other theories of development

OTHER THEORIES

OF DEVELOPM

ENT

Is it development before learning? Or learning before development?

SOCIAL DEVELOPMENT THEORY

Summary: Social Development Theory argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior.

Originator: Lev Vygotsky (1896-1934).

THREE MAJOR THEMES OF SOCIAL

DEVELOPMENT THEORY1. Social interaction plays a fundamental role in the process of cognitive development. In contrast to Jean Piaget’s understanding of child development (in which development necessarily precedes learning), Vygotsky felt social learning precedes development. He states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).” (Vygotsky, 1978).


DEVELOPMENT THEORY2. The More Knowledgeable Other (MKO). The MKO refers to anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO could also be peers, a younger person, or even computers.


DEVELOPMENT THEORY3. The Zone of Proximal Development (ZPD). The ZPD is the distance between a student’s ability to perform a task under adult guidance and/or with peer collaboration and the student’s ability solving the problem independently. According to Vygotsky, learning occurred in this zone.

SOCIAL DEVELOPMENT THEORY

According to Vygotsky, humans use tools that develop from a culture, such as speech and writing, to mediate their social environments. Initially children develop these tools to serve solely as social functions, ways to communicate needs. Vygotsky believed that the internalization of these tools led to higher thinking skills.

APPLICATION OF THE SOCIAL DEVELOPMENT

THEORYMany schools have

traditionally held a transmissionist or instructionist model in which a teacher or lecturer ‘transmits’ information to students. In contrast, Vygotsky’s theory promotes learning contexts in which students play an active role in learning. Roles of the teacher and student are therefore shifted, as a teacher should collaborate with his or her students in order to help facilitate meaning construction in students. Learning therefore becomes a reciprocal experience for the students and teacher.

Are you attached?

What is Attachment?

ATTACHMENT THEORY

by John Bowlby

ATTACHMENT THEORY

Attachment is an emotional bond to another person.

ATTACHMENT THEORY

Psychologist John Bowlby was the first attachment theorist, describing attachment as a "lasting psychological connectedness between human beings" (Bowlby, 1969, p. 194).

ATTACHMENT THEORY

earliest bonds formed by children with their caregivers have a tremendous impact that continues throughout life. According to Bowlby, attachment also serves to keep the infant close to the mother, thus improving the child's chances of survival.

The central theme of attachment theory is that mothers who are available and responsive to their infant's needs establish a sense of security in their children. The infant knows that the caregiver is dependable, which creates a secure base for the child to then explore the world.

ATTACHMENT THEORY

There are four key components of attachment:

Safe Haven: When the child feel threatened or afraid, he or she can return to the caregiver for comfort and soothing.

COMPONENTS OF ATTACHMENT



Secure Base: The caregiver provides a secure and dependable base for the child to explore the world.





Proximity Maintenance: The child strives to stay near the caregiver, thus keeping the child safe.


There are four key components of attachment: Safe Haven: When the child feel threatened

or afraid, he or she can return to the caregiver for comfort and soothing.


Proximity Maintenance: The child strives to stay near the caregiver, thus keeping the child safe.

Separation Distress: When separated from the caregiver, the child will become upset and distressed.


MARY AINSWORTH’S “STRANGE SITUATION”

In her 1970's research, psychologist Mary Ainsworth expanded greatly upon Bowlby's original work. Her groundbreaking "Strange Situation" study revealed the profound effects of attachment on behavior. In the study, researchers observed children between the ages of 12 and 18 months as they responded to a situation in which they were briefly left alone and then reunited with their mothers (Ainsworth, 1978).

AINSWORTH’S “STRANGE SITUATION”

Based upon the responses the researchers observed, Ainsworth described three major styles of attachment: secure attachment, ambivalent-insecure attachment and avoidant-insecure attachment. Later, researchers Main and Solomon (1986) added a fourth attachment style called disorganized-insecure attachment based upon their own research. A number of studies since that time have supported Ainsworth's attachment styles and have indicated that attachment styles also have an impact on behaviors later in life.

