dev. psych units 8, 9, and 10

erikson’s psychosocial theory

psychoanalytic perspective, lifespan perspective from infancy to late adulthood

crisis or challenge at each stage that a person must overcome to have an ego strength instead of an ego deficit.

trust vs. mistrust

infancy, must learn to trust and build emotional bonds

autonomy vs. shame/doubt

1-3 years old acquire independent will and action or feel powerless or have self doubt

initiative vs guilt

3-6 years old develop goal-directedness, responsibility, and agency → superego + morals or become passive and guilt-proneness

industry vs inferiority

6-12 years old, kids go to school. acquire competencies (knowledge and skills) or have low self esteem and academic maladjustment

identity vs role confusion

teens, explore ones self, values, and roles, or have an identity crisis

intimacy vs isolation

young adulthood, form supportive, intimate relationship or become socially isolated and have relationship fails

generativity vs stagnation

middle adulthood, be productive in family and work, care for next generation, or have a mid-life crisis and fall into a rut

integrity vs despair

late adulthood, accept and value ones accomplishments and confront own mortality or feel helpless, depressed and resentful

trait/factor perspective

OCEAN model, uses standardized tests of personality to categorize adolescents personality

openness, conscientiousness, extraversion, agreeableness, neuroticism

bandura’s social cognitive theory

social learning perspective, interactionism: person x situation view

emphasis on observational learning and continuity of developmental change, emphasis on cognitive person variables (personality)

self efficacy expectations

ones belief about ones ability to perform effectively in specific situations

self concept theory

constructivist perspective, involves looking at your physicalistic self- body image, behaviors, habits and skills

social self- relationships with others and social roles

and psychological self- subjective traits, emotional qualities, and mental capacities

personality development in infancy

origins of the physicalistic self,

sensorimotor body awareness, self-recognition (in a mirror), self-other differentiation, the categorical self (they are the baby)

psychosocial development involves the trust vs mistrust stage

chess and thomas’ theory

poses 3 types of infant temperament:

easy temperament

difficult temperament

slow-to-warm temperament (becomes friendlier over time)

rothbart’s model

poses 3 dimensions of temperament

sergency- extraverted, uninhibited, adaptable

negative affectivity- anxiety, irritability, inhibition

effortful control- self regulation capacity

personality development in early childhood

physicalistic self dominates, self descriptions emphasize appearance and skills, generalized positive and irrational self esteem

psychosocial development of autonomy vs doubt, and initiative vs guilt

continuity in temperament patterns from infancy

personality development in middle childhood

increasingly realistic and rational self concept, importance of social comparison, increasing self-regulation, differentiation and interaction between psychological self (personal thoughts and beliefs) and the social self (behaviors and external identity)

psychosocial stage of industry vs. inferiority

global self-esteem

how you feel about yourself generally, across all domains

domain-specific self-esteem

how you feel about yourself in a specific context

self esteem determinants in childhood

parental and peer influences, self-perceived accomplishments, and contingencies of self-worth

self esteem correlates in childhood

social/emotional adjustment, popularity, academic achievement

personality development in adolescence

increasingly differentiated self-concept, increasingly integrated self-concept, increasingly abstract self-representations

psychosocial stage of identity vs. role confusion

adolescent identity crisis

in order to resolve the crisis or challenge at this stage one must explore their ideology, vocation, and gender & sexuality

correlates of self-esteem

men have more than women

• academic achievement

• emotional and social adjustment

• antisocial behavior

• substance abuse

personality development in adulthood

increases in self-esteem/confidence, self-acceptance, nurturance, emotional stability, agreeableness, and conscientiousness

decreases in openness, neuroticism, dependency, extraversion, and egocentrism

marked by the stages of intimacy vs isolation in young adulthood, generativity vs. stagnation in middle adulthood, and integrity vs despair in late adulthood

stability influences in adulthood

heritability of personality traits- 25-40%

stability of environment: friends, family, and job

self-validation

change influences in adulthood

social pressures (parenting and job demands)

environmental changes (divorce or economy)

health and wellness factors

ryff’s model of well being

model is determined by the level of achievement in 6 basic areas of living:

environment mastery, positive relationships, autonomy, personal growth, self acceptance, and purpose in life

sex

male and female biological categories related to reproduction

gender

socially ascribed characteristics associated with being male or female

gender identity

subjective, psychological sense of ones gender

gender norms

socio-cultural expectations for gender typical behavior

gender roles

socially prescribed functions and behaviors for males and females

gender stereotypes

overly generalized beliefs about male and female-typical traits

gender and sexuality in infants

no explicit gender or sexuality awareness in early infancy, influenced by gender socialization agents (parents, siblings, relative), begin to understand gendered objects and people

gender and sexuality in toddlers

explicit gender awareness emerges, gender labeling, gender preferences, recognition of sex differences

gender and sexuality in preschoolers

gender stereotyping of people, objects, and behaviors, gender segregation in play increases, increased awareness of sexual body parts and engagement in sex play

gender and sexuality in mid-to-late childhood

gender-typed behaviors are further expanded, gender stereotyping and gender role conformity, gender policing, sexual awareness, exploration, and masturbation are common

