Behavior by Dra Pacifico

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Behavioral Development

Dra. Rochelle Pacifico

February 8, 2012

Behavior

y Manner of conducting oneself; action and responses to environmental situationsy In the past, they suggest that child is solely influenced by adult modelsy However, nowadays, studies have suggested that the child has predictable natural tendenciesy DEVELOPMENTAL PLASTICITY innate conditions can be enhanced by other influential factors

Psychosexual development

central element in the theory of psychology main concern was sexual desire (libido) defined of formative drives, instincts and appetites that

form adult personality

Two primary ideas of the concept:

1. Everything you become is determined by your first few years2. Develop how to handle anti-social impulse in socially acceptable ways.

***erogenous zone we can identify certain organ of pleasure depending on what stage of

development

Sigmund Freud also made the structure of personality

1. ID pleasure principle e.g drives and instincts2. SUPEREGO contains all moral lessons learned in life, internal voice of authority (conscience),

partially conscious

3. EGO reality principle, mediates between ID and SUPEREGO (conscious mind); how can I satisfymy pleasure in socially acceptable way

***Frustration or overindulgences in satisfying libidinal urges lead to fixation

***fixation on a zone may lead to personality d/o

EGO DEFENSE MECHANISM

Repression anxiety arousing thought are kept out of consciousness e.g. accidents happen and the

victim cannot remember; you have this desire during class and try to shake your hand and think of

something else; if you wont release in some time, your ID will find a way to satisfy it.

Identification when a person symbolically represents himself with or in another person e.g. like father

like son; you use an excuse that you are like this because your father has this kind of attitude.

Projection threatening or worrisome traits or impulses are blamed on another, so as to ignore these in

themselves. E.g he cant fight back his abuser so he project it with another child who he can bully;

Rationalization attribute oneself a noble motive for an action rather than the real motive which may

not be so noble. E.g a person who is materialistic wants to buy a car but then I realize I shouldnt buy it

because its too expensive but still bought it in the end for his daughter when she goes to school. E.g

mother: why did you eat it? That cake is for your brother. Child: but, hes too fat already. He doesnt

need this.

FIVE STAGES OF PSYCHOSEXUAL DEVELOPMENT by Sigmund Freud

STAGEPHASE

EROGENOUS

ZONE FRUSTRATION

FIXATION

Infancy

(0-1 year)

Oral Mouth Dependency Excessive oral

stimulation

Toddler

(2-3 years)

Anal Bowel/bladder Mastery of

complex

Motor/cognitive

response

Stinginess/stubbornness

Orderliness/messiness


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Early Childhood

(4-6 years)

Phallic Genitals Identifying with

parent of same

sex (Castration

anxiety/penis

envy)

Oedipus

complex/Elektra

Complex

Late Childhood

(7-12 years)

Latency Dormant sexual

feelings

Adolescence

(12-18 years)

Genital Sexual feelings

mature

Sexual Disorder

***Early Childhood- they observe how parents and how parents act; they look at their parents as

models; this is also the time they play imaginary and play house. They become so attached with their

parent of opposite sex. Also, this will be the time where they find pleasure with their genitals.

Pitfalls of Psychosexual development

No scientific justification of this theory Not an acceptable model among practicing psychologists Only studied males and did not directly observe children So Erikson used Freud and did it prospectively

ERIKSON DEVELOPMENTAL STAGE

8 developmental stages Propose decisive, general encounters between child and others In each stage, an individual confronts issue that helps him master new challenges Each stage builds on the successful completion of earlier stages Challenges of stages not successfully completed may re-appear as future problems.

ERIKSONS 8 STAGES OF PSYSCHOSOCIAL DEVELOPMENTAL

Infancy Trust vs

Mistrust

Where am

I?

Social

attachment,

start of

maturation

Mother

Toddler

(1 - 3 years)

Autonomy vs

Shame and

Doubt

Do I need

help from

others?

Independence

from caregivers

Parents/ caregivers

Play Age

(3-6 years)

Initiative vs

Guilt

How moral

am I?

Courage to act

for a purpose;

knows what isright and

wrong; knows

how to reason

out

Parents/caregivers/teachers

School age

(7-12 years)

Industry vs

inferiority

Am I good

at what I

do?

Completion if a

productive

situation

(competency);

Teachers/parents

Adolescence

(13-19 years)

Identity vs Role

Identification

Who am I? Ability to settle

on a school or

occupation

Peers

***Infancy - if the baby cries, you attend to it immediately. This will make the child to trust every person

too much. E.g her boyfriend cheats on her, when her friends told her about this, but she doesnt believe

to her friends and still trust him.

***Spoil giving everything and anything they want beyond the age of 1.


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Value of Theory (ERIKSON)

Illustrated why unhealthy resolution of early phases, resulted to difficulty with crises inadulthood.

Provided answers for practical application. Raised new potential for therapists and their parents to identify key issues and skills that

required addressing

Yielded a guid to asses child reading and teaching practices in terms of their ability to nurtureand facilitate healthy emotional and cognitive development

Attachment theory of Bowlby

understand human behavior considering adaption to the environmental children need mechanisms to keep them close to their parents for survival: attachment

behaviors e.g. Baby cry, social smile, sucking, grasping, babbling

Child draws up expectation and feelings about attachment figures availability andresponsiveness

ATTACHMENT THEORY

By Bowlby

Phase 1

- First 3 months- Indiscriminate responsiveness to humans

Phase 2

- 3-6 months-

Focusing on familiar individuals

Phase 3

- 6 months to 3 years- Intense attachment (e.g follows mother everywhere) and active proximity-seeking- Separation anxiety/stranger anxiety- Start following parents; establish a goal corrected system (adjusting movements)

Phase 4

- 3 years to end of childhood years- Partnership behavior- Consider needs or goals of caregivers as well

***How about if the parent(s) ask for your advice of when is the best time to go back to work? Thus,

leaving your child at home with someone else.

