human development chapter one

human development

• interdisciplinary (combines) study of psych and genetics

• developmental psych and sociology

• environmental and biological components of our development

• relationship focused

• evidence based

• lifespan

• preventative

• translational

• strengths- oriented

• SCIENCE not a humanities

principles of human development

• multidimensional

• multidirectional - gain and lose

• multidisciplinary

• multiple context- influenced by environment

• strengths based

• social justice oriented

continuous HDF

gradual change as life goes on (quantitative)

• like a tree growing

discontinuous HDF

qualitative leaps (caterpillar into butterfly)

stage theory (development happens in leaps not growing)

• like a caterpillar into a butterfly

strengths perspective

• instead of focusing on bad → recognize every person and community has strengths and resources

• not just focus on diagnosis

• sense of caring and hope

intersectionality

shows how multiple social identities overlap to create unique dynamics of discrimination privilege and disadvantage (race,gender, class and sexuality)

SES

social economic status

bronfenbrenner bioecological systems theory

continuous

both nature and nurture

microsystem

mesosystem

exosystem

macrosystem

chronosystem

microsystem

any enviro directly involved in (ie- family)

mesosystem

relationship btw 2 microsystems (ie church and family life)

exosystem

not directly involved in, indirect impact

ie- parents work place’s impact on how parent acts

macrosystem

attitudes and ideologies of culture

societies values (healthcare…)

chronosystem

enviro changes over lifetime

time born (like into what generation)

Freud’s psychosexual theory

• Id, ego and superego

  • horny mf

• importance of early childhood

• we only develop until adolescence

• studied unconscious conflicts/motivations (dreams)

• defense mechanisms

• born with pleasure principle and aggression

id

born with it

pleasure principle

• "I want it now”

ego

balance of needs and society

• ego is built through parenting

superego

learned rules of right and wrong (guilt and pride)

• “No i shouldn’t”

operant conditioning (learning)

• behaviorism

• Skinner

• learning from consequences

• any behavior rewarded is prob gonna be strengthened

classical conditioning (learning)

• Pavlov

• repeated behaviors

• ie: smartphone notifications, unable to eat a food after getting sick from it

BEHAVIORISM

• development is a result of learning (ENVIRO/NURTURE)

• operant or classical conditioning

• Skinner and Pavlov

• Sceptical of Erikson and Freud

• continuous

• passive (people are shaped and molded)

Social Cognitive theory

• takes behaviorism one step further

• reciprocal determinism

• environmental impacts behavior and THINKING

• how one thinks impacts how they see environment not just their behaviors

  • takes into account someones homelife or how they might have been raised to view the world and the reasons for their actions

    • ie- a kid raised in hostile home thinks the world is hostile towards them

• unlike behaviorism it takes into account different LENSES

  • importance of understanding those lenses instead of just punishing

Erikson’s psychosocial theory

ego is central

humans are more rational

we develop the self (ego) through our experiences through relationships

(STAGES- discontinous)

observational learning

• Bandura

• Social Cognitive theory

• observe others experiences

  • don’t need to face consequences directly

reciprocal determinism

• social cognitive theory (bandura)

• individuals and the environment interact and influence eachother

confirmation bias

human tendency to search for/ interpret/ remember info that matches what we already believe

pattern detection bias

tendency to perceive meaningful connections, trends or rules in random or meaningless data

longitudinal research designs

observational

collect data from same people repeatedly over extended period

cross-sectional research designs

observational

analyzes data from a single, specific point in time

sequential research design

observational

data is collected/analyzed in chronological phases rather than all at once

lifespan human development

• saying that human development continues our entire lives

• erikson agrees

• freud would disagree

context

where and when a person develops

impacts their development

cohort

group of people born at the same time

developmental outcomes

risk factors + protective factors= developmental outcomes

• risk factors- increase chance of negative health/ behavioral outcome

• protective factors- reduce that likelihood and help build resilience

resilience

capacity to overcome early adversity

genes can be switched on and off based on environment

the “fulcrum” of the scale might not always be in the middle

• the fulcrum represents our genes and sometimes we’re at a disadvantage or advantage

psychodynamic perspective theorists

• freuds

• eriksons

behavioral/ learning perspective

• classical conditioning (watson and pavlov)

• operant conditioning (skinner)

social cognitive theory

• observational learning (bandura)

• reciprocal determinism (bandura)

cognative perspective

• piaget’s constructivism

• vygotsky socioconstructist