Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
40 Cards in this Set
- Front
- Back
- 3rd side (hint)
|
Theory of Psychosocial development: 8 stages from birth to death. Each stage characterized by a developmental crisis to be mastered. If the stage is not met, there will be a delay in progress through the next stage. Has to be in sequential order. |
Erik Erikson (1963)
|
based his theory on four major organizing concepts (Task met or not met)
1.) Stages of development 2.) Developmental goals 3.) Psychosocial crises 4.) Process of coping |
|
|
Infant learns to rely on caregivers to meet basic needs of warmth, food, and comfort, forming trust in others. Mistrust is the result of inconsistent, inadequate, or unsafe care.
|
Erikson
Trust vs Mistrust |
Infancy (0-12mo/1yr)
|
|
|
As motor/language skills develop, the toddler learns from the environment & gains independence through encouragement from caregivers to feed, dress, and toilet self. If the caregivers are overprotective or have expectations that are too high, shame & doubt, as well as feelings of inadequacy, might develop in the child.
|
Erikson
Autonomy vs Shame & Doubt |
Toddler (1-3yrs)
|
|
|
confidence gained as a toddler allows the preschooler to take the initiative in learning so that the child actively seeks out new experiences and explores the how & why of activities. If the child experiences restrictions or reprimands for seeking new experiences & learning, guilt results, & the child hesitates to attempt more challenging skills in motor or language development.
|
Erikson
Initiative vs Guilt |
Preschooler (4-6yrs)
|
|
|
Focusing on the end result of achievements, the school aged child gains pleasure from finishing projects & receiving recognition for accomplishments. If the child is not accepted by peers or cannot meet parental expectations, a feeling of inferiority & lack of self-worth might develop.
|
Erikson
Industry vs Inferiority |
School Aged (6-12)
|
|
|
W/ many physical changes occurring, the adolescent is in transition from childhood to adulthood. Hormonal changes produce secondary sex characteristics & mood swings. Trying on roles & even rebellion are considered normal behaviors as the adolescent acquires a sense of self an deciding what direction will be taken in life. Role confusion occurs when the adolescent is unable to establish identity and a sense of direction.
|
Erikson
Identity vs Role confusion |
Adolescence (12-20)
|
|
|
The tasks for the young adult are to unite self identity w/ identities of friends & to make commitments to others. Fear of such commitments results in isolation & loneliness.
|
Erikson
Intimacy vs Isolation |
Young Adulthood (20-35)
|
|
|
The middle adult yrs are marked by involvement w/ family, friends, & community. This is also a time of having concern for the next generation & a desire to make a contribution to the world. If this task is not met, stagnation results, and the person becomes self absorbed & obsessed w/ her or his own needs or regresses to an earlier level of coping.
|
Erikson
Generativity vs Stagnation |
Middle Adulthood (40-65)
|
|
|
As one enters the oder yrs, reminiscence about life events provides a sense of fulfillment and purpose. If one believes that one's life has been a series of failures or missed directions, a sense of despair might prevail.
