theory Flashcards
Mahler Separation Individualization development
16 months to 2 yrs
rapproachement
more aware of separation, try to bridge the gap, has a hard time accepting help to maintain autonomy
Try to bridge the gap of self and mother/caregiver by bring objects to the caregivers. Temper tantrum occur here.
Mahler separation /individualization development
stage 3
5 months- 10 months
Differentiation/ hatching
starts to be more aware of separation
scan around the room, recognizes who’s mam and who is not, STRANGER ANXIETY begins
Erickson
40-65
Generativity vrs stagnation
work and parenting
care
stagnant and feel unproductive
Latency
6-12 yrs libido is suppressed, schoold, soicla skills/ relationships.
No fixations, this is a periods of exploration
Mahler Individualization development
1 month-5 months
Symboiotic
dim awareness of mother. Know mother is a source of need satisfaction
fulfilment of needs form foundation of relationship with caregiver.
Mahler Separation/individualization development
birth-4 weeks
autistic
lack of awareness, focus on self
achieve homeostatic equilibrium
Oral
0-1 yrs, Mouth, weaning form breastfeeding or formula, fixations: smoking, overeating, aggression.
Erickson
6-11yrs
Industry vrs inferiority
school
competence
feel inferior of own abilities
Erickson
65-death
Ego integrity vrs Despair
reflection of life
wisdom
depression and hopelessness
Freud Personality Theory
Oral 0-1 Anal 1-3 Phalic 3-6 Latency 6-12 Genital 12-death
Schema
Cognitive framework helps us organize and interpret information
Piaget 2 to 7 yrs
Pre-Operational
symbolic thinking, naming objects, pretend play, egocentric.
Language development
Lack of understanding the concept of conservation
assimilation
process of taking new information into existing schema
Kolhberg
Level 3 Post- Conventional
- Social contract
teens; mutual benefits, reciprocity, Utilize rules that make life better for everyone (social contract -= rules - Universal Principles
Adulthood; morality is based on principles that transcend mutual benefit
Kolhberg’s Moral Reasoning
Level I Pre- Conventional
- Obedience/punishment-
Infancy- not aware of right/wrong. reasoning based on “avoiding punishment” - Pre-school- interest shifts to “rewards” rather than avoiding punishment. Child makes effort to secure greatest self-interest
Erickson
11-18 yrs
identity vrs role conflict
social relationships
fidelity acceptance of self
identity crisis
Erickson
Birth-18 monts
Trust vrs Mistrust
feeding
hope
fear
Freud; three elements of personality
Id- primal (baby) unconscious, pleasure principle
Ego- Deals with reality, manages impulses from ID
realistic to social appropriate, Reality Principle, delayed gratification
Super Ego: Moral principle- ego ideals (standards for good behaviors, praise, and approval.) conscience behaviors that are bad or remorse.
Kolhberg
Level 2 Conventional
- Conformity and interpersonal accord
school age; “goodboy/girl” efforts to get approval and maintain friends relationships.
4.Authroity and social order
School age: Orientation toward fixed rules. Purpose of morality is to maintain orders. Individual accord is expanded to include entire society
Equilibration
process of balancing between applying previous knowledge (assimilation) and changing schema to account for new knowledge (accommodation)
Piaget
12 +
Formal Operational
things abstractly and reason about hypothetical problems, learn to plan for furture. Understand a problem may have multiple potential solutions
abstract thinking
Fully developed cognitively at the end of this stage
Piaget
7-11 yrs
Concrete Operational
logical thinking, egocentrism disappears
understands concept of Conservation
Struggles with abstract and hypothetical concepts.
Imbalance of ID, Ego, and Super Ego
Dominant ID- impulsive, uncontrollable
Dominant Ego- Rigid, concrete, lacking morals, too tied up with reality and rules.
Dominant Super Ego- extreme moralistic, judgmental
Genitals
12- death, reaching full sexual maturity,
Fixations: well balanced if completed all stages.