AINSWORTH’S “STRANGE SITUATION”

Securely attached children exhibit distress when separated from caregivers and are happy when their caregiver returns. Remember, these children feel secure and able to depend on their adult caregivers. When the adult leaves, the child may be upset but he or she feels assured that the parent or caregiver will return.

When frightened, securely attached children will seek comfort from caregivers. These children know their parent or caregiver will provide comfort and reassurance, so they are comfortable seeking them out in times of need.

CHARACTERISTICS OF SECURE ATTACHMENT

Ambivalently attached children usually become very distressed when a parent leaves. This attachment style is considered relatively uncommon, affecting an estimated 7-15% of U.S. children. Research suggests that ambivalent attachment is a result of poor maternal availability. These children cannot depend on their mother (or caregiver) to be there when the child is in need.

CHARACTERISTICS OF AMBIVALENT ATTACHMENT

Children with an avoidant attachment tend to avoid parents or caregivers. When offered a choice, these children will show no preference between a caregiver and a complete stranger. Research has suggested that this attachment style might be a result of abusive or neglectful caregivers. Children who are punished for relying on a caregiver will learn to avoid seeking help in the future.

CHARACTERISTICS OF AVOIDANT ATTACHMENT

What happens to children who do not form secure attachments? Research suggests that failure to form secure attachments early in life can have a negative impact on behavior in later childhood and throughout the life. Children diagnosed with oppositional-defiant disorder (ODD), conduct disorder (CD) or post-traumatic stress disorder (PTSD) frequently display attachment problems, possibly due to early abuse, neglect or trauma. Clinicians suggest that children adopted after the age of six months have a higher risk of attachment problems.

PROBLEMS WITH ATTACHMENT

While attachment styles displayed in adulthood are not necessarily the same as those seen in infancy, research indicates that early attachments can have a serious impact on later relationships. For example, those who are securely attached in childhood tend to have good self-esteem, strong romantic relationships and the ability to self-disclose to others. As adults, they tend to have healthy, happy and lasting relationships.

PROBLEMS WITH ATTACHMENT

Does environment affects development?

ECOLOGICAL SYSTEMS THEORY

by Urie Bronfenbrenner

Urie Bronfenbrenner was generally regarded as one of the world's leading scholars in the field of developmental psychology. His ecological systems theory holds that development reflects the influence of several environmental systems, and it identifies five environmental systems that an individual interacts with.


FIVE ENVIRONMENTAL SYSTEMS

1. Microsystem: Refers to the institutions and groups that most immediately and directly impact the child's development including: family, school, religious institutions, neighborhood, and peers.

2. Mesosystem: Refers to relations between microsystems or connections between contexts. Examples are the relation of family experiences to school experiences, school experiences to church experiences, and family experiences to peer experiences. For example, children whose parents have rejected them may have difficulty developing positive relations with teachers.


3. Exosystem: Involves links between a social setting in which the individual does not have an active role and the individual's immediate context. For example, a husband's or child's experience at home may be influenced by a mother's experiences at work. The mother might receive a promotion that requires more travel, which might increase conflict with the husband and change patterns of interaction with the child.


4. Macrosystem: Describes the culture in which individuals live. Cultural contexts include developing and industrialized countries, socioeconomic status, poverty, and ethnicity. A child, his or her parent, his or her school, and his or her parent's workplace are all part of a large cultural context. Members of a cultural group share a common identity, heritage, and values. The macrosystem evolves over time, because each successive generation may change the macrosystem, leading to their development in a unique macrosystem.


5. Chronosystem: The patterning of environmental events and transitions over the life course, as well as sociohistorical circumstances. For example, divorces are one transition. Researchers have found that the negative effects of divorce on children often peak in the first year after the divorce. By two years after the divorce, family interaction is less chaotic and more stable. As an example of sociohistorical circumstances, consider how the opportunities for women to pursue a career have increased during the last thirty years."


The person's own biology may be considered part of the microsystem; thus the theory has recently sometimes been called "Bio-Ecological Systems Theory."


Per this theoretical construction, each system contains roles, norms and rules which may shape psychological development. For example, an inner-city family faces many challenges which an affluent family in a gated community does not, and vice versa. The inner-city family is more likely to experience environmental hardships, like crime and squalor. On the other hand the sheltered family is more likely to lack the nurturing support of extended family.


