Developmental Psychology

1. Developmental Psychology Chapter 4 From Birth to Death Life Span Development

2. IX. Developmental Psychology (7–9%) • Life-Span Approach • Research Methods (e.g., longitudinal, cross-sectional) • Heredity-Environment Issues- Nature vs. Nurture • Developmental Theories- Piaget, Freud, Erikson, • Dimensions of Development: • Physical • Cognitive- Piaget • Social • Moral-Kohlberg, Gilligan • Sex Roles, Sex Differences

3. Postpartum Depression • http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0004481/

4. Erik Erikson • Personality theorist • Student of Freud • Built on Freud, found that • Early childhood important for development of personality (Life Span approach) • Supported structure of the ID, Ego and Superego- unconscious drives • Believed that the main theme in life was quest for identity

6. Erikson and Identity Formation • Identity is the major core of personality • Identity is: a stable image of the relation between the self and the social world. • Major psychological events (Dilemmas) occur in typical life and can be anticipated.“We all face predictable psychological conflicts as we develop.” • Identity Formation is a life long process • Has 8 stages • One built on the other

7. Erikson 8 Stages • Each stage has a main a developmental task and some developmental milestones that must be accomplished to progress. • Crisis and conflicts are inherent in each stage • Each stage has demands and possibilities

8. Erikson Stages • Stage One: first year Trust vs. Mistrust (secure and insecure attachments) • Stage Two: 1-3 years Autonomy vs. shame + doubt • Stage three: 3-5 years Initiative vs. guilt • Stage four: 6- 12 years Industry vs. Inferiority or Adequacy vs. Inadequacy • Stage five: Adolescence: Identity vs. Role Confusion • Stage six: Young Adulthood: Intimacy vs. Isolation • Stage seven: Middle Adulthood: Generative vs. Stagnation • Stage 8: Late Adulthood: Integrity vs. Despair

9. Adolescence Identity vs. Role Confusion • Turbulent period, culturally defined • Between childhood and Adulthood • Physical Development- • Puberty • Sexual Maturation • Developmentally- adolescents are questioning: • Attitudes • “Who am I” • Sometimes there is role confusion • Conflicting roles: student, friend, athlete, worker, son…

10. Adolescent- high emotion “Romeo and Juliet syndrome” • Rousseau suggests three features: • Instability and emotional conflict-caused by biological maturity • “He becomes deaf to the voice he used to obey…he is a lion in a fervor, • He distrusts his keeper and refuses to be controlled.”

11. Diversity of Identity:Adolescents have multiple identities. • Ethnic Identity

12. Puberty-Biological Event • Girls- 9-12 years old, begin • Boys- 11-14 years • Hormonal changes • Cause rapid physical and sexual maturity • Immature- social experience, intellectual and knowledge • Identity Formation- puberty- “Time to begin a new self image”

13. Adolescence transition • Adulthood transition- • Responsibility for oneself • Independent decisions • Financial independence

14. Early Maturing Girls • May force premature identity formation • Treated as an adult too early • Creates distorted sense of self • Date sooner • More independent • More active in school • In trouble at school • Early sex experiences

15. Early and Late Maturation • Bodily awareness concerns • Timing of puberty may cause dissatisfaction over body • Early maturation for boys is seen positive in society (seen as athletic, self assured…) • Girls seen as less prestige • Poor self image.. (not in middle school)

16. Normal Problems Overprotection Sibling Rivalry Childhood Rebellion Divorce Serious Problems Autism Toilet Training disturbances Feeding Disturbances Overeating Anorexia Nervousa Pica Speech Disturbances Delayed speech Telegraphic speech Stuttering Learning Disorders Dyslexia ADHD Conduct Disorders Problems of Childhood

17. Autism • Behaviors: • Temper tantrums- • Parroting back = Echolalia • Repetitive Actions- rocking, flapping arms • Sensory blocking- non responses • Sensory spinout- watching faucet drip

18. Causes of Autism • Congenital defects in brain • Symptoms occur before year 1 old • Brains are larger than normal • 25% approach normalcy • Treatment helps- behavior modification • Ivar Lovaasis a pioneer in the field • Shaped behavior through rewards and punishment

19. Autism: “Rain Man” • Children in own thoughts • Fantasies • Private impulses • Extreme isolation • Affects 1 in 2500 • 4 times more boys than girls • No interest in other people • Not affectionate

