20130112171524003 ppt

Developmental
psychology
Teaching and Research office ofTeaching and Research office of
Psychiatry, West China medicalPsychiatry, West China medical
school S.U.school S.U.
P D F c r e a t e d w i t h p d f F a c t o r y t r i a l v e r s i o nwww.pdffactory.com

Key IssuesKey Issues
nn Key Issues 1: Domains of DevelopmentKey Issues 1: Domains of Development
nn There are three domains of development:There are three domains of development:
nn physical developmentphysical development
nn cognitive developmentcognitive development
nn psychosocial developmentpsychosocial development
nn Key Issues 2: ChangeKey Issues 2: Change vsvs ContinuityContinuity
nn Developmental psychology assesses development by lookingDevelopmental psychology assesses development by looking
at:at:
nn changechange
nn continuitycontinuity

nn Key Issues 3: NatureKey Issues 3: Nature vsvs NurtureNurture
nn Developmental psychology assesses the contribution toDevelopmental psychology assesses the contribution to
development of:development of:
nn NatureNature
nn NurtureNurture
nn Key Issues 4: Continuous and StageKey Issues 4: Continuous and Stage--like changeslike changes
nn How much does development simply continue earlier acquisitionHow much does development simply continue earlier acquisition --
gradual or CONTINUOUS development?gradual or CONTINUOUS development?
nn How much does development lead to qualitatively new behavioursHow much does development lead to qualitatively new behaviours
and skillsand skills -- STAGES of development?STAGES of development?

nn Key Issues 5: UniversalKey Issues 5: Universal vsvs ContextContext--specificspecific
developmentdevelopment
nn How much can we identify changes that happen toHow much can we identify changes that happen to
everyone?everyone?
nn How much should we take into account specificHow much should we take into account specific
human and cultural contexts and experiences?human and cultural contexts and experiences?

Key Theories in DevelopmentalKey Theories in Developmental
PsychologyPsychology
nn CognitiveCognitive--Developmental TheoriesDevelopmental Theories
nn Psychodynamic TheoriesPsychodynamic Theories
nn Behavioural Learning and Social CognitiveBehavioural Learning and Social Cognitive
Learning TheoriesLearning Theories

Cognitive Developmental TheoriesCognitive Developmental Theories
nn Focus on cognitive development:Focus on cognitive development:
nn How thinking and problem solving developHow thinking and problem solving develop
nn How cognitive activities contribute to development inHow cognitive activities contribute to development in
generalgeneral
nn PiagetPiaget’’s Ages Age--Stage TheoryStage Theory
nn children show qualitatively different levels of comprehensionchildren show qualitatively different levels of comprehension
and reasoning at different agesand reasoning at different ages
nn role of environment merely to provide informationrole of environment merely to provide information
nn everyone passes through the same 4 stages of developmenteveryone passes through the same 4 stages of development

PiagetPiaget’’s Cognition developments Cognition development
theorytheory
Pro-operation
Perception-action
Formal-operation
Concrete-operation
10-13yr0-2 yr 2-6 yr 7-10 yr

Piaget continuity of developmentPiaget continuity of development

Psychodynamic TheoriesPsychodynamic Theories
nn Development is an active process influenced by:Development is an active process influenced by:
nn inborn, biological drivesinborn, biological drives
nn social/emotional experiences (conscious and unconscious)social/emotional experiences (conscious and unconscious)
nn People pass through stages of developmentPeople pass through stages of development
nn FreudFreud’’s Psychoanalytic Theorys Psychoanalytic Theory
nn born with basic animal unconscious instinctsborn with basic animal unconscious instincts
nn development depends on transforming these into sociallydevelopment depends on transforming these into socially
acceptable, rational behaviouracceptable, rational behaviour

Psychodynamic TheoriesPsychodynamic Theories
nn EriksonErikson’’ss Psychosocial TheoryPsychosocial Theory
nn role of :role of :
nn internal psychological factorsinternal psychological factors
nn Life circumstances and developmental historyLife circumstances and developmental history
nn social cultural and historical contextsocial cultural and historical context
nn 8 psychosocial stages of development based on a8 psychosocial stages of development based on a
sequence ofsequence of ‘‘crisescrises’’..
nn Resolution of crisis important for healthy socialResolution of crisis important for healthy social
developmentdevelopment

ErikErik EriksonErikson
nn The first integrated psychosocial view ofThe first integrated psychosocial view of
individual development through eight stagesindividual development through eight stages
from birth to death. For him, development liesfrom birth to death. For him, development lies
not in stability per se, but in the changesnot in stability per se, but in the changes
necessary to transcend successive contradictions,necessary to transcend successive contradictions,
conflicts, and states of disequilibrium.conflicts, and states of disequilibrium.