Since its publication in 1979, Bronfenbrenner's major statement of this theory, The Ecology of Human Development has had widespread influence on the way psychologists and others approach the study of human beings and their environments. As a result of his groundbreaking work in "human ecology", these environments — from the family to economic and political structures — have come to be viewed as part of the life course from childhood through adulthood.


There are many different theories related to human development. The ecological theory emphasizes environmental factors as playing the major role to development.


Both the environment and biology influence the child's development.

The environment affects the child and the child influences the environment.


Does the brain affects development?

Does the brain affects development?Is the brain a flexible organ?

STRUCTURAL COGNITIVE MODIFIABILITY

by Reuven Feuerstein

Dr. Reuven Feuerstein, an Israeli Psychologist, has developed the theory of “Structural Cognitive Modifiability”. According to this theory, the brain is a highly flexible organ and can, with suitable assistance, modify itself in amazing ways. He has demonstrated how this theory can be used to develop the essential “cognitive structures” required for higher level thinking, working with children who have had brain injuries, birth defects or abuse.

STRUCTURAL COGNITIVE MODIFIABILITY

We want to help a child to create connections in their brains. When we stimulate a child by providing him or her with a sound, that child will demonstrate that the sound has been heard by a reaction. If the reaction involves the eyes looking around then the child is trying to associate the auditory stimulation with something.

STRUCTURAL COGNITIVE MODIFIABILITY -

APPLICATION

You can help the child to make the association. If you are using a stethoscope then you should position yourself direction in front of the child and as you emit a sound, say humming a tune, you should also make some kind of shape with your mouth. Then do this at varying distances from the child. If you see the child trying to mimic your mouth position, you will have evidence that the child is making a connection. If you see an attempt to mimic what you do with your mouth, then repeat that many times-100 is not too many times!

STRUCTURAL COGNITIVE MODIFIABILITY -

APPLICATION

Does certain systems related to development?

MODULAR THEORY OF SOCIAL DEVELOPMENT

by Judith Rich Harris

Proposed by Judith Rich Harris A relationship system that allows us to

distinguish family from strangers and tell individuals apart.


Proposed by Judith Rich Harris A socialization system that helps us to

become members of a group and absorb the group's culture.



Proposed by Judith Rich Harris

A status system that enables us to acquire self-knowledge by measuring ourselves against others.

Why humans still exist today?

SPIRAL DYNAMICS OR EMERGENT CYCLICAL LEVEL OF EXISTENCE

THEORYby Clare W. Graves

SPIRAL DYNAMICS OR EMERGENT CYCLICAL LEVEL OF EXISTENSE

THEORYSpiral Dynamics

is a theory of human development introduced in the 1996 book Spiral Dynamics by Don Beck and Chris Cowan. The book was based on the theory of psychology professor Clare W. Graves.


THEORY

different and complexities of human existence


THEORY

Pattern of human diversity and trajectory for change.

TWO INTERACTING FORCES

1.Life conditions the person or group encounters2.The brain/mind capacities available to cope with such conditions


THEORY

LIFE CONDITIONS

BRAIN/MINDCOPING CAPACITIES

A State of nature and biological urges and drives: physical senses dictate the state of being.

BEIGE N Instinctive: as natural instincts and reflexes direct; automatic existence.

LIFE CONDITIONS


B Threatening and full of mysterious powers and spirit beings that must be placated and appeased.

PURPLE O Animistic: according to tradition and ritual ways of group: tribal; animistic.

LIFE CONDITIONS


C Like a jungle where the tough and strong prevail, the weak serve; nature is an adversary to be conquered.

RED P Egocentric: asserting self for dominance, conquest and power. Exploitive; egocentric.

LIFE CONDITIONS


D Controlled by a Higher Power that punishes evil and eventually rewards good works and righteous living.

BLUE Q Absolutistic: obediently as higher authority and rules direct; conforming; guilt.

LIFE CONDITIONS


E Full of resources to develop and opportunities to make things better and bring prosperity.

ORANGE R Muitiplistic: pragmatically to achieve results and get ahead; test options; maneuver

LIFE CONDITIONS


F The habitat wherein humanity can find love and purposes through affiliation and sharing.

