STAGES OF HUMAN DEVELOPMENT 2

PSYCHOSEXUAL THEORY

• THEORY BASED ON THE BIOLOGICAL ORIENTATION

• INSTINCTS IS SAID AS THE SOURCE OF LIFE ENERGY

SIGMUND FREUD

FATHER OF PSYCHOSEXUAL THEORY

INSTINCTS

THE PRIMARCY SOURCE OF LIFE ENERGY

EROGENOUS ZONES

AREAS THAT ARE SENSITIVE TO STIMULATION AND PLEASURE

FIXATION

ATTACHMENT TO A PARTICULAR OBJECT/ACTIVITY

ADOLESCENCE

THE PSYCHOSEXUAL THEORY OCCURS DURING THIS STAGE OF LIFE

ORAL

PLEASURE THROUGH THE MOUTH

• FOCUS: EATING, SUCKING, MOUTHING, CHEWING, BITING

• TRAIT OUTCOMES: OVEREATING, SMOKING, DRINKING, NAIL-BITING, GOSSIPING, CURSING

ANAL

PLEASURE THROUGH THE ANUS TO RELEASE TENSION

• FOCUS: POOPING, FARTING, TOILET TRAINING

• TRAIT OUTCOMES: OBSESSION WITH CLEANLINESS (ANAL RETENTIVE), OVERLY GENEROUS (ANAL EXPULSIVE), MESSY/DISORGANIZED

ANAL RETENTIVE

• PART OF ANAL STAGE

• OBSESSION WITH CLEANLINESS OR HATING MESS

ANAL EXPULSIVE

• PART OF ANAL STAGE

• OVERLY GENEROUS AND WANTING TO SHARE OR GIVE THINGS AWAY

PHALLIC

PLEASURE THROUGH GENITALS

• TRAIT OUTCOMES: STARTS TO RECOGNIZE WHAT IT MEANS TO BE A BOY OR A GIRL WITH THEIR PHYSICAL DIFFERENCES

OEDIPUS COMPLEX

• PART OF PHALLIC STAGE

• ATTACHMENT OF BOY TO HIS MOM

ELEKTRA COMPLEX

• PART OF PHALLIC STAGE

• ATTACHMENT OF GIRL TO HER DAD

LATENCY

RESOLVING FIXATIONS OR CONFLICTS IN PREVIOUS STAGES

• FOCUS: DEVELOPING ACADEMIC AND SOCIAL SKILLS, PHYSICAL ABILITIES, TALENTS

• TRAIT OUTCOMES: BUILDING SOCIAL TIES, SEXUAL URGES ARE INHIBITED

GENITAL

• FOCUS: SEX ROLE IDENTITY FORMATION

• TRAIT OUTCOMES: SEXUAL INTEREST IS AWAKENED

PSYCHOSOCIAL THEORY

• IMPORTANCE OF SOCIALIZATION

• CONSIDERING THE ROLE OF SOCIAL FACTORS

• NEED FOR GOOD ROLE MODELS, SENSE OF STABILITY, POSITIVE FEEDBACK

ERIK ERIKSON

FATHER OF PSYCHOSOCIAL THEORY

IDENTITY CONFUSION

IT OCCURS WHEN A PERSON EXPERIENCES CONFLICT OVER ONE’S GOALS, BELIEFS, AND VALUES

TRUST VS MISTRUST

ISSUES: WILL I GET THE SUPPORT FOR WHAT I NEED? CAN I TRUST THE WORLD?
SOCIAL CONDITIONS: PROVISION OF BASIC NEEDS; SUPPORT OR DEPRIVATION, LACK OF SUPPORT, INCONSISTENCY
OUTCOMES: BECOMES HOPEFUL/OPTIMISTIC OR FEARFUL

AUTONOMY VS SHAME AND DOUBT

ISSUES: CAN I ALREADY DO THINGS ON MY OWN? SHOULD I DEPEND ON OTHERS
SOCIAL CONDITIONS: SUPPORT; PATIENCE OR LACK OF CONFIDENCE/SUPPORT; OVERPROTECTION
OUTCOMES: DEVELOPS SELF-CONFIDENCE; SENSE OF SECURITY OR FEELS INADEQUATE; BECOMES DEPENDENT

INITIATIVE VS GUILT

ISSUES: CAN I BE INDEPENDENT? AM I GOOD? AM I BAD?
SOCIAL CONDITIONS: OPPORTUNITY; ENCOURAGEMENT OR LACK OF OPPORTUNITY; NEGATIVE FEELINGS
OUTCOMES: DEVELOPS SENSE OF PURPOSE OR FEELS GUILTY

