Transcript session eight – developmental psychology part two

PSYC 112
PSYCHOLOGY FOR EVERYDAY
LIVING
SESSION EIGHT – DEVELOPMENTAL
PSYCHOLOGY PART II
Lecturer: Dr. Paul Narh Doku, Dept of Psychology, UG
Contact Information: [email protected]
College of Education
School of Continuing and Distance Education
2014/2015 – 2016/2017
Session Overview
• This session is the concluding part of
developmental psychology. It follows
directly from the previous session and
introduces you to some relevant areas in
human development such as moral
development, psychosocial development,
parenting styles as well as some physical
changes that takes place in us as we age.
Slide 2
Session Outline
The key topics to be covered in the
session are as follows:
• Topic One – Moral Development
• Topic Two – Psychosocial
Development
• Topic Three – Parenting Styles
• Topic Four – Physical Changes and
Aging
Slide 3
Reading List
• Refer to students to relevant text/chapter or reading materials
you will make available on Sakai
Slide 4
Topic 1 – Moral Development
College of Education
School of Continuing and Distance Education
2014/2015 – 2016/2017
Kohlberg’s Theory
of Moral Reasoning
• Built on an earlier theory of moral reasoning
proposed by Piaget, using a series of stories that
involved moral
dilemmas to assess a
person’s level of moral
reasoning
• Discerned three levels of
moral reasoning based
on responses to the
stories and the reasoning
behind the responses given
Levels of Moral Reasoning
• Preconventional—moral reasoning is based on
external rewards and punishments
• Conventional—laws and rules are upheld simply
because they are laws and rules
• Postconventional—reasoning based on personal
moral standards
Moral Development
Kohlberg’s Levels
of Moral Reasoning
1. At the preconventional level of moral reasoning, the
emphasis is on avoiding punishment and looking out for
your own welfare and needs
– Moral reasoning is self-oriented
2. At the conventional level of moral reasoning, moral
reasoning is based on social rules and laws
– Social approval and being a dutiful citizen are important
3. At the highest level, the postconventional level of moral
reasoning, moral reasoning is based on self-chosen
ethical principles
– Human rights taking precedent over laws; the avoidance of selfcondemnation for violating such principles
Kohlberg’s Levels
of Moral Reasoning
Level 1 Preconventional Morality
Stage 1 Punishment Compliance with rules to
orientation avoid punishment
Stage 2 Reward
orientation
Compliance with rules to
obtain rewards and satisfy
own needs
Kohlberg’s Levels
of Moral Reasoning
Level 2 Conventional Morality
Stage 3 Good-girl/
good-boy
orientation
Engages in behavior to get
approval of others
Stage 4 Law and
order
orientation
Behavior is guided by duty
to uphold laws and rules
for their own sake
Kohlberg’s Levels
of Moral Reasoning
Level 3 Postconventional Morality
Stage 5 Social
contract
orientation
Obeys rules because they
are necessary for social
order but understands
rules are relative
Stage 6 Universal
ethical
principles
orientation
Concerned about selfcondemnation for violating
universal ethical principles
based on human rights
Kohlberg’s Theory
of Moral Reasoning
• Kohlberg proposed that we all start at the
preconventional level as children and as we
develop, especially cognitively, we move up the
ladder of moral reasoning
– The sequence is uniform; however, not everyone
reaches the postconventional level
Summary of Kohlberg’s Moral
Ladder
Postconventional
level
Morality of abstract
principles: to affirm
agreed-upon rights and
personal ethical principles
Conventional
level
Morality of law and
social rules: to gain
approval or avoid
disapproval
Preconventional
level
Morality of self-interest:
to avoid punishment
or gain concrete rewards
 As moral
development
progresses, the focus
of concern moves
from the self to the
wider social world.
Kohlberg’s Theory
of Moral Reasoning
• Shortcomings of Kohlberg’s theory
– Studied moral reasoning and not moral behavior
– May not have adequately represented
the morality of women
– The higher stages may be biased toward Western
cultures
Topic 2 – Psychosocial
Development
College of Education
School of Continuing and Distance Education
2014/2015 – 2016/2017
Erikson’s Psychosocial
Stage Theory of Development
• Emphasized the impact of society and
culture upon development
– Lead to an increase in research on life-span
development
– Criticized for the lack of solid experimental
data to support it
• Eight stages of development, each with a
major issue or crisis that has to be
resolved
– Each stage is named after the two sides of
the issue relevant in that stage
Erikson’s Theory
Stage
Age
Psychosexual
Psychosocial
Crisis
Virtue
Danger
Infancy
to age 2
Oral/ Sensory
Trust vs. Mistrust
Hope
Withdrawal
Early
2-3
Muscular/ Anal
Autonomy vs.
Shame
Will
Compulsion/
Play Age
3-5
Locomotor/
Initiative vs. Guilt
Purpose
Inhibition
School Age
6-12
Latency
Competence
Inertia
Adolescence
12-18
Puberty
Identity vs. Identity
Confusion
Fidelity
Role Repudiation
Young
19-35
Intimacy vs.
Isolation
Love
Exclusivity
Adulthood
35-65
Generativity
vs.Stagnation
Care
Rejectivity
Old Age
after 65
Wisdom
Disdain
Industry vs.