GREEN S Relativistic; respond to human needs; affiliative; situational; consensual; fluid.

LIFE CONDITIONS


G A chaotic organism where change is the norm and uncertainty an acceptable state of being.

YELLOW T Systemic: functional; integrative; interdependent; existential; flexible; questioning; accepting.

LIFE CONDITIONS


H A delicately balanced system of interlocking forces in jeopardy at humanity’s hands; chaordic.

TURQUOISE U Holistic: experiential: transpersonal; collective consciousness; collaborative; interconnected.

LIFE CONDITIONS


I Too soon to say, but should tend to be I-oriented; controlling, consolidating if the pattern holds.

CORAL V Next neurological capacities. The theory is open-ended up to the limits of Homo sapiens' brain.

Does your ego made you what you are now?

STAGES OF EGO DEVELOPMENT

by Jane Loevinger

The ego is the struggle to comprehend, understand, and organize the experiences of life. (MacAdams, 2006)

STAGES OF EGODEVELOPMENT

Jane Loevinger's stages of ego development 'conceptualize a theory of ego development that was based on Erikson's psychosocial model', as well as on the works of Harry Stack Sullivan, and in which 'the ego was theorized to mature and evolve through stages across the lifespan as a result of a dynamic interaction between the inner self and the outer environment'.[1] The ego is the struggle to comprehend, understand, and organize the experiences of life


Presocial stage (E1)In earliest infancy, a baby cannot differentiate itself from the world and focuses only on gratifying immediate needs. Loevinger believes infants in their earliest state cannot have an ego because their thinking is autistic or delusional.[10] Their ego or 'thinking is characterised by primary process and delusional projection',[11] This part of the presocial stage does not last long as it quickly merges into the Symbiotic stage. The ego begins to develop and is it dominated by 'the process of differentiating self from non-self'[12] - from the World. The infant, once s/he 'has a grasp of the stability of the world of objects, the baby retains a symbiotic relation with his/[her] mother'[13] and begins the association of objects to themselves. For example, a baby will not fall asleep until they have their favourite toy or blankie in the crib with them.


Impulsive stage (E2)Here the child 'asserts his growing sense of self' and views the world in ego-centric terms.[14] At this stage 'the child is preoccupied with bodily impulses, particularly (age-appropriate) sexual and aggressive ones.[15] The child is too immersed in the moment and view the world solely in terms of how things affect them. Their impulses affirm their sense of self however are 'curbed by the environment'. When someone meets their needs they are considered 'good', and if they do not meet their needs they are considered bad - often resulting in impulsive retaliation such s/]he will run away or run home'.[16] Discipline is viewed by the child as restraints, and 'rewards and punishments' are seen as being "Nice to Me" or "Mean to Me". This is because the Child's 'needs and feelings are experienced mostly in bodily modes',[17] and 'the child's orientation at this stage is almost exclusively to the present rather than to past or future'.


Self-Protective stage (E3)The "Self-Protective" stage represents 'the first step towards self-control of impulses....The Self-Protective person has the notion of blame, but he externalizes it to other people or to circumstances'. At this level, the child 'craves a morally prescribed, rigidly enforced, unchanging order', and if maintained too long 'an older child or adult who remains here may become opportunistic, deceptive, and preoccupied with control...naive instrumental hedonism


Self-Protective stage (E3)

While a degree of conceptual cohesion has been reached, morality is essentially a matter of anticipating rewards and punishments, with the motto: "Don’t Get Caught".


Conformist stage (E4)Most children around school age...progress to the next stage, conformity'. Persons begin to view themselves and other as conforming to socially approved codes or norms. Teaching education as adult development. Theory into Practice, 17(3), p. 231 Loevinger describes this stage of having 'the greatest cognitive simplicity. There is a right way and a wrong way and it is the same for everyone...or broad classes of people. One example of groups conforming together at this age is by gender—boys and girls. Here persons are very much invested in belonging to and obtaining the approval of groups.[24] Behavior is judged externally, not by intentions, and this concept of 'belonging to the group (family or peers) is most valued'. 'the child starts to identify his welfare with that of the group', though for the stage 'to be consolidated, there must be a strong element of trust'. An ability to take in rules of the group appears, and another's disapproval becomes a sanction, not only fear of punishment. However rules and norms are not yet distinguished.


