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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.

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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

Kohlberg:

  • Pre-conventional

  • Conventional

  • Post-conventional

    Gilligan

  • 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?



Break
Break grades and self-esteem decline? What do you think teachers and administrators could do differently to make the transition easier for students?

  • http://www.quia.com/files/quia/users/jfauchier/Break-Countdown---hands


Maslow s hierarchy of needs
Maslow’s Hierarchy of Needs 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 grades and self-esteem decline? What do you think teachers and administrators could do differently to make the transition easier for students?

  • 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


Stages of adult development

Stages of Adult grades and self-esteem decline? What do you think teachers and administrators could do differently to make the transition easier for students?Development

G. Warner Schaie


Schaie s views on adult development
Schaie’s views on adult development grades and self-esteem decline? What do you think teachers and administrators could do differently to make the transition easier for students?

  • Compared with adolescent, adults become more self- motivated, broader, reasonable, and practical in relation to adult responsibilities


Adult development
Adult Development grades and self-esteem decline? What do you think teachers and administrators could do differently to make the transition easier for students?

  • 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 grades and self-esteem decline? What do you think teachers and administrators could do differently to make the transition easier for students?

  • Childhood and adolescence

  • Learning basic skills

  • Information is absorbed indiscriminately withoutregard for its practical significance.


Achieving stage
Achieving Stage grades and self-esteem decline? What do you think teachers and administrators could do differently to make the transition easier for students?

  • Late teens and early 20’s

  • Learning becomes more goal directed;entrepreneurial style

  • Building job-related skillsand reputation


Responsible stage
Responsible Stage grades and self-esteem decline? What do you think teachers and administrators could do differently to make the transition easier for students?

  • Approaching middle adulthood

  • More job stability

  • Pattern integrates personal and family goals


Executive stage
Executive Stage grades and self-esteem decline? What do you think teachers and administrators could do differently to make the transition easier for students?

  • Middle adulthood

  • Job security

  • Attainment of many goals; mentoring others

  • Usually develops a broad sense of social responsibility


Reintegrative stage
Reintegrative Stage grades and self-esteem decline? What do you think teachers and administrators could do differently to make the transition easier for students?

  • 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? grades and self-esteem decline? What do you think teachers and administrators could do differently to make the transition easier for students?

PSYC 1120

Sources: Google; Wikipedia


  • Soviet developmental psychologist grades and self-esteem decline? What do you think teachers and administrators could do differently to make the transition easier for students?

  • intellectual development of children is a function of human communities

  • died of tuberculosis in 1934 at age 39


  • Russian physiologist, psychologist, and physician. grades and self-esteem decline? What do you think teachers and administrators could do differently to make the transition easier for students?

  • 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 grades and self-esteem decline? What do you think teachers and administrators could do differently to make the transition easier for students?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 grades and self-esteem decline? What do you think teachers and administrators could do differently to make the transition easier for students?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 grades and self-esteem decline? What do you think teachers and administrators could do differently to make the transition easier for students?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 grades and self-esteem decline? What do you think teachers and administrators could do differently to make the transition easier for students?

  • left Vienna for exile in London, 1938

  • popularized the "talking-cure“

  • controversial


  • American feminist ethicist grades and self-esteem decline? What do you think teachers and administrators could do differently to make the transition easier for students?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



  • 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


Assignment
Assignment cognitive development from young adulthood to advanced old age

  • 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.


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