Psychosocial developmentalPsychosocial developmental
theorytheory-- eight stageseight stages
nn 00--1 yr the basic sense of trust1 yr the basic sense of trust
nn 11--3yr the sense of autonomy3yr the sense of autonomy
nn 44--6yr the sense of initiative6yr the sense of initiative
nn 66--12 yr the basic sense of industry12 yr the basic sense of industry
nn 1313--18 yr the sense of self18 yr the sense of self--identityidentity
nn 1919--34 yr the sense of intimacy34 yr the sense of intimacy
nn 3535--59 yr the sense of productivity59 yr the sense of productivity
nn >60 yr the sense of self>60 yr the sense of self--integrationintegration

BehaviourismBehaviourism
nn John WatsonJohn Watson
nn Children learn through experienceChildren learn through experience
nn ‘‘NurtureNurture’’ rather thanrather than ‘‘naturenature’’
nn Developing child is extremely sensitive to effects ofDeveloping child is extremely sensitive to effects of
environmental influencesenvironmental influences

Social Cognitive LearningSocial Cognitive Learning
TheoriesTheories
nn Learning and experience are source of developmentalLearning and experience are source of developmental
changechange
nn development gradually occurs as we learn newdevelopment gradually occurs as we learn new
responses as a result of experienceresponses as a result of experience
nn individual life experiences differ, therefore learningindividual life experiences differ, therefore learning
differsdiffers
nn BanduraBandura::
nn observational learningobservational learning
nn imitationimitation
nn modellingmodelling

The Mental health of adolescenceThe Mental health of adolescence--------the social andthe social and
emotional developmentemotional development
nn Changes in selfChanges in self--conceptionconception------who am I:who am I:
nn Changes in selfChanges in self--esteemesteem——how well do I like myselfhow well do I like myself
nn Establishing oneEstablishing one’’s identity (identity crises):s identity (identity crises): ““without a healthywithout a healthy
sense of trust, autonomy, initiative and industry, it is difficusense of trust, autonomy, initiative and industry, it is difficult tolt to
establish a sense of identity, the way in which they resolves thestablish a sense of identity, the way in which they resolves thee
crises of identity will have an impact on his struggle with thecrises of identity will have an impact on his struggle with the crisescrises
of adulthoodof adulthood””
nn Making choicesMaking choices
nn Occupational identityOccupational identity
nn Gender role and ethnic identityGender role and ethnic identity
nn Moratorium: a time out for adolescentMoratorium: a time out for adolescent

The Mental health of adolescenceThe Mental health of adolescence--------the social andthe social and
emotional developmentemotional development
nn Development of autonomy: the process of becoming anDevelopment of autonomy: the process of becoming an
individualindividual
nn Autonomy and family relationships: solvingAutonomy and family relationships: solving
problems;seeing oneself with oneproblems;seeing oneself with one’’s owns own
eyes;deidealizingeyes;deidealizing parentsparents
nn Cognitive and emotional growth lead to more decisionCognitive and emotional growth lead to more decision
making skills .They may enjoy the chance to care formaking skills .They may enjoy the chance to care for
younger childrenyounger children

The Developmental Tasks ofThe Developmental Tasks of
Young AdulthoodYoung Adulthood
nn To develop a youngTo develop a young--adult sense of self and other: the thirdadult sense of self and other: the third
individuationindividuation
nn To develop adult friendshipsTo develop adult friendships
nn To develop the capacity for intimacy; to become a spouseTo develop the capacity for intimacy; to become a spouse
nn To become a biological and psychological parentTo become a biological and psychological parent
nn To develop a relationship of mutuality and equality with parentsTo develop a relationship of mutuality and equality with parents
while facilitating their midlife developmentwhile facilitating their midlife development
nn To establish an adult work identityTo establish an adult work identity
nn To develop adult forms of playTo develop adult forms of play
nn To integrate new attitudes toward timeTo integrate new attitudes toward time

Hypotheses About DevelopmentHypotheses About Development
in Adulthoodin Adulthood
nn Development is a lifeDevelopment is a life--long, dynamic process that islong, dynamic process that is
basically the same in childhood and adulthoodbasically the same in childhood and adulthood
nn Basic themes from childhood continue to affect psychicBasic themes from childhood continue to affect psychic
development in adulthood, but adult functioning anddevelopment in adulthood, but adult functioning and
symptomatologysymptomatology are an amalgam of both childhoodare an amalgam of both childhood
and adult experiencesand adult experiences
nn Recognition and acceptance of the finiteness of timeRecognition and acceptance of the finiteness of time
and the inevitability of personal death are major psychicand the inevitability of personal death are major psychic
organizers in adulthood, both in the promotion oforganizers in adulthood, both in the promotion of
normal development and the formation ofnormal development and the formation of
symptomatologysymptomatology

