Foundations of Human Development

1. Foundations of Human Development Instructor~ Rachel Karlsen Website~ http://wpchd310a.wordpress.com Cell number~ 360-901-5297 Workshop #2

2. Inspirational Jesus said: Matthew 28:20 Teaching them to observe all things that I have commanded you; and lo, I am with you always, even to the end of the age. Hope…possibility…encouragement… anything is possible… Prayer anyone?

3. Welcome! • Choose one or more candies.

4. Welcome If you chose: • green tell us something fun you did this week • red tell us your favorite movie or book • yellow tell us what you are looking forward to • pink tell us favorite quote or Bible verse • important person in your life and why • reoccurring or special dream

5. Learning Objectives(slide 1 of 2) • Demonstrate mastery of material covered in Craig & Dunn, Chapter 1, pp. 30-31 and Crain, Introduction, Chapters 1–3. • Distinguish between the three components of Freud's theory of personality. • Summarize Freud's psychosexual stages. • Debate the pros and cons of Freudian psychology's usefulness in understanding human development.

6. Learning Objectives (slide 2 of 2) • Explain Erikson's eight stages of development. • Contrast Freud's and Erikson's stages of development. • Defend each of the types of theories studied so far in terms of the knowledge of the timeframe in which the theory was proposed.

7. Approximate Schedule 6:00-7:00 Welcome, Bible inspiration (My Name Is Hope), overview of evening, notes and exam 7:00-7:30 Last Word Discussion, Psychodynamic activity 7:30-8:00 break 8:00-9:00 Psychodynamic theory intro activity, lecture notes, Freud and Erikson (compared) 9:00-9:45 group mini-presentation, final paper discussion, practice debate for final week. 9:45-10:00 exit papers, group work

8. Assignments due tonight(workshop 3) • Read Crain, Chapt. 11-12 (Theories of Development) • Review all readings thus far in preparation for Exam One, covering Craig & Dunn, Chapter 1, and Crain, Introduction, Chapters 1-3. The Exam will be done during class in Workshop Three • Learning team: • Research main contributors to selected theory • Submit a 2-3 page collaborative paper giving background information and positions of the main contributors of selected theory (10 points)

9. Assignments due next week(4th workshop) The following assignments are to be completed prior to this workshop: Individual 1. Read Craig & Dunn, pp. 13–20. 2. Read Crain, Chapters 6, 8, 9, and 10. 3. Continue assessing theories studied so far in preparation for the final paper. Learning Team 1. Research the main points of selected theory. 2. Prepare 1–3 page typed bullet points of main points, thoughts, and approaches of selected theory. This should be handed out to everyone in class on the final night of class (10 points) 3. Gather information obtained thus far and review for final presentation and class debate.

10. Exam time! Ten minutes: Review or take notes on index card you received. Please note: Only notes on this index card can be used on exam. (Colored index cards will be passed out.)

11. Growth vs Fixed mindset • Read and discuss article in file folder

12. Please note: Some of the topics discussed tonight will be controversial. Please be discerning for yourself how your faith can be integrated with your learning. It is useful to know all the issues and foundations of human development to become an informed person, even if we don’t always agree with theories presented.

13. Last Word Activity:structured reading discussion • Break into three groups of four or five people • One person reads a favorite sentence or two from Crain, Chapters 11 and 12 or Craig & Dunn, Chapter 1. • Moving around the circle, each person makes a comment on the quote or passes. • The first person who read has the Last Word…they tell why they chose the quote. • The next person reads a favorite sentence or two from Crain, Chapters 11 and 12 or Craig & Dunn, Chapter 1. • …and so on, until everyone has had a chance to choose a quote.

14. Psychodynamic theory intro activity • Number off by fours • With your small group, work together to define the terms I will give to you. • Be ready to share a technical definition as well as an “on the street” definition. • Use clay to model sculptures that symbolize your terms.

15. Psychodynamic theory intro activity:Terms (see instructions on previous slide) Stages Psychodynamic approach Psychoanalysis Id Unconscious mind Ego Conscious mind Defense mechanisms Repression Superego Oedipus complex Fixation Psychosexual stages Regression

16. Brief Review of Three Major Theoretical Perspectives

17. Developmental Periods in the Human Lifespan

18. Psychoanalytical approaches Sigmund Freud (1856-1939) • Physician • First to attempt systematic, global theory of development. • Influenced by principles of conservation of energy (which he applied to psychic energy)

19. Three main components to developmental theory (dynamics, structural, stages) • Dynamics • Primary sources of energy, instinctual needs, found in biological origins of organisms, instincts only temporarily satisfied and then the organism returns to state of tension

20. Three main components to developmental theory (dynamics, structural, stages) Structural • Sigmund Freud’s three processes • id…inborn biological structure, immediate gratification, tension reduction, seek pleasure/avoid pain ego…rational/conscious/function socially, interaction with environment that reduces needs superego..principles and mores of society becomes internalized, conscience,

21. Three main components to developmental theory (dynamics, structural, stages) Stages • Oral • Anal • Phallic • Latency • Genital

