motor. Children progress from reflexive behavior to simple repetitive behaviors to imitative
Develop a sense of cause and effect, Problem solving by trial and error
High level of curiosity
Begin to develop a sense of self as separate
Become aware that objects have permanence, realize object don’t just appear and disappear - marks the transition of the next stage.
Preoperational Thought
age 2-7
Predominant characteristic is egocentrism, toddler becomes selfish
“Mine, Mine, Mine”, Can’t see another’s point of view
Interpret things in relation to themselves only
Thinking is concrete and tangible
Increased ability to use language, imagination
Intuitive reasoning – the stars go to bed because they’re going to bed, etc
Transductive reasoning – events occur together cause each other or knowledge of one characteristic is applied to another.( Eating rice will make him Asian, because his friend eats rice and is Asian)
Conservation
Concrete Operations
Age 7-11
Thought increasingly logical, organized and coherent
Able to classify, sort and organize facts to solve problems
Less egocentric, able to make friends
Conservation – physical factors remain the same even if appearance changes
Able to deal with a number of things at the same time
Formal Operations
age 11-15
Thinking is adaptable and flexible, can evaluate things, reason logically
Can think abstractly using symbols
Can make hypotheses and test them
Can consider abstract, theoretical and philosophical ideas
Make decisions based on what they can reason
Kohlberg’s Theory of Moral Development
Based on cognitive developmental theory
Preconventional level – determine good or bad based on consequences. Later, good is what is good for themselves. They may share but only in a practical way
Conventional level – concerned with conformity. Good is what gets them approval. Obeying the rules is good.
Postconventional, autonomous, or principled level – good is what has been examined and approved by society, sense of justice
Preconventional level –
determine good or bad based on consequences. Later, good is what is good for themselves. They may share but only in a practical way
Conventional level –
concerned with conformity. Good is what gets them approval. Obeying the rules is good.
Postconventional, autonomous, or principled level –
good is what has been examined and approved by society, sense of justice
Fowler’s Spiritual Development Theory
Children need to have meaning, purpose and hope in their lives. They need confession and forgiveness.
Stage 0: Undifferentiated –
beginnings of faith with the development of trust
Stage 1: Intuitive–projective –
imitating religious gestures of parents, follow parents belief without real understanding
Stage 2: Mythical–literal –
strong interest in religion, belief in God and prayer, developing conscience, able to begin articulating their faith
Stage 3: Synthetic–convention-
in adolescence may become aware of spiritual disappointments, begin to question their faith or question their parent’s faith practices
Stage 4: Individuative–reflective –
may compare their religion with others, a time of searching. Will not achieve profound insights until late adolescence or adulthood
Social Character of Play
Socialization and the type of play changes as the child advances in age
Onlooker – watches others
Solitary – plays alone
Parallel – plays next to another child, not with each other
Associative – similar or identical activity without organization or mutual goals, doing their own thing with the same toy, etc
Cooperative – plays with others in cooperative way with division of labor and mutual goals
Onlooker –
watches others
Solitary –
plays alone
Parallel –
plays next to another child, not with each other
Associative –
similar or identical activity without organization or mutual goals, doing their own thing with the same toy, etc
Cooperative –
plays with others in cooperative way with division of labor and mutual goals
Bowen’s Family Systems Theory
The key to healthy family functioning is the ability of the members to distinguish themselves as individuals.
Qualities of a healthy family:
Adaptability- are the family able to adapt to different situations
Ability to use feedback to identify strengths and weaknesses, as well as to make changes - how well are they able to change accordingly
Healthy boundaries within the family as well as with the environment - do individuals have time nurturing themselves and the family.
Define what Duvall’s family life cycle stages is
The age of the oldest child, made for traditional family (not including LGBT family)
Family is a semi closed system that interacts with the larger social system
The age of the oldest child marks stage transitions
Applies best to a traditional two parent family with children.
Individuals must also meet their own developmental tasks.