Self-aware level (E5)Loevinger considered the Self-Aware (also known as 'Conscientious-Conformist') Transitional Stage to be 'model for adults in our society',[29] and thought that few pass the stage before at least the age of twenty-five.


Self-aware level (E5)The stage is largely characterized by two characteristics: 'an increase in self-awareness and the capacity to imagine multiple possibilities in situations' ...[was] a stable position in mature life', one marked by the development of 'rudimentary self-awareness and self-criticism': however the closeness of the self to norms and expectations 'reveal the transitional nature of these conceptions, midway between the group stereotypes of the Conformist and the appreciation for individual differences at higher levels'. Loevinger also considered the level to produce 'a deepened interest in interpersonal relations'.


Conscientious stage (I-4)

At progression to 'the conscientious stage...individuals at this level, and even more often at higher levels, refer spontaneously to psychological development'.


Conscientious stage (I-4)By this stage, 'the internalization of rules is completed', although at the same time 'exceptions and contingencies are recognized'. Goals and ideals are acknowledged, and there is a new sense of responsibility, with guilt triggered by hurting another, rather than by breaking rules. 'The tendency to look at things in a broader social context' was offset by a self seen as apart from the group, but also from the other's point of view; as a result 'descriptions of people are more realistic...[with] more complexities'. Standards are self-chosen, and distinguished from manners, just as people are seen in terms of their motives and not just their actions.


Conscientious stage (I-4)

The Conscientious subject 'sees life as presenting choices; [s]he holds the origin of his own destiny...aspires to achievement, ad astra per aspera '[36] but by his or her own standards.


Individualistic level (E7)During this stage persons demonstrate both a respect for individuality and interpersonal ties. Loevinger explains' To proceed beyond the Conscientious Stage a person must become more tolerant of himself and of others...out of the recognition of individual differences and of complexities of circumstances' developed at the previous level. The individualistic ego shows a broad-minded tolerance of and respect for the autonomy of both self and others. With a new distancing from role identities, 'moralism begins to be replaced by an awareness of inner conflict', while the new stage is also 'marked by a heightened sense of individuality and a concern for emotional dependence‘. Subjective experience is opposed to objective reality, inner reality to outward appearance; and 'vivid and personal versions of ideas presented as clichés at lower levels‘ may emerge.


Individualistic level (E7)

A growing concern for psychological causality and development will typically go hand in hand with 'greater complexity in conceptions of interpersonal interaction'.


Autonomous stage (E8)Loevinger termed the next stage "autonomous" 'because it is marked by the freeing of the person from oppressive demands of conscience in the preceding stage'. People at this stage are "synthesizers" and are able to conceptually integrate ideas. The autonomous person also 'recognizes the limitations to autonomy, that emotional interdependence is inevitable'. The stage might also see a 'confrontation with the limitations of abilities and roles as part of deepening self-acceptance'.


Autonomous stage (E8)

'Self-fulfillment becomes a frequent goal, partly supplanting achievement', while there may well be a wider 'capacity to acknowledge and to cope with inner conflicts',[46] such as between needs and duties.


Autonomous stage (E8)

A high toleration for ambiguity...[and ] conceptual complexity' - the capacity to embrace Polarity, Complexity, Multiple Facets, and to integrate ideas - is a further feature of the Autonomous Stage, as too is the expression of 'respect for other people's need for autonomy in clear terms'.


Integrated stage (E9)According to Loevinger, this is a rare stage to attain. At the integrated stage, 'learning is understood as unavoidable...the unattainable is renounced'.[49] The ego shows wisdom, broad empathy towards oneself and other, and a capacity to not just be aware of inner conflicts like the individualistic ego or tolerate inner conflicts like the autonomous ego, but reconcile and make peace with those issues.<Witherell, C. S., & Erickson, p. 231</ref> This 'Reconciling inner conflicts...cherishing of individuality'[50] are key elements of its Self-Actualizing nature, along with a fully worked-out identity which includes 'reconciliation to one's destiny'.[51]


Why child’s education should be fundamental?

