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| changes in social patterns and institutions in a society |
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| need to learn more about ourselves and our world as a means of directing our lives effectively |
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| individual gain is appreciated more than general societal gain |
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| collective or societal gain is appreciated more than individual gain |
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individual accepts responsibility for lives and carefully scrutinize alternative; have courage to admit when they are wrong and need to change
Ex: mother teresa
-fulfilling inborn potential |
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| how much control you or fate or others has on a situation |
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| how much we change over time, often depends on priorities we assign to stability or change |
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| shifts focus from individualistic notions of self toward the self connected to others |
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| relatively enduring changes in people's capacities and behavior as they grow older because of biological growth processes and people's interaaction with environment |
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| 5 perspectives on child development |
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biological
ecological
psychodynamic
social-cognitive
humanistic |
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| transmission of traits from parents to offspring |
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microsystem
mesosystem
exosystem
macrosystem |
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child's current settings directly affect the child
EX: have tv in bedroom=less sleep |
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linking of microsystem
EX: going to zoo, then talking bout zoo in class. (2 different microsystems) |
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influenced by social setting that you arent a part of.
EX: Bringing the workplace home |
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larger socio-cultural context in which development takes place
-set of shared values, goals, practices & attitudes that characterizes a group of people
EX: gender, social class, Laws |
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| Psychodynamic Perspective |
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view personality and behavior in terms of dynamics or interactions of driving forces of personality and development
-freuds structure |
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| unconscious reservoir of psychic energy for overall personality |
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| actions guided by seeking gratification of pleasure |
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| manager of personality and helps cope w/ ID, superego and society |
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| concern for individuals well being |
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| shaped by moral standards of society |
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| principle of perfection (superego) |
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| motivated person to be moral and perfect |
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Oral <1 --mouth
Anal 1-2--potty training
Phallic 3-5--oedipus and electra complex
latency 5-12--sex urges
genital 12-16--sex activity |
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| Social Cognitive Perspective |
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| includes behavior and social learning theories |
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assumes much of what we know is acquired thru observational learning
EX: BoBo doll |
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| 4 components to observational learning |
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-pay attention to what goes on around us
-retain what we learn
-be motivated to perform what we learn
-reproduce the behavior |
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emphasizes values of human freedom and uniquness of the individual
-carl rogers |
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| study of positive emotions, positive character traits, and enabling institutions |
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| individuals overall self concept available to awareness |
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| individuals characteristic pattern of emotional response and behavioral reactivity to situations and stressors |
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| comfortable w/ new environment and interacts w/ stranger when mom is present |
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| anxious-ambivalent attachment |
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| anxious in new environment and hesitant with strangers, even when mom is there |
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| not interact w/ mother and no distress when mom leaves |
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| disorganized-disoriented attachment |
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| dazed, confused, and disoriented, contradictory behaviors. (abused kids) |
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| when a mother gets penalized in the work area for having kids. (lower pay) |
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| midlife transition (crisis) |
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| period of personal evaluation that comes with the realization that life is half over |
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| loss of reproductive capacity |
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| negative attitude toward and treatment of older americans |
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| older people are treated like infants (speaking in baby talk) |
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| ability to solve through novel situations |
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| ability to use skills, knowledge and experiences already acquired (maintain creativity) |
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| Activity theory vs disengagement theory |
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| staying active at an old age to live longer vs detatch oneself from friends and family |
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way you see yourself
feelings, beliefs and values |
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| awareness of body; how you feel about it |
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| self perception aquired while growing up |
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| self you'd like to be; morals,aspirations, and values |
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| way i think others see me |
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| extent to which one's self concept is comprised of many differentiated self concepts |
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| overestimate how influential our own behaviors, appearance and emotions are to others |
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| interpret experience in a way consistent with our self concept |
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perceiving threatning info by making behavior less important
EX: fail test and say "i dont need that class anyway" |
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| poor recall of negative feed back that is inconsistent with core aspects of self concept |
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| self evaluation and resulting feelings of worth connected to self concept |
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| process of using others to compare ourselves to- in order to understand where we are |
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people try to get positive feedback affirming idea about positive qualities
ex: (fb statusses and comments) |
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| elicit feedback verifies or confirms their own self perceptions to verify self concept |
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| 5 traits related to ability to resist stress |
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Definition
openness to experience (openminded)
conscientiousness (carefullness)
agreeableness
extroversion (friendly)
emotional stability (anxiety and reactivity) |
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| belief in ability to organize and execute actions required |
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| achieved amount of control we have over our lives |
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| belief that can influence occurance of events in environment that affect our lives |
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| change world to meet needs and desires |
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| change self to fit the world better |
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| when the amound of actual control matches the desired need of control |
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permanent-"this is going to last forever"
universal "this ruins everything"
internal-"i caused this to happen" |
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| learned way of explaining good and bad life events that in turn enhances our perceived control and adaptive processes to them |
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