HOSA-Human Growth and Development

Sigmund Freud

Psychoanalytical Theory (id, ego, superego)

Id

The unconscious; present at birth and generates impulses that seek immediate pleasure/satisfaction

Ego

View of the self/image that a person wants to convey to others

Superego

Emerges between 3 and 5 years; moral guide/conscience, delays immediate gratification for socially appropriate reasons

Freud's Psychosexual Development

Oral, Anal, Phallic, Latency, Genital

Oral

First year of life; focus on mouth and need to suck

Anal

Toddler age; focus id on learning self-control of bowels

Phallic

Preschool age; focus on self, some type of masturbation, identification with parent of the opposite sex, and development of superego

Latency

School age; focus on learning to suppress sexual urges and improving industry, achievement, and skills

Genital

Puberty; focus on handling sexual urges with a partner, seeks mutual pleasure

Oedipus complex

Young boys compete with fathers for mother's affection

Electra anxiety

Young girls compete with mothers for father's affection

Carl Jung

Psychodynamic Theory: roots of personality are a reflection of the family's cultures; extends into adulthood where age 40 is the "noon of life"

Introvert

Quiet person who focuses inward

Extrovert

Outgoing person who focuses on others

Erik Erikson

Psychosocial Theory: Stages of the Life Cycle

Trust vs Mistrust

Infant; develops trust of others to meet personal needs and begins to trust himself/herself

Autonomy vs Shame and Doubt

Toddler; ability to act independently is equated with trusting oneself to be good

Initiative vs Guilt

Preschool; initiates role models and follows rules, experiences self control in social interactions

Industry vs Inferiority

School age; develops ability to make friends and independently achieve school tasks

Identity vs Role Confusion

Adolescent; learns to know oneself and what one believes and develops a career goal

Intimacy vs Isolation

Young adult; develops and ability to share all aspects of life with others

Generativity vs Self Absorption

Middle adult; can contribute to society in a meaningful way

Integrity vs Despair

Older adult (geriatric); maintains a sense of life achievement and absence of deep regret

Stage 1: Parental Image

Picturing oneself as a parent

Stage 2: Authority

Questioning parental skills as the child becomes autonomous

Stage 3: Integrative

Feeling responsible to motivate child as the child becomes more independent

Stage 4: Independent Teen

Learning how to support teen while maintaining the authority role

Stage 5: Departure

Relating to the child as an adult as child prepares for the future and leaves home

Daniel J. Levinson

Psychosocial Theory: interaction among environment, culture, and the individual is the "fabric of life"; each person enters an orderly sequence of events or structures in life

EX: 17-22 years = pre-adult; 22-45 years = young adult; 45-65 years = middle adult; 65-80 years = late adult; 80+ years = late-late adult (geriatric)

Jean Piaget

Cognitive Theory: developing understanding through the world environment; AKA information-processing theory involving how information-processing and thinking develops at different stages of development

Sensorimeter Stage

Birth-2 years: gains developmental understanding of object permanence; understands cause and effect; understands differences in time of day

Preoperational Stage

2-7 years: attributes life to inanimate objects; child believes he/she is the center of the world; sees only the obvious; understands only one bit of information at a time without seeing abstract relationships; develops language skills; uses pretend play; begins to use logic to understand rules

Concrete Operations Stage

7-11 years: can understand more than one piece of information simultaneously; has a realistic understanding of the world; focuses on the present, not the future

Formal Operations Stage

Adolescent: can think abstractedly and understands symbols; can think in hypothetical terms; is future-oriented; understands scientific bases of theories; cultural practices play a role in helping the adolescent understand "roles" and develop the moral sense of what is right

Jane Loevinger

Cognitive Theory 2: extension of Piaget's theory into the development of thinking and cognitive reasoning into adulthood

Robert Kegan

Constructive Theory: lifelong interaction with the environment, involving periods of changes in stability that provide meaning for living (necessity to be included in reciprocal relationships with others and to maintain independence)

Lev Vygotsky

Theory of Language and Culture: language skills and social interactions influence how a child thinks and behaves

