PSYC 1120

1. PSYC 1120 Human Growth and Development Class begins at 2 p.m. Metropolitan Community College

2. Class #17 Tuesday • Last chance book reports -- Thursday • Finish adolescence • Review Erikson’s Stages and Maslow’s Hierarchy of Needs • Schaie’s stages of adulthood

3. Adolescence

4. Cognitive Development • Formal operational thinking • Dialectical thinking • Seeing possibilities • Practical use of cognitive skills

5. Practical Cognition • Adapting -- to the environment -- individual attempts to accommodate behavior to the situation • Shaping-- individual attempts to change the environment

6. Practical Cognition • Selection-- individual opts to escape the situationdo exercise on practical cognition; discuss

7. Adolescent Egocentrism • Fables and Illusions • Personal Fable • Illusion of Invulnerability or Invincibility Fable • Imaginary audience • Peer pressure

8. Body image issues • Piercings and tattoos • Eating disorders • Anorexia nervosa • Bulimia nervosa

9. Moral Development Kohlberg: • Pre-conventional • Conventional • Post-conventional Gilligan • Orientation to justice and care

10. Social-Psychological Development • Freud -- genital stage • Erikson -- identity versus role confusion

11. Identity Formation • Identity states: • foreclosure • diffusion • moratorium • achievement

12. Discussion Questions • Why do you suppose teens who experienced early rejection by peers and/or neglect at home are more likely to show risky behaviors? • How could you help a friend who has an eating disorder?

13. What was your first year of high school like? Did your grades and self-esteem decline? What do you think teachers and administrators could do differently to make the transition easier for students?

14. Break • http://www.quia.com/files/quia/users/jfauchier/Break-Countdown---hands

15. Maslow’s Hierarchy of Needs

16. Erikson’s Stages • Trust vs Mistrust • Autonomy vs Shame and doubt • Initiative vs Guilt • Industry vs Inferiority • Identify vs Role Confusion • Intimacy vs Isolation • Generativity vs Stagnation • Integrity vs Despair

17. Stages of Adult Development G. Warner Schaie

18. Schaie’s views on adult development • Compared with adolescent, adults become more self- motivated, broader, reasonable, and practical in relation to adult responsibilities

19. Adult Development • Stages of adult development correspond with patterns of commitment and socialemphasis of adult life. • Adult stages begin afterchildhood and adolescence.

20. Period of Acquisitions • Childhood and adolescence • Learning basic skills • Information is absorbed indiscriminately withoutregard for its practical significance.

21. Achieving Stage • Late teens and early 20’s • Learning becomes more goal directed;entrepreneurial style • Building job-related skillsand reputation

22. Responsible Stage • Approaching middle adulthood • More job stability • Pattern integrates personal and family goals

23. Executive Stage • Middle adulthood • Job security • Attainment of many goals; mentoring others • Usually develops a broad sense of social responsibility

24. Reintegrative Stage • Late adulthood • Thoughts turn to making sense of life as a whole • Retirement and/or “passing the torch” to the next generation

25. Who Am I? PSYC 1120 Sources: Google; Wikipedia

26. Soviet developmental psychologist • intellectual development of children is a function of human communities • died of tuberculosis in 1934 at age 39

27. Russian physiologist, psychologist, and physician. • He was awarded the Nobel Prize in Physiology in 1904 for research pertaining to the digestive system • research on conditional reflexes greatly influenced not only science, but also popular culture

28. June 15, 1902 – May 12, 1994 • development of identity seems to have been one of his greatest concerns in his own life as well as in his theory • he was investigated by Senator Joseph McCarthy for alleged communist influence

29. He contended that humans have a number of needs • attend the University of Wisconsin from which he received his Ph.D. (1934) in psychology. • While in Wisconsin, he studied with Harry Harlow, who was known for his studies of rhesus monkeys and attachment behavior

30. born in Neuchâtel in the French-speaking part of Switzerland • He described four levels of development corresponding roughly to (1) infancy, (2) pre-school, (3) childhood, and (4) adolescence • children's thinking, or cognitive process, is different from that of adults

31. Austrian neurologist • left Vienna for exile in London, 1938 • popularized the "talking-cure“ • controversial

32. American feminist ethicist was named by Time Magazine as one of the 25 most influential Americans • claimed that the results of Kohlberg’s studies were biased because the participants in the basic study were largely male • in 1997 became Harvard’s first professor of Gender Studies

33. conducted pioneering work on experimental psychology and behaviorism • did not advocate the use of punishment • he proposed the widespread use of psychological behavior modification techniques as a form of social engineering.

34. His work has been focused primarily on the study of cognitive development from young adulthood to advanced old age • American social gerontologist and psychologist best known for co-founding (along with Sherry Willis) the Seattle Longitudinal Study in 1956. • Social responsibility is a major theme in his research

35. Assignment • Begin Adulthood • Take home tests are due on February 11. • Plan ahead to be here everyday till the end of the term! Points are attached!!! • Bring your books to class on February 11.