MIDTERM

THEORIES OF HUMAN DEVELOPMENT AND Rachelle Imperial, LPT

OTHER RELEVANT THEORIES

ERIK ERIKSON
PSYCHOSOCIAL
THEORY
Erik Homburger Erikson
•The Father of Psychosocial
Development
•He was an artist and a teacher
in the late 1920s when he met
Anna Freud,
•He studied groups of Aboriginal
children to learn about the
influence of society and culture
on child development.
•Erikson‘s theory consists of
eight stages of development.
Each stage is characterized by
a different conflict that must be
resolved by the individual. If a
person is unable to resolve a
conflict at a particular stage,
they will be confront and
struggle with it later in life.
 Erikson's theory was largely
influenced by Sigmund Freud. But
Erikson extended the theory and
incorporated cultural and social
aspect into Freud's biological and
sexually oriented theory.
EPIGENETIC PRINCIPLE
•This principle suggests that people grow in
a sequence that occurs over time and in
the context of a larger community.
•Step by step procedure of personality
development.
•Predetermined trait
 PSYCHOSOCIAL
CRISIS

+(Positive --- (Negative

Element) Element)
SYNTONIC DYSTONIC
=
VIRTUE/ BASIC
STRENGTH
 PSYCHOSOCIAL
CRISIS

+ ---
SYNTONIC DYSTONIC
=
MALIGNANCY/
MALADAPTATION
 MALIGNANCY MALADAPTATION

A malignancy A maladaptation is
involves too little of not quite as bad and
positive and to much involves too much of
of the negative the positive and too
aspect of the task, little of the negative
such as a person who such as a person who
can’t trust others. trusts too much.
8 STAGES OF
PSYCHOSOCIAL
DEVELOPMENT
1. TRUST VS. MISTRUST INFANCY

The infant is uncertain about the world

in which they live, and looks towards
their primary caregiver for stability
and consistency of care.
 Can I trust
SYNTONIC the world? DYSTONIC

Basic needs are met Basic needs neglected

Diaper changes, Food,
clothes, mental Diaper changes, Food,
stimulation and clothes, mental
protection stimulation and
protection

TRUST MISTRUST
HOPE
HOW TO BUILD TRUST
Crying is one of the most common strategies babies
use to communicate with their caregivers, and it carries
different meanings.
❖Affection
❖Comfort
❖Food
CONSEQUENCES OF MISTRUST
Children and adults with low levels of trust may be more
likely to:
❑Be depressed
❑Be socially disengaged
❑Be suspicious of others
❑Experience loneliness
❑Face peer rejection
❑Make short-sighted decisions
 EARLY
2. AUTONOMY VS. SHAME AND DOUBT CHILDHOOD

Children at this stage are focused

on developing a sense of personal
control over physical skills and a
sense of independence.
 Can I do things
SYNTONIC myself or am I DYSTONIC
•A parent allows their child to
reliant on the help • A parent consistently
of others? rejects their child's ideas.
pick out their own clothes to
wear to preschool—even if the • A caregiver doesn't allow
clothes are mismatched. a child to make any of
•A caregiver toilet-trains their their own choices.
child and the child gains a • When a child tries to dress
sense of independence. themselves or tie their shoes
•A mom or dad lets their child on their own, a caregiver
choose which snacks they'd like loses patience and simply
along with lunch. completes the task for
them.
AUTONOMY SHAME & DOUBT
WILL
WHY AUTONOMY MATTERS
Autonomy is an important part of development for children.
Autonomy allows children to:
❑Exercise their critical thinking skills
❑Feel comfortable in their bodies
❑Gain a greater sense of their identity
❑Learn from their own mistakes
❑Make decisions independently
❑Process their emotions
CONSEQUENCES OF SHAME AND DOUBT
•may hide parts of themselves from social
relationships
•may engage in avoidant or defensive
behavior.
•Shame is linked with mental health
conditions like depression, anxiety, eating
disorders, and low self-esteem.
3. INITIATIVE VS. GUILT PLAY AGE

