LIFE SPAN

DEVELOPMENT
 Factors Influencing Growth
and Development

• Forces of nature • Biological

– Heredity Development
(Developmental
• External forces Milestones)
• Psychological
– Family
Development
– Peer group
• Cognitive
– Life experiences Development
• Social
Development
 Developmental Theories

• Biophysical
• Psychoanalytic/psychosocial
• Cognitive
• Moral
• Learning
• (Falls alike Personality Theories-
Personality Development)
Growth Pattern
 Growth Patterns
• The child’s pattern of growth is in a
head-to-toe direction, or
cephalocaudal, and in an inward
to outward pattern called
proximodistal.
Psychodynamic/ Psycho
social
 Freudian
Birth to
Stages
1½ to 3 to 6 6 yrs to Puberty
1½ yrs 3 yrs years puberty onward

Oral StageAnal Stage Phallic Latency

Genital
Stage Stage
Stage
Infant’s Child’s
pleasure pleasure Child’s Child
centers onfocuses on pleasure represses A time of
mouth anus focuses on sexual sexual
genitals interest reawakening;
and develops source of
social and pleasure
intellectual becomes
skills someone
outside of the
family
 Piaget’s Stages of Cognitive
Development
Learning through 5 senses
• Sensorimotor
• Pre-operational Egocentrism

• Concrete Classification
operations
• Formal Scientific” reasoning
Adolescent egocentrism &
operations imaginary audience
 Domains of Moral
Development
Kohlberg’s Theory

• Moral reasoning is controlled

Preconventional by external rewards and
punishments
• Internal standards are
imposed by others
Conventional
• Morality is internal, not
based on external standards
Postconventional
 Bronfenbrenner’s Ecological
Theory

The primary focus of

Bronfenbrenner’s Theory
is the social contexts in
which children live and the
people who influence their
development.
Bronfenbrenner’s Ecological
Theory
Microsystem: Within this system the student has
direct interactions with parents, teachers, peers, and
others.
Mesosystem: This system involves the linkages
between microsystems such as family and school,
and relationships between students and peers.
Exosystem: This system works when settings in
which a child does not have an active role influence
the student’s experiences.
Bronfenbrenner’s
Ecological Theory
Macrosystem: This system involves the broader
culture in which students and teachers live.

Chronosystem: The sociohistorical conditions of a

student’s development.
 Social Aspects of Individual
Development

• Social Development
• Attachment
• Socialization
• Social Cognition
• Moral Development
 Social Development
• Social Development encompasses the
changes in feeling, interpersonal
thought, and behavior across the
lifespan
• Critical issues in social development
include
– Attachment and its implication for adult
functioning
– Socialization by parents and peers- refers to
the process by which children learn the beliefs,
values, skills, and behavior patterns of their culture
– Changes in moral reasoning
 Parents as Socialization
Agents
• Styles of parenting:
– Authoritarian: Place a high value on obedience
and respect for authority
– Permissive: Impose minimal controls on their
children
– Authoritative: Enforce standards, but encourage
verbal give-and-take
• Parenting style affects children’s behavior
– Authoritarian parents produce children with low
independence, low self-esteem, and an external
locus of control
Psychosocial Theory of
Development
Thrust Life Stages
Adolescence
Young Adulthood
Middle Adulthood
Late Adulthood
 Adolescence
• Identity Development
Marcia’s 2 X 2 Classification
Commitment
Crises (Exploration)
opinions,
attitudes, and Present
goals that do not
Absent
easily change.
Present exploring
alternatives
and is
Achieve Moratorium working on
developing a
stable
personality,
trying to
become an
Absent

adult
Foreclosure Diffusion

Develop commitments- lets

chaotic, erratic, unpredictable
others take decisons
• Adulthood
Levinson’s Seasons
Rejuvenation
Difference in career
importance

Midlife Crises/
concerned about life
accompolishments
Gets into adult
relations chasing
the dreams

Not sure of World in

front
 Late Adulthood
• Retirement Phase
• Death
• Phases of retirement (Atchley, 2000)

• 1) Preretirement (anticipation)
• 2) Honeymoon (euphoria at newfound
freedom)
• 3) Disenchantment (missing the former life)
• 4) Reorientation (finding new interests)
• 5) Stability (routinization)
 The dying process
(Elisabeth Kubler-Ross)
• 1) Denial
• 2) Anger
• 3) Bargaining
• 4) Depression
• 5) Acceptance
Personality and Career Choices
Personality
How do you eat your
Oreo?
Can the way you eat an Oreo
cookie tell you something
about your personality?
 What is Personality?
▲ People differ from ▲ People seem to
each other in show some
meaningful ways consistency in
behavior

Personality is defined as distinctive and

relatively enduring ways of thinking,
feeling, and acting
 Personality

• Personality refers to a person’s unique

and relatively stable pattern of
thoughts, feelings, and actions
• Personality is an interaction between
biology and environment
– Genetic studies suggest heritability of
personality
– Other studies suggest learned components
of personality
The unique pattern of enduring thoughts, feelings,
and actions that characterize a person.

