Personal Social and Emotional Development Freud BowlbyAinsworthErikson Bronfenbrenner

Personal, Social, and Emotional Development Freud- Bowlby-Ainsworth-Erikson. Bronfenbrenner Ch. 3 Nov. 3, 2009

Physical Development • Gross motor skills improve over the years from ages two to five. • Birth -3 years: sits, crawls, begin to run • 3 -4 years: walks up and down stairs, jumps with both feet, throws ball • 4, 5 to 6 years: skips, rides two-wheel bicycle, catches ball, play sports

Fine motor skills • Birth -3 years: picks up, grasps, stacks, and releases objects • 3 to 5 years: Holds crayon, uses utensils, buttons, copies shapes • 4, 5 to 6 years: uses pencil, makes representational drawing, cuts with scissors, prints letters

Early school years • Aware of physical differences, • Comments like “you are so fat” • Many girls as large as or larger than boys

Adolescents • Puberty • Girls– 10 -11 years, about two years ahead of boys, reach their final height by age 1617. • Boys– continue to grow up until about age 18 • Sexually and physically mature but psychologically and financially not…

• Early maturation, certain advantages for boys • More social status, popular, leaders • More anxiety, depression, delinquent acts • Late maturation: some difficult time, but later more creative, perceptive and tolerant

Late maturation: Girls • The effects are reversed • Being larger is not valued • Depression, anxiety, eating disorders (thin as attractive)

adolescents • • • Are concerned about their body Bulimia, anorexia nervosa As young as 8 year-olds Web sites, Victoria Beckham Healthy eating, anti-obesity, junk food, extremely thin females

Freud

• Most famous and influential thinker of 20 th century • A medical doctor • Freudian slips, analysis of dreams • Unconscious mind

• Human personality consists of id, ego, superego • Id: present a birth, made up of instinctive needs, pleasure, desires • Seeks to maximize pleasure and minimize pain (minimax principle) • Newborn infant's personality (food, confort, warmth)

• Ego: part of personality related with reality principle • Finds ways meeting needs of id and while dealing with external demands (parents, rules) •

• Superego: moral part of personality • Internalized parent, etc. • Made up of conscious (punishes unacceptable thoughts, feelings, behaviors), and ego-ideal (a sense of how we should behave and rewards) • In a healthy person, ego is the strongest.

Topographical Model http: //allpsych. com/psychology 101/ego. html • Unconscious: due to excessive anxiety, it is not recognized • Complexes (Oedipus) are pushed down into unconscious. • When they are buried, continue to effect our lives

• The final part is the preconscious or subconscious. • We have an access if prompted, but is not in our active conscious. • It is right below the surface, but unless we search for it, it is buried. • Subconscious consists of information such as – our telephone number, – some childhood memories, or – the name of your best childhood friend

Defense mechanism http: //allpsych. com/psychology 101/defenses. html • Denial – Description: arguing against an anxiety provoking stimuli by stating it doesn't exist – Example: denying that your physician's diagnosis of cancer is correct and seeking a second opinion • Displacement – Description: taking out impulses on a less threatening target example: • slamming a door instead of hitting as person, • yelling at your spouse after an argument with your boss • Intellectualization – Description: avoiding unacceptable emotions by focusing on the intellectual aspects – Example: focusing on the details of a funeral as opposed to the sadness and grief

• Projection: placing unacceptable impulses in yourself onto someone else – Example: when losing an argument, you state "You're just Stupid; " homophobia • Rationalization: supplying a logical or rational reason as opposed to the real reason – Example: stating that you were fired because you didn't kiss up the boss, when the real reason was your poor performance

• reaction formation: taking the opposite belief because the true belief causes anxiety – Example: having a bias against a particular race or culture and then embracing that race or culture to the extreme • Regression: returning to a previous stage of development – Example: sitting in a corner and crying after hearing bad news; throwing a temper tantrum when you don't get your way

• Repression: pulling into the unconscious – Example: forgetting sexual abuse from your childhood due to the trauma and anxiety • Sublimation: acting out unacceptable impulses in a socially acceptable way – Example: sublimating your aggressive impulses toward a career as a boxer; becoming a surgeon because of your desire to cut; lifting weights to release 'pent up' energy • Suppression: pushing into the unconscious – Example: trying to forget something that causes you anxiety

