Sigmund Freud’s Psychosexual

Developmental theory
 Oral stage
• Birth to 1½ y/o
• Center of pleasure: mouth (major source
of gratification & exploration)
 Anal stage
• 1½ to 3 y/o
• Source of pleasure: anus & bladder
(sensual satisfaction & self-control)
 Phallic stage
• 4 to 6 y/o
• Center of pleasure: child’s genital
(masturbation)
• Oedipus & Electra
Complex
 Latency
• 6 y/o to puberty
• Energy directed to physical & intellectual
activities
• Sexual impulses repressed
• Relationship between peers of same sex
 Genital
• Puberty onwards
• Energy directed towards full sexual
maturity & function & development of skills
to cope with the environment
Erikson’s Stages of Psychosocial
Development Theory
 Hope: Trust vs. Mistrust (Infants)

• (+) RESOLUTION
• Learn to trust others
• (-) RESOLUTION
• Mistrust, withdrawal
 Will: Autonomy vs. Shame & Doubt
(Toddlers)
• "Can I do things myself or must I always
rely on others?“
• (+) RESOLUTION
• Self control
• Ability of cooperate & express oneself
• (-) RESOLUTION
• Compulsive, self restraint or compliance.
 Purpose: Initiative vs. Guilt
(Preschool)
• "Am I good or am I bad?"
• (+) RESOLUTION
• Learns to become assertive
• Ability to evaluate one’s own behavior
• (-) RESOLUTION
• Lack of self confidence.
• Pessimism, fear of wrongdoing.
• Over-control & over restriction.
Competence: Industry vs. Inferiority
(Childhood)
• "How can I be good?"
• (+) RESOLUTION
• Learns to create, develop & manipulate.
• Develop sense of competence & perseverance.
• (-) RESOLUTION
• Loss of hope, sense of being mediocre.
• Withdrawal from school & peers.
Fidelity: Identity vs. Role Confusion
(Adolescents)
• "Who am I and where am I going?"
• (+) RESOLUTION
• Coherent sense of self.
• Plans to actualize one’s abilities
• (-) RESOLUTION
• Feelings of confusion & possible anti-social
behavior.
 Love: Intimacy vs. Isolation
(Young Adults)
• "Am I loved and wanted?" or "Shall I share my
life with someone or live alone?"
• (+) RESOLUTION
• Intimate relationship with another person.
• Commitment to work and relationships.
• (-) RESOLUTION
• Impersonal relationships.
• Avoidance of relationship, career or lifestyle commitments.
Care: Generativity vs. Stagnation
(Middle Adulthood)
• "Will I produce something of real value?"
• (+) RESOLUTION
• Creativity, productivity, concern for others.
• (-) RESOLUTION
• Self-indulgence, self-concern, lack of interests &
commitments.
 Wisdom: Ego Integrity vs. Despair
(Seniors, 65 years onwards)
• "Have I lived a full life?"
• (+) RESOLUTION
• Acceptance of worth & uniqueness of one’s own life.
• Acceptance of death.
• (-) RESOLUTION
• Sense of loss, contempt for others.
Piaget’s Phases of Cognitive
Development
• Piaget identified four major stages: sensorimotor,
preoperational, concrete operational and formal
operational.

• Piaget believed all children pass through these phases

to advance to the next level of cognitive development

• Stages cannot be "skipped"; intellectual development

always follows this sequence.
 Sensorimotor
• Birth to 2 yrs
• Sensory organs & muscles become more functional
 Pre-operational
• 2-7 years
• Emerging ability to think
 Concrete
Operations
• 7-11 years
• Learns to reason about events in the
here-and now.
 Formal Operations
• 11+ years
• Able to see relationships and to reason
in the abstract.
Kohlberg’s Stages of Moral
Development
 Heinz dilemma
• A woman was near death from a special kind of cancer. There was
one drug that the doctors thought might save her. It was a form of
radium that a druggist in the same town had recently discovered. The
drug was expensive to make, but the druggist was charging ten times
what the drug cost him to produce. He paid $200 for the radium and
charged $2,000 for a small dose of the drug. The sick woman's
husband, Heinz, went to everyone he knew to borrow the money, but
he could only get together about $ 1,000, which is half of what it cost.
He told the druggist that his wife was dying and asked him to sell it
cheaper or let him pay later. But the druggist said, "No, I discovered
the drug and I'm going to make money from it." So Heinz got
desperate and broke into the man's store to steal the drug for his wife.
Should Heinz have broken into the laboratory to steal the drug for his
wife? Why or why not?
 LEVEL I: Pre-conventional Authority
figures are obeyed. (birth – 9 yrs)
• Stage 1: Punishment & obedience orientation

• Stage 2: Instrumental-relativist orientation

LEVEL II: Conventional Cordial interpersonal
relationships are maintained. (9-13 years)
• Stage 3: Interpersonal concordance
• Authority is respected.

• Stage 4: Law and order orientation

• Individual feels “duty bound” to maintain social order.
 LEVEL III: Post-conventional Individual
understands the morality of having
democratically established laws. (13+ years)

• Stage 5: Social contract orientation

• It is “wrong” to violate others’ rights.

• Stage 6: Universal ethics orientation

• The person understands the principles of human
rights & personal conscience.
• Person believes that trust is basis for relationships.
Fowler’s Stages of Faith
 Pre-stage:
Undifferentiated faith
• Infant
• Trust, hope and love compete with
environmental inconsistencies
 Stage 1: Intuitive-projective
faith
• Toddler-preschooler
• Imitates parental behaviors and attitudes
about religion and spirituality.
• Has no real understanding of spiritual
concepts
 Stage 2: Mythical-literal
faith
• School-aged child
• Accepts existence of a deity.
• Religious & moral beliefs are symbolized by stories.
• Appreciates others’ viewpoints.
Stage 3: Synthetic-conventional
faith
• Adolescent
• Questions values & religious beliefs in an
attempt to form own identity.
 Stage 4:
Individuative-reflective faith
• Late adolescent & young adult
• Assumes responsibility for own attitudes &
beliefs.
 Stage 5: Conjunctive faith
• Adult
• Integrates other perspectives about faith
into own definition of truth.
 Stage 6: Universalizing faith
• Adult
• Makes concepts of love & justice tangible.