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Module 17 Part 2

Module 17 Part 2. Beyond Piaget. Social development. How a person develops a sense of self or self-identity, relationships with others and social skills Long complicated process influenced by individual emotional and cognitive factors (nature) and outside social pressures (nurture).

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Module 17 Part 2

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  1. Module 17 Part 2 Beyond Piaget

  2. Social development • How a person develops a sense of self or self-identity, relationships with others and social skills • Long complicated process influenced by individual emotional and cognitive factors (nature) and outside social pressures (nurture)

  3. Other stage theories • Freud - Psychosexual • Erikson - Psychosocial

  4. Freud • First 5 years most important • Oral - first 18 months • Anal - 1.5 - 3 years • Phallic - 3 -6 years • Latency - puberty • Genital - post-puberty

  5. Oral Stage • Oral stage: Birth - 18 months (approx.) • Physical focus: mouth, lips, tongue Sucking is the primary source of pleasure. Everything goes in the mouth. Sucking  = food. • Psychological theme: dependency. A baby is very dependent and can do little for itself. If baby’s needs are properly fulfilled can move onto the next stage. If not fulfilled baby will be mistrustful, or over-fulfilled baby will find it hard to cope with a world that does not meet all demands. • Adult character: highly dependent/highly independent. If baby becomes fixated at this stage Freud felt that he or she would grow to be an oral character. Mostly these people are extremely dependent/passive who want everything done for them. Freud also suggests that another oral character is the person who is highly independent and that when under stress the orally fixated person may flip from one type to the other.

  6. Anal Stage • Anal Stage: 18 months - 3.5 years (approx.) • Physical focus: anus (elimination). Baby is supposed to control bowels. Freud believed baby’s sexual pleasure centred around the anus. • Psychological theme: self-control/obedience. These things are not just related to toilet training but also learning to control urges and behaviours . What goes wrong here is either parents being too controlling or not controlling enough (Freud was a great believer in moderation). • Adult character: anally retentive (rigid, overly organised, subservient to authority) vs. anally expulsive (little self-control, disorganised, defiant, hostile).

  7. Phallic Stage • Phallic Stage: 3.5 - 6 years (approx.) • Physical focus: penis. Freud believed that boys and girls both focussed on penis. Boys: why hasn’t she got one? Girls: why haven’t I got one? Children become particularly interested in genitals at this stage. • Psychological theme: morality and sexuality identification and understanding meaning to be a girl/boy. Children, according to Freud have sexual feelings for the opposite sexed parent at this stage (and deal with Oedipus / Electra complexes - basically erotic attachment to parent of opposite sex, but since these feelings are not socially acceptable, it may become hostility) and feel some hostility to same-sex parent.  Boys experience castration anxiety and girls suffer penis envy.  During this time emotional conflicts are resolved by eventually identifying with the same sex parent • Adult character: promiscuous and amoral/ asexual and puritanic

  8. latency • Latency Stage: 6 years to puberty --> (approx.) • The latency stage is the period of relative calm. The sexual and aggressive drives are less active and there is little in the way of psychosexual conflict.

  9. Genital Stage • Physical focus: genitals (post puberty) • Psychological theme: maturity and creation and enhancement of life.  So this is not just about creating new life (reproduction) but also about intellectual and artistic creativity. The task is to learn how to add something constructive to life and society. • Adult character: The genital character is not fixed at an earlier stage. This is the person who has worked it all out. This person is psychologically well-adjusted and balanced. According to Freud to achieve this state you need to have a balance of both love and work.

  10. Freud • Interaction between parent and child to satisfy psychosexual needs greatly influences social development • If child’s desires are over or under satisfied he may become fixed at one of the first three stages • Fixation hinders development

  11. Evaluating Freud • Most agree the early stages are important • Over-emphasis on sexuality criticized for neglecting social and cognitive factors • Many children overcome early experiences, unlike Freud’s predictions • Weak as more descriptive than explanatory, and difficult to verify

  12. Erikson’s Psychosocial theory • Erik Erikson (late 20th c) • Psychosocial stages are developmental periods where the individual’s goal is to satisfy desires associated with social needs. • Originally had 8 stages, but now includes at least 10, all the way to extreme old age

  13. Psychosocial • As we resolve each potential “conflict” we develop positive personality traits and better solve the next stage. • Failure to handle each conflict creates psychological problems • Here we will discuss the first 5 stages

  14. 1: Trust vs Mistrust • Early infancy • Infant requires close contact (attachment) to learn her needs will be met. If they are, the infant will learn basic trust. Otherwise, he will see the world as uncaring and become mistrustful

  15. 2: Autonomy vs Shame/Doubt • Late infancy - 2/3 years • The urge to explore leads to independent action. If this is encouraged, the child will learn self-trust and autonomy. • Otherwise the child learns to question himself and be ashamed of independent behaviour

  16. 3: Initiative vs Guilt • 3-5 years • As the child takes initiative and responsibility for personal action, she learns to meet challenges and initiate new things • If initiative is discouraged, the child may feel uncomfortable or guilty and be unable to plan for himself or the future

  17. 4: Industry vs Inferiority • 5-12 years • If a child can learn to direct energy at completing tasks and participating in social activities, she will feel industrious (productive, proud, worthwhile) • Difficulty at applying self to school or social commitments can lead to inferiority feelings and incompetence

  18. 5: Identity vs role confusion • Early adolescence • Behaviours become more purposeful, responsible and planned, which creates a feeling of confidence and positive identity • If not, she will experience role confusion resulting in low self-esteem and social withdrawing

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