Child and Adolescent Development: Personal,social,and emotional development

1
Child and Adolescent DevelopmentPersonal,social,
and emotional development

• Week 2-2

2
Contents

• Erikson work
• Moral development

3
Erik Erikson (1902-1994)

• Born in Frankfurt, Germany, on June 15, 1902
• When he was 25, he was psychoanalysed by Anna
  Freud
• With the Nazis coming into power, he left Vienna,
  first for Copenhagen, then to US
• He was affected by Henry Murray, Kurt Lewin, Ruth
  Benedict, Margaret Mead, and Gregory Bateson.

4
1.Eriksons Psychosocial Theory

• Departed from Freuds framework
• Influenced by his own experience
• Ego psychology - stressed the autonomy of the
  ego.
• Eriksons entire theory can be viewed as a
  description of how the ego gains or loses
  strength as a function of developmental
  experiences.

5
The Life-Span Approach Erikson

• Basic assumptions
• Neopsychoanalytic previous life experience
  extremely important in determining/shaping
  personality
• Epigenetic principle genetically determined
  unfolding of maturation HOW we turn out is a
  function of social/environmental forces and
  experience in interaction with genotype.

6
The Life-Span Approach Erikson

• Basic assumptions (continued)
• Development is a lifelong process
• Personality emerges through relative resolution
  of developmental crises
• Ego psychology Ego is neither dependent on or
  subservient to the id, it is independent

7
Eriksons Psychosocial Theory

• Erikson viewed life as consisting of 8 stages
  (birth to death).
• First five stages of this theory parallel Freuds
  stages
• Erikson added 3 adult stages
• At each stage the ego acquires attitudes and
  skills that make the individual an active,
  contributing member of society.

8
Eriksons Psychosocial Theory

• Also emphasized that normal development must be
  understood in the context of cultural setting.

9
Epigenetic principle

• Sequence of these stages were determined by
  genetics.
• Each stage builds on preceding stages.
• Each stage involves the resolution of a basic
  psychosocial conflict.
• Success of resolution of each conflict determines
  healthy or maladaptive outcomes in adulthood.

10
Eriksons Psychosocial Theory

• Biology dictates when the stage occurs
• Social influences determine whether or not the
  crisis associated with the stage is resolved
  positively.

11
Eriksons Psychosocial Theory

• Positive resolution - strengthens ego.
• Negative resolution - weaker ego results.
• Viewed positive/negative as a ratio.
• When the crisis characterizing a stage is
  resolved, a virtue results.

12
Eriksons Eight Stages (stage 1)
Child develops a belief that the environment can
be counted on to meet his or her basic
physiological and social needs.
Trust vs. Mistrust
Infancy
13
Characteristics

• Most helpless, rely most on adults
• If adults satisfy needs in loving and consistent
  manner, they will develop feeling of basic trust.
  
• Rejecting inconsistent parenting leads to basic
  mistrust.

14
Eriksons Eight Stages(stage 2)
Child learns what he/she can control and develops
a sense of free will and corresponding sense of
regret and sorrow for inappropriate use of
self-control.
Autonomy vs. Shame Doubt
Toddlerhood
15
Characteristics

• Approx. age 1 - 3 years.
• Rapidly develop a variety of skills.
• Children become more willful and are prone to
  engage in a battle of wills.

16
Characteristics

• Parents perform delicate task of controlling
  childs behavior while maintaining childs sense
  of self-control.
• Positive resolution Autonomy
• Negative resolution Shame and guilt
• Virtue Will, the exercise of free choice as well
  as self-restraint.
• Ego becomes strong enough to deal with shame and
  doubt.

17
Eriksons Eight Stages(stage 3)
Child learns to begin action, to explore, to
imagine as well as feeling remorse(??) for
actions.
Initiative vs. Guilt
Early Childhood
18
Characteristics

• Approximate ages 4 to 5 years.
• Notable changes in motor skills, use of language,
  and vivid use of imagination.
• Limits are tested for what is permissible.

19
Characteristics

• Parents can encourage self-initiated behaviors,
  leading to the healthy development of initiative.
• If parents ridicule/overly restrict
  self-initiated behaviors, children will live
  within narrow limits others set due to guilt.
• Virtue Purpose - courage to envisage and pursue
  valued goals, uninhibited by guilt or fear of
  failure.

20
Eriksons Eight Stages(stage 4)
Child learns to do things well or correctly in
comparison to a standard or to others
Industry vs. Inferiority
Middle Childhood
21
Characteristics

• Approximately ages 6 to 11 years.
• Attend school, learn skills, prepare for economic
  survival
• Learn social skills and how to work cooperatively

22
Implications

• Successful resolution when child learns the
  pleasure of work, productivity and persevering
  diligence industry.
• Unsuccessful resolution when they lose confidence
  in ability to become contributing members of
  society inferiority.
• Virtue competence, the free exercise of
  dexterity and intelligence in the completion of
  tasks.