gender and sexuality in adolescence

gender intensification as in gender role conformity, sexual activity and associated issues

gender and sexuality in adulthood

establishing and maintaining sexual relationships, negotiating gender role divisions in family and social relationships, androgyny shift or flexibility in order to take care of the family, changes in sex drive due to hormonal changes

biological perspective of sexuality

sex chromosome patterns influence development of bodily structures including the genitalia, endocrine system, and the brain, prenatal hormonal activity sexualizes brain regions related to gender and sexuality

heritability of gender identity is 20-60%

heritability of gender dysphoria is 40-60%

bandura’s social learning theory

observational learning from parents, peers, media, etc…

differential socialization- boys and girls receive different treatment by socialization agents

learned gender role behaviors and cognitions are internalized as gender identity

eagly’s social role theory

sociocultural perpsective on socialization

culturally shaped gender stereotypes

differential socialization supports and maintains stereotypes

internalization of gender typed roles perpetuates the gender ‘status quo’

kohlberg’s cognitive developmental theory

constructivism: child constructs idea of gender

self-socialization: child actively participates in gender socialization by seeking out information

gender schemas include gender stability and consistency

Martin and Halverson’s gender schema theory

information processing emphasis, gender schemas are at the core of gender identity and direct perception and behavior

self selections of gendered actions and objects serve to maintain a gendered self-concept

money and ehrhardt biosocial theory

assumes heredity sets biological predisposition of gender and sexuality, emphasizes interactions of biological and social forces, critical period for gender identity is age 1 ½ to 3

socialization governs gender identity

bowlby’s attachment theory

quality of early attachment relationship affects later social relationships

attachment patterns resy on schemas of self and others

has an instinctual basis- imprinting

critical period for attachment formation is from birth to 3 years old

4 phases: pre-attachment, attachment in the making, clear cut attachment, goal oriented partnerships

pre-attachment phase

birth-2 or 3 months

undiscriminating social responsiveness, no clear preference for any one person

attachment in the making phase

2-3 months - 6-7 months

discriminating social responsiveness, express preferences for certain people

clear-cut attachment phase

6-7 months - 3yrs

seeks proximity toward attachment figures

formation of multiple attachments

goal-oriented partnerships phase

adjust behavior to maintain attachment relationship

reciprocity in social interactions

ainsworth’s strange situation test

puts infant into a situation with their mom and a stranger, the mom then leaves and the babys reaction to being left with the stranger is recorded based on their:

exploratory behavior, stranger anxiety, separation anxiety, and reunion response

attachment and social development in infants and toddlers

secure vs insecure attachment

solitary and parallel play, same-sex friendships, beginning to develop theory of mind and self-regulation

attachment and social development in children

peer acceptance shapes children’s social behavior and self esteem

goal-corrected partnerships with parents, siblings and friends promote problem solving and self regulation skills

play behavior becomes more cooperative and rule based

sensitive/ responsive parenting style

secure attachment type

parent attends to child and responds appropriately to infant/child signals of need and emotional state

inconsistent/unresponsive parenting style

resistant attachment type

parent responds erratically to or is indifferent to infant/child signals

rejecting/intrusive parenting style

avoidant attachment type

parent responds negatively or inappropriately excessively to signals

frightened and frightening parenting style

disorganized/disoriented attachment type

parent responds with great anxiety or pathologically frightening to signals

day care and infant/child attachment

has no adverse impact on attachment, has beneficial impact on cognitive, language, and social skills

can cause behavioral problems especially in boys if left here for too long

socioemotional deprivation and attachment

with extreme deprivation of physical and emotional needs it disrupts the formation of secure attachment

seen in: institutionalization syndrome and reactive attachment disorder

assessment of attachment in adolescence and adulthood

uses self report measures such as questionnaires and interviews

secure attachment in adolescents

good emotional and social adjustment and social competence

healthy self-concept

good relationships with parents

insecure attachment in adolescents

behavioral problems

substance abuse

emotional disorders

conflictual relationships with parents

bartholomew and horowitz model of attachment and social developments

expands attachment theory by defining four adult styles (Secure, Preoccupied, Dismissing, Fearful) based on two core dimensions: Internal Working Models of the Self and Others. This creates four quadrants: Secure (positive self/other), Preoccupied (negative self/positive other), Dismissing (positive self/negative other), and Fearful (negative self/negative other), explaining relationship patterns through these self/other perceptions. 

secure b&h model

healthy balance of attachment and autonomy, freedom to explore

preoccupied b&h model

desperate for love to feel worthy as a person; worry about abandonment; express anxiety and anger openly

dismissing/ counter dependency b&h model

shut out emotions; defend against hurt by avoiding intimacy, dismissing the importance of relationships, compulsively self reliant

fearful b&h model

need relationships buy doubt own worth and fear intimacy, lack a coherent strategy for meeting attachment need

adult social relationships

importance of confidant relationships (spouse, siblings, friends)

role of positive relationships with family members, friends and coworkers

impact of lonliness on mental health and physical health

maintenance of romantic relationships based on similarity and complementarity

sternberg’s triangular theory of love

love is composed of three components: intimacy, passion, and commitment. Different combinations of these three elements create different types of love, ranging from a friendship with only intimacy, to consummate love when all three are present.