Phase 1 it is technically a yes because the child doesnt recognize anyone yet but then how are you

going to form a consistent trust vs mistrust with a yaya, grandparents?

Phase 2 starts to mangilala

Phase 3 a big NO! because they have this strong attachment

Phase 4 this is when they begin to understand and you reassure the child that youll be back

Value of theory (BOWLBY)

Working model gives children a general idea of their caregivers accessibility andresponsiveness

Yielded a guide to assess child rearing and adoption practices in terms of their ability to nurtureand facilitate healthy emotional and cognitive devt

E.g

1. parents should take cues from the child without being over sensitive or responsive

2. Being intrusive on the child unhealthy because of too much control away from the child


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3. Highlights the harmful effects of separation

COGNITIVE DEVELOPMENT

By Jean Piaget

Cognitive sages consist of a cycle of learning:

Reflecting abstraction repeated actions lets the child differentiate and integrate elements and their

effects.

o Teaching the child how to count: mother: 1, 2, 3 how many balls? Child: pokerfacemother: okay again. 1, 2,3 child: (look back to the mother) *mother do this until the

child learns

Empirical abstraction

child is able to identify properties of objects by the way different actions affect them (conservation and classification)

o Examples ofConservation Object Permanence Counting and determining how many Which is more, bigger, heavier

o Classification starts to sort by colors, shape; next according to animals, plants, things Allows the child to constructs way of dealing with objects and new knowledge about objects

themselves.

Assimilation, accommodation and organization of new information allows the child to learnmore complex information and actions. Thus resulting to a higher cognition.

COGNITIVE DEVELOPMENT

By Jean Piaget

Stages ofCognitive development

1. Sensorimotor stage (birth 2 years)a. Child through physical interaction with the environment, builds a set of concepts about

reality and how it works

b. Experiences are assimilated in a circular manner and repeatedc. Starts off with reflexes and then habits

2. Pre-operation Sage (2-7 years)a. Operations refer to logical conceptsb. Child not yet able to conceptualize abstractly and needs concrete physical situationc. Learn symbolic thinking that is largely egocentric and intuitive at this stage (not logical)d. Object permanence and pretend play are establishede. Theory of the mind

i. Ability to understand that others have beliefs, intentions and desire differentfrom ones own

ii. autistic child does not have this since the see other things as extension ofthemselves e.g if you take away her doll and accidentally rip it, she feels like

shes gonna die too.

3. ConcreteOperation (7-12 years old)a. With accumulation of EXPERIENCE, child starts to conceptualize, creating logical

structures that explains his physical experience

b. Capable of abstract problem solving, arithmetic solved with numbers and not objectsc. Important processes at this stage: serration, classification, decentering, reversibility,conservation, elimination or egocentrismd. Teacher users example and experiments to teach lessons for child for easier

understanding

4. Formal Operation (beginnings at ages 11-15 years)a. Child cognitive structures are like those of adults and include conceptual reasoningb. Able to abstract and reason logically


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Characteristics of the 4 stages

Timing of stages may vary but the sequence does not mean universal (not culturally specific) Generalizable: representational and logical operation available should extend to all kinds of

concepts and content knowledge

Hierarchical nature of stage sequences (each successive stage incorporates elements of previousstages, but it

Value of this theory in learning

o Curriculum educators must plan a developmentally appropriate curriculum that enhancestheir students logically and conceptually growth

o Instruction teachers must emphasize the critical role of experience or interactions with thesurrounding environment or play in student learning.

DEVELOPMENT OF MORAL REASONING

By Kohlberg

A. Pre-Conventional Stage (Children)1. Obedience and punishment orientation

how can I avoid punishment? Which is good and bad according to parents?

2. Self interest orientation whats in it for me? E.g. they only look at the acts motive and goodness in it, judgment depends if it

benefits him or not

B. Conventional Stage (Adolescents and Adults) judge morality of an action by comparing the actionto societal views and expectations.

3. Interpersonal accord and conformity driven rules and authority

4. Authority and social order obedience driven culpability E.g. knows how to reason out depending on the circumstances; knows how to see

both sides of the judgment; they look on an act how it will affect the society.

C. Post-Conventional: Principled Level5. Social contract driven

majority decision and compromise6. Universal ethical principles driven

Abstract reasoning grounded on justiceValue of theory

Provide adults with a guide on how to promote moral development in children Illustrate the difference between legally vs morally acts

***some issue on gender bias:

Men: advance moral thought revolved around rules, right and abstract principles

Women: centers on interpersonal and moral centers of emotion


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SUMMARY

Stage Pyschosexual by

Freud

Psychosocial by

Erikson

Cognitive by Jean

Piaget

Moral Reasoning

by Kohlberg

Infancy

(0-1)

Oral Trust vs mistrust Preoperational Pre-conventional

T

oddler(1-3)

A

nalA

utonomy vsShame and Doubt Preoperational Preconventional

Early Childhood

(4-6)

Phallic Initiative vs Guilt Preoperational Preconventional

Late Childhood

(7-12)

Latency Industry vs

Inferiority

Concrete

Operation

Pre-conventional

Adolescence

(12-19)

Genital Identity vs Role

Confusion

Formal Operation Conventional

Adulthood Intamacy vs

Isolation

Formal Operation

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Behavior by Dra Pacifico