Foundations of Human Development

1. Foundations of Human Development Instructor~ Rachel Karlsen Website~ http://wpchd310a.wordpress.com Cell number~ 360-901-5297 Workshop #5

2. Inspirational • Cards~ Names of God. There is a card in your file with a name of God and a few Bible verses on it. • Activity: Please read aloud your Bible verse. Please tell us the significance, if any, this name has for you. • Prayer…

3. Your Predominate Style? NORTH Acting—let’s do it, likes to act,try things, plunge right in. SOUTH Caring—likes to know that everyone’s feelings have been taken into consideration and that their voices have been heard before acting. WEST Paying attention to detail— Likes to know the who, what, when, where and why before acting. EAST Speculating—likes to look at bigpicture and the possibilities before acting.

4. Your Predominate Style Discuss: 1. Why did you choose this area? 2. How could this impact your learning team? (Where are the other members of your learning team?) 3. How might predominate styles affect the debate and discussion tonight? 4. What would your secondary style be?

5. Learning Objectives(slide 1 of 2) Upon completion of this workshop, each student should be able to: 1. Explain Bronfenbrenner's bioecological model of development, including the micro, meso-, exo-, and macrosystems. 2. Identify aspects of systems theory that focus upon developmental niche and family systems. 3. Articulate sociocultural influences on development across the lifespan.

6. Learning Objectives (slide 2 of 2) 4. Report evaluation of the various development theories in reference to what will be useful for his/her vocational fields and what needs to discarded, placing the work in the context of eclecticism. 5. Evaluate theories in light of issues of gender and culture. 6. Predict the value of theories of adolescent and adult development for future development courses. 7. Discuss main points of selected theory and defend them in contrast to other theories.

7. Approximate Schedule 6:00-7:00 Bible inspiration, intro activity, overview of evening, lecture notes, theory overview. 7:00-7:30 Final paper, notes/discussion (gallery walk) 7:30-8:00 break 8:00-9:30 Theory debate/di Nscussion (video, if time) 9:30-9:45 Preview next workshop 9:45-10:00 exit papers, group work, final questions

8. Assignments due tonight(5th workshop) • Read Craig & Dunn, pages 49-57 • Complete a 5-6 page typewritten paper that demonstrates eclecticism: what each student will retain and discard in light of their vocational choice (see Theory Application Paper on page 4 of syllabus and rubric at http://wpchd311.wordpress.com) • Learning Team • Give copy of key points, etc., of theory to classmates. • Present a brief overview of theory with main points and theorists • Be prepared to discuss your theory from the viewpoint of a theorists (debate using scenarios) • Complete and turn in Learning Team End of Course Evaluation • Be prepared to change Learning Teams (already accomplished in prior courses)

9. The Backwards Life Cycle(anonymous contribution) The life cycle is all-backwards. You should die first and get that out of the way. Then you should live for 20 years in a retirement center and get kicked out when you’re too young. You get a gold watch and then go to work. You work for 40 years until you’re young enough to really enjoy retirement. You should then go to college and party until you’re ready to go to high school. After that, you go to elementary school. You then become a very young child; you play; you have no responsibilities; you become a little baby. You go back to the womb and spend your last 9 months floating and finish off as a gleam in someone’s eye. From there, you go directly into God’s presence.

10. New insight… • Please think for a few minutes and then share with your elbow partner something that has been a new insight about human development and/or the life cycle. Extension: assimilation or accommodation?

11. Systems Theories • A system~A whole with interrelated parts • Parts are interconnected so that a change in one part causes change in the other parts • Systems are characterized by openness to and resistance to change • Systems contain possibility for feedback between parts • Multiple levels..separate from and connected to each other

12. The Bioecological Model

13. Bronfenbrenner’s bioecological model of development • Process-Person-Context-Time model • Journal of Family Theory and Review • Written by Jonathan Tudge, Irina Mokrova, Bridget Hatfield, RachanaKarnik • Title: The Uses and Misuses of Bronfenbrenner’sBioecological Theory of Human Development

