Presented to : LLOYD SAJOL, MPsy Presented by : GROUP 1 Agmata, Rizza Jane Arnigo, Rustom Bulaclac, Mariane Dollente, Mark Kian Garcia, Hannah Franchesca Olmedo, Jielyn Olaivar Ramos, Althea Klyne Siega, Jenelisa Vegafria, Mj Abigail CHAPTER 2 – THEORIES OF DEVELOPMENT TERMS DEFINITION PSYCHOANALYTIC THEORY PSYCHOANALYTIC THEORIES Theories proposing that developmental change happens because of the influence of internal drives and emotions on behavior. PSYCHOANALYTIC Involving or using psychoanalysis. PSYCHOANALYSIS A system of psychological theory and therapy that aims to treat mental conditions by investigating the interaction of conscious and unconscious elements in the mind and bringing repressed fears and conflicts into the conscious mind by techniques such as dream interpretation and free association. It is a method of therapy in which the patient talks about experiences, early childhood, and dreams. 2.1 FREUD’S PSYCHOSEXUAL THEORY LIBIDO In psychoanalytic theory, it is used to describe the energy created by survival or sexual instincts. To Freud, libido is part of the id and is the driving force of all behavior. A person’s basic sexual and aggressive impulses, which are present at birth. It is a term that is commonly used to describe sexual drive or a desire for sexual activity. REMARKS Freud argued that personality has three parts, namely: id, ego, and superego. ID EGO SUPEREGO DEFENSE MECHANISM In Freud’s theory, the part of the personality that comprises a person’s basic sexual and aggressive impulses; it contains the libido and motivates a person to seek pleasure and avoid pain. This operates at an unconscious level and contains the libido. The conscious thinking part of personality. According to Freud, the thinking element of personality. The portion of the personality that acts as a moral judge, contains the rules of the society and develops near the end of early childhood at about age 6. Ways of thinking about a situation that reduces anxiety. Defense mechanism may be generated once the ego violates one of the superego’s moral rules. Freud proposed a series of psychosexual stages through which a child moves in a fixed sequence determined by maturation. These are: Oral Stage, Anal Stage, Phallic Stage, Latency Stage, and Genital Stage. PSYCHOSEXUAL STAGES Freud’s five stages of personality development through which children move in a fixed sequence determined by maturation; the libido is entered in a different body part in each stage. ORAL STAGE Mouth is the erogenous zone; during this stage, the infant’s primary source of interaction occurs through the mouth, so the rooting and sucking reflex is especially important. (BIRTH TO 1 YEAR) The mouth is vital for eating, and the infant derives pleasure from oral stimulation through gratifying activities such as tasting and sucking. ANAL STAGE (1 TO 3 YEARS) PHALLIC STAGE Child derives sensual gratification from withholding and expelling feces. Zone of gratification is anal region, and toilet training is an important activity. The primary focus of the libido is on the genitals. At this age, children also begin to discover the differences between males and females. (3 TO 6 YEARS) Becomes attached to parent of the other sex. Freud believed that boys begin to view their fathers as a rival for their mother’s affection. Freud called this development as Oedipus Complex and used the term Electra Complex to describe a similar set of feelings experienced by young girls. However, Freud believed that girls instead experience penis envy. LATENCY STAGE (6 TO PUBERTY) At this stage, superego continues to develop while the id’s energies are suppressed. Children develop social skills, values, and relationships with peers and adults outside the family. Sexual energy is present, but it is sublimated into the areas such as pursuits and social interactions. GENITAL STAGE (PUBERTY TO DEATH) FIXATION Sexual drives have reemerged and are being guided through a mature adult sexuality. Characterized by behaviors that reflect unresolved problems and unmet needs. 2.2 ERIKSON’S PSYCHOSOCIAL THEORY ERIK ERIKSON: PSYCHOSOCIAL DEVELOPMENT From infancy to maturity, Erikson argued that personality develops through eight stages of psychosocial development in a predetermined order. The person goes through a psychological crisis at each level, which may or may not affect how their personality develops. Modified and expanded the Freudian theory by emphasizing how society affects how a person develops their personality. PSYCHOSOCIAL STAGES Erikson’s eight stages, or crises, of personality development in which inner instincts interact with outer cultural and social demands to shape personality. There are eight stages that make up Erik Erikson’s Psychosocial Development are as follows: trust vs. mistrust, autonomy vs. shame and doubt, initiative vs. guilt, industry vs. inferiority, identity vs confusion, intimacy vs. isolation, generativity vs. stagnation, and integrity vs. despair. STAGE 1: TRUST VS. MISTRUST STAGE 2: AUTONOMY VS. SHAME AND DOUBT The infant either develops a basic mistrust of his or her environment throughout this time or begins to see other people and herself as trustworthy. The child begins to develop independence and the capacity to make their own decisions in life. STAGE 3: INITIATIVE VS. GUILT Children start to exert their authority and control over the world by deciding how to