HDFS 1070 Chapter 3 Notes
HDFS 1070 Chapter 3 Notes HDFS 1070
Popular in Individual and Family Development
Popular in Human Development & Family Science (HDFS)
This 4 page Class Notes was uploaded by Brianna Notetaker on Sunday September 18, 2016. The Class Notes belongs to HDFS 1070 at University of Connecticut taught by Cynthia Van Fleet in Fall 2016. Since its upload, it has received 57 views. For similar materials see Individual and Family Development in Human Development & Family Science (HDFS) at University of Connecticut.
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Date Created: 09/18/16
HDFS 1070 Chapter 3 September 14, 2016 Foundations of Psychosocial Theory Significance to lifespan development Components Stages Tasks Crises Central processes Radius of significant relationships Coping Mechanisms Psycho-Social Theory Stage theory Erik Erikson – 8 stages of development 3 additions to allow for changes in the developmental pathway Each stage involves a tension or “crisis” to be resolved The Stages -pregnancy-prenatal -infancy (0-24 months) -toddlerhood (2-3) -early school age (4-6) -middle childhood (6-12) -early adolescence (12-18) -later adolescence (emerging adulthood) (18-24) -early adulthood (24-34) -middle adulthood (34-60) -later adulthood (60-75) -very old age (75+) What is the rationale for the additional stages? What are the developmental pathways that led to this change? Epigenetic (one thing that leads to another) Developmental Tasks Skills and competencies Physical, cognitive, social, emotional First introduced by Havinghurst –sensitive periods teachable moments Konrad Lorenz “imprinting” Mastery of tasks influenced by previous resolution of crises Psychosocial Crisis Normal set of stress or strains tensions anxieties Adjustment to demands of society during each stage Expressed as polarities – 2 opposing forces Resolution on positive side gives confidence to meet demands of next stage Negative poles – basic vulnerabilities Need to experience both ends to be adaptive Tension and conflict are necessary for growth Unforeseen stresses may interrupt Crisis Trust vs Mistrust (0-2) Autonomy vs Shame and Doubt (2-3) Initiative vs Guilt (4-6) Industry vs Inferiority (6-12) Group Identity vs Alienation (12-18) Individual Identity vs Identity Confusion (18-24) 2 Intimacy vs Isolation (24-34) Generativity vs Stagnation (34-60) Integrity vs Despair (60-75) Immortality vs Extinction (75+) Central Process Means by which to resolve crisis Based upon cultural expectations Built upon new relationships between self and society Example Mutuality – caregiver Imitation Identification Education Peer pressure Role experimentation Mutuality – peers Person – environment Interaction Introspection Social Support Radius of significant Relationships Initially small number of relationships expanding during life span Return to small number toward end of life Varies – your personal “network” Interconnected system – families communities, school, clubs, work Coping Behaviors Managing stressful events 3 Based upon values/beliefs of person/family People in similar situations may handle things very differently Prime adaptive ego qualities From positive resolutions More psychologically resilient Hope, will, purpose, competence, love, care, wisdom, confidence Core Pathologies Negative resolutions Withdrawal, Compulsion, inhibition, inertia, Dissociation Human Development Superstars -Sigmund Freud -B.F. Skinner -Ivan Pavlov -Jean Piaget -Leo Vygotsky -Urie Bronfenbrenner -Erik Erikson 4
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