What are the Duvall’s family life cycle stages
Stage 1 - Marriage Family
Childless
Stage 2- Procreation Family
children age 0-2.5
Stage 3 - Preschooler Family
children ages 2.5-6
Stage 4 - School age Family
children ages 6-13
Stage 5 - Teenage Family
children ages 13-20
Stage 6- Launching Family
children begin to leave home
Stage 7 - empty nest family
“Empty nest”; adult children have left home
Duvall’s family life cycle stages
Stage 1 - Marriage Family
Childless
Duvall’s family life cycle stages
Stage 2- Procreation Family
children age 0-2.5
Duvall’s family life cycle stages
Stage 3 - Preschooler Family
children ages 2.5-6
Duvall’s family life cycle stages
Stage 4 - School age Family
children ages 6-13
Duvall’s family life cycle stages
Stage 5 - Teenage Family
children ages 13-20
Duvall’s family life cycle stages
Stage 6- Launching Family
children begin to leave home
Duvall’s family life cycle stages
Stage 7 - empty nest family
“Empty nest”; adult children have left homechildren ages 13-20
Duvall’s family life cycle stages
Stage 6- Launching Family
children begin to leave home
Duvall’s family life cycle stages
Stage 7 - empty nest family
“Empty nest”; adult children have left home
Family Structure
Traditional nuclear
Nuclear - in the home, everyone is biologically related, but the mom and dad doesnt have to be biological.
Blended - one where the parents have children from previous relationships but all the members come together as one unit
Extended- more than one generation lives in the same home (grandparents, aunt, uncle)
Single-parent -
Binuclear - 2 sets of parents, (mom and dad divorced, child goes back and forth)
Polygamous-
Communal - unrelated people living together (2 mom, friends, raise kids together, etc)
Gay or lesbian – can be any of the above
Traditional Nuclear
Mom dad, brother sister.
Nuclear -
in the home, everyone is biologically related, but the mom and dad doesnt have to be biological.
Blended -
one where the parents have children from previous relationships but all the members come together as one unit
Extended-
more than one generation lives in the same home (grandparents, aunt, uncle)
Binuclear -
2 sets of parents, (mom and dad divorced, child goes back and forth)
Communal -
unrelated people living together (2 mom, friends, raise kids together, etc)
Factors Affecting the Transition to Parenthood
Age – individuals are delaying parenthood for a variety of reasons
Father’s involvement – increased father involvement is a relatively new development
Parenting education – lack of preparation can cause increased stress, individually and on the relationship between parents
Stability of the marriage
Support systems – internal and external
Adaptation, integration and coping strategies
Limit Setting
Establishes rules for behavior
Is positive and necessary
Serves useful functions, helping children to
Test limits of control/boundaries
Achieve in appropriate areas and at appropriate levels
Channel undesirable feelings constructively
Protect themselves from danger
Learn socially acceptable behavior
Discipline
Minimizing misbehavior, “no-no”, removal from situation
Reasoning
Behavior modification (positive and negative reinforcement)
Strategy of consequences – natural, logical, unrelated
Time-out – unrelated consequence
Corporal punishment – often leads to child misbehaving when parents aren’t around
Growth vs Development
Growth can be viewed as a quantitative change (can be measured) and development as a qualitative change
Temperment
Definition – the manner of thinking, behaving or reacting characteristic of an individual.Refers to the way a person deals with life
Significance of temperament
Children with the difficult or slow-to-warm-up temperament are more likely to develop behavior problems.
Demands for change that are in conflict with the child’s temperament can cause undue stress.
It is not the temperament that is the issue – it is the degree of fit between the environment and the temperament
Temperament does not change. The way an individual copes may change.
The easy child –
more tempered, regular and predictable. More positive and adaptable to change. Approximately 40% of children
The difficult child –
highly active, irritable, irregular in habits. Require more structured environments. Adapt slowly to new things. Mood expression is intense. Approximately 10% of children
The slow-to-warm-up child:
often react negatively to a new situation, react with mild intensity. They adapt slowly, unless pressured. Often inactive and moody. Approximately 15% of children
Periods of Growth
Infancy- Most rapid
Preschool to puberty- Rate of growth slows
Puberty-More rapid
Post puberty- Decline in rate of growth until death
Interval history
Diet Previous illnesses, injuries, or operations Allergies Medications Immunizations - are they missing any Growth and development-milestones - 6 month are they able to roll over etc Birth History Habits/preferences Psychosocial
