Psychosocial Development Flashcards

1
Q

Freud’s theory of personality development

A

childhood phases of development correspond to successive shifts in the investment of sexual energy to areas of the body associated with eroticism

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2
Q

Freud’s Stages

A
Oral (1st year)
Anal (1-3)
Phallic (3-5/6)
Latency 5/6-12
Genital (12-18)
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3
Q

Erikson’s Psychosocial Crises

A

accepted Freud’s theory of infantile sexuality but constructed model of life cycle that extended into old age
successful negotiation of each developmental task results in specific strengths
Trust vs Mistrust (1st year), Hope
Autonomy vs. Shame and Doubt (1-3), Will
Initiative vs. Guild (3-5/6), Purpose
Industry vs. Inferiority (5/6-12), Competence
Identity vs. Role Confusion (12-18), Fidelity
Intimacy vs. Isolation (18-35), Love
Generativity vs. Stagnation (35-60), Care
Integrity vs. Despair (60+), Wisdom

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4
Q

Mahler’s theory of separation and individuation

A

separation is the process of becoming a discrete physical entity by physically distancing
individuation is the process of becoming a psychologically independent person, which involves maturation of independent ego functions

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5
Q

Mahler’s 6 stages

A
Normal Infantile Autism (1st month)
Symbiosis (2-4 months)
DIfferentiation (5-10 months)
Practicing (10-16 months)
Rapprochement (16-24 months)
Object Constancy (2-3 years)
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6
Q

Normal Infantile Autism

A

Mahler
1st month
baby unaware of external word (not supported by research)

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7
Q

Symbiosis

A

Mahler
2-4 months
baby feels that she and mother are one, rather than separate entities

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8
Q

DIfferentiation

A

Mahler
5-10 months
stranger able to distinguish between self and other objects
ushers in stranger anxiety as child is increasingly aware of the unfamiliar

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9
Q

Practicing

A

Mahler
10-16 months
child discovers the ability to physically separate the self from the mother
child initially crawls and then moves to free, upright locomotion, which paradoxically creates stranger anxiety

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10
Q

Rapprochement

A

Mahler
16-24 months
increased need for the mother to share the child’s new skills and experience and great need for love

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11
Q

Object Constancy

A

Mahler
2-3 years
ability to maintain the image of the mother when she is not present, as well as unifying the good and bad into a whole representation

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12
Q

Levinson’s theory - Season’s of a Man’s life

A

development proceeds through alternative periods of transition and stability
interviewed 40 men with professional jobs (excluded low SES, women)
woman’s role is that of fulfilling her husband’s dreams
when woman is no longer needed by her husband and children, she can begin to form her own identity

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13
Q

Levinson’s Seasons of a Man’s Life - 8 stages

A
Early Adult Transition (17-22)
Entering the Adult World (22-28)
Age 30 Transition (28-33)
Settling Down (33-40)
Mid-Life Transition (40-45)
Middle Adulthood (45-50
Age 50 transition
Late Adulthood (
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14
Q

Early Adult Transition

A

Levinson
17-22
person starts to change the sense of self that he developed during childhood and beings to make some tentative choices about his life as an adult

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15
Q

Entering the Adult World

A

Levinson
22-28
person consolidates the choices made earlier

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16
Q

Age 30 transition

A

Levinson
28-33
establishing patterns of adult life, which may include reconsideration of choices made before
person may feel as if he has little time left to establish his life, which may make this a very stressful period

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17
Q

Settling Down

A

Levinson
33-40
person has settled into his commitments as an adult

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18
Q

Mid-Life Transition

A

Levinson
40-45
involves a change in perspective from “time since birth” to “time left to live”

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19
Q

Middle Adulthood

A

Levinson
45-50
person begins to relinquish the perspective of early adulthood and make major adjustments as a result of this change in perspective

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20
Q

Age 50 transition

A

Levinson

involves making changes associated with entering this decade of life

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21
Q

Late Adulthood

A

Levinson

involves developmental tasks associated with this stage of life, e.g. retirement, death, etc

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22
Q

Conrad Lorez

A

Found that ducklings that had imprinted on him between 12 and 17 hours after birth continued to follow him even when other ducks later became available as models

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23
Q

Harry Harlow

A

“contact comfort” - highlighted the importance of pleasurable tactile sensations as a contributor to attachment behavior
found that monkeys spent more time clinging to terry cloth surrogate mothers, even if feeding done by wire mother
when frightened, monkey ran to terry cloth mother for security
also found that monkeys placed in isolation the first few months of life showed abnormal and autistic-like social and sexual behaviors
when placed with normally reared monkeys, significant but not complete remission of pathology

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24
Q

John Bowlby

A

formulated attachment theory
proposed that attachment is crucial to healthy development
proposed that newborns are biologically equipped with both verbal and non-verbal behaviors (e.g. crying, clinging, smiling) that function to elicit instinctive nurturing responses from the caretaker

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25
Q

Bowlby’s sequence of behavior when children under 2 years old are placed in institutions and separated from their mothers for extended periods of time (e.g. over 3 months)

