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.
Piaget
Birth-2
Sensorimotor
learn to manipulate objects/movement/sensation
object permanence, sense of self as separate being
language skills are emerged but not fully developed
Mahler Separation individualization development
10 months to 16 months
Practicing
continues to be aware of separation and individuation
more active, learn to walk. often looks for mom to feel safe. Mohler serves as point of reference or home base. Separation Anxiety starts.
Anal
1-3 yrs, Anus, toilet training,
fixations: Orderliness vrs messiness
Erickson
3yrs-5yrs
initiative vrs Guilt
Exploration
purpose
lacking initiative fear of being “wrong”
Mahler Separation Individualization develompent.
2 yrs -3yrs
Object Constancy
Understands mother/caregiver will return
is able to cope better with mother/caregiver absence knowing that mother will return
Accommodation
a process of changing or altering existing schema in the light of new information. Generate new schema about things
Erickson
18mos-3 yrs
Autonomy vrs Shame and doubt
toilet training
will
lack of self esteem, shame/doubt
Erickson
19-40
Intimacy vrs isolation
relationships
love
isolation, loneliness
Cognitive theory
Interaction between people and culture.
Zone of proximal development
Learning occurrs thru others- (not individual like Piaget. )
Learning is different true to cultures (piaget says it’s universal)
The Zone of Proximal
Skills too difficult for a child to do in his own- but can be done by guidance and help of others
Maslow theory of need/ hierarchy
Psysiological needs: food water warmth rest
Safety needs: security, safety
Belongings and love needs: intimate relationships friends
Esteem needs: prestige and feelings of accomplishments
Self actualization- achieving ones full potential including creative activities
Piaget concept :
Concept of Conservation
A child is able to think logically
Quantity does not change if been altered- shrunk- stretched out- short or tall glasses- equal same quantity
Parenting styles
Authoritarian
Authoritive
Permissive
Uninvolved
Authoritarian- Expect to follow strict rules established by parents
Punished if not
No or little explanations
Expect children to obey and do well- but have no understanding or guidance
Authoritative parenting
Have rules and guidelines-more democratic
Listen to children- willing to listen to question
Expect a lot from kids but provide warmth- feedback- and support
More nurturing and forgiving
Choose to support vrs punitive
Want children to be assertive but responsible / cooperative
Independence - self control and self regulation
Permissive parenting
Few demands or expectation /
Low expectation of maturity and self control
Nurturing and communicative- friend not parents
May have difficulty with age appropriate maturity-minimal guidance/ lack of self control
Uninvolved
Few demands low expectation
Basic needs met but little guidance- structure - parents may reject or neglect
Impact of parenting styles
Authoritarian
Authorative
Permissive
Uninvolved is
Authoritarian: child is more obedient /proficient
However- rank lower in happiness, low social competence, and low self esteem
Authorative- children are more happy capable and successful and higher social competence
Permissive- children rank low in happiness and poor self-regulation- problems with authority, perform poorly in school
Uninvolved/ neglecting
Low self esteem, low self control, low competence
Attachment theory
John Bowly
Attachment is an emotional bond to a person
Attachment serves to keep infant to parent which increases survival
Child develops a sense of security if caregiver provides consistent response and emotional availability
Three types of Attachment
Secure :
Ambivalent-insecure
Avoidant-insecure
Disorganized
Secure attachment:
Visibly upset when caregiver leave
Happy when caregivers return
Greet with positive behavior and receptive when caregiver returns
See comfort when frightened
Can be comforted by others but prefer caregivers over strangers
Adult:
Have lasting and trusting relationships
Good self esteem
Likely to see social suport
Ambivalent- Insecure
Suspicious of strangers
Distressed when separated from caregiver
Do not feel comforted when caregiver returns
May reject caregiver or show agression when caregiver returns
As child grows older- become quite clingy and over dependent
As adult- reluctant to form close relationships:
Worry about feelings not being returned-distraught when relationship ends
Systems theory
How a system relates to one another- the whole is greater than the sum
Macro system
Bigger part of the world tha indirectly affect person
Laws- social conditions-economic system-culture- history