Psychosocial Stages • • • Oral (birth to 1 year or 1, 5 years) Anal (1 -3 years) Phallic (3 -6 years) Latency (6 -12 years) Genital (12 years +)

• Oral stage: – mouth is the center of pleasure, satisfaction (feeding, weaning) – Sucking, putting things into mouth – Could be transferred to “Thumb sucking” • Conflict of feeding and weaning – Frustrated Oral character: • pessimism, envy, suspicion and sarcasm • mother refused to nurse him on demand or who finished nursing sessions early

• The overindulged oral character, • optimistic, gullible, and is full of admiration for others around him • nursing urges were always and often excessively satisfied

• Anal: – – – Anus is the center of pleasure Toilet training obsession with the erogenous zone of the anus the retention or expulsion of the feces Conflict between id and ego and superego Conflict between child’s needs-physical capabilities and parental expectations – Fight before or after being placed on the toilet

• anal expulsive character – If the parents are too lenient and the child manages to derive pleasure and success from this expulsion, – generally messy, disorganized, reckless, careless, and defiant • anal retentive character – neat, precise, orderly, careful, stingy, withholding, obstinate, meticulous, and passive-aggressive

• proper toilet training is important • It permanently affects the individual’s approach to possession and attitudes towards authority.

• Phallic stage: – – – – Penis like Most crucial sexual conflict in Freud's theory Genitals as the center of stimulation, conflict arises Gender roles Moral development child's unconscious desire Oedipus and Electra Complex • to possess the opposite-sexed parent and to eliminate the samesexed one. • These complexes lead to normal differentiation of male and female personalities • The defense mechanism of repression • no one could remember the events of this stage.

• castration anxiety (boys) • Penis envy (girls) – Girls slightly remain fixated at phallic stage • The failure to resolve the conflict – can also cause a person to be afraid or incapable of close love • Freud: fixation could be a root cause of homosexuality.

• Latency stage: – Little sexual activity – Schooling – Physical, intellectual activities – Schools, athletics, same-sex friendships

• Genital stage: – Genitals are the center of stimulation – Mature sexual relationships – Less conflict in unresolved psychosexual developments, the greater his/her capacity will be to develop normal relationships with the opposite sex.

• Implications for those working with children: • Retrospective material and having very little contact with children • Anna Freud and Melanie Klein

Criticism of Freud’s theory • • Lack of scientific evidence Untestable: difficult to prove or disprove Nail biting: oral fixation, difficult to prove Lack of empirical evidence – Sample was very small and his patients – Wealthy middle-class women in 19 th century – No predictive value – Subjective analysis

Attachment Theory (Bowlby and Ainsworth)

Attachment Theory (Bowlby and Ainsworth) • Development of emotional bond between the infant and his/her mother (Bowlby) – During the first year of life – Very important for future relationships – Bowlby argued that the • need for attachment was an instinctive biological need and • mother love was very important in infancy and childhood. – He argues that if the child is separated from the mother before he becomes securely attached, it would be impossible for these individuals to establish healthy bonds with others. – Link between maternal deprivation and juvenile delinquency • The importance of infancy (feeding---Freud, behaviorism) • Attachment does not depend on hunger satisfaction, feeding • 1950’s famous experiment rhesus monkeys– “terry-cloth and wiremesh surrogate mothers experiment”

• • Secure base Sensitive responsiveness Attentiveness to child Mutual interaction between mother and child • Sense of trust

• Western babies sleep alone, experience frequent daytime separations from their parents – They sometimes develop strong emotional ties to cuddly objects (blankets, teddy bears) – Attention!!!: these subjects have never plays a role in feeding. • In psychoanalytic theory, feeding is the main context – Freud suggested that the infant's emotional tie to the mother is very important. It provides the foundation for later relationships. – Quality of infant-parent bond is very important. – But, contemporary research indicates that attachment depends on not just on the infant's early experiences, but also on the ongoing parent-child relationship.

– In behaviorist theory, : • emphasis is on caregiver’s contribution. • Little attention to the importance of the infant's characteristics • As the caregiver satisfies baby’s hunger (primary drive), baby smiles and learns to prefer soft words (secondary drive) • These two events are paired to release tension.