SENSITIVE PERIODS OF DEVELOPMENT

by Maria Montessori Sensitive periods is a

term coined by the Dutch geneticist Hugo de Vries and adopted by the Italian educator Maria Montessori to refer to important periods of childhood development.


Montessori believed that every human being goes through a series of quantum leaps in learning during the pre-school years. Drawing on the work of de Vries, she attributed these behaviors to the development of specific areas of the human brain, which she called nebulae.[1] She felt this was especially true during the first few years of life, from birth (or before) to the time of essentially complete development of the brain, about age 6 or 7. Montessori observed several overlapping periods during which the child is particularly sensitive to certain types of stimuli or interactions.


According to Montessori, during a sensitive period it is very easy for children to acquire certain abilities, such as language, discrimination of sensory stimuli, and mental modeling of the environment. Once the sensitive period for a particular ability is past, the development of the brain has progressed past the point at which information can be simply absorbed. The child must then be taught the ability, resulting in expenditure of conscious effort, and not producing results as great as could be produced if the sensitive period had been taken advantage of. Montessori was not very specific in her published works about the precise number, description, or timing of these sensitive periods. However, in her lectures to teacher trainees she set out several periods with the approximate ages to which they applied. More importantly, she believed, adults should observe the behavior and activities of children to discover what sensitive periods they are in.


Age Sensitivity

Birth to 6 years

The absorbent mind: the mind soaks up information like a sponge. Sensory learning and experiences: the child uses all five senses - touch, taste, smell, sight, and hearing - to understand and absorb information about his or her environment.

1.5 to 3 yearsLanguage explosion: a child builds his or her future foundation for language.

1.5 to 4 yearsDevelopment and coordination of fine and large muscle skills, advanced developing grasp and release skill spawns an interest in any small object.

2 to 4 years

Very mobile with greater coordination and refinement of movement, increased interest in language and communication (they enjoy telling stories), aware of spatial relationships, matching, sequence and order of objects.


Age Sensitivity

2.5 to 6 yearsWorks well incorporating all five senses for learning and adapting to environment.

3 to 6 yearsInterest in and admiration of the adult world: they want to copy and mimic adults, such as parents and teachers.

4 to 5 yearsUsing one’s hands and fingers in cutting, writing and art. Their tactile senses are very developed and acute.

4.5 to 6 yearsReading and math readiness, and, eventually, reading and math skills.

Do you believe that everyone is unique from one another?

SEPARATION – INDIVIDUATION THEORY OF CHILD DEVELOPMENT

by Margaret Mahler In Mahler’s theory, child

development takes place in phases, each with several sub phases:

SEPARATION – INDIVIDUATION THEORY OF

CHILD DEVELOPMENT In Mahler’s theory, child development takes place in phases, each with several sub phases:

Normal Autistic Phase - First few weeks of life. The infant is detached and self-absorbed. Spends most of his/her time sleeping. Mahler later abandoned this phase, based on new findings from her infant research.[2] She believed it to be non-existent. The phase still appears in many books on her theories.


CHILD DEVELOPMENT Normal Symbiotic

Phase - Lasts until about 5 months of age. The child is now aware of his/her mother but there is not a sense of individuality. The infant and the mother are one, and there is a barrier between them and the rest of the world.


CHILD DEVELOPMENTSeparation-Individuation

Phase - The arrival of this phase marks the end of the Normal Symbiotic Phase. Separation refers to the development of limits, the differentiation between the infant and the mother, whereas individuation refers to the development of the infant's ego, sense of identity, and cognitive abilities. Mahler explains how a child with the age of a few months breaks out of an “autistic shell” into the world with human connections. This process, labeled separation-individuation, is divided into subphases, each with its own onset, outcomes and risks. The following subphases proceed in this order but overlap considerably.


CHILD DEVELOPMENTHatching – first months.

The infant ceases to be ignorant of the differentiation between him/her and the mother. "Rupture of the shell". Increased alertness and interest for the outside world. Using the mother as a point of orientation.


CHILD DEVELOPMENTPracticing – 9-about 16

months. Brought about by the infant's ability to crawl and then walk freely, the infant begins to explore actively and becomes more distant from the mother. The child experiences himself still as one with his mother.


