CASE PRESENTATION DEV THEORY

Erik Erikson

Psychosocial Development Theory

Sigmund Freud

Psychosexual Theory

Jean Piaget

Cognitive Development Theory

Robert Havighurst

Developmental Task Theory

Lawrence Kohlberg

Stages of Moral Development

Psychosocial Development Theory (Erik Erikson):

People go through eight different stages of life, each with its own challenge or conflict. How a person resolves these challenges shapes their personality and affects how they interact with others.

Psychosexual Theory (Sigmund Freud):

As children grow up, their personality is shaped by five stages of development. At each stage, the child’s focus is on a different part of the body for pleasure (like sucking for infants), and how these stages are managed can influence their adult personality.

Cognitive Development Theory (Jean Piaget):

Children’s thinking changes as they grow older. They start by interacting with the world through their senses and gradually develop more complex ways of understanding, moving from basic actions to abstract reasoning as they age.

Developmental Tasks Theory (Robert Havighurst):

Throughout life, people face important tasks or goals that they need to accomplish at each stage (like learning to walk, going to school, or starting a career). Succeeding at these tasks leads to happiness, while failure can make life harder.

Moral Development Theory (Lawrence Kohlberg):

Moral thinking evolves in stages. At first, people make decisions based on rewards or punishments. As they grow, their reasoning becomes more advanced, eventually focusing on universal ethical principles like fairness and justice.

Erik Erikson

Mistrust is a sence of insecurity

A sense of insecurity and uncertainty about the world and relationships due to inadequate care.

Autonomy

The ability to make independent choices and express oneself confidently.

Trust

The belief that the world is safe and that caregivers provide reliable care and affection.

Shame

A feeling of embarrassment or self-doubt that arises when autonomy is stifled.

Initiative

The ability to take charge, make decisions, and act on one's own ideas and plans.

Guilt

A sense of remorse or regret that arises from taking initiative in ways that conflict with social rules or expectations.

Industry

A sense of competence and achievement resulting from successfully completing tasks and responsibilities.

Inferiority

A feeling of inadequacy or lack of self-worth that arises from struggles with competence or achievement.

Identity

A strong sense of self and personal values developed through exploration and reflection.

Identity Confusion

Uncertainty or lack of clarity about one's self-concept and personal beliefs.

Intimacy

The ability to form close, meaningful relationships and share oneself with others.

Isolation

A feeling of loneliness or separation from others due to an inability or unwillingness to connect.

Sigmund Freud

Three components of Sigmund Freud’s Theory:

1. Id

2. Ego

3. Superego

Id

The primitive, instinctual part of the mind that seeks immediate gratification for desires like hunger, thirst, and sexual impulses, without considering consequences or social norms.

Ego

The rational part of the mind that balances the id's desires with reality, making decisions based on logic and social rules

Superego

The moral component that represents internalized societal standards, guiding behavior through ideals of right and wrong.

Fixation

An unresolved conflict at a psychosexual stage that leads to a focus on that stage in adulthood.

Erogenous Zones

Specific areas of the body that are sensitive and provide pleasure during different psychosexual stages.

Defense Mechanisms

Unconscious strategies used to cope with anxiety and protect the ego.

Jean Piaget

Sensorimotor Intelligence

The stage (birth to about 2 years) where infants learn about the world through their senses and actions, developing object permanence and motor skills.

Preoperational Thinking

The stage (ages 2 to 7) is characterized by symbolic thinking, egocentrism, and the inability to perform operations mentally. Children begin to use language and engage in imaginative play but struggle with logic.

Concrete Operational Thinking

The stage (ages 7 to 11) where children gain a better understanding of mental operations and can think logically about concrete events. They develop skills in classification, conservation, and reasoning about tangible objects.

Formal Operational Thinking

The stage (ages 12 and up) marked by the ability to think abstractly, reason logically, and use deductive reasoning. Adolescents can understand hypothetical situations and systematically plan for the future.

Schema

A mental structure used to organize knowledge and interpret information.

Assimilation

The process of integrating new information into existing schemas.

Accommodation

The process of altering existing schemas or creating new ones to incorporate new information.

Stages of Cognitive Development

The four distinct phases (sensorimotor, preoperational, concrete operational, formal operational) through which children progress.

Robert J. Havighurst

Developmental Task

Specific challenges that individuals must complete at various stages of life to promote healthy development.

Teachable Moments

Optimal times for learning certain tasks based on readiness.

Lawrence Kohlberg

Moral Development

The process of developing a sense of right and wrong through different stages of moral reasoning.

Levels of Moral Reasoning

The three stages (pre-conventional, conventional, post-conventional) that describe the evolution of moral reasoning.

Moral Dilemmas

Situations used to assess an individual's level of moral reasoning.