INDUSTRY VS INFERIORITY

ISSUES: DO I HAVE THE SKILLS TO ADJUST? AM I ALREADY COMPETENT? AM I WORTHY OR NOT?
SOCIAL CONDITIONS: GOOD EDUCATION; GOOD MODELS OR LACK OF DIRECTION
OUTCOMES: BECOMES INDUSTRIOUS; DEVELOPS SELF-CONFIDENCE OR SENSE OF INFERIORITY

IDENTITY VS IDENTITY DIFFUSION

ISSUES: WHO AM I? WHAT ARE MY BELIEFS? VALUES? FEELINGS?
SOCIAL CONDITIONS: CLEAR SEX MODELS; GOOD SENSE OF STABILITY; POSITIVE FEEDBACK OR CONFUSING PURPOSE; VAGUE EXPECTATIONS; UNCLEAR FEEDBACK
OUTCOMES: DEVELOPS IDENTITY OR IDENTITY CRISIS; ROLE CONFUSION

INTIMACY VS ISOLATION

ISSUES: SHOULD I GET INTO A RELATIONSHIP? SHOULD I STAY SINGLE?
SOCIAL CONDITIONS: UNDERSTANDING, TRUST, ACCEPTANCE OR LONELINESS; EXCLUSION
OUTCOMES: IS ABLE TO LOVE AND COMMIT OR LONELINESS; DEPRESSION

GENERATIVITY VS STAGNATION

ISSUES: WHAT IS MY CONTRIBUTION IN THIS WORLD? WILL I PRODUCE SOMETHING VALUABLE OR RELEVANT?
SOCIAL CONDITIONS: PRODUCTIVITY; PURPOSEFULNESS OR LACK OF OPPORTUNITY; ENRICHMENT
OUTCOMES: FEELS PRODUCTIVE OR UNPRODUCTIVE; STAGNANT

INTEGRITY VS DESPAIR

ISSUES: HAVE I LIVED A FULL LIFE? AM I CONTENTED WITH WHAT I HAVE ACHIEVED IN LIFE?
SOCIAL CONDITIONS: SENSE OF CLOSURE; CLEAR ATTAINMENT OF DIRECTION OR LACK OF COMPLETENESS; DISSATISFACTION
OUTCOMES: FEELS COMPLETE; HAS SENSE OF ACHIEVEMENT OR DISSATISFIED WITH LIFE; IN DESPAIR

COGNITIVE DEVELOPMENT THEORY

• EXPLAINS HOW A CHILD UNDERSTANDS THE WORLD

• EDUCATION IS A KEY ELEMENT

• MUST ACHIEVE EQUILIBRIUM

• AN INDIVIDUAL GROWS THROUGH A DYNAMIC PROCESS IN WHICH THE BODY’S INTERNAL SYSTEMS INTERACT WITH THE ENVIRONMENT

• OTHER FACTORS INCLUDE MATURATION, EXPERIENCE, AND THE TRANSFER OF ATTITUDES, INFORMATION, OR CUSTOMS

JEAN PIAGET

FATHER OF COGNITIVE DEVELOPMENT THEORY

EQUILIBRIUM

• PART OF COGNITIVE DEVELOPMENT THEORY

• A STATE OF BALANCE

SENSORIMOTOR STAGE

• LEARNS THROUGH SENSORY EXPERIENCES

• KNOWLEDGE BASED ON THE SENSE

• BEGINS TO FORM MENTAL IMAGES

OBJECT PERMANENCE

• PARTS OF SENSORIMOTOR

• AN OBJECT CONTINUES TO EXIST EVEN IF IT IS NO LONGER SEEN

PRE-OPERATIONAL STAGE

• WAY OF THINKING IS TOWARD HIMSELF/HERSELF (EGOCENTRIC)

• CONTINUES TO DEVELOP USING MENTAL IMAGES AND BEGINS TO USE SYMBOLS (SYMBOLIC THOUGHT)

• MAU FIND DIFFICULTY UNDERSTANDING THAT ACTIONS OR THINKING CAN BE REVERSED

• UNABLE TO FOCUS ON SEVERAL ASPECTS OF A PROBLEM OR UNDERSTAND A CAUSE AND EFFECT RELATIONSHIP

• LIMITED POINT OF VIEW

• ATTRIBUTES HUMAN CHARACTERISTICS TO INANIMATE OBJECTS

CONCRETE-OPERATIONAL STAGE

• BEGINS TO BE MORE LOGICAL AND ABLE TO PERFORM SIMPLE OPERATIONS, UNDERSTAND CLASSIFICATIONS, AND UNDERSTAND REVERSIBILITY