Inferiority
Integrity vs. Despair
Erikson’s Psychosocial Stages
1
Trust vs. Mistrust
(birth to 1 year)
Infants learn that they can or
cannot trust others to take
care of their basic needs
2
Autonomy vs. Shame
and Doubt
(1 to 2 years)
Children learn to be selfsufficient in many activities
such as toilet training,
walking, and exploring; if
restrained too much they
learn to doubt their abilities
and feel shame
Erikson’s Psychosocial Stages
3
Initiative vs. Guilt
(3 to 5 years)
Children learn to assume
more responsibility by taking
the initiative but will feel
guilty if they overstep limits
set by parents
4
Industry vs. Inferiority
(5 years to puberty)
Children learn to be
competent by mastering new
intellectual, social, and
physical skills or feel inferior
if they fail to develop these
skills
Erikson’s Psychosocial Stages
5
Identity vs. Role
Confusion
(adolescence)
Adolescents develop a sense
of identity by experimenting
with different roles; no role
experimentation may result in
role confusion
6
Intimacy vs. Isolation
(young adulthood)
Young adults form intimate
relationships with others or
become isolated because of
failure to do so
Erikson’s Psychosocial Stages
7
Generativity vs.
Stagnation
(middle adulthood)
Middle-aged adults feel they
are helping the next generation
though their work and child
rearing, or they stagnate
because they feel that they are
not helping
8
Integrity vs. Despair
(late adulthood)
Older adults assess their lives
and develop sense of integrity
if they find lives have been
meaningful; develop sense of
despair if not meaningful
Erikson’s Stages of Psychosocial
Development
Approximate
age
Stage
Description of Task
Infancy
(1st year)
Trust vs. mistrust
If needs are dependably met, infants
develop a sense of basic trust.
Toddler
(2nd year)
Autonomy vs. shame Toddlers learn to exercise will and
and doubt
do things for themselves, or they
doubt their abilities.
Preschooler
(3-5 years)
Initiative vs. guilt
Preschoolers learn to initiate tasks
and carry out plans, or they feel
guilty about efforts to be independent.
Elementary
(6 yearspuberty)
Competence vs.
inferiority
Children learn the pleasure of applying
themselves to tasks, or they feel
inferior.
Erikson’s Stages of Psychosocial
Development
Approximate
age
Stage
Description of Task
Adolescence
(teens into
20’s)
Identity vs. role
confusion
Teenagers work at refining a sense of self by
testing roles and then integrating them to
form a single identity, or they become
confused about who they are.
Young Adult
(20’s to early
40’s)
Intimacy vs.
isolation
Young adults struggle to form close relationships and to gain the capacity for intimate
love, or they feel socially isolated.
Middle Adult
(40’s to 60’s)
Generativity vs.
stagnation
The middle-aged discover a sense of contributing to the world, usually through family
and work, or they may feel a lack of purpose.
Late Adult
(late 60’s and
up)
Integrity vs.
despair
When reflecting on his or her life, the older
adult may feel a sense of satisfaction or
failure.
Erikson’s Psychosocial
Theory of Development
• Probably the greatest impact of Erikson’s theory is that it
expanded the study of developmental psychology past
adolescence into the stages of adulthood (young, middle,
and late)
• The sequence in the theory (intimacy issues followed by
identity issues) turns out to be the most applicable to
men and career-oriented women
– Many women may solve these issues in reverse order or
simultaneously
– For example, a woman may marry and have children and
then confront the identity issues when the children become
adults
Topic 3 – Parenting Styles
Authoritarian Parents are demanding, expect unquestioned
obedience, are not responsive to their children’s
desires, and communicate poorly with their children
Authoritative Parents are demanding but set rational limits for
their children and communicate well with their
children
Permissive
Parents make few demands and are overly
responsive to their child’s desires, letting their
children do pretty much as they please
Uninvolved
Parents minimize both the time they spend with the
children and their emotional involvement with them,
doing little more than providing for basic needs
Parenting Styles
• An authoritative parenting style seems to have the
most positive effect on cognitive and social
development
– Children are the most independent, happy, self-reliant,
and academically successful of the four parenting styles
Social Development:
Child-Rearing Practices
Topic 4 – Physical Changes and
Aging
• Adulthood begins in the early twenties and ends
with death in old age.
• Women experience a physical decline in the
reproductive system called the climacteric, ending
at about age 50 with menopause - the cessation of
ovulation and menstrual cycles and the end of a
woman’s reproductive capability.
• Andropause - gradual changes in the sexual
hormones and reproductive system of males.
• Increase in health problems, decrease in reaction
time, and stability in intelligence and memory.
References
• Coon, D. and Mitterer, O. J (2013). Introduction to
Psychology (13th ed). Wadsworth Cengage learning. Pp. 83115
• Feldman, S. R, Collins, J. E. and Green, M. J (2005).
Essentials of understanding psychology (2nd ed). McGrawHill Ryerson. pp. 289-330
• Kosslyn, M. S, and Rosenberg, R. (2006). Psychology in
context. pearson. Pp. 528-580
• Weiten, W. (2009). Psychology: Themes and variations (8th
ed). cengage learning. Pp. 440-475
Slide 30