23. Psychoanalytical approaches Erik Erikson (1902-1994) • Artist/teacher • Built on Freud’s theories • developed a psychosocial theory, emphasizing individual and social interactions, in which people pass through eight stages. • greater emphasis on process of socialization and entire life span

24. Eight psychosocial stages • Each contained resolution of conflict to be resolved before moving on to next stage (individual/ego) • Oral-sensory (trust-mistrust) • Muscular-anal (Autonomy-shame and doubt) • Locomotor-genital (initiative-guilt) • Latency (Industry-inferiority) • Puberty/adolescence (identity-role confusion) • Young adulthood (intimacy-isolation) • Adulthood (generativity-stagnation) • Older adulthood (integrity-despair)

25. Erikson’s Psychosocial Stages (also see page 13 in Craig & Dunn) • Intimacy versus isolation – 18 to 40 years • Generativity versus self-absorption – 40 to 65 years • Integrity versus despair – 65 years and older • Trust versus mistrust – birth to 1 year • Autonomy versus shame and doubt – 12 to 36 months • Initiative versus guilt – 3 to 6 years • Industry versus inferiority – 6 to 12 years • Ego identity versus ego diffusion – 12 to 18 years

26. Comparison of Freud’s and Erikson’s Stages of Development Read through chart that compares the psychosexual stages of Freud with the psychosocial stages of Erikson.

27. Selected Defense Mechanisms Used by Children (Craig and Dunn, p. 175)

28. Selected Defense Mechanisms Used by Children (continued)

29. Emotional Regulation • Emotional regulation means learning to deal with emotions in acceptable ways • Children must learn to deal with guilt, shame, and other negative emotions, such as anger • Children should feel guilt when their behavior violates social norms and they should feel shame when they fail to live up to reasonable expectations of themselves

30. Emotional Regulation • Learning to Restrain Emotions • Learning to manage anger is especially important • Children who express negative emotions tend to be unpopular with their peers • One research study showed that children who had temper tantrums at age 10 tended to have continued problems as adults • Children also need to learn to restrain their positive emotions and to express them in socially acceptable ways

31. Sensuality and Sexual Curiosity • At age 3 or 4, children usually express curiosity about their genitals • They may engage in sexual play and masturbation • They quickly learn not to display such behavior in front of adults • Different cultures respond to children’s developing sensuality in various ways

32. Aggression and Prosocial Behavior • Aggression is universal and natural • Physical aggression increases in early childhood, then declines as children learn to resolve conflict or replace physical with verbal aggression • Children learn to be aggressive by observing aggressive models • Children can also learn empathy through observing models with empathy • Physical punishment tends to increase aggression • Physical punishment often causes frustration • The punisher is also modeling physical aggression

33. Group mini-presentation(Theoretical Frameworks for Human Development) Tell about your collaborative paper. Include: ~background information ~main contributors of selected theory Classmates: ~take notes on provided worksheet (See next slide and worksheet for theories)

34. Learning teams(last week) Basic information is from Understanding Human Development, by Craig and Dunn • Biologically based theories (overview p. 10-11) • Psychodynamic theories (overview p. 11-14) • Behavioral theories (overview p. 14-16) • Cognitive theories (overview p. 16-18) Each week, learning team assignments will use these selected theories.

35. Final week: paper discussion and practice debate • Theory Application paper discussion • http://wpchd310a.wordpress.com/ • click Rubrics, click Theory Application Paper wk 5 • Practice Debate. • Using the following screens, in your Learning Team, discuss what is happening from the viewpoint of your group’s chosen theory. Be prepared to answer as a theorist. Jot notes for classroom discussion.

36. Topic #1: Thoughts and behavior • A young child’s thoughts and behaviors are frequently quite different than ours. Give examples from the viewpoint of your chosen theory/theorists.

37. Topic #2:Baby noises •  Infant crying is often viewed as an expression of discomfort, or a simple reflex, or mere fussing. State what might be happening, possibly including reference to stages.

38. Topic #3To Raise a Child • Give tips, best practices and proverbs from the viewpoint of your chosen theory on the best way to parent and teach children

39. Topic #4What’s happening? Andy is ten years old. Last year, his parents divorced after trying to work things out through counseling. He lives with his mom and sees his dad at least once per week. Despite his best efforts to do well, he failed two subjects and has a hard time making friends. He will sometimes complete his school work by copying answers from students he considers to be smart. He feels like he is not good at anything in particular. From the viewpoint of your chosen theory, what is going on here?

40. Baby Einstein Rules.Early is best for formal education experiences for children! • Yes, I agree with this statement. • No, I do not agree with this statement.

41. Attendance in childcare programs deprive children of quality early life experiences. • Yes, I agree with the statement. • No, I do not agree with the statement.

42. Preschool children are incapable of holding or acting on prejudicial attitudes. • Yes, I agree with this statement. • No, I do not agree with this statement.

43. Group work and Exit papers • Connect with learning team • Remember to turn in exit/participation papers in file folders • Thank you for coming to class! • Have a nice week!