HBSE Final

Freud Stages

1. Oral Stage (Birth to 1 year)

1. Anal Stage (1 to 3 years)

   • Toilet training.

   • (neatness, stinginess) or (messiness, wastefulness).

2. Phallic Stage (3 to 6 years)

   • desire for opposite-sex parent, rivalry with same-sex parent).

   • Vanity, overambition, or sexual dysfunction.

3. Latency Stage (6 to 12 years)

   • No specific erogenous zone; sexual feelings are dormant.

   • Libido shifts to social skills, friendships, and school.

4. Genital Stage (Puberty to Adulthood)

   • Establishment of healthy, intimate adult relationships and reproduction. 

Erikson stages

1. infancy

• trust vs mistrust (basic needs)

2. early childhood (1-3)

• autonomy vsshame/doubt (independence)

3. play age (3-6)

• initiative vs guilt (activities and boundaries)

4. school age (7-11)

• industry vs inferiority (self confidence)

5. adolescence (12-18)

• identity vs confusion (experiment)

6. early adulthood (19-29)

• intimacy vs isolation (relationships)

7. middle age (30-64)

• generativity vs stagnation (contribution to society)

8. old age (65+)

• inegrity vs despair (make sense of life)

Piaget’s stages

1. sensorimotor (0-2)

• coordination, sensory, curiosity, object permanence, language

2. preoperational (2-7)

• symbolic thinking, abstract thoughts, conservation

3. concrete operational (7-11)

• concepts attached to concrete situations, time, space, quantity

4. formal operational (11+)

• theoretical, hypothetical, counterfactual thinking, planning, concepts can be applied independently

Kohlberg’s Stages

1. Preconventional Morality

• authority lays down the law (“its bad to steal”

2. Individualism and exchange

• everything is relative

3. Conventional Morality

• behaving to be “good” (good motives)

4. Maintaining Social Order

• be a normal person in society

5. Social Contract and Individual Rights

• want to keep society functioning regardless of circumstances

6. Universal Principles

• achieving justice (equality)

Brofenbrener’s Ecological Model

• Microsystem:

  mmediate environment, (family, friends, teachers, and school.) 

• Mesosystem:

  Connections between microsystems, (link between home and school, or parents and peers.) 

• Exosystem:

  Settings that indirectly affect (parent's job stress or community.)

• Macrosystem:

  overarching (societal values, laws, customs, and economic conditions. )

Chronosystem:

time, (life transitions, historical events, and how these change over a person's life )(e.g., divorce, societal shifts). 

Purpose of Ecological Systems Theory

helps to conceptualize the approach to understanding social systems.

• the family is a social system

social impoverishment

lack of critical resources in a child’s life

cultural impoverishment

refers to values that undermine the child’s healthy development

Assisted Reproductive Technology (ART)

contributing factor to the increase in multiple gestational births

complications of pregnancy

• hyperemesis (severe, persistent nausea and vomiting)

• vaginal bleeding

• placenta previa (placenta partially or wholly blocks the neck of the uterus, thus interfering with normal delivery of a baby)

• pre-eclampsia (new-onset high blood pressure (hypertension) and often protein in the urine (proteinuria) after 20 weeks)

drugs that affect prenatal development

• alcohol (FAS)

• cocaine

• heroin

• tobacco

communication at the infant stage

Early Stages (0-6 Months)

• Crying

• Coos & Gurgles: Sounds made when content, often in response to faces/voices.

• Smiling: Social smiles at familiar people.

• Sounds: Experimenting with sounds like "ma," "ba," "da".

• Body Language: Reacting to voices, getting excited, making eye contact. 

Developing Communication (7-12 Months) 

• Babbling: More complex, varied babbling (e.g., "ma-ma," "da-da").

• Gestures: Pointing, waving "bye-bye," reaching for objects, shaking head for "no".

• Understanding: Recognizing simple words and responding to "no".

• Social Referencing: Looking to caregivers for cues in new situations. 

Bowlby’s Stages of Attachment

Stage 1: Pre-attachment (birth to 6 weeks) 

• the infant has no preference for a primary caregiver and responds similarly to all people.

• The infant is undiscriminating in social responsiveness, focusing on social cues like smiling and crying. 

Stage 2: Attachment-in-the-making (6 weeks to 6-8 months) 

• The infant begins to distinguish between familiar and unfamiliar people,

• showing a preference for their caregiver.

