Chapter 3 - Development in Adolescence (Theories)

We cannnnooot drop this test KEEP GOING

Stage 1 - Sensorimotor Stage (Birth-2) - Cognitive Theory (Jean Piaget)

• Infant tries to coordinate senses with motor skills

• Develops symbolic thought (mental images)

***OBJECT PERMANENCE AROUND 9 MONTHS, MASTERED AT 18 MONTHS

(Current thinking says it may be closer to 4-7 months)

Stage 2 - Preoperational Stage (Birth-2) - Cognitive Theory (Jean Piaget)

• Has not achieved conversation - the awareness that as something changes in physical qualities, the quantity does not change (tall vs. wide glass of water)

• Centration - they only have the ability to focus on one aspect of a problem at a time

• Irreversibility - they are unable to envision reversing an action that has already been done

Egocentrism (Preoperational Period)

they are unable to take eachother’s point of view (2-7yr old)

Animism (Preoperational Period)

when a child assigns human qualities to inanimate objects

Artificialism (Preoperational Period)

the child’s belief that natural objects are manmade

Literalism (Preoperational Period)

takes the spoken word seriously

Centration (Preoperational Period)

definition !!!

children only have the ability to focus on one aspect of a problem at a time

Irreversibility (Preoperational Period)

definition!!!

they are unable to envision reversing an action that has already been done

Stage 3 - Concrete Operational Stage (7-11 years) - Cognitive Theory (Jean Piaget)

Child attains conversation, ability to reverse, they are able to decentrate (consider multiple aspects of a situation at the same time), experience less egocentrism, less artificialism, less animism, less, literalism

Stage 4 - Formal Operational Stage (11 years and up) - Cognitive Theory (Jean Piaget)

Child now achieves thought

Stage 1 (Sensorimotor) - Cognitive Theory

Ages: Birth to 2 years old

Stage 2 (Preoperational) - Cognitive Theory

Ages: 2 to 7 years old

Stage 3 (Concrete Operational) - Cognitive Theory

Ages: 7 to 11 years old

Stage 4 (Formal Operational) - Cognitive Theory

Ages: 11 & up

Erikson’s Eight Stages of Man

• Erikson is the first psychologist to go beyond adolescence and recognize that life still changes beyond time

1. Trust vs. Mistrust

2. Autonomy vs. Shame & Doubt

3. Initiative vs. Guilt

4. Industry vs. Inferiority

5. Identity vs. Role Confusion

6. Intimacy vs. Isolation

7. Generativity vs. Self-Absorption

8. Integrity vs. Despair

Trust vs. Mistrust

Birth to 1 Year

• To develop trust; infants needs must be met (cuddled/played with)

• When care is inconsistent or rejecting, mistrust develops - child becomes suspicious and fearful

Autonomy vs. Shame & Doubt

Ages 2-3

• Child developing new motor and mental abilities

• Parents should encourage autonomy (making own decisions)

• If parents are impatient and does things for child, or if they are critical, the child will begin to doubt themselves and feel shame

**Caution: Don’t give too much autonomy

Initiative vs. Guilt

Ages 4-5

• Child becomes a master of its body

• Begins tasks like bike riding, running, cutting

• Children who are given freedom to engage in tasks have sense of initiative reinforced

• Parents should not hinder fantasy or play

• If parents make the child feel like a nuisance with questions = development of sense of guilt

Industry vs. Inferiority

Ages 6-11

• Elementary school years

• Love for opposite sex parent is repressed

• Children really begin to learn and play by the rules

• Concern for how things work, how things are made, and what things actually do

• Children who are encouraged to make things, do things, or build things will develop a sense of confidence in themselves

• Parents who see their child as mischievous or as messy will help the child develop a sense of inferiority

• School plays a critical role during this period- friends and teachers play an integral role in development

• It is in this stage that lifelong academic failure can begin

Identity vs. Role Confusion

Ages 12-18 (some argue up to 23 today)

• Begin hypothetical thinking, thinking what others think of them

• Adolescent works to integrate everything they know about themselves to create an identity

• When an adolescent cannot attain a sense of personal identity, they show role confusion, a sense of not knowing who they are or where they belong to

• Role confusion often seen with delinquent adolescents or promiscuous young teens

• For some, having a negative self identity is better than having no identity at all

Intimacy vs, Isolation

• Ages - late adolescence to young and early middle age

• People will reach out to find an intimate relationship

• Able to care about another without losing oneself in the process

• Parents have indirectly contributed to the individual’s success or failure at the earlier stages

Generativity vs. Self-Absorption

• Ages - middle age

• Concerned with others beyond immediate family, with future generations, nature of society

• Those who don’t meet this need tend to fall into focus only on their personal needs and comforts

