PERDEV

LESSON 1- KNOWING ONESELF

  • Personality

    - From word “persona” which means “mask”

    - long-standing traits and patterns in behavior

    THEORIES OF PERSONALITY DEVELOPMENT

  • Psychodynamic (Sigmund Freud)

  • Behavioral (Albert Bandura)

  • Humanistic (Carl Rogers)

  • Self- Constitute the individuality and identity of a person

    WHEN YOU TRY TO KNOW YOURSELF, IT WILL RESULT IN BEING SELF-AWARE

  • Self-esteem

    - See oneself as capable and competent

    - When self-esteem is low, one is manipulated by fear

  • Behavioral perspective

    - centers in observable behavior

    - we learn to behave in ways

  • Change encounters - unintended meeting of persons unfamiliar to eachother

  • Fortuitous events - Experiences that are unexpected and unintended

  • Self-efficacy

    - Belief in capability of performing behaviors

    SOURCES OF SELF- EFFICACY

    • Mastery experiences

    • Social modeling

    • Social persuasion

    • Physical and emotional states

  • Psychodynamic Perspective (Sigmund freud)

    - Behaviors are influenced by unconcious process

    - What we are now is based on our childhood

  • FREUD’S ICE BERG THEORY

    - Unconscious: Beyond awareness (urges, instincts, drive)

    - Preconcious: elements which are not conscious but can be conscious

    - Conscious: Elements we are aware of at any given moment (Memories, feelings, wishes)

    • ID - impulsive (unconscious)

    • EGO - Between ID and SUPEREGO (reality principle)

    • SUPEREGO - Incorporates values and morals. Behave in socially acceptable manner

  • Humanistic Theories (Carl Rogers)

    - Shaping external and internal world

    - person: active being who lives in the present

  • 3 PARTS OF SELF CONCEPT (protect one’s sense of basic worth)

    • Ideal self - what we want to be (real self- what we really are)

    • Self-image - how you perceive yourself

    • Self-esteem (self efficacy) - a person’s sense of worth

  • UNCONDITIONAL POSITIVE REGARD - complete support/acceptance

  • CONDITIONS OF WORTH - conditions we think we must meet inorder to be accepted

LESSON 2: DEVELOPING THE WHOLE PERSON

  • Psychosocial (Erik Erikson)

  • Cognitive development ( Jean Piaget)

  • Moral development (Lawrence Kohlberg)

PSYCHOSOCIAL (GROWTH)

  • Adolescence- a stage from puberty to adulthood

  • Puberty - Physiological changes

  • Psychosocial crisis: Must be resolved to move on next stage

    • Infancy (birth - 12 mnths)

      - TRUST VS MISTRUST

      Basic virtues: Hope

      Core pathology: Withdrawal

    • Early childhood (1-3yrs)

      - AUTONOMY VS SHAME & DOUBT

      Basic virtues: Will

      Core pathology: Compulsion

    • Preschool (3-6yrs)

      - INITIATIVE VS GUILT

      Basic virtues: Purpose

      Core pathology: Inhibition

    • School age (7-11 yrs)

      - INDUSTRY VS INFERIORITY

      Basic virtues: Competence

      core pathology: Inertia

    • Adolescence (12-18 yrs)

      - IDENTITY VS ROLE CONFUSION

      Basic virtues: Fidelity

      Core pathology: Role repudation

    • Young adulthood (19-29yrs)

      - INTIMICACY VS ISOLATION

      Basic virtues: Love

      Core pathology: Exclusivity

    • Middle Adulthood (30-64 yrs)

      - GENERATIVITY VS STAGNATION

      Basic virtues: Care

      Core pathology: Rejectivity

    • Maturity (65-onwards)

      - INTEGRITY VS DESPAIR

      Basic virtues: Wisdom

      Core pathology: Disdain

COGNITIVE (LEARNING)

  • Scheme/schema - as they interact with their environment, children formulated organized pattern or thought

    THREE INTERRELATED PRINCIPLES

  • Organization- tendency to create categories

  • Adaptation - tendency to adjust to the environment

    • ASSIMILATION- adding new info to old knowledge

    • ACCOMMODATION- new knowledge

  • Equilibration - moves development along

COGNITIVE DEVELOPMENT THEORY

  • Sensorimotor (birth-2 yrs old)

    - object permanence: even if something is out of sight it still exists

    - Stranger anxiety: fear of unfamiliar people

  • Preoperational (2-7 yrs old)

    - use symbols to represent something

    - Egocentrism: Not able to take others’ perspective

    - Animism: belief that inanimate object are same as humans

    - Artificialism: belief that environmental things can be caused by human actions.

  • Concrete operations (7-11 yrs old)

    - can think logically

    - Conservation: Even if something changes shape,volume,mass it stays the same

    - Reversibility: objects can be changes and then returned to their original form

Formal operations

- where ability to test hypotheses is developed

- adolescents discuss terms (love,justice,freedom)

- Deductive logic: ability to use general principle to determine particular outcome

Moral theory of development

  • Moral dilemmas: problems that put one moral value against another

    • Heinz dilemma

    • Level 1 Pre-morality : S1- Punishment & obedience

                               S2- Hedonistic (personal gain)

    • Level 2 Conventional: S3- Morality Interpersonal concordance (according to majority)

                               S4- Law & order

    • Level 3 Post- conventional morality: S5- Social contract/legalistic orientation (law is too restrictive)

      •                           S6- Universal ethical principles

    IDENTITY DEVELOPMENT THEORY

  • James marcia (canadian)

  • Status are not sequential

  • Identity formation involving commitment and exploration

DIFFUSION - no commitment no exploration

FORECLOSURE- Yes commitment, no exploration

MORATORIUM - Yes exploration, no commitment

ACHIEVEMENT - Yes commitment and exploration

3 WAYS OF DISCOVERING THE MEANING OF LIFE

  1. Doing a deed

  2. Experiencing something, encountering something

  3. Attitude we take toward unavoidable suffering