|
Erikson
Ego vs Dispair |
Later Adulthood (65+)
|
|
|
Freud: Oral stage; anal stage
Erikson: Trust vs Mistrust; Autonomy vs Shame & Doubt Havighurst: Learning to walk; learning to talk; learning to control body waste elimination Piaget: Basic reflexes; coordinates more than one thought at a time; begins to reason and anticipate events Fowler: centers on relationship w/ primary caregiver Kohlberg: oriented to obedience & punishment |
Infancy to toddlerhood
|
|
|
|
Freud: Phallic stage
Erikson: Initiative vs guilt Havighurst: Learning sex differences; forming concepts; getting ready to read Piaget: Increased language; increased understanding of life events & relationships Fowler: Imitates religious behaviors of others Kohlberg: defines acts satisfying to self and some satisfying to others as right |
Preschool to early school years
|
|
|
|
Freud:Latent stage
Erikson: Industry vs inferiority Havighurst: Learning physical skills; learning to get along w/ other; developing conscience & morality Piaget: Develops logical thinking; incorporates others' perspectives; uses abstract thinking & deductive reasoning; tests beliefs to establish values Fowler: accepts existence of deity; stories define religious & moral beliefs Kohlberg: Morality of maintaining good relations & approval of others; aware of need to respect authority |
School years
|
|
|
|
Freud: Genital Stage
Erikson: Intimacy vs generation Havighurst: Achieving gender-specific social role; achieving independence; acquiring a set of values & an ethical system to guide behavior Piaget: Adopts life guiding values or religious practices Fowler: Selects principles to follow; concern for the rights & needs of others. |
Adolescent to adult years
|
|
|
|
Erikson: Generativity vs stagnation
Havighurst: Achieving social & civic responsibility; accepting & adjusting to physical changes Piaget: Integrates others' viewpoints into own understanding of truth |
Middle adult years
|
|
|
|
Erikson: Ego integrity vs Despair
Havighurst: Adjusting to decreasing physical & health; adjusting to retirement Piaget: Values absolute love & justice of all; believes in the existence of the future |
Later adult years
|
|
|
|
Psychosexual
5 stages 0-20yrs |
Freud
|
Oral (0-18mo)
Anal (8mo-4yrs) Phallic (3-7yrs) Latency (7-12yrs) Genital (12-20yrs) |
|
|
Psychosocial
Sequential 8 stages birth-death |
Erikson
|
Trust vs Mistrust (0-1yr)
AutonomyvsShame/Doubt(1-3) Integrity vs Guilt (3-6) Industry vs inferiority (6-12) Identity Role vs Confusion (12-20) Intimacy vs isolation Generativity vs stagnation Ego integrity vs despair |
|
|
Developmental
6 stages birth-death |
Havighurst
|
Infancy & Early childhood
Middle childhood Adolescence Young Adulthood Middle Adulthood Later Maturity |
|
|
Cognitive
4 stages birth-adolescence |
Piaget
|
Sensorimotor (0-24mo)
Pre-operational (2-7yrs) Concrete operational (7-11yrs) Formal operational (11+) |
|
|
Faith
7 stages (prestage & 6 stages) sequintial |
Fowler
|
Pre-stage~Undifferentiated Faith
Stage 1: intuitive-Projective Faith (3-7yrs) Stage 2: Mythical-Literal Faith (school aged) Stage 3: Synthetic-Conventional Faith (many adolescents) Stage 4: Individuative-Reflective Faith (older adolescents/young adults) Stage 5: Conjunctive Faith Stage 6: Universalizing Faith |
|
|
Moral
3 Levels 6 Stages |
Kohlberg
|
Levels:
Pre-conventional Level Conventional Level Post-conventional Level Stages: 1.) punishment & obedience orientation 2.) Instrumental relativist orientation 3.)"good boy-good girl" orientation 4.) "law & order" 5.)social contract and utilitarian orientation 6.) universal ethical principle orientation |
|
|
Theory of Faith Development
|
James Fowler (1981)
|
|
|
|
Undifferentiated Faith~
During the prestage, trust, courage, hope, and love compete w/ threats of abandonment & inconsistencies in the infant's environment. The strength of faith in this stage is based on the infant's relationship w/ the primary caregiver. |
Pre-stage Fowler
|
|
|
|
Intuitive-Projective Faith~
most typical of the 3-7 y/o child. Children imitate religious gestures and behaviors of others, primarily their parents. They take on their parents' attitudes toward religious or moral beliefs w/o a thorough understanding of them. Imagination in this stage leads to long-lived images & feelings that they must question &reintegrate in later stages. |
Stage 1 Fowler
|
|
|
|
Mythical-Literal Faith~
predominates in the school aged child, who is having more social interaction. Stories represent religious & moral beliefs, & the child accepts the existence of deity. The child can appreciate the perspectives of others as well as the concept of reciprocal fairness |
Stage 2 Fowler
|
|
|
|
Synthetic-Conventional Faith~
characteristic stage for many adolescents. As the person experiences increasing demands from work, school, family, and peers, the basis for identity becomes more complex. The person has an emerging ideology but has not closely examined it until now. The person begins to question life-guiding values or religious practices in an attempt to stabilize his or her own identity |
Stage 3 Fowler
|
|
|
|
Individuative-Reflective Faith~
