ToPH UP BENUYO

ToPH UP Social Science

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Prepared by: Andre Gabriel Benuyo

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Age Freud Stage Crisis Virtue Important events Notes Miscellaneous
(years) & Key question

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0-1.5 Oral Infancy Trust vs. Hope Feeding/Comfort Total dependence Mother’s voice, familiar faces,

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Mistrust stranger anxiety
Is my world safe Attachment behaviors

To
At birth: brain 10% of adult
volume

1.5-3 Anal Toddler Autonomy vs. Will Toilet training/Dressing Active, explorative Issue of control (toilet training)

YO
Shame
Can I do things by myself or Clear evidence of Attachment theory (survival by
need I always rely on emotions maintaining proximity, sensitivity,
others? responsiveness)

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Transitional objects

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Magical thinking

Imaginary companion

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3-6 Phallic Preschool Age Initiative vs. Purpose Exploration/Play Remarkable physical Oedipal complex (resolved by
Guilt and emotional growth identification)
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Rapid language Superego formation (outcome of
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development identification)

Body parts/injury Triangulated relationship

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awareness
Gender role
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At 5: brain at 90% of adult volume

To

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At 7: anatomic structures and

myelination almost complete

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6-12 Latency School Age Industry vs. Competence School/Activities Entry into the Ascribed vs. Achieved status

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Inferiority community
How can I be good? Absolute morality (consolidating

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Remarkable growth values for superego formation)
(physical, cognitive,

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moral, social) At 11: brain volume as adult

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New roles

Same sex groupings

become polarized

YO
Biological changes
(puberty, interest in
opposite sex)

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12-21 Adolescence Identity vs. Fidelity Social relationships/Identity Between onset of Earlier onset associated with

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Role Diffusion sexual maturation and higher rates of anxiety,
I. Early adolescence (10-13) Who am I and where am I attaining adult status depression, behavior problems
● State of arousal and going?

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heightened sexual interest Gray matter growth Sexually-mature body,
● Need for privacy spurt just before sexually-active brain, immature
puberty, myelination neurobehavioral system for
II.
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Middle adolescence (14-17)
Sexual desires intensified
P continues self-control
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● Brief intense relationships Last connections to be Delayed prefrontal cortex
● Please the object of love established: maturation cause inability to
● Obsession on loyalty to peers ● Prefrontal cortex inhibit pleasurable experiences
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● Identity, own profile (executive), limbic (not reach adult size until early
& cerebellum 20s)
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III. Late adolescence (18-21) (emotional)

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● Greater mastery and ● Prefrontal cortex,

experience VTA & nucleus

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● More mature, more accumbens

discriminate relationships (dopamine,

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● Friends by shared interests, midbrain reward

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temperament reciprocity (less system)
by group identity)
Environment and

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culture produce
behaviors and

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meanings

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21-40 Early Adult Intimacy vs. Love Intimate relationships Intimacy as capacity to Assumption of major social roles
Isolation give and to receive
Am I loved and wanted? Exploring options
Peak biological

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development

40-65 Middle Age Generativity Care Work and parenthood Create or nurture things
vs. Stagnation that will outlast them

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Will I provide something or
real value?

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65+ Old Age/Senescence Wisdom vs. Wisdom Reflection on life Full circle with joy
Despair

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Have I lived a full life? Retirement

Economic security,
P dealing with losses
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H
P
To

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Frameworks Theories Notes Miscellaneous

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Psychodynamic 1. Ego psychology (Freud) Unconscious mind (early life experiences, Past is prologue, child is the father of
● Tripartite Theory (id, ego, superego) templates, critical periods) man, neurons that wire together fire

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● Psychosexual Stages together
○ Oral - dependency, aggression,

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breastfeeding Attachment Theory
○ Anal - self-control ● Secure

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○ Phallic - oedipal & electra complexes, ○ Low anxiety, low avoidance
triangulated relationships, conscience, ○ Responsive caregiver

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identification, superego development ○ Strange Situation
○ Latency - unconscious latency, mastery of Experiment
the environment ● Avoidant
○ Genital - forming connections ○ Low anxiety, high avoidance

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● Defense mechanisms (ego) ○ Non-threatening but
unresponsive caregiver
2. Object relations theory ● Anxious/Preoccupied
● Early life relationships are internalized ○ High anxiety, low avoidance

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(unconscious template) ○ Clingy, expects to be
abandoned, please others

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3. Self psychology (Kohut) ● Fearful/Disorganized
● Sense of self is developed through how others ○ High anxiety, high avoidance
reflect oneself ○ Mixed responses

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○ Mirroring - understand
○ Idealizing - emulate
○ Twinship - relate
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4. Attachment theory (Bowlby, Ainsworth)
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● Patterns of attachment in early life (template)