20. Child Abuse:Defined-physical or emotional harm caused by violence mistreatment or neglect • Widespread- 3.5-14% abused by parents- 2million children physically abused in US/year Parents have high level of stress- causes more abuse

21. Parents and TeensDavid Elkind (researcher) • Hurried Adulthood- parents push kids too much • Causes too much stress • Parents affect Identity Formation: sometimes creates- conflict • Dating, sex, substance abuse, freedom • Parents should be authoritative- don’t give in or give up

22. Adolescent PerceptionsElkind • Imaginary Audiences: teens are preoccupied by imagining audiences- • Concerned that they are being watched • Affects behavior • Kids try to control outside impressions

23. Adolescents and Peer Group • Peer group- • People who share similar • Status • Security-identity • Social Network • During adolescence there is increased identification with peer group • Conformity peaks- • Group pressure can shut down personal growth

24. Foreclosure: • Close identification with a peer group and or conformity can Shut Down personal Growth = Foreclosure

25. Is it ok to loot during a riot?

26. Kohlberg • Link to good web site • Kohlberg, who was born in 1927, grew up in Bronxville, New York, and attended the Andover Academy in Massachusetts, a private high school for bright and usually wealthy students. He did not go immediately to college, but instead went to help the Israeli cause, in which he was made the Second Engineer on an old freighter carrying refugees from parts of Europe to Israel. • After this, in 1948, he enrolled at the University of Chicago, where he scored so high on admission tests that he had to take only a few courses to earn his bachelor's degree. This he did in one year. He stayed on at Chicago for graduate work in psychology, at first thinking he would become a clinical psychologist. • However, he soon became interested in Piaget and began interviewing children and adolescents on moral issues. The result was his doctoral dissertation (1958a), the first rendition of his new stage theory.

27. Kohlberg Essential Question: “How does the amoral infant become capable of moral reasoning?” • Built on the work of Piaget • Kohlberg said the ability to make moral judgments develops in a predictable way during childhood. • “The child can internalize the moral values of his parents and culture and make them his own as he comes to relate these values to a comprehended social order and to his own goals as social self.” • Dependent on Intellectual ability • Moral Reasoning Progresses through three broad levels during childhood and adolescence each has 2 stages • Each stage has a uniquely different kind of moral thinking.

28. Lawrence Kohlberg • Said that moral thinking is an advanced cognitive skill • He posed the “Heinz Dilemma” • In wich a question is posed: • Should a man steal a drug to save his wife from cancer? • Kohlberg found reasons people give for moral choices change systematically with time.

29. Kohlberg Moral Development • Questions of conscience solidifies during adolescence • Kohlberg- said- we learn moral values through thinking and reasoning • Moral thinking occurs because of complex analysis of both • 1. Moral obligations to individuals • 2. Moral obligations between social groups. • Found- 3 levels of moral development based on reasoning

30. Pre-Conventional Children Under age 9 • Stages 1-2 Moral thinking result of consequences • Selfish • Reasoning is NOT based on conventions or rules of society • People are concerned with avoiding punishment • Following rules only when it is to their advantage. • Children judge actions in the light of their own wants and fears • Not social thinking • Punishments and rewards • Exchange of favors

31. Conventional Reasoning ages 8-19 • Stage 3-4 • People are concerned about other people • Morality is about following rules and conventions • To please others • Duty to family • Duty to marriage vows • Duty to country • To maintain order in society

32. Post Conventional Reasoning • Young adulthood • After conventional reasoning • Moral judgment is based on personal standards • It is more Abstract based on universal principles of Justice/Equality and respect for human life • Not demands of authority figures or society • Rules are arbitrary • Believe individual rights can sometimes justify violating these laws especially if these laws become destructive.

34. Kohlberg-6 Stages • People advance through stages differently many don’t reach the end. • Stage 1-2 (Pre-conventional) young children and delinquents • Stage 3-4 (Conventional) group oriented morals • Older children and most adults • Stage 5-6 (Post Conventional) Self directed morals- higher principles • 20% of Adult population • Higher principles

35. Gilligan Moral Development • CAROL GILLIGAN Link1936-Current • She is currently a Professor at the Harvard Graduate School of Education and a principle investigator on numerous studies of girls' and women's development. • In 1970, Gilligan was a research assistant for Lawrence Kohlberg. In outrage and despair of the lack of attention given to women and girls in psychological research, she began to study and research women's development. • During the past 20 years, Gilligan has contributed to research on adolescence, moral reasoning, and conflict resolution. She is best known for her book called In a Different Voice: Psychological Theory and Women's Development.