14. Bronfenbrenner’s bioecological model of development ~Process, Person, Context, Time Process • Human development takes places through processes • Progressively more complex reciprocal interaction between a human being and the people, objects and symbols in their immediate external environment • Must occur on a fairly regular basis over extended periods of time • Such enduring forms of interaction are referred to as “proximal processes”

15. Bronfenbrenner’s bioecological model of development ~Process, Person, Context, Time • Person • Biological and genetic aspects are important • personal characteristics given more attention • Demand • Include age, gender, skin color, appearance • Initial interactions may be influenced because of the expectations formed immediately • Force • Include personality, persistence, motivation, etc. • Resource • Mental, emotional, social and material resources • Include past experiences, skill, intelligence, good food, caring parents, educational opportunities

16. Bronfenbrenner’s bioecological model of development ~Process, Person, Context, Time • Context (Involves four interrelated systems) MICROSYSTEM: • Environment, such as home, school or peer group • Great deal of time (activities and interactions) MESOSYSTEM • Interrelations among more than one microsystem • Examples: school, neighborhood, family EXOSYSTEM • The individual being considered is not actually in the situation • Important indirect influences on development • Example: mom has a stressful job, so she is cranky at home. Mom’s job is an exosystem for the developing child, even though they are never at mom’s work. MACROSYSTEM • Any group where members share values and belief systems (culture, resources, life styles) • The macrosystem influences and is influenced by all other systems.

17. Bronfenbrenner’s bioecological model of development ~Process, Person, Context, Time • Time • Crucial role • Three subsystems • Micro-time • what is occurring during the course of some specific activity or interaction • Meso-time • the extent to which activities and interactions occur with consistency in the environment • Macrotime (earlier term is chronosystem) • developmental processes can vary depending on certain historical events that are occurring as individuals are at certain ages

18. The Bioecological Model

19. Video Clip • Description of Bronfenbrenner’s bioecological model: • http://www.youtube.com/watch?v=me7103oIE-g

21. Parenting Across Cultures: The Different Ways We Raise Our Children http://www.youtube.com/watch?v=BJic9NrYk0Y&feature=related Many newer immigrants try to raise their children with traditional values. A panel of diverse experts discussing the role home cultures play in the way immigrant parents raise their children.

22. How Does Childhood Differ Between Traditional Societies and Modern Societies? http://www.youtube.com/watch?v=BvqOaWwLtjo Until recently in human history, all societies were small, non-literate, without centralized political leadership. (Start at approximately 11 minutes and end at approximately 20 minutes) • Nursing (minute 11), parenting, response of caregivers to child crying, physical punishment (minute 24) freedom of a child to explore (minute 27) and play

23. Sociocultural Influences • Cultural factors affect a cohort, a group of individuals born during the same historical era • There are different types of cultural influences: • Normative age-graded: biological and social changes (puberty, graduating from school, retirement, having children) • Normative history-graded: historical events such as wars, depressions, and epidemics • Non-normative: individual factors such as divorce, unemployment, illness, career changes

24. A Lifespan Profile on Influences (p. 55)

25. Small group discussion(Craig, p. 55) • Discuss • Normative age-graded influences • Normative history-graded influences • Nonnormative influences • Give personal examples of how each of these influenced your own development.

26. Development in a Broad Context • Lifespan development is a complex interaction among several important factors • Mediating factors—gender, ethnicity, socioeconomic background—determine how broader cultural-historical forces will be experienced • The family will shape one’s experience in important ways • Each person’s unique personal characteristics will determine how they act in and adapt to the broader context in which life unfolds

27. To summarize: • Environmental influences can be very specific events in our individual lives, or they can occur broadly across cultures • Learning is one of the primary environmental factors that shape our development. Major forms of learning include: • Classical and operant conditioning • Social learning • All development takes place in the broader context of family and culture • Thus, hereditary and environmental forces continually interact as development unfolds

28. Family and Culture • Family systems are at the heart of human behavior • Siblings share many similar experiences, but nonshared experiences and relationships also exist • Families pay a critical role in orienting him or her to society and culture • It is important to avoid ethnocentrism, the tendency to assume that our own beliefs, customs, and values are normal and others are abnormal

