1 DEV PSYCH
PSYCHODYNAMIC THEORIES
- Theories proposing that development is largely determined
by how well people resolve conflicts they face at different ages
- PSYCHOSOCIAL THEORY (ERIK ERICKSON) -
- Erikson’s proposal that personality development is
determined by the interaction of an internal maturational plan
and external societal demands
• Challenges are met through a combination of inner
psychological influences and outer social influences. When
challenges are met successfully, people are well prepared to
meet the challenge of the next stage.•
• The psychodynamic perspective emphasizes that the trek to
adulthood is difficult because the path is strewn with
challenges.
PSYCHOSOCIAL STAGE
✓ BASIC TRUST VS MISTRUST (birth- 1yr)
- To develop a sense that the world is safe, a “good place”
✓ AUTONOMY VS SHAME & DOUBT (1-3yrs)
- To realize that one is an independent person who can make
decisions.
✓ INITIATIVE VS GUILT (3-6yrs)
- To develop the ability to try new things and to handle failure.
✓ INDUSTRY VS INFERIORITY (6yrs- adolescence)
- To learn basic skills and to work with others.
✓ IDENTITY VS IDENTITY CONFUSION (adolescence)
- To develop a lasting, integrated sense of self.
✓ INTIMACY VS ISOLATION (young adulthood)
- To commit to another in a loving relationship.
NATURE–NURTURE ISSUE
-the degree to which genetic or hereditary influences (nature)
and experiential or environmental infl uences (nurture) deter-
mine the kind of person you are.
CONTINUITY–DISCONTINUITY ISSUE
- whether a particular developmental phenomenon represents a
smooth progression throughout the life span (continuity) or a
series of abrupt shifts (discontinuity)
- In this view, people can change from one developmental path
to another and perhaps several times in their lives.
UNIVERSAL VS CONTEXT-SPECIFIC DEV ISSUE
-whether there is just one path of development or several paths
Basic Forces in Human Development:
The Biopsychosocial Framework
• Biological forces include all genetic and health-related
factors that affect development.
■ Psychological forces include all internal perceptual,
cognitive, emotional, and
personality factors that aff ect development.
■ Sociocultural forces include interpersonal, societal, cultural,
and ethnic factors that aff ect development.
■ Life-cycle forces reflect differences in how the same event
affects people of different ages.
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- OPERANT CONDITIONING ( B.F SKINNER) –
- learning paradigm in which the consequences of a behavior
determine whether a behavior is repeated in the future.
- responds mechanically to reinforcement & punishment.
- REINFORCEMENT,
a consequence that increases the future likelihood of the
behavior that it follows.
- Positive (reward) & Negative reinforcement (rewarding by
taking away unpleasant things)
- Punishment, a consequence that decreases the future
likelihood of the behavior that it follows.
- SOCIAL LEARNING THEORY (ALBERT BANDURA)
-
- Bandura’s theory is “cognitive” because he believes people
actively try to understand what goes on in their world; the
theory is “social” because, along with reinforcement and
punishment, what other people do is an important source of
information about the world.
- social cognitive thinking; interprets what he/she see before
doing it.
- Bandura also argues that experience gives people a sense of
SELF-EFFICACY, which refers to people’s beliefs about
their own abilities and talents.
• Self-efficacy beliefs help to determine when people will
imitate others ("kung kaya nila, kaya ko rin")•
✓ GENERATIVITY VS STAGNATION (Middle
adulthood)
- To contribute to younger people through child rearing, child
care, or other productive work.
✓ INTEGRITY VS DESPAIR (late life)
- To view one’s life as satisfactory and worth living
EPIGENETIC PRINCIPLE
- in Erikson’s theory, the idea that each psychosocial strength
has its own special period of particular importance.
LEARNING THEORY
- concentrates on how learning influences a person’s behavior.
- This perspective emphasizes the role of experience,
examining whether a person’s behavior is rewarded or
punished.
- This perspectivealso emphasizes that people learn from
watching others around them.
- BEHAVIORISM ( JOHN WATSON) -
- believed that infants’ minds were essentially “blank slates”
and argued that learning determines what people will be-
come.
- He assumed that, with the correct techniques, anything could
be learned by almost anyone.
- In Watson’s view, then, experience was just about all that
mattered in determining the course of development.
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INFORMATION-PROCESSING THEORY
- theory proposing that human cognition consists of mental
hardware and mental software (just like computer)
- as person grows up, the more capable they are of processing
info.
- MENTAL HARDWARE refers to cognitive structures,
including different memories where information is stored.
- MENTAL SOFTWARE includes organized sets of
cognitive processes that enable people to complete specific
tasks
- VYGOTSKY'S THEORY (LEV VYGOTSKY) –
- emphasize that children’s thinking does not develop in a
vacuum but rather is influenced by the sociocultural
context in which children grow.
- viewed development as an apprenticeship in which
children develop as they work with skilled adults, including
teachers and parents.
