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Human Development
This document outlines the objectives and content covered in a Human Development class. The class will review and reflect on social psychology topics and experiments like the Milgram and Zimbardo studies. It will also cover community psychology and ways of promoting social change. Finally, the class will discuss what interests students about human development, including understanding oneself and others better across the lifespan. Key aspects of physical, cognitive, socioemotional, and moral development will be examined.
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Human Development
- 1. Human Development Skyline College Psych 100 Meghan Fraley, PhD
- 2. ObjecAves for Day • Review & Reflect on Social Psychology Topics • Community Psychology & Psychology in AcAon Project • Human Development – What interests you about human development?
- 3. REVIEW & REFLECT Social Psychology
- 4. Group Check-‐In 1. Discuss Assignments: 1. Journal on implicit bias 2. ArAcles on Milgram and Zimbardo 2. Review Social Psychology Key Terms 1. Help each other complete the main list 2. Strategize way to complete and master key term list with group
- 5. RevisiAng Milgram and Zimbardo quesAon science more and that not everything that is said by scienAst is true. quesAon authority and how I see figures with powers. It makes me think for myself before listening to a command. It made me think more criAcally; maybe authority figures today do not have the best ideas or intenAons, and we must quesAon why. To me, it can exemplify how easily authoritaAve power can be greatly abused and how people can be ruthless. This makes me slightly more suspicious of authority figures (someAmes).
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- 7. Community Psychology • Expand “helping” beyond psychotherapy • AcAon-‐oriented • CollaboraAve relaAonship with community • Fight oppression, promote empowerment
- 8. Community Psychology Social jusAce. AcAon-‐oriented research. Global in nature. Influencing public policy. Working for empowerment. MulAdisciplinary in focus. CelebraAng culture. PrevenAng harm. Behavior in context. Social acAon. SupporAng community strengths. Reducing oppression. PromoAng well-‐being.
- 9. PromoAng Social Change • First-‐order change: – Changing individuals in the environment to promote change • Second-‐order change: – A`ending to systems and structures to adjust the person-‐ environment fit
- 10. WORKING IN COMMUNITY CREATING AND MAINTAINING PARTNERSHIPS ASSESSING COMMUNITY NEEDS AND RESOURCES EMPOWER EFFORTS BUILDING LEADERSHIP INCREASING PARTICIPATION AND MEMBERSHIP ENHANCING CULTURAL COMPETENCE MODELING CHANGE AND SOLUTION FINDING ANALYZING PROBLEMS AND GOALS DEVELOPING A FRAMEWORK OR MODEL OF CHANGE DEVELOPING STRATEGIC AND ACTION PLANS DEVELOPING AN INTERVENTION POLICY WORK ADVOCATING FOR CHANGE INFLUENCING POLICY DEVELOPMENT EVALUATING THE INITIATIVE IMPLEMENTING A SOCIAL MARKETING EFFORT SUSTAINING THE WORK WRITING A GRANT APPLICATION FOR FUNDING IMPROVING ORGANIZATIONAL MANAGEMENT AND DEVELOPMENT SUSTAINING THE WORK OR INITIATIVE COMMUNITY PSYCHOLOGY TOOLS
- 11. Strategic Planning VMOSA V • Vision M • Mission O • ObjecAves S • Strategies A • AcAon Plans
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- 13. What’s so InteresAng about Human Development? • 1. Studying development helps you be`er understand yourself. • 2. It also helps you learn more about your children. • 3. You'll be`er understand how to interact with kids. • 4. And you'll gain a greater appreciaAon of development throughout life. • 5. It allows us to understand what's normal, and what's not.
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- 15. How do we develop? Nature vs. Nurture • Is it nature or nurture? Or is the quesAon, itself, misleading? Individual Differences • How come we begin life as babies, who are so similar to one another, and yet we grow into such disAnct adults? Social Context • How do we come to understand ourselves and our relaAonships with others? Is our social learning experience different from the way we learn about the physical world? Passive vs. AcAve Child • Are children passive recipients of experience, or do we acAvely construct the way we develop? QuanAtatve Change vs. QualitaAve Stages • Are we almost different people at different phases of our lives, or are we always about the same with more experience to go by?
- 16. Developmental Psychology • Who are we? • Why are we the way we are? Physical Socio-‐ emoAonal CogniAve Moral • The three goals of developmental psychology are to describe, explain, and to opAmize development (Baltes, Reese, & Lipsi`, 1980).
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- 18. Teratogens & Prenatal Development • Agents that can cause birth defects. – May cause birth defects most during which period? • Maternal disease – Environmental hazards: radiation, pollution – Alcohol, meth, cocaine
- 19. Reflexes • Moro – Extending limbs, arching back • RooAng – Turning head, sucking movements • Babinski – Spreading toes, twisAng foot • Grasp – Firm fist
- 20. Studying Perceptual Development Preferencetechnique § Study how long baby attends to a particular stimulus. Habituation/dishabituation § Study loss of interest in particular stimulus after repeated exposures. Operant conditioning § Vary the stimulus and study the learned responses.
- 21. Depth Perception A Walkon the Wild Side—Almost Visual Cliff: Gibson and Walk (1960) § Initial findings: 6-month- old babies would not cross the visual cliff. § Recent findings: 3- month-olds have some depth perception.
- 22. CogniAve Development How does your mind grow over Ame?
- 23. What is the Goal of EducaAon?
