Term
| Erikson's theory of psychosocial development |
|
Definition
-Describes the human life cycle as a series of eight ego developmental stages from birth to death.
-Each stage presents a psychosocial crisis, the goal of which is to integrate physical, maturation, and societal demands.
-The result of one stage may not be permanent, but can be changed by experiences later in life.
-This theory focuses on psychosocial tasks that are accomplished throughout the life cycle. |
|
|
Term
|
Definition
| -Occurs through a lifelong series of crisis affected by social and cultural factors. |
|
|
Term
|
Definition
| According to Erikson's theory of psychosocial development, each psychosocial crisis must be resolved for the child or adult to progress emotionally. ______________ resolution leaves the person emotionally disabled. |
|
|
Term
| Infancy (birth to 18 months) |
|
Definition
-Psychosocial Crisis: Trust Vs Mistrust
-Task: Attachment to the mother
-Successful: Trust in person;faith and hope about the environment and the future.
-Unsuccessful: General difficulties relating to persons effectively; suspicion; trust-fear conflict, fear of the future. |
|
|
Term
| Early Childhood (18 months to 3 years) |
|
Definition
-Psychosocial Crisis: Autonomy versus shame and dought
-Task: Gaining some basic control overself and environment.
-Successful: Sense of self-control and adequacy; will power
-Unsuccessful: Independence-fear conflict; severe feeling of self-dought |
|
|
Term
| Late Childhood (3-6 years) |
|
Definition
-Psycosocial Crisis: Initiative versus guilt
-Task: Becoming purposeful and directive
-Successful: Ability to initiate one's own activities;sense of purpose
-Unsuccessful: Aggression-fear conflict; sever feelings of self-dought. |
|
|
Term
|
Definition
-Psychosocial Crisis: Industry versus inferiority
-Task: Developing physical, social and learning skills
-Successful: Competence;ability to learn and work.
-Unsuccessful: Sence of inferiority; dificulty working and learning. |
|
|
Term
| Adolescence (12-20 years) |
|
Definition
-Psychosocial Crisis: Identity versus role confusion
-Task: Developing a sense of identity
-Successful: Sense of personal identity
-Unsuccessful: Confusion about who one is; identity submerged in relationships or group memberships |
|
|
Term
| Early adulthood (20-35 years) |
|
Definition
-Psychosocial Crisis: Intimacy versus Isolation
-Task: Establishing intimate bonds of love and freindship
-Successful: Ability to love deeply and commit one self
-Unsuccessful: Emotional isolation, egocentricity |
|
|
Term
|
Definition
-Psychosocial Crisis: Generativity versus stagnation
-Task: Fulfilling life goals that involve family, career and society.
-Successful: Ability to give and care for others.
-Unsuccessful: Self-obsorption, inability to grow as a person. |
|
|
Term
| Later Adulthood (65 years - death) |
|
Definition
-Psychosocial Crisis:Integrity versus dispair
-Task: Looking back over one's life and accepting its meaning
-Successful: Sense of integrity and fulfillment
-Unsuccessful: Dissatisfaction with life. |
|
|
Term
| Piaget's Theory of cognitive development |
|
Definition
| defines cognitive acts as ways in which the mind organizes and adapts to its environment. |
|
|
Term
|
Definition
| refers to an individuals cognitive structure or framework of thought. |
|
|
Term
|
Definition
| categories that an individual forms in his or her mind to organize and understand the world. A young child has only a few __________ with which to understand the world, and gradually these are increased. Adults use a wide variety of ___________ to understand the world. |
|
|
Term
|
Definition
| is the ability to incorporate new ideas, objects, and experiences into the framework of one's thoughts. The groing child will precieve and give meaning to new information according to what is already known and understood. |
|
|
Term
|
Definition
| is the ability to change a schema to introduce new ideas, objectsm or experiences. It changes the mental structure so that new experiences can be added. |
|
|
Term
Stages of cognitive development:
Sensorimotor stage |
|
Definition
-Birth to 2 years
-Development proceeds fromreflex activity to imagining and solving problems through the senses and movement.
-The infant or toddler learns about reality and how it works
-The infant or toddler does not recognize that objects continue to be in existence, even if out of the visual field. |
|
|
Term
Stages of cognitive development:
Preoperational stage |
|
Definition
-2 to 7 years
-The child learns to think in terms of past, present and future.
-The child moves from knowing the world through sensation and movement to prelogical thinking and finding solutions to problems
-The child is egocentric
-The chils is unable to conceptualize and requires concrete examples. |
|
|
Term
Stages of cognitive development:
Conncrete Operational |
|
Definition
-7-11 years
-The child is able to classify, order and sort through facts
-The child moves from prelogical thought to solving concrete problems through logic.
-The child begins to develop abstract thinking. |
|
|
Term
Stages of cognitive development:
Formal Operations |
|
Definition
-11 years to adulthood
-The person is able to think abstractly and logically
-Logical thinking is expanded to include solving abstract and concrete problems. |
|
|
Term
|
Definition
-A complicated process involving the acceptance of the values and rules of society in a way that shapes behavior
-Is classified ina series of levels and behaviors
-Is sequential but people do not automatically go from one stage or level to the next as they mature
-Stages or levels of moral development cannot be skipped. |
|
|