A

1) Protest - crying, calling out, searching for lost person
2) Despair - signs of hopelessness that mother will ever return
3) Detachment - child emotionally separates self from mother; child responds in indifferent manner when mother returns

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26
Q

Rene Spitz coined term _______

A

“anaclytic depression”

described syndrome of weepiness, withdrawal, insomnia, decline of health, and affect found in babies deprived of maternal attention somewhere between 6 and 8 months of age

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27
Q

Mary Ainsworth

A
Strange Situation procedure 
3 levels of attachment
Secure Attachment
Avoidant Attachment
Ambivalent (Resistant) Attachment
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28
Q

Secure Attachment

A

Ainsworth
65% of babies
warm and responsive
when exposed to stranger seek closeness and contact with mother, may show moderate distress upon separation, and greet mother with enthusiasm when she returns
parenting style of sensitive and responsive caregiving is associated with secure attachment

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29
Q

Avoidant Attachment

A

Ainstworht
20% of babies
do not seek closeness and contact with mother
treat mother like a stranger, rarely cry when she leaves the room, ignores her on return
may even prefer stranger to mother
caregiving style of aloofness and distance, or intrusiveness and overstimulation, is associated with avoidant attachment

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30
Q

Ambivalent (Resistant) Attachment

A

Ainsworth
10% of babies
clingy and become upset when mother leaves the room
when mother returns, babies are happy and reestablish contact, but show their ambivalence by then resisting mother’s comforting behaviors
may cry, kick, squirm to get away
do little exploring and appear angry towards mother and stranger
caregiving style - inconsistent and insensitive

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31
Q

DIsorganized-Disoriented Attachment

A

Fourth Attachment Pattern
Main & Solomon
exhibit no clear strategy in dealing with the mother
may be unresponsive when mother returns, may avoid or resist mother, may freeze or stop moving when mother comes near
exhibit fear and confusion toward mother
commonly associated with abuse of the infant or unresolved abuse of the caretaker
least secure pattern of attachment

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32
Q

securely attached vs. insecurely attached infants at 12 and 18 months

A

differ emotionally during preschool and school-age years

securely attached kids show more competent autonomous function; neither victims nor victimizers

33
Q

Baumrind

A

patterns of parenting
Authoritarian
Permissive
Authoritative

34
Q

Authoritarian Parenting

A

Baumrind
expect unquestioned obedience
demanding, controlling, threatening, punishing
tend to be more detached and less warm
children exposed to this parenting style are frequently moody, irritable, discontented, withdrawn, distrustful, aggressive, tend to have more behavior disorders

35
Q

Permissive Parenting

A

Baumrindg
value self-expression and self-regulation
permissive-indifferent (set few limits, provide little monitoring, are generally detached and uninvolved) - their children have poor self control, are demanding, minimally compliant, and have poor interpersonal skills
permission-indulgent (loving and emotionally available, yet set few limits, demands, or controls) - children tend to be impulsive, immature, and out of control

36
Q

Authoritative Parents

A

Baumrind
caring and emotionally available, yet firm, fair, and reasonable
set appropriate limits and provide structure and reasonable expectations

37
Q

criticism of Baumrind’s Research

A

parenting style may actually be a reaction to child’s innate temperament rather than influence on child’s behavior

38
Q

cross-cultural research on parenting

A

children’s culturally influenced expectations of how a parent should behave affects results of parenting styles (e.g. Korean child will likely view an authoritarian parent as loving and concerned)

39
Q

working mothers - research on sex roles

A

children of working mothers have more egalitarian views of sex roles than children of stay-at-home mothers

40
Q

working mothers - research on academic performance

A
middle class boys in daycare have slightly lower academic performance than middle class boy whose mothers do not work
however, lower class boys placed in daycare seem to do better academically than lower class boys raised at home
41
Q

attachment and day care- research

A

no dangers to healthy attachment, even in infants entering day care before 3 months

42
Q

day care and social development - research

A

children in day card tend to be more sociable, self-confident, and persistent
yet, they have also been found to be more disobedient, less polite, and more aggressive

43
Q

single parents and academic achievement - research

A

lower levels of achievement

largely thought to be due to effects of low family income, poverty

44
Q

gender roles

A

society expectations for appropriate male or female behavior

begin to develop virtually from birth and continue to develop throughout life

45
Q

gender identity

A

individual’s perception of him/herself as male or female

achieved by age 3 at the latest

46
Q

gender constancy

A

recognition that gender does not change with dress or behavior
attained by age 5 or 6

47
Q

Kohlberg’s stages of gender identity

A

gender identity
gender stability - gender is stable over time
gender constancy

48
Q

gender role development - social learning theory

A

children acquire gender roles through imitation and reinforcement

49
Q

gender role development - cognitive-developmental theory

A

children’s thinking process is key force behind gender roll development

50
Q

gender schema theory

A

most accepted theory of gender role development
children use gender as schema to organize their world
considers both social learning and child’s cognitive processes as involved in gender role acquisition
e.g. girl plays with dolls because she has observed other girls doing so and because her mother has rewarded her with praise
in addition, she has a category for “girl,” recognizes that she belongs to this category, and defines this category, in part, by enjoyment of dolls