During the initiative versus guilt stage,

children assert themselves more frequently.
These are particularly lively, rapid-
developing years in a child‘s life.
According to Bee (1992), it is a ―time of
vigor of action and of behaviors that the
parents may see as aggressive."
 SYNTONIC Am I good or
DYSTONIC
bad?
•Children need to begin • Caregivers who are
asserting control and power discouraging or dismissive
over the environment by may cause children to feel
taking initiative: planning ashamed of themselves and
activities, accomplishing to become overly
tasks, and facing dependent upon the help
challenges. of others.

INITIATIVE GUILT
PURPOSE
HOW DO YOU WORK WITH CHILDREN IN THE
INITIATIVE VS. GUILT STAGE?
Caretakers should be positive and
supportive when children undertake new
tasks. Should a child fail at a given task,
the caretaker should teach them that
everyone makes mistakes and encourage
the child to try again.
4. INDUSTRY VS. INFERIORITY SCHOOL AGE

Children are at the stage where they

will be learning to read and write, to
do sums, to do things on their own.
Teachers begin to take an important
role in the child‘s life as they teach the
child specific skills.
 How can I be
SYNTONIC good or bad? DYSTONIC
•Children become • Those who receive little
capable of performing or no encouragement
complex tasks. Children from parents, teachers,
who are encouraged or peers will doubt their
and commended by abilities.
parents and teachers
develop a belief in their
abilities.

INDUSTRY INFERIORITY
COMPETENCY
EXAMPLES OF INDUSTRY VS. INFERIORITY
The following are examples of common occurrences during
childhood that would build a child's industriousness or
confidence:
Olivia finds science lessons difficult, but her parents are
willing to help her each night with her homework. She
also asks the teacher for help and starts to receive
encouragement and praise for her efforts. In turn, she
feels more confident in her ability to complete
assignments.
EXAMPLES OF INDUSTRY VS. INFERIORITY
The following scenarios illustrate how a child may
be left with feelings of inferiority:

Jack struggles with math, but his parents don't

help him with his homework. His teacher is
critical of his work but does not offer any extra
advice. Eventually, Jack just gives up, his grades
become even worse, and he feels that he doesn't
measure up to his classmates.
5. IDENTITY VS. ROLE CONFUSION ADOLESCENCE

It occurs during adolescence, from about

12-18 years. During this stage,
adolescents search for a sense of self and
personal identity, through an intense
exploration of personal values, beliefs,
and goals.
 SYNTONIC Who am I? DYSTONIC
•Identity involves the • Kids who are not allowed to
experiences, relationships, explore and test out different
beliefs, values, and identities might be left with
memories that make up a role confusion, which can result
person's subjective sense of in the following:
• Being unsure of who you are
self. This helps create a and where you fit
continuous self-image that • Drifting from one job or
remains fairly constant even relationship to another
as new aspects of the self • Feeling disappointed and
are developed or confused about your place in
strengthened over time. life

IDENTITY ROLE
FIDELITY CONFUSION
CONSEQUENCES OF ROLE CONFUSION
Role confusion can have lasting consequences
on a person's life, including:
•Difficulties with commitment
•Worse mental health and well-being
•Weak sense of self
•Lack of confidence
HOW TO DECREASE ROLE CONFUSION
If you're feeling confused about who you are and your
role in life, there are steps you can take to decrease
role confusion.
Build on your strengths
Try new things to discover what you like.
Make commitments and set goals.
Participate in activities that are related to your
interests.
6. INTIMACY VS. ISOLATION EARLY ADULTHOOD