CHILD DEVELOPMENTRapprochement –15–24 months. In this

subphase, the infant once again becomes close to the mother. The child realizes that his physical mobility demonstrates psychic separateness from his mother. The toddler may become tentative, wanting his mother to be in sight so that, through eye contact and action, he can explore his world. The risk is that the mother will misread this need and respond with impatience or unavailability. This can lead to an anxious fear of abandonment in the toddler. A basic ‘mood predisposition’ may be established at this point. Rapprochement is divided into a few sub phases:


CHILD DEVELOPMENTBeginning - Motivated by a desire

to share discoveries with the mother.Crisis - Between staying with the

mother, being emotionally close and being more independent and exploring.

Solution - Individual solutions are enabled by the development of language and the superego.


CHILD DEVELOPMENTDisruptions in the

fundamental process of separation-individuation can result in a disturbance in the ability to maintain a reliable sense of individual identity in adulthood.

Do you believe in something you can’t see?

JAMES FOWLER’S STAGE OF

FAITH DEVELOPMENTproposed by

Professor James W. Fowler, a developmental psychologist at Candler School of Theology, in the book Stages of Faith.

It proposes a staged development of faith (or spiritual development) across the life span.

FOWLER’S STAGE OF FAITH DEVELOPMENT

Faith is seen as a holistic orientation, and is concerned with the individual's relatedness to the universal. Fowler defines faith as an activity of trusting, committing and relating to the world based on a set of assumptions of how one is related to others and the world.Stage 0 – "Primal or Undifferentiated" faith (birth to 2 years), is characterized by an early learning of the safety of their environment (i.e. warm, safe and secure vs. hurt, neglect and abuse). If consistent nurture is experienced, one will develop a sense of trust and safety about the universe and the divine. Conversely, negative experiences will cause one to develop distrust with the universe and the divine. Transition to the next stage begins with integration of thought and languages which facilitates the use of symbols in speech and play.


Stage 1 – "Intuitive-Projective" faith (ages of three to seven), is characterized by the psyche's unprotected exposure to the Unconscious.


Stage 2 – "Mythic-Literal" faith (mostly in school children), stage two persons have a strong belief in the justice and reciprocity of the universe, and their deities are almost always anthropomorphic.


Stage 3 – "Synthetic-Conventional" faith (arising in adolescence; aged 12 to adulthood) characterized by conformity to religious authority and the development of a personal identity. Any conflicts with one's beliefs are ignored at this stage due to the fear of threat from inconsistencies.


Stage 4 – "Individuative-Reflective" faith (usually mid-twenties to late thirties) a stage of angst and struggle. The individual takes personal responsibility for his or her beliefs and feelings. As one is able to reflect on one's own beliefs, there is an openness to a new complexity of faith, but this also increases the awareness of conflicts in one's belief.


Stage 5 – "Conjunctive" faith (mid-life crisis) acknowledges paradox or contradiction and transcendence relating reality behind the symbols of inherited systems. The individual resolves conflicts from previous stages by a complex understanding of a multidimensional, interdependent "truth" that cannot be explained by any particular statement.


Stage 6 – "Universalizing" faith, or what some might call "enlightenment". The individual would treat any person with compassion as he or she views people as from a universal community, and should be treated with universal principles of love and justice.

Who is your role model?

SOCIAL LEARNING THEORY

by Albert BanduraSocial learning theory is a perspective that states that people learn within a social context. It is facilitated through concepts such as modeling and observational learning.


According to Social Learning theory, models are an important source for learning new behaviors and for achieving behavioral change in institutionalized settings. Social learning theory is derived from the work of Albert Bandura which proposed that observational learning can occur in relation to three models:


Live model – in which an actual person is demonstrating the desired behavior


Verbal instruction – in which an individual describes the desired behavior in detail, and instructs the participant in how to engage in the behavior


Symbolic – in which modeling occurs by means of the media, including movies, television, Internet, literature, and radio. This type of modeling involves a real or fictional character demonstrating the behavior.