crucial for older adolescents and young adults because they become responsible for their own commitments, beliefs, and attitudes. Many adults do not emerge until they are in their 30s or 40s. Searching for self-identity no longer defined by the faith compositions of significant others is a primary concern |
Stage 4 Fowler
|
|
|
|
integrates other view points about faith into one's understanding of truth. One is able to see the nature of the reality of one's own beliefs. Along w/ this realization, one observes the divisions of faith development among people
|
Stage 5 Fowler
|
|
|
|
Universalizing Faith~
involves making tangible the values of absolute love & justice for humankind. The faith relationship is characterized by total trust in the principle of actively "being-in-relation" to others in whom we invest commitment, belief, love, risk, and hope, and in the existence of the future, regardless of what religion or image of faith is involved. |
Stage 6 Fowler
|
|
|
|
Theories of Moral Development
|
Lawrence Kohlberg (1969)
|
6 stages
1.) punishment & obedience orientation 2.) Instrumental relativist orientation 3.)"good boy-good girl" orientation 4.) "law & order" 5.)social contract and utilitarian orientation 6.) universal ethical principle orientation |
|
|
based on external control, as the child learns to conform to rules imposed by authority figures. At stage 1, punishment and obedience orientation, the motivation from choices of action is fear of physical consequences of authority's disapproval. As a result of the consequences, a perception of goodness or badness develops. At stage 2, instrumental relativist orientation, the thought of receiving a reward overcomes fear of punishment, so actions that satisfy this desire are selected.
|
Pre-conventional Level
|
|
|
|
involves identifying w/ significant others & conforming to their expectations. The person respects the values and ideals of family & friends, regardless of consequences. In stage 3, "good boy-good girl" orientation, theperson strives for approval in an attempt to be viewed as "good" at stage 4, "law & order" orientation, behavior follows social or religious rules from a respect for authority. Many adults are at this stage because they think abstractly and view themselves as members of society.
|
Conventional Level
|
|
|
|
involves moral judgement that is rational and internalized into one's standards or values. At stage 5, social contract and utilitarian orientation, correct behavior is defined in terms of society's laws. Laws can be changed, however, to meet society's needs, while maintaining respect for self an others. Stage 6, universal ethical principle orientation, represents the person's concern for equality for all human beings, guided by personal values and standards, regardless of those set by society or laws. Justice might be internalized at an even higher level than society. Few adults ever reach this stage of development.
|
Post-Conventional Level
|
|
|
|
Developmental Tasks~
learned behaviors that occur at certain periods in life. Developmental tasks arise from maturation, personal motives, and values that determine occupational and family choices and civic responsibility. |
Robert J. Havighurst (1972)
|
|
|
|
-achieving physiologic stability
-learning to eat solid foods -learning to walk and talk -forming simple concepts of social and physical reality -learning to relate emotionally to parent, siblings, and others -learning to control the elimination of body wastes -learning to distinguish between right and wrong -learning sex differences and sexual modesty |
Infancy & Early childhood
|
|
|
|
-learning physical skills necessary for games
-learning to get along w/ age-mates -developing fundamental skills in reading, writing, and math -developing a conscience, morality, and a scale of values -achieving personal independence |
Middle Childhood
|
|
|
|
-accepting one's body and using it effectively
-achieving a masculine or feminine gender role -achieving emotional independence from parents and other adults -preparing for a career -preparing fro marriage and family life -desiring and achieving socially responsible behavior -acquiring an ethical system as a guide to behavior |
Adolescence
|
|
|
|
-selecting a mate
-learning to live w/ a marriage partner -starting a family & rearing children -managing a home -getting started in an occupation -taking on civic responsibility -finding a congenial social group |
Young Adulthood
Havighurst |
|
|
|
-accepting & adjusting to physical changes
-attaining and maintaining a satisfactory occupational performance -assisting children to become responsible adults -relating to one's spouse as a person -adjusting to aging parents -achieving adult social and civic responsibility |
Middle Adulthood
Havighurst |
|
|
|
-adjusting to decreasing physical strength & health
-adjusting to retirement & reduced income -adjusting to death of a spouse -establishing an explicit affiliation w/ one's age group -adjusting & adapting social roles in a flexible way -establishing satisfactory physical living arrangements |
Later Maturity
Havighurst |
|