Infant-cries and coos

Response of parent to cuddle infant and provide toys to stimulate responses

Toddler-points to objects

Response of parent to give names/definitions to the objects at which the child is pointing

Preschool: 3 years-speaks to self during play or movement

Parents may or may not listen to all of the words

Preschool: 4 years-uses inner speech to guide behavior

Response of parent to praise the child for demonstrating delayed gratification or self-control

Urie Bronfenbrenner

Social and Economic Influences: children in different environments who are treated differently effects the child's understanding of himself/herself

School age- engages in speech and social interactions

Response of parent to listen and understand their child's interpretation of events/experiences; allowance for child's independence with help/support

Parents and siblings

Gender of child influences how siblings treat child; parental expectations influence child's perception of self-worth

Teachers, babysitters

Perceptions of child influence child's sense of self: active/aggressive child can frustrate while quiet child is more appreciated

School, community

Talents in different areas promote appreciation from different people (coach vs teacher value)

Political community

Money (funding) influences social opportunities available to child; poverty and undernourishment may inhibit child's ability to learn and develop

Abraham Maslow

Hierarchy of Needs: if basic needs are met then the individual can move to higher levels of thought/self-fulfillment

Physiological Needs

air, water, food, elimination, rest

Activity

stimulation, novelty, change

Security

safety and protection

Peer Acceptance

feeling of love and belonging from others

Self-Assurance

respect of oneself and to be respected by others

Self-Actualization

state of becoming a complete person, fulfilling one's greatest potential; understanding reality and one's judgments and beliefs

Carl Rogers

Environmental Theory: people form their own destinies based on mastery of the environment and positive relationships; moving closer to becoming an ideal self

John Watson

Behaviorist Theory: environment and experiences mold the personality (related to Pavlov's conditioning theory and Skinner's operant theory)

Ivan Pavlov and B.F. Skinner

Behaviorist Theory of Personality: the environment and the way people respond to the environment influences their personality development (Classical Conditioning VS Operant Conditioning)

Classical Conditioning

Ivan Pavlov: associating things in the environment (stimuli and reaction = experiences)

Operant Conditioning

B.F. Skinner: reinforcement of behaviors through reward and punishment

Albert Bandura and Walter Mischel

Social-Learning Theories of Personality: exposure to and imitation of behavior influences how a child develops

Lawrence Kohlberg

Theory of Moral Development: extension of Piaget's theory; moral development occurs over three stages (Preconventional, Conventional, and Postconventional)

Preconventional

Toddler: obeys rules to avoid punishment

Early childhood: seeks to avoid punishment

Conventional

School age: conforms to rules to gain recognition/reward

Postconventional

Adolescent and adult: follows rules that lead others to perceive person as "good"; develops a sense of responsibility

Older adult: develops own set of principles that may overrule social laws/customs; is independent

Carol Gilligan

Views challenge those of Kohlberg's, believing that Kohlberg's work excludes women

Charles Horton Cooley

Theory of the Looking-Glass Self: self image is formed through:

1) imagining how we portray ourselves to others

2) imagining how others evaluate us

3) combining previous impressions to ormulate a self concept or idea of what we are like

George Herbert Mead

Development of Self Image cont.: extension of Cooley's theory:

1) children imitate those around them

2) children use language or other symbols during interactions

3) child pretends to be other people and learns their role in relation to theirs

Robert Peck

Developmental Tasks of the Older Adult: necessity to face new challenges positively to maintain generativity and avoid despair (Erikson)

Robert Havighurst

Developmental Tasks of the Older Adult: self-acceptance and maintenance of meaning in life (decreasing health status, death of a spouse, changes in lifestyle)

Robert Atchley

Developmental Stages of Retirement

Pre-retirement Stage

Dreams of retirement

Honeymoon Stage

Enjoys freedom of retirement

Disenchantment Stage

Designs new priorities as a result of boredom

Stability Stage

Begins to feel needed and respected

Terminal Stage

Changes occur because of need for reemployment or decline in health