Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
PSYC 112 PSYCHOLOGY FOR EVERYDAY LIVING SESSION EIGHT – DEVELOPMENTAL PSYCHOLOGY PART II Lecturer: Dr. Paul Narh Doku, Dept of Psychology, UG Contact Information: [email protected] College of Education School of Continuing and Distance Education 2014/2015 – 2016/2017 Session Overview • This session is the concluding part of developmental psychology. It follows directly from the previous session and introduces you to some relevant areas in human development such as moral development, psychosocial development, parenting styles as well as some physical changes that takes place in us as we age. Slide 2 Session Outline The key topics to be covered in the session are as follows: • Topic One – Moral Development • Topic Two – Psychosocial Development • Topic Three – Parenting Styles • Topic Four – Physical Changes and Aging Slide 3 Reading List • Refer to students to relevant text/chapter or reading materials you will make available on Sakai Slide 4 Topic 1 – Moral Development College of Education School of Continuing and Distance Education 2014/2015 – 2016/2017 Kohlberg’s Theory of Moral Reasoning • Built on an earlier theory of moral reasoning proposed by Piaget, using a series of stories that involved moral dilemmas to assess a person’s level of moral reasoning • Discerned three levels of moral reasoning based on responses to the stories and the reasoning behind the responses given Levels of Moral Reasoning • Preconventional—moral reasoning is based on external rewards and punishments • Conventional—laws and rules are upheld simply because they are laws and rules • Postconventional—reasoning based on personal moral standards Moral Development Kohlberg’s Levels of Moral Reasoning 1. At the preconventional level of moral reasoning, the emphasis is on avoiding punishment and looking out for your own welfare and needs – Moral reasoning is self-oriented 2. At the conventional level of moral reasoning, moral reasoning is based on social rules and laws – Social approval and being a dutiful citizen are important 3. At the highest level, the postconventional level of moral reasoning, moral reasoning is based on self-chosen ethical principles – Human rights taking precedent over laws; the avoidance of selfcondemnation for violating such principles Kohlberg’s Levels of Moral Reasoning Level 1 Preconventional Morality Stage 1 Punishment Compliance with rules to orientation avoid punishment Stage 2 Reward orientation Compliance with rules to obtain rewards and satisfy own needs Kohlberg’s Levels of Moral Reasoning Level 2 Conventional Morality Stage 3 Good-girl/ good-boy orientation Engages in behavior to get approval of others Stage 4 Law and order orientation Behavior is guided by duty to uphold laws and rules for their own sake Kohlberg’s Levels of Moral Reasoning Level 3 Postconventional Morality Stage 5 Social contract orientation Obeys rules because they are necessary for social order but understands rules are relative Stage 6 Universal ethical principles orientation Concerned about selfcondemnation for violating universal ethical principles based on human rights Kohlberg’s Theory of Moral Reasoning • Kohlberg proposed that we all start at the preconventional level as children and as we develop, especially cognitively, we move up the ladder of moral reasoning – The sequence is uniform; however, not everyone reaches the postconventional level Summary of Kohlberg’s Moral Ladder Postconventional level Morality of abstract principles: to affirm agreed-upon rights and personal ethical principles Conventional level Morality of law and social rules: to gain approval or avoid disapproval Preconventional level Morality of self-interest: to avoid punishment or gain concrete rewards As moral development progresses, the focus of concern moves from the self to the wider social world. Kohlberg’s Theory of Moral Reasoning • Shortcomings of Kohlberg’s theory – Studied moral reasoning and not moral behavior – May not have adequately represented the morality of women – The higher stages may be biased toward Western cultures Topic 2 – Psychosocial Development College of Education School of Continuing and Distance Education 2014/2015 – 2016/2017 Erikson’s Psychosocial Stage Theory of Development • Emphasized the impact of society and culture upon development – Lead to an increase in research on life-span development – Criticized for the lack of solid experimental data to support it • Eight stages of development, each with a major issue or crisis that has to be resolved – Each stage is named after the two sides of the issue relevant in that stage Erikson’s Theory Stage Age Psychosexual Psychosocial Crisis Virtue Danger Infancy to age 2 Oral/ Sensory Trust vs. Mistrust Hope Withdrawal Early 2-3 Muscular/ Anal Autonomy vs. Shame Will Compulsion/ Play Age 3-5 Locomotor/ Initiative vs. Guilt Purpose Inhibition School Age 6-12 Latency Competence Inertia Adolescence 12-18 Puberty Identity vs. Identity Confusion Fidelity Role Repudiation Young 19-35 Intimacy vs. Isolation Love Exclusivity Adulthood 35-65 Generativity vs.Stagnation Care Rejectivity Old Age after 65 Wisdom Disdain Industry vs. Inferiority Integrity vs. Despair Erikson’s Psychosocial Stages 1 Trust vs. Mistrust (birth to 1 year) Infants learn that they can