• According to Bowlby, quality of attachment to the caregiver has very important profound implications for the child’s sense of security and capacity to form secure relationships. • Bowlby was inspired by Konrad Lorenz’s studies of “imprinting”.

• • Mary Ainsworth further developed Bowlby’s theory. In a laboratory-based strange situation test 1. 2. 3. 4. 5. 6. 7. 8. Experimenter shows the play room to parent and baby and then leaves. Parent is seated while baby plays with toys (Parent as a secure base). Stranger enters, sits, and talks with parent (reaction to unfamiliar adult). Parent leaves the room. Stranger responds to baby and comforts the baby if she is upset (separation anxiety). Parent returns, greets baby, and offers comfort if the baby needs it. Stranger leaves the room (reaction to reunion). Parent leaves the room (separation anxiety). Stranger enters room and offers comfort (Ability to be soothed by stranger). Parent returns, greets baby, offer comfort if necessary. Tries to replay with child (reaction to reunion).

• Three major attachment types – Anxious-avoidant: • child may not be distressed when mother leaves and avoid or turn away when sees her. • When parents returns they often to fail to cling up. • Seems unresponsive to parent when she is present. – Securely attached: • child is distressed when mother leaves, but easily comforted when she returns. • She may cry or not. If cries, because of the stranger. • When parent returns, she actively seeks contact. – Anxious-resistant (anxious-ambivalent): • child may be extremely “clingy” during first moments and • she becomes very distressed when mother leaves. • When mother returns she cries to be picked up at the same she refuses to be held. • Angry, resistive behavior, sometimes hutting and pushing

• Disorganized / disoriented attachment: – Reflects the greatest insecurity – Show confused, contradictory behaviors – Look away when being held by parent – Flat, depressed emotion – A few cry out after having calmed down, display odd, frozen postures

Erikson

Erikson • Ego is most important • Part of the ego operates independently of the id and the superego. • The ego is a powerful agent. It can adapt to situations, and therefore promotes mental health. • He broadens the scope of personality and included both social and sexual factors. • His theory included normality as well as abnormality. • He did no statistical research. • It is very hard to test his theory.

Erikson http: //psychology. about. com/od/theoriesofpersonality/a/psychosocial. htm • • Psychosocial Stage 1 – Infancy (birth-18 months) Basic conflict--Trust vs. Mistrust Important event: Feeding – The first stage – occurs between birth and one year of age and – is the most fundamental stage in life. – infant is utterly dependent, – the development of trust is based on the dependability and quality of the child’s caregivers. – It is the first task of ego (trust). Never completes. – If a child successfully develops trust, he or she will feel safe and secure in the world. – Then will let mother out of sight without anxiety and rage. Inner and outer perdictability. – Caregivers--inconsistent, emotionally unavailable, or rejecting contribute to feelings of mistrust in the children. – Failure to develop trust will result in fear and a belief that the world is inconsistent and unpredictable

• • Psychosocial Stage 2 – Early Childhood (2 -3 years) Basic conflict: Autonomy vs. Shame and Doubt Important event: Toilet training – The second stage takes place during early childhood and – is focused on children developing a greater sense of personal control. – Erikson, too, believed that toilet training was a very important part of this process. – However, Erikson's reasoning was quite different then that of Freud's. – Erikson believe that learning to control one’s body functions leads to a feeling of control and a sense of independence. – Other important events include gaining more control over food choices, toy preferences, and clothing selection. – Children who successfully complete this stage feel secure and confident, while those who do not are left with a sense of inadequacy, shame and self-doubt.

• • Psychosocial Stage 3 – Preschool--3 -5 years Basic conflict: Initiative vs. Guilt Important event: exploration – During the preschool years, – children begin to show their power and control over the world through directing play and other social interaction. – Success in this stage leads to a sense of purpose. – Children who try to exert too much power experience disapproval, resulting in a sense of guilt. – Children who are successful at this stage feel capable and able to lead others. – Those who fail to acquire these skills are left with a sense of guilt, self-doubt and lack of initiative.

