psyc 1120
Skip this Video
Download Presentation
PSYC 1120

Loading in 2 Seconds...

play fullscreen
1 / 35

PSYC 1120 - PowerPoint PPT Presentation

  • Uploaded on

PSYC 1120. Human Growth and Development Class begins at 2 p.m. Metropolitan Community College. Class #17 Tuesday . Last chance book reports -- Thursday Finish adolescence Review Erikson’s Stages and Maslow’s Hierarchy of Needs Schaie’s stages of adulthood.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about ' PSYC 1120' - chaeli

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
psyc 1120

PSYC 1120

Human Growth and Development

Class begins at 2 p.m.

Metropolitan Community College

class 17 tuesday
Class #17 Tuesday
  • Last chance book reports -- Thursday
  • Finish adolescence
  • Review Erikson’s Stages and Maslow’s Hierarchy of Needs
  • Schaie’s stages of adulthood

Cognitive Development

  • Formal operational thinking
  • Dialectical thinking
  • Seeing possibilities
  • Practical use of cognitive skills

Practical Cognition

  • Adapting -- to the environment -- individual attempts to accommodate behavior to the situation
  • Shaping-- individual attempts to change the environment

Practical Cognition

  • Selection-- individual opts to escape the situationdo exercise on practical cognition; discuss
adolescent egocentrism
Adolescent Egocentrism
  • Fables and Illusions
    • Personal Fable
    • Illusion of Invulnerability or Invincibility Fable
    • Imaginary audience
  • Peer pressure

Body image issues

  • Piercings and tattoos
  • Eating disorders
      • Anorexia nervosa
      • Bulimia nervosa
moral development
Moral Development


  • Pre-conventional
  • Conventional
  • Post-conventional


  • Orientation to justice and care

Social-Psychological Development

  • Freud -- genital stage
  • Erikson -- identity versus role confusion
identity formation
Identity Formation
  • Identity states:
    • foreclosure
    • diffusion
    • moratorium
    • achievement
discussion questions
Discussion Questions
  • Why do you suppose teens who experienced early rejection by peers and/or neglect at home are more likely to show risky behaviors?
  • How could you help a friend who has an eating disorder?

What was your first year of high school like? Did your grades and self-esteem decline? What do you think teachers and administrators could do differently to make the transition easier for students?

erikson s stages
Erikson’s Stages
  • Trust vs Mistrust
  • Autonomy vs Shame and doubt
  • Initiative vs Guilt
  • Industry vs Inferiority
  • Identify vs Role Confusion
  • Intimacy vs Isolation
  • Generativity vs Stagnation
  • Integrity vs Despair
schaie s views on adult development
Schaie’s views on adult development
  • Compared with adolescent, adults become more self- motivated, broader, reasonable, and practical in relation to adult responsibilities
adult development
Adult Development
  • Stages of adult development correspond with patterns of commitment and socialemphasis of adult life.
  • Adult stages begin afterchildhood and adolescence.
period of acquisitions
Period of Acquisitions
  • Childhood and adolescence
  • Learning basic skills
  • Information is absorbed indiscriminately withoutregard for its practical significance.
achieving stage
Achieving Stage
  • Late teens and early 20’s
  • Learning becomes more goal directed;entrepreneurial style
  • Building job-related skillsand reputation
responsible stage
Responsible Stage
  • Approaching middle adulthood
  • More job stability
  • Pattern integrates personal and family goals
executive stage
Executive Stage
  • Middle adulthood
  • Job security
  • Attainment of many goals; mentoring others
  • Usually develops a broad sense of social responsibility
reintegrative stage
Reintegrative Stage
  • Late adulthood
  • Thoughts turn to making sense of life as a whole
  • Retirement and/or “passing the torch” to the next generation
who am i

Who Am I?

PSYC 1120

Sources: Google; Wikipedia

Soviet developmental psychologist
  • intellectual development of children is a function of human communities
  • died of tuberculosis in 1934 at age 39
Russian physiologist, psychologist, and physician.
  • He was awarded the Nobel Prize in Physiology in 1904 for research pertaining to the digestive system
  • research on conditional reflexes greatly influenced not only science, but also popular culture

June 15, 1902 – May 12, 1994

  • development of identity seems to have been one of his

greatest concerns in his own life as well as in his theory

  • he was investigated by Senator Joseph McCarthy for alleged communist influence

He contended that humans have a number of needs

  • attend the University of Wisconsin from which he received his Ph.D. (1934) in psychology.
  • While in Wisconsin, he studied with Harry Harlow, who was known for his studies of rhesus monkeys and attachment behavior
born in Neuchâtel in the French-speaking part of Switzerland
  • He described four levels of development corresponding roughly to (1) infancy, (2) pre-school, (3) childhood, and (4) adolescence
  • children\'s thinking, or cognitive process, is different from that of adults
Austrian neurologist
  • left Vienna for exile in London, 1938
  • popularized the "talking-cure“
  • controversial
American feminist ethicist was named by Time Magazine as one of the 25 most influential Americans
  • claimed that the results of Kohlberg’s studies were biased because the participants in the basic study were largely male
  • in 1997 became Harvard’s first professor of Gender Studies
conducted pioneering work on experimental psychology and behaviorism
  • did not advocate the use of punishment
  • he proposed the widespread use of psychological behavior modification techniques as a form of social engineering.
His work has been focused primarily on the study of cognitive development from young adulthood to advanced old age
  • American social gerontologist and psychologist best known for co-founding (along with Sherry Willis) the Seattle Longitudinal Study in 1956.
  • Social responsibility is a major theme in his research
  • Begin Adulthood
  • Take home tests are due on February 11.
  • Plan ahead to be here everyday till the end of the term! Points are attached!!!
  • Bring your books to class on February 11.