• Four Main Approaches

– Psychodynamic
– Trait
– Social-Cognitive
– Humanistic
 Freud – Psychodynamic
Approach
• Personality is like
an iceberg.
– Partly controlled by
the unconscious.

– A small part is
conscious, but the
bulk of what drives
us is “underwater”
or beneath
consciousness.
33
Triarchic Theory in Personality
Structure/ The Pleasure Principles

35
The “Id” 55 miles per
hour? How
dull.
• The id is present at I want to
birth and represents
our instinctual drives
travel at
such as hunger, sex excessive
and aggression. speeds. I
want 95 mph!
• The id is completely
unconscious and
operates on the
“pleasure principle.”
The “Ego” Ah…Id? Let us
be realistic… I
• The ego begins to would suggest
develop during the that we only
first year of life and drive 5 miles
balances the id’s urges above the speed
with reality. Hence, limit…
the ego is guided by
the “Reality Principle”

• While doing most of its

work in the conscious,
a portion is working
beneath the surface.
The “Superego” The speed limit
is 55. You
should only
• The superego is the travel 55. No
embodiment of societal
higher!
rules, ethics and
morals.

• The superego sets high

standards for behavior
and monitors the
decisions of the ego.
The superego causes
feelings of guilt and
shame when its
standards aren’t met.
 Defense Mechanisms
• Repression
– Pushing unpleasant memories
and urges out of conscious
awareness
• Rationalization
– Coming up with false but
reasonable excuses for
actions or mistakes.
• Projection
– Putting your own
unacceptable feelings onto
other people.
• Reaction Formation
– Acting the opposite of how
you feel
• Regression
– leads an individual faced with
anxiety to retreat to a more
infantile psychosexual stage.
• Day Dreaming
• Sublimation
– Converting unacceptable
impulses into socially
acceptable ones – art,
sports, academics…
• Displacement
– Directing an impulse from
an unacceptable target to a
less threatening one,
kicking the dog
• Denial
– Just saying it ain’t so.
– “No defense mechanism
here…”
• Compensation
– Trying to make up for
perceived deficits or fears
39
 Freud’s Psychosexual
Stages
• Oral Stage (0-1 year old)
– Mouth is center of pleasure… milk, exploring, weaning
• Anal Stage (starts in 2nd year)
– Toilet training…
• Phallic Stage (3- 5 years old)
– Boys: Oedipus complex (love mom, kill dad… identify)
– Girls: Electra complex (love dad, kill mom… identify)
• Latency Period (5years old – start of puberty)
• Genital Stage (Normal sexual development at
puberty – lasts through life)
 Erik Erikson
• Whereas Freud focused on sexual
energy as a developmental force,
Erikson viewed the social world as a
much more important component of
our development.

• Hence, Erikson’s theory is labeled

Psychosocial instead of
Psychosexual.
Carl Jung – Archetypes - that part
of the psyche that creates the images

• Persona: your public personality, aspects of

yourself that you reveal to others.
• Shadow: prehistoric fear of wild animals,
represents animal side of human nature.
• Anima: feminine archetype in men.
• Animus: masculine archetype in women.
• Others: God, Hero, Nurturing Mother, Wise
Old Man, Wicked Witch, Devil, Powerful Father.
Personality Orientations
You are either Extroverted or Introverted

Extrovert Introvert

Extroversion is defined by
how you perceive or sense the world around you.
 Extroversion
Extroversion

Social
Social Assertiveness
Assertiveness
Interaction
Interaction

Excitement
Excitement Warmth
Warmth
Seeking
Seeking

Extroversion is multifaceted
and measured on a continuum from high to low
New Concept

Extroverts

Ambiverts

Introverts
t xE
D. Shapiro & B. Barrow ©
2007
Learning Theories
• Learning theories focus upon our
ability to learn and adapt to the
environments in which we find
ourselves.

• Two prominent theories are

Behaviorism and Social-Cognitive
Theory.
Classical Conditioning
• A simple form of
learning in which
one stimulus comes
to bring forth the
response usually
brought forth by a
second stimulus as a
result of being
paired repeatedly
with the second
stimulus.
Classical Conditioning (cont.)a
• Unconditioned Stimulus (UCS): A
stimulus that elicits a response from an
organism without learning. (In Pavlov’s
classic experiment, the meat was the UCS).

• Unconditioned Response (UCR): An

unlearned response. A response to an
unconditioned stimulus. (In Pavlov’s
experiment, salivation was the UCR).
Classical Conditioning (cont.)
• Conditioned Stimulus (CS): A previously
neutral stimulus that elicits a conditioned
response because it has been paired
repeatedly with a stimulus that already
brought forth that response. (In Pavlov’s
experiment, the bell started as a Neutral Stimulus
and become the CS).

• Conditioned Response (CR): A response to

a conditioned stimulus. (In Pavlov’s experiment,
the salivatory response began as an UCR but
becomes a CR as the dog salivates to the sound of
the bell.)
Operant Conditioning
• A simple form of learning in which
the frequency of behavior is
increased (by means of
reinforcement) or decreased (by
means of punishment).
Reinforcement
• Positive Reinforcer: A reinforcer that
increases the frequency of behavior when
it is presented (an example would be to
reward behavior by giving something
pleasant such as food or money).