23
Eriksons Eight Stages(stage 5)

• Develops a sense of self in relationship to
  others and to own internal thoughts and desires
• social identity
• personal identity

Identity vs. Role Confusion
Adolescence
24
Characteristics

• Approximately ages 12 to 20 years.
• Erikson is best known for this stage.
• Identity crisis
• Children ponder the accumulated information about
  themselves and their society and ultimately
  commit themselves to some strategy for life.

25
Characteristics

• Role confusion can lead to much of the unrest and
  hostility expressed by many adolescents.
• Virtue Fidelity, ability to sustain loyalties in
  spite of the inevitable contradictions of value
  systems.

26
Implications

• Successful resolution have gained an identity
  and have become adults.
• Unsuccessful resolution Role confusion,
  inability to choose a role in life, prolonging
  this stage.

27
Eriksons Eight Stages(stage 6)
Develops ability to give and receive love begins
to make long-term commitment to relationships
Intimacy vs. Isolation
Young Adulthood
28
Eriksons Eight Stages(stage 7)
Develops interest in guiding the development of
the next generation
Generativity vs. Stagnation
Middle Adulthood
29
Eriksons Eight Stages(stage 8)
Develops a sense of acceptance of life as it was
lived and the importance of the people and
relationships that individual developed over the
lifespan
Ego-integrity vs. Despair
Later Adulthood
30
Critique

1. Lack of empirical validity
2. Ethnocentric bias
3. Gender bias
4. Problems with stages in adulthood

31
2.Kohlbergs Stages of Moral Development

• Lawrence Kohlberg
• Born into wealth on October 25, 1927 in
  Bronxville, New York.
• Did most of his research at Harvard University
• Missing on January 17 1987.

32
Kohlbergs Stages of Moral Development

• Pre-conventional Stages moral values reside
  outside people (Stages 1 2)
• Conventional Stages Moral values come from
  within but are measured in performance. (Stages 3
  4)
• Post-Conventional Stages Principled moral values
  are universal. (Stages 5 6)

33
Stage 1

• Pre-conventional moral values reside outside
  people, in bad people or things. No way to
  conceptualize STANDARDS, or rules for behavior.
• (1) Focus on obedience and avoiding punishment.
• (2) Ego-centric, self centered.
• (3) Defer to superior power or prestige.
• (4) Think mostly about avoiding trouble.
• (5) Can only take responsibility for the most
  concrete things or situations where the rules are
  obvious.

34
Stage 2

• Pre-conventional moral values reside outside
  people, in bad people or things. No way to
  conceptualize STANDARDS, or rules for behavior.
• (1) Naively egotistical orientation.
• (2) Right is satisfying ones own needs, and
  MAYBE somebody elses.
• (3) See values as relative, only beginning to see
  that your values may not be my values .
• (4) Naively egalitarian Were all equal and
  whats good for me is good for you.

35
Stage 3

• Conventional Moral values come in performing
  good roles well, in maintaining the conventional
  order, and in meeting other peoples
  expectations.
• (1) Want approval and want to please and help
  others.
• (2) Will try to conform to everybodys idea of
  what good is.
• (3) Not concerned with just outcomes, but
  INTENTIONS countIm doing this for your own
  good. This hurts me more than it does you...

36
Stage 4

• Conventional Moral values come in performing
  good roles well, in maintaining the conventional
  order, and in meeting other peoples
  expectations.
• (1) External standards in place you do your duty
  because that is what is right.
• (2) Show respect for authority and maintain the
  social order for its own sake.
• (3) Like approval, but only EARNED approval.

37
Stage 5 -- Principled Thinking

• Post-conventional Moral values come from
  principles that can be applied everywhere with
  all human beings.
• (1) Understand legal/contractual obligations.
• (2) Recognize the spirit and the letter of law.
• (3) Duty is defined in terms of social/legal
  contracts
• (4) Avoids violation of will or rights of others.
• (5) The few for the many .

38
Stage 6

• Post-conventional Moral values come from
  principles that can be applied everywhere with
  all human beings.
• (1) Oriented toward conscience or principles, not
  ordained social rules.
• (2) Principles seen as universa, logical
  consistent.
• (3) Self and The conscience.
• (4) High regard for mutual respect and trust.
• (5) The Mother Teresa Stage

39
Research Findings

• States are qualitatively distinct.
• Stages form a hierarchy.
• Sequence is invariant.
• System transcends cultures in urban societies.
• Gender neutral
• Consistency between stage and moral behavior

40
The end