COGNITIVE- DEVELOPMENTAL THEORY
- focus on thought processes and the construction of
knowledge.
- In cognitive-developmental theory, the key is how people
think and how thinking changes over time.
- PIAGET'S THEORY (Jean Piaget) –
- focuses on how children construct knowledge and how their
constructions change over time ( trying to make sense of their
world & creating theories about the physical & social worlds)
- "kapag gagawin ko 'to, ano mangyayari", consequences/result
of actions could revise their theories/beliefs in something.
FOUR STAGE OF COGNI DEV
✓ SENSORIMOTOR ( Birth- 2yrs)
- Infant’s knowledge of the world is based on senses and motor
skills; by the end of the period, uses mental representation.
✓ PREOPERATIONAL THOUGHT (2yrs-6yrs)
- Child learns how to use symbols such as words and numbers
to represent aspects of the world but relates to the world only
through his or her perspective (egocentrism)
✓ CONCRETE OPERATIONAL THOUGHT (7yrs- early
adolescence)
- Child understands and applies logical operations to
experiences provided they are focused on the here & now.
✓ FORMAL OPERATIONAL THOUGH (adolescence-
beyond)
- Adolescent or adult thinks abstractly, deals with hypothetical
situations, and speculates about what may be possible
• Each stage represents a fundamental change in how
children understand and organize their environment, and
each stage is characterized by more sophisticated types of
reasoning. •
 4 DEV PSYCH
LIFE-SPAN PERSPECTIVE
- view that human development is multiply determined and
cannot be understood within the scope of a single framework
- aging is a lifelong process of growing up and growing old,
beginning with conception and ending with death.
- PAUL BALTES & COLLEGUES -
- consists of the dynamic interplay between growth,
maintenance, and loss
regulation.
✓ MULTIDIRECTIONALITY
- Development involves both growth and decline; as people
grow in one area they may lose in another and at different rate.
✓ PLASTICITY
- One’s capacity is not predetermined or carved in stone. Many
skills can be learned or improved with practice, even in late
life.
✓ HISTORICAL CONTEXT
- Each of us develops within a particular set of circumstances
determined by the historical time in which we are born and the
culture in
which we grow up.
✓ MULTIPLE CAUSATION
- How we develop results from biological, psychological,
sociocultural, and life-cycle forces.
- grows up in the same family but different experiences.
THE ECOLOGICAL & SYSTEMS APPROACH
ECOLOGICAL THEORY
- theory based on idea that human development is inseparable
from the environmental contexts in which a person develops.
- The ecological approach proposes that all aspects of
development are interconnected.
- BRONFENBRENNER'S THEORY (Urie Bronf.) -
✓ MICROSYSTEM (closest & has strongly influence)
- the people and objects in an individual’s immediate
environment.
- parents, fam
✓ MESOSYSTEM
- provides connections across microsystem
- what happens in your mesosystem would affect your micro
(emotionally connected)
- school, friends
✓ EXOSYSTEM
- social settings that a person may not experience fi rsthand but
that still influence development.
- gov & social policy, parent's social network, employment
✓ MACROSYSTEM
- the cultures and subcultures in which the microsystem,
mesosystem, and exosystem are embedded
- culture, historical event, ethnic group
- COMPETENCE–ENVIRONMENTAL PRESS THEORY
(lawton & nahemow) -
- people adapt most effectively when there is a good match
between their competence or abilities and the environmental
“press,” or the demands put on them by the environment.
- in order to understand people’s functioning, it is essential to
understand the systems in which they live.
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LIFE-COURSE PERSPECTIVE
- description of how various generations experience the
biological, psychological, and sociocultural forces of
development in their respective historical contexts.
- more continuos and multidirectional than life-span
perspective.
- understanding the transitions of a person experiences
throughout their life journey w/ historical contexts.
✓ The individual timing of life events in relation to
external historical events. (first job, economical changes)
✓ The synchronization of individual transitions with
collective familial ones. (work obligations, time-management)
✓ The impact of earlier life events, as shaped by historical
events, on subsequent. (experiences at earlier age-> crisis->
choosing a career/ life path)
- SELECTIVE OPTIMIZATION W/ COMPENSATION
(SOC) MODEL -
- model in which three processes (SELECTION- processes
serve to choose goals, life domains, and life tasks,
OPTIMIZATION & COMPENSATION- maintaining or
enhancing chosen goal) form a system of behavioral action that
generates and regulates development and aging.
- ELECTIVE SELECTION, occurs when one chooses to
reduce one’s involvement to fewer domains as a result of new
demands or tasks.
- LOSS-BASED SELECTION, occurs when this reduced
involvement happens as a result ofanticipated losses
in personal or environmental resources.
COMPENSATION, occurs when a person’s skills have
decreased so that they no longer function well in a particular
domain.
OPTIMIZATION (balancer&improving) involves
minimizing losses and maximizing gains.
- to find the best match possible between one’s resources
(biological, psychological, and sociocultural) and one’s desired
goals.
6 DEV PSYCH