• • Psychosocial Stage 4 – School age - 6 -11 years Basic Conflict: Industry vs. Inferiority’ Important event: school – This stage covers the early school years from approximately age 5 to 11. – Through social interactions, children begin to develop a sense of pride in their accomplishments and abilities. – Children who are encouraged and commended by parents and teachers develop a feeling of competence and belief in their skills. – Those who receive little or no encouragement from parents, teachers, or peers will doubt their ability to be successful.

• • Psychosocial Stage 5 – Adolescence (12 -18 years) Basic conflict: Identity vs. Confusion Main event: social relationships – During adolescence, children are exploring their independence and developing a sense of self. – Those who receive proper encouragement and reinforcement through personal exploration will emerge from this stage with a strong sense of self and a feeling of independence and control. – Those who remain unsure of their beliefs and desires will insecure and confused about themselves and the future.

• • Psychosocial Stage 6 – Young Adulthood (19 -40 years) Basic Conflict: Intimacy vs. Isolation Main event: relationships – This stage covers the period of early adulthood when people are exploring personal relationships. – Erikson believed it was vital that people develop close, committed relationships with other people. – Those who are successful at this step will develop relationships that are committed and secure. – each step builds on skills learned in previous steps. – Erikson believed that a strong sense of personal identity was important to developing intimate relationships. – Studies have demonstrated that those with a poor sense of self tend to have less committed relationships and are more likely to suffer emotional isolation, loneliness, and depression.

• • Psychosocial Stage 7 – Middle adulthood (40 -65 years) Basic conflict: Generativity vs. Stagnation Main event: Work and Parenthood – During adulthood, we continue to build our lives, focusing on our career and family. – Those who are successful during this phase will feel that they are contributing to the world by being active in their home and community. – Those who fail to attain this skill will feel unproductive and uninvolved in the world.

• • Psychosocial Stage 8 – Maturity –(65 -to death) Basic conflict: Integrity vs. Despair Main event: reflection on life – This phase occurs during old age and is focused on reflecting back on life. – Those who are unsuccessful during this phase will feel that their life has been wasted and will experience many regrets. – The individual will be left with feelings of bitterness and despair. – Those who feel proud of their accomplishments will feel a sense of integrity. – Successfully completing this phase means looking back with few regrets and a general feeling of satisfaction. – These individuals will attain wisdom, even when confronting death.

Bronfenbrenner

Bronfenbrenner http: //en. wikipedia. org/wiki/Ecological_Systems_Theory • Bronfenbrenner's Ecological Theory looks at a child’s development within the system of relationships, which forms his/her environment. • His theory identifies five environmental systems. • The five environmental systems are: • • • microsystem, mesosytem, exosystem, macrosystem, Chronosystem • There are complex “layers” of environment. Each layer will have an effect on child’s development.

• "Microsystem: – The setting in which the individual lives. – These contexts include the person's family, peers, school, and neighborhood. – It is in the microsystem that the most direct interactions with social agents take place; with parents, peers, and teachers, for example. – The individual is not a passive recipient of experiences in these settings, but someone who helps to construct the settings.

• Mesosystem: – Refers to relations between microsystems or connections between contexts. – Examples are the relation of family experiences to school experiences, school experiences to church experiences, and family experiences to peer experiences. – For example, children whose parents have rejected them may have difficulty developing positive relations with teachers.

• Exosystem: – Involves links between a social setting in which the individual does not have an active role and the individual's immediate context. – For example, a husband's or child's experience at home may be influenced by a mother's experiences at work. – The mother might receive a promotion that requires more travel, which might increase conflict with the husband change patterns of interaction with the child.

• Chronosystem: The patterning of environmental events and transitions over the life course, as well as sociohistorical circumstances. For example, divorces is one transition. Researchers have found that the negative effects of divorce on children often peak in the first year after the divorce. By two years after the divorce, family interaction is less chaotic and more stable. As an example of sociohistorical circumstances, consider how the opportunities for women to pursue a career have increased during the last thirty years. " • There are many different theories to human development. The ecological theory emphasizes environmental factors as playing the major role to development. This theory does in fact vary from culture to culture

• Macrosystem: – Describes the culture in which individuals live. – Cultural contexts include developing and industrialized countries, socioeconomic status, poverty, and ethnicity.