Stage 3: Clear-cut attachment (6-8 months to 18-24 months) 

• The infant forms a specific attachment to a primary caregiver and actively seeks proximity.

• Separation anxiety is common when the caregiver leaves. 

Stage 4: Formation of a reciprocal relationship (18-24 months and beyond) 

• The infant develops a more complex understanding of the caregiver's feelings, goals, and plans.

• The child's actions are influenced by their awareness of the caregiver's feelings,

Piaget’s pre-operational thought

a child can use an object to represent something else, such as pretending a broom is a horse.

symbolic function

Children use symbols to represent their world. They can use words and images to think about things, rather than just interacting with them physically.

egocentrism

cannot distinguish between their own perspective and other’s

intuitive thought

Children start to rely on intuition and perception rather than formal logic. They often believe that what appears larger or bigger is more.

• “how” and “why”

information processing

teaches us that children come to know something, rather on what they know when

child development and grief

• They might cry intensely one moment and then play happily the next,

• Acting out, withdrawal, anger, anxiety, or difficulty concentrating.

• Developmental regression: Reverting to younger behaviors like thumb-sucking or bedwetting.

• Headaches, stomachaches, or fatigue as emotional pain manifests physically.

• Young children may see death as temporary; older ones understand it's final but may feel it won't happen to them. 

How Grief Changes with Age

• Preschoolers (3-5): May see death as reversible; grief often appears as play or behavioral shifts.

• Early School Age (5-9): Start understanding permanence but may still believe death won't happen to them.

• Older Children/Teens: Understand finality and may process grief more like adults, but it can resurface later with deeper comprehension or at life milestones (graduation, marriage). 

reactive aggression

anger that includes retaliation

proactive aggression

aggressive behavior to reach a specific goal

parenting styles

• Authoritative: clear rules but are warm, responsive, and encourage open communication, allowing children independence within boundaries.

• Authoritarian: "My way or the highway." demand obedience, use strict discipline, and offer little warmth or negotiation.

• Permissive: indulgent. very nurturing and warm but set few rules, acting more like friends than authority figures.

• Uninvolved/Neglectful: detached, providing little guidance, discipline, or emotional support, meeting basic needs but not much else. 

Conservation

ability to understand that an object's properties (like quantity, mass, or volume) stay the same even if its appearance, shape, or arrangement changes

• the mountain or water glass problem

expressve disorder

articulation and sounds difficulty

stuttering

interruptions in communication produced by repetitions, hesitations, or other blockages of sounds and words

IEP

Individualized Education Program

health hazards in adolescence

• nutriton

• weight

• dysmenorrhea (painful menstrual periods)

conduct disorder

children and teens marked by a persistent pattern of aggression, rule-breaking, and disregard for others' rights,

• including bullying, vandalism, theft, and serious rule violations like truancy or running away, often stemming from a mix of genetic, family (abuse, neglect, conflict)

Hoffman’s Power Assertive Discipline

• physical punishment

• threats

• physical attempts to control child’s behavior

• leads to an increase in child’s aggression

love withdrawal

• withdrawing love when child misbehaves

• leads to excessive anxiety

induction

• explanation and rationality in attempting to influence child’s actions

• helps with internal moral standards

freud oral

• birth to 1yr

• suckling

freud anal

• 1-3

• cleanliness

freud phallic

• 3-6

• rivalry

freud latency

• tween

• nothing

freud genital

• teen

• sex

erikson infancy

trust vs mistrust

erikson early childhood

autonomy vs shame/doubt

erikson play age

initative vs guilt

erikson school age

industry vs inferiority (self worth)

erikson adolescence

indentity vs confusion

erikson early adulthood

intimacy vs isolation

erikson middle adulthood

generativity vs stagnation

erikson old age

integrity vs despair

piaget sensorimotor

coordination, sensory, object permanence

piaget peroperational

symbolic and abstact thinking, conservation

piaget concrete operational

time, space, quantity, concepts

piaget formal operational

theoretical and hypothetical thinking, planning, concepts can be applied independently

kohlberg preconvental morality

• authority is all knowing

  • “its bad to steal”

kohlberg individualism vs exchange

everything is relative

kohlberg conventional morality

being good because you are supposed to be

kohlberg maintaining social order

being a normal person in society

kohlberg social contract

keep society functioning regardless of the circumstances

kohlberg universal principles

achieving justice

• equality