My Cpce Guide

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Freud believed that biological drives (sex and aggression) were the primary motivators of human behavior. He believed the personality developed in psychosexual stages.

What are the stages?

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PREGENITAL PERIOD

Oral Stage (birth – 10 months)
• Pleasure focuses around the mouth
2. Anal Stage (age 1-3)
• Pleasure focuses around the anus and the process of elimination
3. Phallic Stage (age 3-5)
• Pleasure focuses around the genital
4. Latency (age 6-12)
• Dormancy of sexual desires
5. Genital (age 12+)
• Period of normal adult sexual behavior that begins at puberty and carries on through adulthood.

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Erik Erikson's Psychosocial Stages

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1. Trust vs Mistrust (sensory state-infancy) (birth-2)
• If feeding is pleasant, trust develops. Parents are central to social expansion of the child.
2. Autonomy vs Shame (age 2)
• Growing mastery of motor skills. If not allowed some independence at this stage, child may begin to feel ashamed and begin doubting own powers. Parents are central to social expansion of the child.
3. Initiative vs Guilt (locomotor or genital age) (age 3-5)
• Awareness begins to extend to other people and things. Curiosity develops. Sharing with others takes place as well as role exploration, which develops initiative. Parents are central to social expansion of the child.
4. Industry vs Inferiority (latency period) (age 6-11)
• Child begins learning values and skills of society. Recognition for accomplishments promotes industry. Peers are central to social expansion of the child.
5. Identity vs Role Confusion (puberty and adolescence) (age 12-18)
• Process of finding out “Who am I?” Failure leads to false sense of self. Peers are central to social expansion of the child.
6. Intimacy vs Isolation (young adulthood)
• The stage at which meaningful and intimate relationships are developed. Peers are central to social expansion of the young people.
7. Generativity vs Stagnation (middle adulthood)
• The ability to continue producing, reproducing, and developing VS sitting back, not growing and furthering oneself. Partners and intimate friends are central to social expansion.
8. Integrity vs Despair (late adulthood)
• Those who have been successful in solving life’s crises reach ego integrity. They look back with a sense of achievement as opposed to a feeling of despair because of an incomplete life. Mankind is central to social expansion.

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PSYCHOANALYTIC- Jane Loevinger

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Ego Development Theory- She believes that stages are important in revealing one’s impulsiveness, self-protectiveness, conformity, conscientiousness, and autonomy.

Characteristics of Conception of Ego Development:
Stages are potential fixation points. They define types of children and adults.
Stage conception is structural. There is inner logic to the stages and their progression.
There are specific tests, experiments, or research techniques that become the instruments in advancing knowledge in the domain. The conception is applicable to all ages.

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Jane Loevinger - Stages of Ego Development

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Stages of Ego Development:

1. Presocial Stage- Awareness of objects. Baby constructs a self differentiated from outer world. Object constancy and conservation of object.
2. Symbiotic Stage- Differentiation of self from others. Language plays a part in this distinction.
3. Impulsive Stage- Affirmation of separate identity. Demanding of attention. Bodily feelings.
4. Self-Protective Stage-
5. Conformist Stage
6. Self-Awareness Level Transition from Conformist to Conscientious
7. Conscientious Stage
8. Individualistic Level Transition from Conscientious to Autonomous Stages
9. Autonomous Stage
10. Integrated Stage

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LEARNING THEORIES- Edward Guthrie

3 Ways of Breaking Habits

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1. Fatigue method
• Continuous presentation and representation of a stimulus. Often called Bronco Busting. (i.e. Implosive Therapy by Thomas Stampfl)

2. Threshold method
• Presenting the stimulus at an intensity level that will not elicit the habit, which in turn will present a different behavior. One then begins to increase the intensity of the stimulus, keeping is low enough not to elicit the habit but increasing the likelihood of the new habit being stamped in and retained. (i.e. Anxiety and relaxation response)

3. Incompatible stimuli – Creating a situation where the old response is unable to be displayed. That is, present a stimulus when the habit cannot happen, thus creating a new behavior.

Contiguity – The stimuli are paired together in time and space. When they are together they are paired and learned.

Postremity – You remember the last thing you learned.

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LEARNING THEORIES- Dollard and Miller’s Conflict Situations

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TYPES OF CONFLICT:

1. Approach-Approach: 2 positive choices exist, but only one can be chosen, which means one will be lost or given up. The conflict in not deciding is that the 2 choices are equally attractive. (i.e. Choice between Barbie or Bratz)

2. Approach-Avoidance: The approach is something the person wants but is afraid of getting punished or receiving a negative reaction. (i.e. A guy wants to date homecoming queen but is afraid of being rejected by her in front of others.)

3. Avoidance-Avoidance: A person loses either way. If the behavior is performed it will be painful, and if it is not conducted it will be painful. (i.e. A mother who wishes to avoid conflict by not disciplining her child, but wishes to avoid the embarrassment of her child’s behavior. Either choice requires that she face something she wishes to avoid.)

Techniques and Methodology:
Permissiveness, Free Association, Rewards for Talking, Handling the Transference, Labeling, and Teaching Discrimination

3 Types of Learning Experiences:
Instrumental, Associative, and Vicarious

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COGNITIVE THEORIES - Jean Piaget

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ADAPTATION- is the most important process in intellectual functioning as it involves 2 processes:

Assimilation: The process of taking in new information and interpreting it in such a manner that the information conforms to a current held model of the world. (Individuals perceive the environment in a way that fits existing schemata.)

Accommodation: The process of changing a schema to make it a better match to the world of reality. A schema is a formation of mental or cognitive representations derived from adaptations. A child assimilates new information and attempts to fit it to present schemas and if this representation does not fit an accommodation takes place. (Schemata is modified to meet demands of the environment.)

Equilibrium (equilibration) is a balance between assimilation and accommodation. As a result of this resolution, the child moves to a higher level of understanding- often abstraction.