• LESS EGOCENTRIC AND MORE OTHER-CENTERED

FORMAL OPERATIONAL STAGE

• NO LONGER JUST DEPENDENT ON CONCRETE PERCEPTUAL EXPERIENCES IN THE PRESENT

• THE PAST OR THE FUTURE CAN BE A REFERENCE TO KNOW WHAT TO DO

• ABLE TO ANALYZE PROBLEMS AND CONSIDER DIFFERENT WAYS OF SOLVING IT IN A SYSTEMATIC WAY

• CAN DEAL WITH ABSTRACT OR HYPOTHETICAL SITUATIONS

MORAL DEVELOPMENT THEORY

• HOW CHILDREN UNDERSTAND WHAT’S RIGHT AND WRONG

• DEVELOPING A SENSE OF MORALITY

• ROLE OF COGNITIVE ABILITY TO MORALITY

LAWRENCE KOHLBERG

FATHER OF MORAL DEVELOPMENT THEORY

PUNISHMENT ORIENTATION

DECIDING WHAT IS RIGHT OR WRONG BASED ON WHAT ACTION IS PUNISHED

REWARD ORIENTATION

DECIDING WHAT IS RIGHT OR WRONG BASED ON WHAT IS REWARDS

PRECONVENTIONAL LEVEL

RECOGNITION OF AUTHORITY ON WHO GIVES PUNISHMENT OR REWARD

SOCIAL APPROVAL

DECIDING WHAT IS RIGHT OR WRONG BASED ON WHAT OTHERS APPROVE OR DISAPPROVE OF (GOOD BOY-GOOD GIRL ORIENTATION)

LAW AND ORDER

DECIDING WHAT IS RIGHT OR WRONG BASED ON THE RULES THAT SHOULD BE FOLLOWED (AUTHORITY ORIENTATION)

CONVENTIONAL LEVEL

UNDERSTANDING THAT THERE ARE RULES TO FOLLOW TO BE ACCEPTED AND TO MAINTAIN ORDER

SOCIAL CONTRACT ORIENTATION

DECIDING WHAT IS RIGHT OR WRONG BASED ON LAWS BUT ONE RECOGNIZES THAT THEY CAN CHANGE

UNIVERSAL ETHICAL PRINCIPLES

DECIDING WHAT IS RIGHT OR WRONG BASED ON UNIVERSAL PRINCIPLES

POSTCONVENTIONAL LEVEL

FLEXIBILITY IN ACCEPTING RULES

ADOLESCENCE

• BETWEEN 15-21 YEARS OLD

• QUEST FOR IDENTITY AND INDIVIDUALITY

• TRANSITION FROM CHILDHOOD TO ADULTHOOD

PHYSIOLOGICAL

• BETWEEN 12-14 YEARS OLD

• SECRETION OF HORMONES BY ENDOCRINE GLANDS

• SEXUAL MATURATION SIGNALING REPRODUCTIVE READINESS

PHYSICAL

• MAJOR GROWTH SPURT

• BODY MASS AND HAIR INCREASES

• PEAK OF SELF-CONSCIOUSNESS

PSYCHOLOGICAL

• RECOGNIZING CHANGES

• SPECIFIC PREFERENCES

BODY IMAGE

THOUGHTS AND FEELINGS TOWARDS YOUR BODY (“DO I LOOK GOOD?“)

SELF-IDENTITY

• DISTINCTIVE CHARACTERISTICS OF THE INDIVIDUAL

• SIGNIFICANTLY RELATED TO ONE’S OVERALL SELF-EVALUATION (SELF-ESTEEM) AND SENSE OF INDIVIDUALITY

JAMES MARCIA

EXPERT IN IDENTITY FORMATION

IDENTITY FORMATION

AN INTERNAL, SELF-CONSTRUCTED, DYNAMIC ORGANIZATION OF DRIVES, ABILITIES, BELIEFS, AND INDIVIDUAL HISTORY

CRISIS AND COMMITMENT

• — WHICH PRESENTS AN OPPORTUNITY TO EXPLORE

• — WHICH KEEPS YOU FAITHFUL IN YOUR BELIEFS AND VALUES

IDENTITY DIFFUSED

NO EXPERIENCED CRISIS; NO COMMITMENT

IDENTITY FORECLOSED

NO EXPERIENCED CRISIS; CLEAR COMMITMENT (PARENTS/PEER INFLUENCE)

IDENTITY MORATORIUM

EXPERIENCED CRISIS/EXPLORATION; NO COMMITMENT

IDENTITY ACHIEVED

CLEARLY UNDERSTOOD WHO YOU ARE