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