CHAPTER TWO

1
CHAPTER TWO

• THEORIES OF LIFESPAN DEVELOPMENT

2
MAIN THEORIES

• Psychoanalytic Freud and Erikson
• Behavioristic Pavlov, Watson, Skinner, Bandura
• Cognitive Piaget
• Humanistic Rogers Maslow

3
PSYCHOANALYTIC (Freudian)

• Stresses unconscious drives The most important
  causes of human behavior and personality are
  unconscious (deep seated)
• Human beings are powered by two fundamental
  drives
• eros (urge to procreate, sex)
• thanatos (urge to survive, death)

4
Psychosexual Stages

• Oral 0-18 months
• Anal 18 months-2(3) years
• Phallic 2(3)-6 years
• Latency Period 6-11 years
• Genital 11

5
Personality

• Id Reservoir of basic biological urges present
  at birth, seeks immediate gratification
• Operates on the Pleasure Principle
• Ego Rational/cognitive side of the personality
  begins to develop when the demands of the Id and
  reality clash
• Operates on the Reality Principle
• Superego - Moral part of self (Conscience)
  develops in early childhood as the child adopts
  values, beliefs, behaviors of parents,
  significant others, church, etc.
• Operates on the Moral Principle

6
Defense Mechanisms

• Conflict between id, ego, superego results in
  anxiety. We use defense mechanisms to deal with
  this anxiety.
• Defense mechanisms operate at the unconscious
  level. They only work if you are unaware of them.

7
Examples of Defense Mechanisms

• Denial You completely reject a thought or
  feeling.
• Rationalization- You come up with various
  explanations to justify a situation
• Displacement -You redirect your feelings to
  another target

8
Erik Erikson

• Influenced by Freud
• Downplayed importance of sexuality in favor of
  the social environment

• Stressed role of the ego
• Expanded development beyond childhood and
  adolescence into the adult stages

9
Psychosocial Stages

• Trust vs. Mistrust 0-18 months
• Autonomy vs. Shame and Doubt 18 months-2(3)
  years
• Initiative vs. Guilt 2(3)-6 years
• Industry vs. Inferiority 6-11 years
• Identity vs. Role Confusion 11-adolescence
• Intimacy vs. Isolation early adulthood
• Generativity vs. Self-absorption middle
  adulthood
• Integrity vs. Despair late adulthood

10
Tasks for Psychosocial Stages

• Trust vs. Mistrust develop sufficient trust in
  the world
• Autonomy vs. Shame and Doubt develop sense of
  control over life
• Initiative vs. Guilt develop sense of self
  (responsibility for own actions)
• Industry vs. Inferiority develop sense of self
  worth
• Identity vs. Identity Confusion develop strong
  sense of identity (ego)
• Intimacy vs. Isolation develop close
  relationships
• Generativity vs. Self-absorption contribute to
  world
• Integrity vs. Despair coming to terms with
  life/death

11
BEHAVIORISTIC APPROACH (Learning Theory Approach)

• Focus on behavior and the environmental forces
  that affect behavior
• The Environment is all important

• No mention of unconscious,id, ego, superego, etc.
• Replaced with conditioning, reinforcement,
  punishment, stimulus/response

12
To the behaviorist, behavior is learned in three
ways

• Classical Conditioning (Pavlov, Watson)
• Operant Conditioning (Skinner)
• Social Learning Modeling Observational
  Learning (Bandura)

13
Classical Conditioning

• Learning by association responsible for many
  emotions (fears)
• Definition Taking a natural stimulus pairing it
  with a non-natural stimulus such that the
  non-natural stimulus now elicits the same
  response elicited by the natural stimulus.

14

UCS ? UCR

• ? CR

• ?
• CS

15
Operant Conditioning

• The consequences of a response determine how
  likely it is to be repeated
• Behaviors that are reinforced tend to be repeated
• Behaviors that are not reinforced (or that are
  punished) are less likely to occur again

16
Reinforcement

• Reinforcement any/all stimuli that increases
  the probability of a behavior occurring again.
• Reinforcements can be positive (add something to
  the situation) or they can be negative (remove
  something from the situation).

17
Punishment

• Punishment is aimed at suppressing behavior.
• Warnings
• Punishment alone never teaches one what to do.

18
Punishment (Cont.)

• To be effective it has to be administered
  consistently.
• The closer it can be administered to the offense,
  the better it is.
• It can backfire (attention).

19
Social Learning (Modeling)

• We can learn by observing the behavior of others.
• The behaviors we tend to imitate are those
  behaviors that we see being reinforced in others.
• As parents we need to be careful as to the role
  models we place before our children.

20
COGNITIVE (Piaget)

• The word cognitive means knowing/thinking
• In lifespan development the focus is on the
  intellectual development of children
• Piaget stressed that children of various ages
  have a different kind of thinking they perceive
  the world in a different way
• Piaget saw four major stages (each a preparation
  for the next stage)
• He also said the process cannot be hurried
  harmful if you try

21
Piagets Four Stages

• Sensorimotor 1st two years
• Preoperational 2-7 years
• Concrete Operational 7-11(12) years
• Formal Operational 11(12)-14(15) years

22
HUMANISTIC (Rogers, Maslow)

• Concerned with uniqueness of the individual
• They stress that we have an internal drive that
  pushes us to realize own potential
• Rogers talks about our striving to become fully
  functioning persons

23
Hierarchy of Needs (Maslow)

• Self-actualization
• Self-esteem
• Belonging needs
• Safety needs
• Physiological needs