Cognitive Aaron Beck Core beliefs/Schemata Early experience -> Core beliefs ->
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● The way people feel and and behave are - Established system of looking at self, Unhelpful rules (dysfunctional
influenced by conscious, present-based thinking others, and the world (accumulation of assumptions) -> Triggers (critical
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processes and contents (here and now life experiences) incidents) -> Problem activated
To

thoughts)
● Not situations per se that affect a person, but Intermediate beliefs Maintenance cycle of problem

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how one cognitively processes it - Rules and expectations that a person - Situations at work, thoughts,
● Thoughts, emotions, bodily sensations, behavior uses to navigate life (arises from core emotions, body reactions,

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influence one another beliefs/schemata) behaviors, results, consequences

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Common Cognitive Distortions (unhelpful automatic Automatic thoughts
thoughts) - fortune telling, minimizing, catastrophizing, - Unhelpful, immediate at the conscious

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self-blaming, mind reading, mental filtering, should and level
must, labeling

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Behavioral Linked usually with cognitive theory Antecedent - setting vs triggering events Discounts the fact that people have their

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Behavior - target vs. replacement behavior own will and discernment
Conditioning (antecedent -> behavior -> consequence) Consequence - access vs avoid/escape

Not anchor on mental processing, whether conscious or

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unconscious

Classical Conditioning (Pavlov) - learning is a product of

associating stimulus and response

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Operant Conditioning (Skinner) - consequences can be

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altered to serve as reinforcement and punishment

Shaping - behaviors are habituated by repetition and

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building up

Vicarious learning and modeling - behaviors can be

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learned by observation (rewarded, role models)
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Neurodevelopmental Executive functions - managing oneself
and one’s resources to achieve a goal
(mental control & self-regulation), by
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frontal cortices of brain

Theory of Cognitive Development (Piaget) Teenage brain - executive functions
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take longer to develop (very intelligent,

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poor impulse control), overdrive of

Sensorimotor 0-2 Infancy & Mastery of movements, sensory stimulation,
limbic system

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● Prefrontal cortex - immature,

Toddler symbolic representation, concept formation
prone to high-risk behavior

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Pre-operational 2-7 Preschool Magical thinking, intuition-based thought, ● Amygdala - more impulsive

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egocentricity, logic not yet established ● Parietal lobe - not process
information effectively
Concrete Operational 7-11 School Logic formed, conservation, classification, ● Ventral striatum - more excited

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decentration, reversibility, seriation, sociocentricity by reward than consequence
(other people’s perspectives) ● Hippocampus - tremendous

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learning curve
Formal Operational 11-above Higher order reasoning, abstraction, reasoning

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Adolescence (inductive & deductive) Mentalization - understand one’s own
and others’ mental states, being in
another’s mind, basis for empathy

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Mindfulness - fully present at the
moment, aware of thoughts, feelings,
actions

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Psychosocial Psychological function and development always occur Function and development are not seen to Maladaptive tendency - syntonic, too
in relation to social and environmental context be intrinsically driven but directed toward much good

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adaptation to the external environment Malignant tendency - dystonic, too
Theory of Psychosocial Development (Erikson) much bad
- See Trans 1 table

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Sensory Withdrawal
Ecological Systems Theory (Bronfenbrenner)
maladjustment
● Microsystem, mesosystem, exosystem,
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macrosystem, chronosystem Shameless Compulsion
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willfulness

Ruthlessness Inhibition
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Narrow virtuosity Inertia

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Fanaticism Repudiation
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Promiscuity Exclusivity

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Over-extension Rejectivity

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Presumption Disdain

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Humanistic/Existential People are by nature drawn to purpose, meaning, and Development and functioning are not Morality - person’s perception and
self-fulfillment incidental & not passive, but from desire for reasoning of right and wrong affecting

Hierarchy of Needs (Maslow)
- Physiological, safety, belonging & love, esteem,
self-actualization
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goodness and growth emotionality and motivating behavior
Stages of Moral Development (Kohlberg)

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Pre-conventional (3-7)
Logotherapy (Frankl)
Beneficial for oneself
- People by nature find meaning in their life
situations, even in the most adverse experiences

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Obedience/ Infancy Punishment
Punishment
Wellbeing Theory (Seligman)

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- Positive psychology (wellness orientation) Self-interest Preschool Rewards/
- PERMA Model (Positive emotions, engagement, Benefit
relationships, meaning, achievements) (ego-

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centrism)

Conventional (8-13)
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Conformity/ School Good
Interpersonal boy/good
Accord girl
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For
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approval
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Authority/ Law and

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Social Order order

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Societal

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standards

Post-conventional (Adulthood)

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Principles & Ethics, Differ from person to
person

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Social Teens Understand

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Contract reasons
behind rules
(utilitarian)

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Universal Adulthood Values
Principles transcend
mutual

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benefit

EN
–end–

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ToPH UP Social Science (BENUYO)