This stage takes place during young

adulthood between the ages of
approximately 18 to 40 yrs. During this
period, the major conflict centers on
forming intimate, loving relationships with
other people.
 SYNTONIC Will I be loved DYSTONIC
or will I be
•Strong and deep alone?
• Poor romantic
romantic relationships and no
relationships deep intimacy
•Close relationships • Few or no
with friends and relationships with
family friends and family
•Strong social • Weak social support
support network network
INTIMACY LOVE ISOLATION
CONSEQUENCES OF ISOLATION
Struggling in this stage of life can result in loneliness and
isolation. Adults who struggle with this stage experience:

❑Few or no friendships
❑Lack of intimacy
❑Lack of relationships
❑Poor romantic relationships
❑Weak social support
HOW TO BUILD INTIMACY
Learning to be open and sharing with others is an
important part of the intimacy versus isolation stage. Some
of the other important tasks that can play a role in
succeeding or struggling at this point of development
include:
•Being intimate
•Caring for others
•Making commitments
•Self-disclosure
7. GENERATIVITY VS. STAGNATION ADULTHOOD

This stage takes place during during

middle adulthood (ages 40 to 65
yrs). Generativity refers to "making
your mark" on the world through
creating or nurturing things that will
outlast an individual
 How can I
SYNTONIC contribute to the DYSTONIC
world
•Generativity refers to • Stagnation refers to the
"making your mark" on failure to find a way to
the world by caring for contribute. Stagnant
others, as well as through individuals may feel
creating and disconnected or
accomplishing things that uninvolved with their
make the world a better community or with society
place. as a whole

GENERATIVITY CARE STAGNATION

CONSEQUENCES OF STAGNATION

•Reduced cognitive function

•Poorer health
•Lower quality relationships
•Decreased life satisfaction
HOW TO IMPROVE GENERATIVITY
There are many ways to improve feelings of generativity
vs, feelings of stagnation during middle adulthood. You
can:
•Participate in your community
•Assume responsibilities
•Learn new skills and share them with others
•Volunteer
7. EGO INTEGRITY VS. DESPAIR OLD AGE

This stage begins at approximately

age 65 and ends at death. It is
during this time that we contemplate
our accomplishments and can develop
integrity if we see ourselves as
leading a successful life.
 SYNTONIC Did I live a DYSTONIC
•Integrity, also meaningful life?
known as ego • Despair, refers to
integrity, refers to a looking back on life
person's ability to with feelings of
look back on their regret, shame, or
life with a sense of disappointment.
accomplishment and
fulfillment.

EGO
INTEGRITY WISDOM DESPAIR
CONSEQUENCES OF DESPAIR
Despair can have serious consequences for a person's health
and well-being as they face the end of life. Research
suggests that ego integrity and despair are important life-
space development indicators of well-being.
Some of the consequences of despair include:
Increased depressive symptoms
Increased regret
Decreased life satisfaction
THANK YOU
 the libido is centered in a baby's mouth. It
gets much satisfaction from putting all sorts of
things in its mouth to satisfy the libido,
and thus its id demands.
The libido now becomes focused on the anus,
and the child derives great pleasure from
defecating.

Sensitivity now becomes concentrated

in the genitals and masturbation (in
both sexes) becomes a new source of
pleasure.

