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WVC IWP P&P Chap 11
WVC Integrated Whole Person Developmental Theories
| Question | Answer |
|---|---|
| Development | Refers to the patterns of change that began at conception and continue throughout a lifetime. Patterns include: biological, cognitive, and socioemotional changes that take place during an individual's life span. |
| Growth | Encompasses the physical changes that occur from prenatal period through older adulthood and also demonstrates both advancement and deterioration. |
| Success vs Failure of a developmental phase | If a person experiences repeated developmental failures, inadequacies result. Individuals experiencing repeated success, health is promoted. |
| Biological process | Produces change in an individual's physical growth and development. These changes are a result of genetic inheritance that interacts c external influences i.e: Nutrition,excercise, stress, culture, climate. |
| Biological changes in the body resulting from external influences: | Height, weight, development of gross and fine motor skills, and sexual maturation resulting from hormonal changes during puberty. |
| Cognitive process | Comprise changes in intelligence, ability to understand and use language, and the development of thinking that shapes an individual's attitudes, beliefs, and behaviors. Contributing factors:(genetics, life experiences, envorontmental influences). |
| Example of cognitive process | Learning how to take turns during a conversation, playing a board game, studying for a test all involve cognitive process. |
| Socioemotional process | Consist of the variations that occurs in an individual's personality, emotions, and relationships with others during the individual's lifetime. Genetic endowment an an individual's environmental context play a part in these changes. |
| Theory | a set of interrelated concepts definitions and propositions that present an organized view of a subject for the purpose of explaining adn making predictions about the subject. |
| Biophysical development | How our physical bodies grow and Change. Describes the process of biological maturation. |
| Gesell's theory of Development | Although each child's pattern of growth (development) is unique, this pattern is directed by gene activity. Environmental factors support, change, adn modify the pattern, but they do not generate progressions of development. |
| Psychoanalytic/ psychosocial theory | describes human development from the perspectives of personality, thinking, and behavior. (occurs in stages that every human experiences in a sequence) |
| Freud's psychoanalytic dodel of personality develoment | States individuals go through 5 stages of psychosexual development and that each stage was characterized by sexual pleasure in parts of the body: mouth, anus, genitals. |
| Freud Stage 1: Oral (birth to 12 to 18 months) | Initially, sucking and oral satisfaction are not only vital to life, but also extremely pleasurable in their own rights. |
| Freud Stage 2: Anal (12 to 18 months to 3 years) | Child's focus changes to anal zone. Child becomes increasingly aware of the pleasurable sensations of the body region with interest in the prducts of their effort. Toilet training = gratificationin metting paretal and societa expectations. |
| Freud Stage 3: Phallic or oedipal (3 to 6 years) | Genital organs become the focus of pleasure. Boy becomes interested in penis, girls become aware of the absence of a penis (develope penis envy). |
| Freud Stage 4: Latency (6 to 12 years) | Sexual urges from the earlier oedipal stage, are repressed and channeled into productive activities that are socially acceptable. Within the educational and social world the child has much to learn and accomplish. |
| Freud Stage 5: Genital (Puberty though adulthood) | Time of turbulence when earlier sexual urges reawaken and are directed to an individual outside the family circle. Unresolved conflects surface during puberty. Once conflicts are resolved, a person is capable of having a mature adult sexual relationship. |
| Freud: Components related to behavior | The id, The ego, The superego |
| Freud: id | the basic instinctual impulses driven to achieve pleasure, is the most primitive part of the personality and originates in the infant. |
| Freud: ego | represents the reality component mediating conflicts between the environment and the forces of the id. The ego helps us judge reality accurately, regulate impulses, and make good decisions. |
| Freud: superego | performs regulating,restraining, and prohibiting actions. Often referred to as the conscience, the superego is influenced by the standards of outside social forces (parents or teachers) |
| Erikson's eight stages of development | Individuals need to accomplish a particular task before successfully mastering the stage and progressing to the next one. Each task is framed with opposing conflicts: adolescent's need to develop a sense of personal identity). |
| Sense of Initiative versus Guilt | Preschooler: Age 3 to 6 |
| Sense of Integrity vs. Despair | Older Adult: Age 65 and older |
| Sense of Identity vs. Role Confusion | Adolescent: Age 12 to 20 |
| Sense of Generativity vs. Stagnation | Middle Adult: Age 45 to 65 |
| Sense of intimacy vs. Isolation | Young Adult : Age 20 to 45 |
| Sense of Industry vs. Inferiority | School Aged : Age 6 to 12 |
| Sense of Trust vs Mistrust Infant : | Birth to age 1 year |
| Sense of Autonomy vs. Shame and Doubt | Toddler: Age 1 to 3 |
| A 10 Year old boy proudly displays his principal's award certificate. | Industry vs. Inferiority |
| An Infant believes that his parents will feed him. | Trust vs. Mistrust |
| 22 year old woman picks a circle of friends with whom she spends her free time. | Intimacy vs. Isolation |
| 13 y.o. girl fights with her mother about appropriate dress. | Identity vs. Role Confusion |
| A nursing home resident reflects positiviely on her past life experiences. | Ego Integrity vs. Despair |
| A 15 year old boy worries about how his classmates treat him. | Identity vs. Role Confusion |
| A 45 year old man meets a goal of guiding his two children into rewarding careers. | Generativity vs. Stagnation |
| A Kindergarten student learns the ABC's. | Initiative vs.Guilt |
| A 2 year old boy expresses interest in dressing himself. | Autonomy vs. Shame and Doubt |
| A 35 year old woman volunteers Sat. Mornings to work with the homeless. | Generativitiy vs. Stagnation |
| Maslow's Hierarchy of Needs: Self Actualization Needs | (full potential, harmony, self fulfillment, ability to solve problems, cope realistically with life) |
| Maslow's Hierarchy of Needs: Esteem Needs | (self respect, personal worth, autonomy self confidence, usefulness, achievement) |
| Maslow's Hierarchy of Need: Love and Belongingness Needs | (love, friendship, comradeship, affection, social relationships) |
| Maslow's Hierarchy of Needs: Safety Needs | (security; protection from harm, physical and psychological ) |
| Maslow's Hierarchy of Needs: Physiological Needs | (food, sleep, air, water, stimulation, activity, elimination ) |
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