Human Development And Behavior In The Environment

Front 1

Social Learning Theory

Back 1

Social Learning TheoryBy Albert Bandura
All behaviors are learned and can be changed by altering the events that occur before and after the target behavior.

ABC Paradigm
ANTECEDENT Event-environmental event that occurs before the behavior.
BEHAVIOR-the act that is the focus of the analysis and target for change. Behavior occurs after the antecedent event but before the consequence.
CONSEQUENCE-the event that occurs after or as a result of the behavior.

Behavior can be changed by manipulating and altering the antecedent or the consequence.

Front 2

Operant Conditioning Theory

Back 2

Operant Conditioning Theory by B.F. Skinner

Changes in behavior are the result of changes in the environment and reinforcement by significant others.

Positive Reinforcement-anything viewed as desirable by individual person will behave to obtain this desired item.

Negative Reinforcement-anything viewed as undesirable or unpleasant. Person will behave to avoid this.

Front 3

Kohlberg's Theory of Moral Development

Back 3

Kohlberg's Theory of Moral Development

* All humans are void of morals, ethics, and honesty at birth.
* Moral development is learned primarily from individuals' family.
* No correlation between moral development and age.

Level 1: Pre-Conventional (0-9) obedience; avoid punishment, personal reward orientation.

Level 2: Conventional (9-15) good boy/girl orientation to gain approval or avoid disapproval. Law and order orientation, conformity with rules.

Level 3: Post-Conventional (15-Adult) social contact orientation, universal ethical orientation.

Front 4

Cognitive Theory

Back 4

Cognitive Theory (Adler & Ellis)

* Individuals cognition and thoughts are the principal determinants of his/her behavior.
* Individual can shape and change environmental factors.
* Personality is influenced by physical and environmental factors.
* Behavior driven by social motivation not sexual drive.
* Conscious thoughts and beliefs are key.

Hint 4

Cognitive Theory (Cont)

Rational Emotive Theory (RET) or ABC Theory of Emotion
A=Activating event
B=Thoughts and beliefs
C=Emotional and behavioral consequences.

Rational Thoughts=healthy functioning individual
Irrational Thoughts=disturbed, dysfunctional individual.

Front 5

Piagets Theory of Cognitive Development

Back 5

Piagets Theory of Cognitive Development (by Jean Piaget)

Cognitive development is the processes by which individuals perceive and organize thoughts and knowledge to understand the environment.

Schemas-consistent and reliable patterns. Goal oriented strategies that individuals use to explore the environment and learn more about the world.

Child learns through a process known as adaptation. Which is a reciprocal exchange between an individual and her/his envioronment.

Hint 5

Assimilation-is the incorporation of one aspect of one's environment into existing mental organization (schema).

Accomodation-Adaptation or modification of an existing mental organization or thought (schema) to the characteristics of a new object.

Stages of Cognitive Development
(1) Sensorimotor; (2) Pre-Operational; (3) Concrete Operational; (4) Formal Operational.

Front 6

Psychosocial Stages of Development

Back 6

Psychosocial Stages of Development

* Focuses on particular area of growth.
* Marked by a psychosocial crisis which must be resolved.
* Crisis in each stage is marked by conflict between syntonic/dystonic.
* Healthy development requires a balance with a tendency toward syntonic.

CRISIS RESOLUTION DEPENDANT UPON INDIVIDUAL AS WELL AS HER/HIS SOCIAL ENVIRONMENT.

STAGE 1: TRUST VS. MISTRUST (0-1)
Trust thrugh nurture and love. Absence of it causes high level of mistrust causing child to be withdrawn later in life.

STAGE 2: AUTONOMY VS. SHAME & DOUBT (2-3)
Verbal/motor skills. Child is more confident and in control. If not provided with social needs (nurturance) will feel ashamed and less confident.

STAGE 3: INITIATIVE VS. GUILT (4-5)
Curious and wants to explore. Plays with others. If not allowed to take initiative will feel guilty and fearful.

Hint 6

STAGE 4: INDUSTRY VS. INFERIORITY (6-11)
Child develops need to do things well. To work and provide in the future. School and peers are critical to assist child in her/his mastery over tasks. If child fails will feel inferior and incompetent.

STAGE 5: IDENTITY VS. ROLE CONFUSION (12-18)
Adolescent creates her/his own identity and to integrate the various components of her/himself into a whole. One who is unable to integrate will experience role confustion.

STAGE 6: INTIMACY VS. ISOLATION (20-35)
Individual learns to build reciprocal relationships with others on many levels (socially, sexually, occupationally). Individuals who fail to build these relationships will feel isolated.

STAGE 7: GENERATIVITY VS. STAGNATION (35-50)
Capacity to care/nurture. Failure in this = focus on only caring for him/herself.

STAGE 8: EGO INTEGRITY (50+)
Accepts own life achievements and significant others. Failure in this = experience of despair.

Front 7

5 Stages of Psychosexual Development

Back 7

5 Stages of Psychosexual Development

ORAL STAGE: (0-1 1/2) Pleasure and gratification from stimulation of her/his mouth and oral cavity.

ANAL STAGE (1 1/2-3) Focus shifts to anus. Gains control over her/his anal sphincter and bowels.

PHALLIC STAGE: (3-6) Genitals become source of pleasure.

LATENCY STAGE: (6-12) Focus on her/his genitals/sexuality develops into more socially acceptable behavior.

GENITAL STAGE: (12-ADULT) Accepts his/her genitalia and experiences mature, adult like sexual feelings.