Psychological Development p.g.d.e

8/14/2019 Psychological Development p.g.d.e.

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PSYCHOLOGICALPSYCHOLOGICALDEVELOPMENTDEVELOPMENT

P.G.D.E.P.G.D.E.

Bernard McGettrickBernard [email protected]@ucd.ie


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BASIC AIMBASIC AIM

To get an understanding of how the individualTo get an understanding of how the individual

developsdevelops

To use this understanding in relating to theTo use this understanding in relating to theindividualindividual

This understanding comes fromThis understanding comes from

TheoryTheory

Knowledge of people generallyKnowledge of people generally

Knowledge of the specific individualKnowledge of the specific individual


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Growth and DevelopmentGrowth and Development

How do I

learn best?

Who willteach me?

Is this the

best way to

do it?


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CONSIDERATIONSCONSIDERATIONS

What can psychology contribute to ourWhat can psychology contribute to our

understanding of individual development?understanding of individual development?

How can this understanding facilitateHow can this understanding facilitatedevelopment?development?

What can psychology contribute to theWhat can psychology contribute to the

development of a positive relationship in thedevelopment of a positive relationship in the

classroom?classroom?


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COURSE CONTENTCOURSE CONTENT

IntroductionIntroduction

Personality DevelopmentPersonality Development

Self EsteemSelf Esteem

Cognitive DevelopmentCognitive Development


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Personality DevelopmentPersonality Development

Psychosocial ModelPsychosocial Model

Development in AdolescenceDevelopment in Adolescence

Humanistic ApproachesHumanistic Approaches


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Self-esteemSelf-esteem

What is self-esteemWhat is self-esteem

The importance of self-esteemThe importance of self-esteem

Signs of low self-esteemSigns of low self-esteemThe teachers role in facilitating students inThe teachers role in facilitating students in

developing a adequate sense of self-esteemdeveloping a adequate sense of self-esteem


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COGNITIVE DEVELOPMENTCOGNITIVE DEVELOPMENT

The nature of intelligenceThe nature of intelligence

PiagetPiaget ConstructivistConstructivist

VygotskyVygotsky Social ConstructivistSocial Constructivist

MultipleMultiple GardnerGardner


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GRIEF BEREAVEMENT andGRIEF BEREAVEMENT and

LOSSLOSS

Students conceptualisation of deathStudents conceptualisation of death

Stages of GriefStages of Grief

Grief ReactionsGrief ReactionsTasks involved in grievingTasks involved in grieving

Needs of StudentsNeeds of Students

What schools/teachers can do.What schools/teachers can do.


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COURSE INFORMATIONCOURSE INFORMATION

BlackboardBlackboard

Course documentsCourse documents

Questions/suggestionsQuestions/suggestions

[email protected]@ucd.ie


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LOOKINGLOOKING

ATATTHETHE

INDIVIDAULINDIVIDAUL


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LOOKING AT THE INDIVIDUALLOOKING AT THE INDIVIDUAL

Levels of SelfLevels of Self

BehaviourBehaviour

Affect - FeelingsAffect - Feelings


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Levels of SelfLevels of Self

Self Ideal in SituationSelf Ideal in Situation

Ideal SelfIdeal Self

Actual SelfActual Self

Subconscious SelfSubconscious Self

Unconscious SelfUnconscious Self


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ACTUAL SELF IDEAL SELFACTUAL SELF IDEAL SELF

Actual SelfActual Self

The way we are.The way we are.

How we see ourselvesHow we see ourselves

How others see usHow others see us

I am..I am..

Ideal SelfIdeal Self

How we would like to beHow we would like to be


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SelfSelf

ACTUALACTUAL IDEALIDEAL

This is

the way I

amThis is the way

I would like to

be


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Subconscious - UnconsciousSubconscious - Unconscious

SubconsciousSubconscious

Material just below the levelMaterial just below the levelof consciousnessof consciousness

Would not take much toWould not take much tobring it back intobring it back intoconsciousnessconsciousness

UnconsciousUnconscious

Repressed materialRepressed material

If repression wereIf repression weresuccessful it would besuccessful it would becompletely forgottencompletely forgotten

Can come back intoCan come back into

consciousness and causeconsciousness and causegreat upsetgreat upset

II


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SELF IDEAL IN SITUATIONSELF IDEAL IN SITUATION

The goals, requirements theThe goals, requirements the individualindividual

believesbelieves that an organisationthat an organisation

SchoolSchool

FamilyFamily

GroupGroup

has for him or herhas for him or her


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Self Ideal in SituationSelf Ideal in SituationWhat goals, ideals,

expectations has the

school got for me?