play and interact with others. STAGE 4: INDUSTRY VS. INFERIORITY Children start to feel proud of their accomplishments and skills through social interactions. Children must adjust to changing social and academic expectation. Failure causes emotions of inferiority, whereas success fosters a sense of competence. STAGE 5: IDENTITY VS. CONFUSION This stage is crucial for the formation of a sense of personal identity that will affect a person's behavior and development for the rest of their life. Teenagers need to establish their personal identities and sense of self. Success fosters the capacity to be loyal to oneself, whereas failure fosters role uncertainty and a frail sense of identity. STAGE 6: INTIMACY VS. ISOLATION The development of intimate, loving relationships with others is essential for young adults. Strong relationships result from success, whereas lonely and isolated relationships result from failure. STAGE 7: GENERATIVITY VS. STAGNATION Adults need to develop or nurture something that will outlast them, generally through producing children or generating a constructive change that benefits other people. Success leads to sentiments of usefulness and accomplishment, while failure results in shallow involvement in the world. STAGE 8: INTEGRITY VS. DESPAIR People at this stage of development reflect on their lives and decide if they are content with them or whether they regret the things they did or did not do. 2.3 EVALUATION OF PSYCHOANALYTIC THEORIES 2.4 CLASSICAL CONDITIONING BEHAVIORISM LEARNING THEORIES CLASSICAL CONDITIONING The view that defines development in terms of behavior changes caused by environmental influences. Theories asserting that development results from an accumulation of experiences. Learning that results from the association of stimuli. 2.5 SKINNER’S OPERANT CONDITIONING OPERATING CONDITIONING REINFORCEMENT PUNISHMENT Learning to repeat or stop behaviors because of their consequences. Anything that follows behavior and causes it to be repeated. Anything that follows a behavior and causes it to stop. 2.6 BANDURA’S SOCIAL COGNITIVE THEORY EXTINCTION OBSERVATIONAL LEARNING/MODELING The gradual elimination of a behavior through repeated nonreinforcement. Learning that results from seeing a model reinforced or punished for a behavior. COGNITIVE THEORIES COGNITIVE THEORIES Theories emphasize mental processes in development, such as logic and memory. 2.8 PIAGET’S COGNITIVE-DEVELOPMENT THEORY SCHEME In Piaget’s theory, an internal cognitive structure that provides an individual with a procedure to use in a specific circumstance. ASSIMILATION The process of using a scheme to make sense of an event or experience. EQUILIBRATION The process of balancing assimilation and accommodation to create schemes that fit the environment. 2.9 VIGOTSKY’S SOCIOCULTURAL THEORY SOCIOCULTURAL THEORY Vigotsky’s view that complex forms of thinking have their origins in social interactions rather than in an individual’s private explorations. 2.10 INFORMATION-PROCESSING THEORY INFORMATIONPROCESSING THEORY A theoretical perspective that uses the computer as a model to explain how the mind manages information. To explain how the mind manages information. NEO-PIAGETIAN THEORY An approach that uses information-processing principles to explain the developmental stages identified by Piaget. SENSORY MEMORY a mental representation of how environmental events look, sound, feel, smell and taste. SHORT-TERM MEMORY refers to systems which provide retention of limited amounts of material for a limited time period (seconds). LONG-TERM MEMORY refers to unlimited storage information to be maintained for long periods, even for life. BIOLOGICAL AND ECOLOGICAL THEORIES BIOLOGICAL AND ECOLOGICAL THEORIES Theories that propose links between physiological processes and development represent one of the most important trends among development in the 21st century. 2.12 BEHAVIOR GENETICS BEHAVIORAL GENETICS The study of heredity in individual differences. 2.13 ETHOLOGY AND SOCIOBIOLOGY ETHOLOGY A perspective on development that emphasizes genetically determined survival behaviors presumed to have evolved through natural selection. SOCIOBIOLOGY The study of society using the methods and concepts of biology; when used by developmentalists, an approach that emphasizes genes that aid group survival. 2.14 BRONFENBRENNER’S BIOECOLOGICAL THEORY BIOECOLOGICAL THEORY Bronfenbrenner’s theory that explains development in terms of relationships between individuals and their environments, or interconnected contexts COMPARING THEORIES COMPARING THEORIES Developmentalists compare theories basis of their assumptions and how useful they are in promoting understanding of development. 2.15 ASSUMPTIONS ABOUT DEVELOPMENT ASSUMPTIONS ABOUT DEVELOPMENT Developmentalists can think of a theory’s assumptions in terms of its answers to three questions about development. ACTIVE OR PASSIVE NATURE VERSUS NURTURE CONTINUITY VERSUS DISCONTINUITY Is a person active in shaping his own development or is he a passive recipient of environmental influences? How do nature and nurture interact to produce development? Does development happen continuously or in stages? 2.16 USEFULNESS USEFULNESS Useful theories allow psychologists to devise hypotheses to test their validity. 2.17 ECLECTICISM ECLECTICISM The use of multiple theoretical perspectives to explain and study human development.