• Negative Reinforcer: A reinforcer that

increases the frequency of behavior when
it is removed (an example would be to
reward behavior by taking away an
unpleasant task such as doing the dishes).
Punishment
• Punishment is an unpleasant stimulus
that suppresses behavior.

• Punishment is often used because it

can quickly suppress behavior.

• However, psychologists suggest

utilizing reinforcement due to the
inherent weaknesses of punishment.
 Social-Cognitive
Theory
• A cognitively
oriented theory
in which
observational
learning, values
and
expectations
play major roles
in determining
behavior.
 Humanistic-Existential
Theories

• Humanism: The view that people

are capable of free choice, self-
fulfillment, and ethical behavior.

• Existentialism: The view that

people are completely free and
responsible for their own behavior.
 Self-Actualization
• An innate tendency to
strive to realize one’s
potential. The goal to
“be all you can be”.

• Maslow believed that

we progress from one
level to the next, but
only if the needs of the
prior level are met.
Thus, self-actualization
is difficult if we are
homeless.
 Maslow’s Growth Theory

• Deficiency Orientation – • Peak Experiences –

Most people are When we have growth
preoccupied with their orientation we are
perceived needs for things
they DON’T have. open to new and joyful
experiences. Love of
• Growth Orientation –
life.
Drawing satisfaction from
what is available in life
rather than focusing on
what is missing.
 Personality Disorders
- Inflexible, maladaptive patterns of
personality

- Begins early in adulthood

- Results in social, occupational

problems or distress
 Types of Personality
Disorders
Paranoid personality
Schizoid personality Cluster A
Schizotypal personality

Antisocial personality
Borderline personality
Histrionic personality Cluster B
Narcissistic personality

Avoidant personality
Dependent personality Cluster C
Obsessive-compulsive personality
 Cluster A Personality
Disorders
Paranoid, Schizoid, and Schizotypal
personality disorders

Marked by eccentricity, odd

behavior, not psychosis

Share a superficial similarity with

schizophrenia (a milder version)
 Paranoid Personality
Disorder

Lack of trust in others

Fear that friends may be disloyal, unfaithful

Being hypersensitive, overly suspicious,

perceived as hostile
 Schizoid Personality
Disorder
Enduring pattern of thinking and
behavior characterized by
– pervasive indifference to others
– diminished range of emotional
experiences, expressions

– Socially isolated, lacking in social

relationships
 Schizotypal Personality
Disorder
Enduring pattern of discomfort with others
and odd, peculiar thinking and behavior

Shares symptoms with both paranoid and

schizoid personality disorders

Most closely linked to schizophrenia

Cluster B Personality Disorders
Dramatic, emotional, or erratic

Antisocial, borderline, histrionic, and

narcissistic personality disorders

Being self-absorbed, prone to exaggerate

importance of events

Having difficulty maintaining close

relationships
 Antisocial Personality
Disorder

Pervasive, persistent disregard for or

violation of rights of other people
 Causes of Antisocial PD
Genetics

Birth trauma

Sensation-seeking

Family dynamics

Modeling and media

 Borderline Personality
Disorder
Enduring pattern of thinking, behavior that
involves
– instability of mood, self-image,
interpersonal relationships
– frantic efforts to avoid real or imagined
abandonment
– unrealistically positive or negative opinions
about others (intense relationships or non-
existence.)
• Threats/actions of self-harm are common
• Attributed to parental loss or abuse in
childhood
• Treatment mostly unsuccessful
 Histrionic Personality
Disorder
Enduring pattern of thinking, behavior
characterized by excessive
emotionality and attention-
seeking behavior

Person is typically self-centered, vain,

demanding

Person dresses eccentrically, seductively

 Narcissistic Personality
Disorder
Enduring pattern of thinking, behavior
characterized by grandiosity,
preoccupation with own
achievements and abilities

Egocentricity, vengeful, but low self-

esteem
Cluster C Personality Disorders

Avoidant, obsessive-compulsive,
dependent disorders

People are often anxious, fearful,

and depressed.
 Avoidant Personality
Disorder
Enduring pattern of thinking, behavior
characterized by
– social discomfort
– fear of negative evaluation
– social isolation
– being easily hurt
– fear of disapproval

•Avoidance of intimacy
•Shy and socially uncomfortable but desire social contact
•Avoid it because of fear of embarrassment or criticism
 Obsessive-Compulsive
Personality Disorder
Enduring pattern of thinking, behavior characterized
by perfectionism, inflexibility

Preoccupied with rules, excessively moralistic,

judgmental

• Because they cannot tolerate mistakes or

imperfection, they often have trouble completing
tasks.

• Unlike the mental health disorder called

obsessive-compulsive disorder (OCD),
obsessive-compulsive personality (OCPD) does
not involve repeated, unwanted
obsessions and ritualistic behavior.
Dependent Personality Disorder
Enduring pattern of submissive, dependent
behavior
Exceedingly dependent on others for advice,
reassurance
Feelings of anxiety and helplessness when
alone
They often protest that they cannot make
decisions but do not know what to do or how
to do it.