29. Gallery Walk Using appropriate sized sticky note, add to the following posters. Use your Theory Application paper to guide you. • Description of each theory considered • Possible vocational future • Theory aspects you want to retain • Theory aspects you want to discard

30. Learning teams for Debate/discussion Basic information is from Understanding Human Development, by Craig and Dunn • Psychodynamic theories (overview p. 11-14) • Clint, Darcy, Kate, Libby, Sarah • Behavioral theories (overview p. 14-16) • Chelsea, Cory, Heidi • Cognitive theories (overview p. 16-18) • Erica, Deanna, Milly, Yvette, Rachel

31. Criteria • Each member must participate in debate and be willing to try • Group must accurately reflect the position of their chosen theory • Creativity/getting into character • Hand out to other teams • Group presentation (5 minutes) to present your theory

32. Topic #1 • Heredity and Environment: • What does your theory say about nature vs nurture?

33. Topic #2 • Maturation and Learning: • How does your theory explain it?

34. Topic #3 • If you had to partner with a theorist from another group, whom would you choose? Who would you stay away from?

35. Topic #4 • Why would the world choose your theory as the correct theory?

36. Topic #5: 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 #6: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 #7To 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 #8What’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. Topic #9 Boys in School • Read the article title “When boys find school a royal pain” from the Oregonian. • Apply your theory. What would your “favorite theorist” say about this article?

41. Topic #10 • Read the article: • Why are American Kids So Spoiled? (The New Yorker, July 2, 2012) • From the viewpoint of your theory, make a few statements about parenting, children and culture (if possible). • As a theorist, what is your opinion of this article? Why?

42. Assignments due next week(1st workshop of HD311) slide #1 of 3 Individual 1. Read Chapter 2 of the Craig & Dunn textbook. 2. Read Chapter 1 (pp. 1–47) of the Faber & Mazlish book. 3. In preparation for class discussion, record observations this week from your home/work/community/environment of the way adults facilitate children dealing with their feelings. Your observations will be used for a class discussion on Chapter 1 of Faber & Mazlish. 4. Turn in a two-page paper explaining Paul Baltes' (see chart on p. 55 and read pp. 54–57) lifespan profile of influences. Include an example from your life, or a member of your family of origin and what the power the event had.

43. Assignments due next week(1st workshop of HD311) slide #2 of 3 Learning Team 1. Discuss which of the following developmental topics your learning team would like to research for presentation on the last evening of the course. a. Infant and Child Attachment b. Culture and Gender Issues in Development c. Language Development d. Effects of Media on Preschoolers e. Effects of Parental Loss f. Impact of Day Care on Development g. Illness: It's Effects on Development h. Effects of Abuse 2. During class, topic assignments will be made after a discussion to cover as many topics as possible. Other topics can be considered in consultation with the instructor.

44. Assignments due next week(1st workshop of HD311) slide #3 of 3 3. Each team will cooperatively present their topic to the class during Workshop Five. Each individual will write a six to eight-page research paper on the same topic (or sub-topic) chosen for presentation. For example: If one team chooses the topic, Effects of Parental Loss, one team member may research and write a paper on Loss of Mother to Death; another team member may research and write a paper on Loss of Father to Death; another may do a paper on Loss of Parent to Divorce; another to Loss of Parent's Incarceration and another to Loss of Parent to Drugs. All members of a team may want to write on the same aspect of Loss of Parent to Death. Either way is fine, however, the team will work cooperatively for the presentation. More instructions for paper and presentation can be found under Workshop Five. 4. During class, learning teams will choose a topic, dialogue about it, and discuss with the class: a. The implications of having a map of the human genome. b. Human cloning and its implications. c. The pros and cons of genetic counseling d. The challenges in interpreting the results of adoption and twin studies. e. How behavior geneticists study inheritance of psychological characteristics.

45. Group work and Exit papers • Remember to turn in exit/participation papers in file folders • Take everything you want from your file folder…I will reuse the rest • Thank you for participating tonight! • Website will be http://wpchd311.wordpress.com • Have a nice week!