or cannot trust others to take care of their basic needs 2 Autonomy vs. Shame and Doubt (1 to 2 years) Children learn to be selfsufficient in many activities such as toilet training, walking, and exploring; if restrained too much they learn to doubt their abilities and feel shame Erikson’s Psychosocial Stages 3 Initiative vs. Guilt (3 to 5 years) Children learn to assume more responsibility by taking the initiative but will feel guilty if they overstep limits set by parents 4 Industry vs. Inferiority (5 years to puberty) Children learn to be competent by mastering new intellectual, social, and physical skills or feel inferior if they fail to develop these skills Erikson’s Psychosocial Stages 5 Identity vs. Role Confusion (adolescence) Adolescents develop a sense of identity by experimenting with different roles; no role experimentation may result in role confusion 6 Intimacy vs. Isolation (young adulthood) Young adults form intimate relationships with others or become isolated because of failure to do so Erikson’s Psychosocial Stages 7 Generativity vs. Stagnation (middle adulthood) Middle-aged adults feel they are helping the next generation though their work and child rearing, or they stagnate because they feel that they are not helping 8 Integrity vs. Despair (late adulthood) Older adults assess their lives and develop sense of integrity if they find lives have been meaningful; develop sense of despair if not meaningful Erikson’s Stages of Psychosocial Development Approximate age Stage Description of Task Infancy (1st year) Trust vs. mistrust If needs are dependably met, infants develop a sense of basic trust. Toddler (2nd year) Autonomy vs. shame Toddlers learn to exercise will and and doubt do things for themselves, or they doubt their abilities. Preschooler (3-5 years) Initiative vs. guilt Preschoolers learn to initiate tasks and carry out plans, or they feel guilty about efforts to be independent. Elementary (6 yearspuberty) Competence vs. inferiority Children learn the pleasure of applying themselves to tasks, or they feel inferior. Erikson’s Stages of Psychosocial Development Approximate age Stage Description of Task Adolescence (teens into 20’s) Identity vs. role confusion Teenagers work at refining a sense of self by testing roles and then integrating them to form a single identity, or they become confused about who they are. Young Adult (20’s to early 40’s) Intimacy vs. isolation Young adults struggle to form close relationships and to gain the capacity for intimate love, or they feel socially isolated. Middle Adult (40’s to 60’s) Generativity vs. stagnation The middle-aged discover a sense of contributing to the world, usually through family and work, or they may feel a lack of purpose. Late Adult (late 60’s and up) Integrity vs. despair When reflecting on his or her life, the older adult may feel a sense of satisfaction or failure. Erikson’s Psychosocial Theory of Development • Probably the greatest impact of Erikson’s theory is that it expanded the study of developmental psychology past adolescence into the stages of adulthood (young, middle, and late) • The sequence in the theory (intimacy issues followed by identity issues) turns out to be the most applicable to men and career-oriented women – Many women may solve these issues in reverse order or simultaneously – For example, a woman may marry and have children and then confront the identity issues when the children become adults Topic 3 – Parenting Styles Authoritarian Parents are demanding, expect unquestioned obedience, are not responsive to their children’s desires, and communicate poorly with their children Authoritative Parents are demanding but set rational limits for their children and communicate well with their children Permissive Parents make few demands and are overly responsive to their child’s desires, letting their children do pretty much as they please Uninvolved Parents minimize both the time they spend with the children and their emotional involvement with them, doing little more than providing for basic needs Parenting Styles • An authoritative parenting style seems to have the most positive effect on cognitive and social development – Children are the most independent, happy, self-reliant, and academically successful of the four parenting styles Social Development: Child-Rearing Practices Topic 4 – Physical Changes and Aging • Adulthood begins in the early twenties and ends with death in old age. • Women experience a physical decline in the reproductive system called the climacteric, ending at about age 50 with menopause - the cessation of ovulation and menstrual cycles and the end of a woman’s reproductive capability. • Andropause - gradual changes in the sexual hormones and reproductive system of males. • Increase in health problems, decrease in reaction time, and stability in intelligence and memory. References • Coon, D. and Mitterer, O. J (2013). Introduction to Psychology (13th ed). Wadsworth Cengage learning. Pp. 83115 • Feldman, S. R, Collins, J. E. and Green, M. J (2005). Essentials of understanding psychology (2nd ed). McGrawHill Ryerson. pp. 289-330 • Kosslyn, M. S, and Rosenberg, R. (2006). Psychology in context. pearson. Pp. 528-580 • Weiten, W. (2009). Psychology: Themes and variations (8th ed). cengage learning. Pp. 440-475 Slide 30