No further psychosexual development

takes place during this stage (latent
means hidden). The libido is dormant

Sexual instinct is directed to

heterosexual pleasure, rather than
self-pleasure like during the phallic
stage.
COMPONENTS:
1. Symbolic Function
2. Egocentrism/Self centered
3. Centration
4. Irreversibility
5. Animism
COMPONENTS:
1. Decentering
2. Reversibility
3. Conservation
4. Seriation
COMPONENTS
1. Hypothetical Reasoning
This is the ability to come up with different hypothesis about a problem and to
gather and weigh data in order to make a final devision or judgment. This can
be done in the absence of concrete objects, The individuals can now deal with
―”What if” questions.
2. Analogical reasoning
Ability to perceive the relationship one instance and then use that
relationship to narrow down possible answer in another similar situation
or problem.
3. Deductive Reasoning
This is the ability to think logically by applying general rule to a
particular instance or situation.
LEVEL 1 - PRE-CONVENTIONAL MORALITY
(9 YRS OLD OR YOUNGER)
• Stage 1. Obedience and Punishment Orientation.
The child/individual is good in order to avoid being
punished. If a person is punished, they must have done
wrong.
• Stage 2. Individualism and Exchange.
At this stage, children recognize that there is not just one
right view that is handed down by the authorities.
Different individuals have different viewpoints.
LEVEL 2 - CONVENTIONAL MORALITY
(MOST ADOLESCENTS AND ADULTS)
• Stage 3. Good Interpersonal Relationships.
The child/individual is good in order to be seen as being
a good person by others. Therefore, answers relate to
the approval of others.
• Stage 4. Maintaining the Social Order.
The child/individual becomes aware of the wider rules
of society, so judgments concern obeying the rules in
order to uphold the law and to avoid guilt.
LEVEL 3 - POST-CONVENTIONAL MORALITY
• Stage 5. Social Contract and Individual Rights.
The child/individual becomes aware that while rules/laws
might exist for the good of the greatest number, there are
times when they will work against the interest of particular
individuals. The issues are not always clear-cut.
• Stage 6. Universal Principles.
People at this stage have developed their own set of
moral guidelines which may or may not fit the law. The
principles apply to everyone.
HEINZ DILEMMA
 QUESTIONS:
1. Should Heinz have stolen the drug?
2. Would it change anything if Heinz did not love his
wife?
3. What if the person dying was a stranger, would it
make any difference?
4. Should the police arrest the chemist for murder if the
woman dies?
VYGOTSKY’S
SOCIO- CULTURAL
THEORY
•In Social Interaction Piaget's theory was more on
individual while Vygotsky is more social. Piaget's
work is focused heavily on how individual's cognitive
development while Vygotsky gave more weight on
the social interactions that contributed to the
cognitive development of individuals.
•For him, the social environment or the community
takes on a major role in one’s development.
Vygotsky emphasized that effective learning
happens through participation in social activities that
parents, teachers, peers and other adults in the
learner's development contribute to the process.
oVygotsky believed in the crucial role that culture played
on the cognitive development of children. Piaget believed
that child develops as he goes through the universal stages
of cognitive development. While Vygotsky looked into the
wide rage of experiences that a culture would give a
child.
o• Language opens the door for learners to acquire
knowledge that others already have. For Vygotsky,
"talking to oneself" is an indication of the thinking that
goes on in the mind of the child. This will eventually lead to
private speech. Private Speech is a form of self-talk that
guides the child's thinking and action.
More

ZONE OF PROXIMAL
DEVELOPMENT

ZONE OF ACTUAL DEVELOPMENT

ZONE OF PROXIMAL DEVELOPMENT (ZPD)
•Its goal is to help the child move from the level of current
independent performance (the competence demonstrated
to do a task alone) to the level of potential performance
(the competence achieved with the guidance of others).
SCAFFOLDING
•Vygotsky defined scaffolding instruction as the role of
teachers and others in supporting the learners
development and providing support structures to get to
that next stage or level.
BRONFENBRENNER’S
ECOLOGICAL
THEORY
 Elements within this system can be either external,
such as the timing of a parent’s death, or internal,
such as the physiological changes that occur with
the aging of a child.

this layer is comprised of cultural

values, customs, and laws.

Parent workplace schedules or community-

based family resources are examples.
The connection between the child’s
teacher and his parents, between
his church and his neighborhood, etc.

comprises structures such which

the child directly interacts with
 In Yellow Paper,
Write a short (not more than 200 words ) reflection
on this quotation and proverbs:
1. “A child’s life is like a piece of paper on which
every person leaves a mark.” (Robert Heinstein)
2. Train up a child in the way he should go; even
when he is old he will not depart from it. (Proverbs
22:6)
IMPORTANT DATES TO REMEMBER:

NOVEMBER 13- 17
MIDTERM EXAM and
DRILLS/ RECITATION
THANK YOU!