36. Females • Moral ideal is to protect enduring relationships • To fulfill human needs • ½ of women respond to justice • The other half were focused on caring

37. Gilligan Gender and Morality • Femailes • Justice or caring • Found that caring about others or concern for others = moral development • Boys look for justice • Girls look for solution for all parties • Males lag in achieving moral development <they are not that caring> • Best moral choices combine Justice and Caring.

38. Moral Reasoning can be Encouraged • Consistent modeling of moral reasoning and behaviors by parents an peers • Real life experiences with moral issues • Situational factors that support moral actions

39. Gould Adolescent – middle age Levinson Adolescent to late adult age Outline Both Gould and Levinsonand compare to Erikson

40. Roger Gould Development Patterns • “I started my academic psychiatric career as the head of the U.C.L.A. outpatient and community psychiatry department. • That’s where my lifelong focus on normal adult development began. I have written papers and textbook chapters as well as a book for the general public (Transformations, Growth and Change in Adult Life) based on research that I and my colleagues did on the predictable sequence of changing patterns and preoccupations during the adult years.”

41. Gould’s Adult Development Patterns • Age 16-18 Escape from dominance • Escape from parents • Age 18-22 Leaving the family • Finding substitutes for family- closer relationships • Age 22-28 Building a workable life • Seeking competence <accomplishment> • Reaching out to others <intimacy> • Togetherness • Ages 29-34 Crisis of questions • Minor life crisis • Serious questioning of what life is all about • Is this it? • Confidence waivers • Extra marital affairs + divorce occur commonly

42. Gould Continued • Age 35-43 Crisis of Urgency • Realization of reality of death • Only limited years • More desire for success – goals/career • Generativity- (the desire to leave a legacy) • Nurturing, teaching, serving others- helps alleviate • Age 43-50 Attaining Stability • Calm acceptance of Fate • “The die is cast.” • Appreciation of family • Age 50 and up Mellowing • Savor life • Les concern for glamour, wealth, accomplishment, abstract growth

43. Levinson: Midlife Crisis • 5 periods of transition • People in these periods express concerns about identity, work and relationships • Begins ages 35-50 • Instability, anxiety, change • Last chance to achieve goals

44. Midlife Basics • Menopause • Hormone depletion • Estrogen drops • Causes fatigue, hot flashes, anxiety, irritability, depression • Andropause- reduction of testosterone • “Empty nest”

45. 6 elements of Well-being during Adulthood • Self Acceptance • Positive Relations with others • Autonomy (personal freedom) • Environmental mastery • A purpose in life • Continued personal growth

46. Kubler-Ross Death and Dying • Web site: • Pioneered methods in the support and counseling of personal trauma, grief and grieving, associated with death and dying. • Typical Reactions to impending death • Thanatologist- one who studies death • She also dramatically improved the understanding and practices in relation to bereavement and hospice care. • five stages of grief model(denial, anger, bargaining, depression, acceptance), are also transferable to personal change and emotional upset resulting from factors other than death and dying.

47. Kubler-Ross: Implications: • Knowing the pattern –recognize what people are going through- • Help cope with meaning and death • Relatives may feel these same emotions • Dying person need to share feelings and discuss with others.

48. Bereavement and Grieving • Found 5 basic reactions to death • Denial + Isolation “It’s All a Mistake” • Anger “Why Me? • Bargaining (Praying) “I’ll do anything” • Depression Feelings of Futility, Exhaustion, Sadness • Acceptance Calmly at peace with inevitable Seek silent companionship

49. How should relatives, friends act around someone who is dying? • Be yourself and relate person to person. • Be ready to listen again and again • Be respectful • Be aware of feelings and none verbal cues • Be comfortable with silence • Be genuine • Be there

50. Bereavement & Grief (both natural and normal) • Bereavement is the feelings of loss of a friend or relative to death. • Grief- intense sorrow and distress • Brings on feelings of being Vulnerable, Worthless, Life changing views of world or future