Transition From Young toTransition From Young to
Middle AdulthoodMiddle Adulthood
nn Development in young adulthood is embedded in closeDevelopment in young adulthood is embedded in close
relationships. Intimacy, love, and commitment arerelationships. Intimacy, love, and commitment are
related to the mastery of the relationships mostrelated to the mastery of the relationships most
immediate to personal experience.immediate to personal experience.
nn The transition from young adulthood to middle ageThe transition from young adulthood to middle age
includes widening concern for the larger social systemincludes widening concern for the larger social system
and differentiation of one's own social, political, andand differentiation of one's own social, political, and
historical system from others. Authors have describedhistorical system from others. Authors have described
middle adulthood in terms ofmiddle adulthood in terms of generativitygenerativity, self, self--
actualization, and wisdom.actualization, and wisdom.

The Developmental Tasks ofThe Developmental Tasks of
Middle AdulthoodMiddle Adulthood
nn To integrate the potential for attachment and lossTo integrate the potential for attachment and loss
nn To accept the aging bodyTo accept the aging body
nn To accept time limitation and personal death; time sense in middTo accept time limitation and personal death; time sense in middle adulthoodle adulthood
nn To reappraise relationships; to let children go, achieve a relatTo reappraise relationships; to let children go, achieve a relationship ofionship of
equality with them, and integrate new members into the familyequality with them, and integrate new members into the family
nn To accept the reversal of roles with elderly parentsTo accept the reversal of roles with elderly parents
nn To develop midlife friendshipsTo develop midlife friendships
nn To become a generative mentor and plan for retirementTo become a generative mentor and plan for retirement
nn To give play new meanings and purposesTo give play new meanings and purposes
nn To become a grandparentTo become a grandparent

Older ageOlder age
nn Mental disorders are no more common in elderly adults than inMental disorders are no more common in elderly adults than in
younger age groups.younger age groups.
nn Prevalence estimates of common disorders are generally lowerPrevalence estimates of common disorders are generally lower
for those over the age of 65 than for younger age cohorts.for those over the age of 65 than for younger age cohorts.
nn Older adults reported experiencing fewer negative emotions butOlder adults reported experiencing fewer negative emotions but
more positive emotions than those in the younger age cohorts.more positive emotions than those in the younger age cohorts.
nn Integrity versus despairIntegrity versus despair
nn Successful resolution of this crisis involved a process of lifeSuccessful resolution of this crisis involved a process of life
review and achieving a sense of peace and wisdom throughreview and achieving a sense of peace and wisdom through
coming to terms with how one's life was lived.coming to terms with how one's life was lived.

Adjustment and coping in elderlyAdjustment and coping in elderly
adultsadults
nn Older adults experience significant challenges asOlder adults experience significant challenges as
they enter and negotiate the last phase of life,they enter and negotiate the last phase of life,
including bereavement, loss of socially valuedincluding bereavement, loss of socially valued
roles (e.g., worker), and chronic, accumulatingroles (e.g., worker), and chronic, accumulating
health problems.health problems.
nn How age affects the process of managing changeHow age affects the process of managing change
and discontinuity?and discontinuity?

Role TransitionsRole Transitions
nn Two major role transitionsTwo major role transitions
nn The transition from worker toThe transition from worker to nonworkernonworker,,
nn The transition from spouse to widow.The transition from spouse to widow.
nn Major transitions challenge the individual toMajor transitions challenge the individual to
redefine identity and create new roles to replaceredefine identity and create new roles to replace
those that have been lostthose that have been lost..

Resilience of the Aging SelfResilience of the Aging Self
nn The process of both maintaining adaptive behavior inThe process of both maintaining adaptive behavior in
the face of stress and recovering from adversity.the face of stress and recovering from adversity.
nn That maintenance of adaptive behavior despite theseThat maintenance of adaptive behavior despite these
losses is a example of the resilience of the aging self.losses is a example of the resilience of the aging self.
nn ResilienceResilience ---- a process of selective optimization, ana process of selective optimization, an
accommodative process of rescaling goals to matchaccommodative process of rescaling goals to match
one's limitations and the demands of the environment,one's limitations and the demands of the environment,
and investing the fewer resources available in personallyand investing the fewer resources available in personally
salient activities that maintain selfsalient activities that maintain self--esteem.esteem.

20130112171524003 ppt

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