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HOW WE RELATEHOW WE RELATE

VerbalVerbal

LinguisticLinguistic

ExtralinguisticExtralinguistic

Non-verbalNon-verbal

The messages we convey by our body languageThe messages we convey by our body language


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IMPORTANT CONSIDERATIONIMPORTANT CONSIDERATION

Importance ofImportance ofattitudeattitude

Three basic attitudes have been noted:Three basic attitudes have been noted:

I ItI ItI YouI You

I ThouI Thou

Students are unique, valuable and complexStudents are unique, valuable and complexThey have things in common with otherThey have things in common with other

people but are not the same as other peoplepeople but are not the same as other people


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BEHAVIOURBEHAVIOUR

CONSIDERATIONS INCONSIDERATIONS IN

LOOKING AT BEHAVIOURLOOKING AT BEHAVIOUR


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A-B-CA-B-C

DistalDistal

ANTECEDENTSANTECEDENTS

ProximalProximal

BEHAVIOURBEHAVIOUR

ProximalProximal

CONSEQUENCESCONSEQUENCES

DistalDistal


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ConsiderationsConsiderations

SettingsSettings

BEHAVIOURBEHAVIOUR ParametersParameters

ImplicationsImplications

Organismic VariablesOrganismic Variables


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SETTINGSSETTINGS

PersonsPersons

PlacesPlaces

TimesTimes

SituationsSituations


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ParametersParameters

FrequencyFrequency

IntensityIntensity

NumberNumberDurationDuration

*Sense or Meaning*Sense or Meaning


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Why?Why?


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Sense/MeaningSense/Meaning


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Developmental ConsiderationsDevelopmental Considerations

PhysicalPhysical

Social emotionalSocial emotional

CognitiveCognitive

EducationalEducationalOverall developmentOverall development

Is the behaviour characteristic of developmental stage?Is the behaviour characteristic of developmental stage?

Does it require intervention?Does it require intervention?


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Organismic VariablesOrganismic Variables

AgeAge

SexSex

IQ AchievementIQ Achievement


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Balance SheetBalance Sheet

Positive Aspects Negative Aspects


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FormulateFormulate

Behaviour Whocomplains

Settings Desiredoutcome


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FEELINGSFEELINGS

Occur in layersOccur in layers

Some feelings are more difficult to expressSome feelings are more difficult to express

than othersthan others

Society influences the expression of feelingsSociety influences the expression of feelings

People can be manipulated out of their feelingsPeople can be manipulated out of their feelings

Feeling will be expressedFeeling will be expressed


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Overall AimOverall Aim

To promote a positive classroom

environment where children feel safe,respected, part of the class and able to

achieve their full potential.


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Action PlanAction Plan

Set appropriate boundaries/rulesto give children an understanding of acceptable behaviour

to create a safe and secure environment

Pupil negotiatedgreater understanding of the importance of the rulesownership of

their views are respected

Simple and positiveexplicit

set goals for achievement


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Contd./Contd./

Introduce Circle TimeIntroduce Circle Time To address current behaviourTo address current behaviour

Create foundation on which to:Create foundation on which to: Establish positive relationshipsEstablish positive relationships Create a positive environmentCreate a positive environment

Provide opportunities to establish and develop class rulesProvide opportunities to establish and develop class rules

Explore and develop childrens emotional intelligenceExplore and develop childrens emotional intelligence


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Reinforcement StrategiesReinforcement StrategiesCatch them being goodCatch them being good

Give constructive praiseGive constructive praise

Be consistentBe consistent

Use others as examplesUse others as examples

Be a good role modelBe a good role model

Remind children of rulesRemind children of rules

Sanctions offered as a choiceSanctions offered as a choiceReinforce and review through circle time activitiesReinforce and review through circle time activities


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Successful OutcomesSuccessful Outcomes

Through setting clear boundaries children will feel safe andThrough setting clear boundaries children will feel safe andsecure in their surroundingssecure in their surroundings

Through discussion and role play children are able to makeThrough discussion and role play children are able to makethe right choices for themselves and more respectful of thethe right choices for themselves and more respectful of the

rights of othersrights of others

Through negotiation of rules children feel that their viewsThrough negotiation of rules children feel that their viewsare respected, they are a valued member of the classare respected, they are a valued member of the class

A positive learning environment is created throughA positive learning environment is created through

positively reinforcing appropriate behaviour and a consistentpositively reinforcing appropriate behaviour and a consistentapproachapproach


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Systemic approachSystemic approach

Documents

Psychological Development p.g.d.e