- 24. The Growth of Knowledge
- 25. How does knowledge grow? • 1. OrganizaAon: – Organize knowledge with schemata, mental representaAons/organized pa`erns of behavior • 2. AdaptaAon – Assimila@on: Incorporate new into exisAng cogniAve structure – Accommoda@on: Adjust reality demands by modfiying exisAng cogniAve structure • 3. EquilibraAon – Need/striving toward equilibrium
- 26. Piaget’s Constructivist Approach AssimilaAon and AccommodaAon: Horizontal Decalage • Progressive acquisiAon of related skills within same stage of development. Predictable order
- 27. Piaget’s Stages of CogniAve Development
- 28. Achieving Concrete OperaAonal Thought OperaAonal Thought • Reason • Follow Rules ConservaAon • Ability to recognize that even when form and shape change, objects conserve characterisAcs
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- 30. We Become Ourselves Through Others Vygotsky: Scaffolding & The Zone of Proximal Development
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- 32. EmoAons: Early emoAons BIRTH Primary EmoAons Interest Sadness Disgust Distress HALF YEAR 6-‐8 Months Anger Joy Surprise Fear 2 YEARS 18-‐24 Months: Self-‐Conscious EmoAons Use social standards Jealousy Empathy Embarassment 3 YEARS: 30-‐36 months Shame Guilt Pride At 3 months can imitate caregiver expressions, Emo$onal Contagion: Detect emoAons first few weeks
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- 34. How important is a`achment?
- 35. Early Bonds are an Integral Part of Human Nature
- 36. Harlow’s Monkeys Important for development of a`achment Infant monkeys a`ached to terrycloth mums over mother that produced food
- 37. Harlow and Contact Comfort • Important for development of a`achment • Infant monkeys a`ached to terrycloth mums over mother that produced food
- 38. Internal Working Model (Bowlby) – Understandingof the availability of attachment figures and their likelihood of providing support during times of stress
- 39. What Creates Secure A`achment? The Strange SituaAon
- 40. Signs of Attachment Social Referencing • 6months SeparaAon anxiety • 6-‐8months • Peaks at 14-‐18 months • Decline over next 2 to 3 years Stranger Anxiety • 8 to 10 months • NegaAve reacAon to strangers • Peaks at 18mo • Declines over next year
- 41. Attachment Patterns Secure Anxious Avoidant Anxious/Ambivalent Disorganized/Disoriented
- 42. Social Dev: ParenAng • Pa`erns of ParenAng • Working Mothers • Gay and Lesbian Parents • Single Parents
- 43. Baumrind’s Parenting Styles What kind of style and what kind of child? Authoritarian • Parents: Low responsivity and high in demandingness • Children: Timid, insecure, socially incompetent, lacking in moAvaAon and curiosity. Most detrimental for white middle class boys AuthoritaAve • Parents: High in responsivity and demandingness • Children: Popular, be`er in school Permissive • Parents: high in responsivity, low in demandingness • Children: Difficult controlling impulses, uninvolved in school RejecAng/NeglecAng • Parents: low in responsivity and low in demandingness • Children: Juvenile delinquency, hosAle/indifferent parent child relaAonship, a`achment is broke, low self esteem, moody, impulsive, and aggressive
- 44. Perfect Parents, Perfect Kids? Which of the following factors do you think would show a strong correlaAon (posiAve OR negaAve!) with academic test scores between kindergarten and fith grade? • From Freakonomics by Steven D. Levi` and Stephen J. Dubner, William Morrow, 2005) Which correlate with academic scores? • The child has highly educated parents. • The child’s family is intact. • The child’s parents have high socioeconomic status. • The child’s parents recently moved into a be`er neighborhood. • The child’s mother was thirty or older at the Ame of her first child’s birth. • The child’s mother didn’t work between birth and kindergarten. • The child had low birthweight. • The child a`ended Head Start. • The child’s parents speak English in the home. • The child’s parents regularly take him to museums. • The child is adopted. • The child is regularly spanked. • The child’s parents are involved in the PTA. • The child frequently watches television. • The child has many books in his home. • The child’s parents read to him nearly every day.
- 45. Social Dev: Development of Racial Awareness • Age 3 to 4 children become aware of differences based on racial or ethnic background • By age four, realize differences have social meaning • Age 10, social connotaAons of racial differences
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- 48. Moral Development • Main theorists: – Piaget – Kohlberg – Gilligan
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- 50. Moral Reasoning PreconvenAonal: Avoid punishments, get rewards 1. Punishment and Obedience 2. Instrumental Hedonism ConvenAonal: Social approval 1. Good Boy/Good Girl 2. Law and Order PostconvenAonal: What’s Right, Fair, & Just 1. Morality of Contract, Individual Rights, and DemocraAcally Accepted Laws 2. Morality of Individual Principles of Conscience
- 51. Discuss • Does moral judgment match moral behavior? • Is jusAce the most fundamental moral principle?
- 52. Gilligan emphasizes compassion as a moral value • Gilligan criAcized Kohlberg for giving higher moral place to male values • JusAce PerspecAve (Kohlberg, men) • Women: Compassion, responsibility for others • Caring PerspecAve – Level 1: OrientaAon of Individual Survival – Level 2: Goodness as self-‐sacrifice – Level 3: Morality of nonviolence
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- 54. Bullying Non-‐normaAve Aggression in child predicts future violent behavior VicAm also more likely to be violent VicAms are peer rejected
- 55. School Issues: RosenthalEffect • Rosenthal Effect: Self-fulfilling prophecy Effect – Told teachers some of their students were “bloomers” • or inadequate performance
- 56. Teachers and StudentGender • Teachers tend to attribute poor performance of boys to low effort and poor performance of girls to low aptitude
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