51
Q

gender role development - psychoanalytic theories

A

emphasize the role of the Oedipus complex, in which the guilt and anxiety about sexual attraction to the other-sex parent is resolved by identifying with the same sex parent
argues that “biology is destiny”
differences in male-female genital structures account for differences in behavior and personality

52
Q

development of racial awareness

A

between 3-4, children become aware of differences based on racial or ethnic background
by age 4, children still do not fully understand racial differences, but they have begun to realize that color differences have social meaning
at age 4, children also begin to exhibit preference for same-race playmates

53
Q

4 stages of social play

A

solitary play - 2 y/o
parallel play - 2 y/o
associative play - 2-3
cooperative play - 2-3

54
Q

associative play

A

child interacts with other children and shares toys, but acts as he/she wishes and does not adopt any roles

55
Q

4 stages of cognitive play (Piaget)

A

repetitive play
constructive play
imaginary play
formal games with rules

56
Q

repetitive play

A

simple, repetitive muscular movements (e.g. rolling a ball)

57
Q

constructive play

A

using materials to construct or create something, e.g. building a tower with blocks

58
Q

imaginative play

A

involves fantasy and drama

e.g. playing doctor

59
Q

formal games with rules

A

varies with children’s ages
4-7: rules fluctuate and are egocentrically motivated
7-11, rules are followed more carefully
adolescence - rules are seen as absolute

60
Q

delinquency and aggression

A

nature of adolescents’ relationships with parents was single factor that accounted for delinquency

61
Q

Patterson’s Coercion Model of Aggression

A

1) children learn to be aggressive by observing coercive and antisocial behavior in the parents; such parents respond with increasingly coercive and aggressive behaviors that unwittingly reinforce coercive behavior in child; child’s coercive behavior leads to conduct problems
2) child with conduct problems experiences academic failure and peer rejection
3) child experiences depressed mood an is more likely to join a deviant peer group

62
Q

teacher expectations research

A

teachers’ expectations impact students’ academic performance (Rosenthal Effect)

63
Q

Montessori schools

A

maximum learning comes form manipulation of materials (sensory-motor stimuli), rather than through traditional classroom structure and rote learning

64
Q

4 identity states for adolescents) - James Marcia

A

identity achievement - YES crisis YES commitment
foreclosure - NO crisis YES commitment
moratorium YES crisis NO commitment
identity diffusion - NO crisis NO commitment

65
Q

theories of successful aging

A

activity theory - old age is fulfilling when the person remains active and involved as long as possible
disengagement theory - successful aging involves a natural and graceful withdrawal from life roles that a person can no longer carry out due to the physical limitations of aging (largely discredited)

66
Q

marital satisfaction over adulthood

A

curvilinear - high at the time of marriage, dips during the child-rearing years, becomes higher once all children have completed teens

67
Q

older men vs women

A

older men have more social status, income,and sexual partners
older women have more friends, are more involved with family, but have lower status and income

68
Q

Elizabeth Kubler’s Ross five stages of grief (when facing impending death)

A
DABDA
denial/disbelief
anger
bargaining
depression
acceptance
69
Q

three major categories of temperament (Thomas & Chess)

A

easy temperament (40% of babies)
difficult temperament - moody, easily frustrated, tense, overreact (10% of babies)
slow-to-warm up (15% of babies)

70
Q

social referencing

A

children uses cues from another person to deal with affective uncertainty
becomes common at about one year of age

71
Q

emotional development at age 2

A

embarrassment, empathy, and envy are clearly evident

72
Q

emotional development at preschool age

A

developmental task involves learning to better regulate emotions
attainment of object constancy, described by Mahler, is important for facilitating emotional regulation
preschooler needs to develop the ability to self-soothe an to reduce and tolerate the anxiety that emerges in response to separation from the primary caregiver
object constancy depends on the child’s capacity to recall an image of the caretaker as soothing even when the caretaker is absent

73
Q

3 categories of risk factors

A

individual
family
community

74
Q

Adult attachment interview - 4 categories

A

Autonomous
Dismissing
Preoccupied
Unresolved/Disorganized

75
Q

Autonomous (AAI)

A

They value attachment relationships, describe them in a balanced way and as influential. Their discourse is coherent, internally consistent, and non-defensive in nature.

76
Q

Dismissing (AAI)

A

They show memory lapses. Minimize negative aspects and deny personal impact on relationships. Their positive descriptions are often contradicted or unsupported. The discourse is defensive representations of the past.

77
Q

Preoccupied (AAI)

A

Preoccupied: Experience continuing preoccupation with their own parents. Incoherent discourse. Have angry or ambivalent representations of the past.

78
Q

Unresolved/Disorganized (AAI)

A

Show trauma resulting from unresolved loss or abuse.