An important factor of Albert Bandura’s social learning theory is the emphasis on reciprocal determinism. This notion states that an individual’s behavior is influenced by the environment and characteristics of the person. In other words, a person’s behavior, environment, and personal qualities all reciprocally influence each other. Bandura proposed that the modeling process involves several steps:


1. Attention – in order for an individual to learn something, they must pay attention to the features of the modeled behavior.

2. Retention – humans need to be able to remember details of the behavior in order to learn and later reproduce the behavior.

3. Reproduction – in reproducing a behavior, an individual must organize his or her responses in accordance with the model behavior. This ability can improve with practice.

4. Motivation – there must be an incentive or motivation driving the individual’s reproduction of the behavior. Even if all of the above factors are present, the person will not engage in the behavior without motivation.

Have you found your identity?

IDENTITY ACHIEVEMENT

THEORYOriginally by Erik Erikson by sharpened by James Marcia, a Psychology Professor

He identified four (4) identity statuses:

1.identity diffusion, 2.identity foreclosure, 3.identity moratorium 4.identity achievement


THEORY

The statuses are ways to resolve identity crisis and then establish a commitment to this identity.


THEORY

The statuses are ways to resolve identity crisis and then establish a commitment to this identity.

Crisis – a period of development where the adolescent experience alternative identities and then he chooses.


THEORY

Commitment – decision that the adolescent makes on what he or she is going to do.


THEORY

Commitment – decision that the adolescent makes on what he or she is going to do.

It includes occupation, religion, philosophy, sex roles or personal standards of sexual behavior.


THEORY

Identity diffusion is the status where adolescents have not experienced any identity crisis yet. They have yet to explore meaningful alternatives and they have yet to make any commitments. During this status, adolescents do not show interest in occupational or ideological choices.


THEORY

Identity foreclosure is the status where adolescents have decided on a commitment; however, they have not had an identity crisis. That is, the adolescent has not had any opportunity to experience alternatives. The adolescent accepts what others have chosen for him or her. Usually, this occurs when an authoritative parent passes on their commitment to the adolescent. These same adolescents will identify more closely to the same-sex parent. For example, if a father is a mechanic and owns his own business, then his son will become a mechanic and take over the business.


THEORY

Identity moratorium is a marginal period where the adolescent is on the verge of an identity crisis; however, the adolescent has not made any commitments yet. The term moratorium refers to a period of delay where someone had not yet made a decision. It is during this time that they experience different roles. During this period, adolescents and young adults will court one another, look at different career opportunities, explore philosophies and so on.


THEORY

Identity achievement is the final status where the individual has gone through a psychological moratorium and have made their decisions for life. These individuals have explored different roles and opportunities and have come to conclusions and made decisions on their own.


THEORY

In short, James Marcia found that a person's identity is not "set" and is quite fluid. Before a person's identity is chosen, individuals go through a process, whether it is forced on them or not, to determine their identity. A person's identity is made up of commitments made by the individual. These commitments are decisions made throughout one's life that determines "who" that person will be.


THEORY

BIBLIOGRAPHY

http://www.learning-theories.com/vygotskys-social-learning-theory.html

http://en.wikipedia.org/wiki/Developmental_psychology

http://en.wikipedia.org/wiki/Developmental_stage_theories

http://internal.psychology.illinois.edu/~rcfraley/attachment.htmhttp://psychology.about.com/od/loveandattraction/a/attachment01.htmhttp://www.hydranencephaly.com/Care/structuralcognitive.htm

en.wikipedia.org/wiki/No_Two_Alike:_Human_Nature_and_Human_Individualityhttp://en.wikipedia.org/wiki/Spiral_Dynamics

http://en.wikipedia.org/wiki/Loevinger%27s_stages_of_ego_developmenthttp://en.wikipedia.org/wiki/Sensitive_periods

http://en.wikipedia.org/wiki/Margaret_Mahler#Separation-Individuation_Theory_of_child_developmenthttp://en.wikipedia.org/wiki/Stages_of_faith_development

http://www.helium.com/items/1560359-marcias-four-identity-statuseshttp://www.spiraldynamics.org/aboutsd_theory.htm

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Prepared by:JARED RAM A. JUEZAN

MAEd – Educational ManagementJune 27 - 29, 2012

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