• May see this person beginning to question how prosperous they were or how well they have done for themselves

• Men may go through a mid-life crisis; women may go through empty nest syndrome

Integrity vs. Despair

• Ages - elderly years

• Time for reflection of life

• Hope to look back on life with satisfaction

• Some look at life as a series of missed opportunities and now realize it is too late

• These people may look back and have despair over what might have been

Kohlberg’s Stages of Moral Reasoning (Lvl 1)

Level ___ - Preconventional Stage - child’s moral reasoning is based on external authority

Stage 1 - Punishment orientation - based on being or not being punished (ages 1 to 5)

Stage 2 - Naive Reward orientation - based on receiving or not receiving a reward

Kohlberg’s Stages of Moral Reasoning (Lvl 2)

Level __ - Conventional Level - child sees rules as necessary for maintaining order

Stage 3 - Good boy/good girl orientation - seeks approval and avoids disapproval from others (8 to 12 years old)

Stage 4 - Authority orientation - morals based on society’s rules which should be obeyed. Rules are very rigid (around 10 to 14 years old) ***FORMAL OPERATIONAL STAGE

Kohlberg’s Stages of Moral Reasoning (Lvl 3)

Level ___ Post-conventional Level - working within one’s own personal code of ethics

Need to reach Piaget’s Stage 4 (Formal operational stage) first

Stage 5 - Social Contract Orientation - Morals based on society’s rules, however rules are now questioned and seen as fallible (early adolescence)

Stage 6 Individual Principles and Conscience Orientation - Morals based on justice, where the person does what they believe is right (adolescence)

Attachment

Bonding is defined at the tie an infant may form with a parent in the hours after birth

Attachment is a longer process, one that is more enduring

How does attachment occur

Babies will cry, which elicits care from parent

Social smiling- 4 to 6 weeks- which elicits joy and pleasure from parent

At 6 months, babies will display pleasure when parent returns after a short absence (stranger anxiety occurs)

At 9 months child begins to display separation anxiety-peaks at 13 months

Contingent upon Piaget’s object permanenceBabies will cry, which elicits care from parent

Social smiling- 4 to 6 weeks- which elicits joy and pleasure from parent

At 6 months, babies will display pleasure when parent returns after a short absence (stranger anxiety occurs)

At 9 months child begins to display separation anxiety-peaks at 13 months

Contingent upon Piaget’s object permanence

Lorenz and attachment

Formation of a strong bond of attachment to the first moving thing rapidly

The Harlow’s and attachment

Baby monkeys were separated from their mothers right after birth

When scared, the infants preferred to go to the soft mother- demonstrated that attachment is about who provides contact comfort

Jon Bolby

1st to study human infants

Found those separated from mothers upon birth initially cried loudly and threw tantrums

Later, crying gave way to despair

Finally, infants showed emotional detachment

Secure Type - Mary Ainsworth - Three Types of Attachment

• Use mothers as a secure base, look around occasionally, limited exploration in mother’s absence. Cried when mother left and were happy upon return. (65-70%)

Insecure-Avoidant Type - Mary Ainsworth - Three Types of Attachment

• Paid little attention to mother when she was in the room and separated easily from mother. Showed little distress when she left and ignored her upon return. (20%)

Insecure-Ambivalent Type - Mary Ainsworth - Three Types of Attachment

• Clung to mother and were reluctant to explore the environment. High level of distress when mom left and still showed distress upon her return. (10%)

Disorganized/disoriented type - Mary Ainsworth - Three Types of Attachment

• attachment in which the infant appears confused and were unable to approach the mother directly for support even when distressed

Dimensions of parenting

• Parental responsiveness- degree to which parent responds to child’s needs in an accepting, supportive manner; love and warmth

• Parental demandingness- degree to which parent expects/demands mature, responsible behavior from the child; discipline and control

Authoritarian - Parenting Styles

• place a high value on obedience and conformity

• Attempt to shape and control behavior based on a set standard of conduct, usually based on an absolute standard; tend to use harsh discipline

Authoritative - Parenting Styles

• warm but firm and fair

• Attempt to direct their children’s activities in a rational and intelligent way. They are supportive, loving, and committed, encourage verbal give-and-take, and discuss rules and policies with their children. Value being expressive and independent, but are still demanding. These children tend to be competent. Girls tend to be achievement-oriented and boys tend to be friendly and cooperative.

Permissive (Indulgent) - Parenting Style

• behave in an accepting, benign, and somewhat more passive way

• Less controlling and behave with a non-punishing and accepting attitude toward children’s impulses, desires, and actions

Indifferent (Neglectful) - Parenting Style

• Minimize the time and energy they devote to interacting with their child

• Often do not pay attention to their children’s physical or psychological needs, They are often emotionally distant from their children