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Yanow, H- HD1 Multimedia Project Ch.1

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Hannah Yanow

on 14 April 2013

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Transcript of Yanow, H- HD1 Multimedia Project Ch.1

Outlining the Theories and Terms
Defined in Ch.1
The Life Span: Human Development for Helping Professionals
By Patricia C. Broderick Freud's Personality Theory Piaget's Cognitive Developmental Theory -Id- A person's basic instincts, indulgences, motivations.

-Ego- Meets the needs of the Id by problem-solving to acquire it/achieve goals.

-Superego- The combination of the Id and Ego: rationalizing the motivations or needs behind a person's actions. Erikson's Personality Theory 8 Stages of Man:

1- Trust vs. Mistrust Hope Fear & Mistrust
2- Autonomy vs. Shame & Doubt Willpower Self-doubt
3- Initiative vs. Inferiority Purpose Guilt over thought & action
3- Industry vs. Inferiority Competence Lack of Competence
4- Identity vs. Role Confusion Fidelity Inabilitity to establish sense of self
5- Intimacy vs. Isolation Love Fear of intimacy, distantiation
6- Generativity vs. Stagnation Care Self-absorption
7- Ego Integrity vs. Despair Wisdom Regret

(Broderick & Blewett, p. 10) As we have seen in this chapter, we are a combination of multiple influences in our lives and genetic makeup. Our stages of development hinge upon the environment in which we live in as well as our innate features. When applying this to our clients, we must take into consideration all of the factors that has gone into an individual's formation of values, decision-making processes, world views, and personality traits. Freud's Psychosexual Stages 1) ORAL- first year of life, gaining satisfaction nutritionally and phsyically by oral activities (suckling, eating, drinking, etc.)
2) ANAL- second year of life, focus on toilet training, holding and letting go of sphincter, etc.
3) PHALLIC- ages 3-5 or 6 years old, pleasure stems from genitals, awareness of sexuality
4) LATENCY- begins after age 6 and lasts through puberty, centered more around work/education, repression of sexual drive
5) GENITAL- after puberty, exploration of needs in the realm of work, play, school, partners, settling down, procreating, etc. NATURE
NURTURE Contemporary Developmental
Theories & Terms
Hannah Yanow http://diyahlaily.wordpress.com/2013/01/07/piagets-theory-about-stages-of-cognitive-development-implication-to-teaching-young-learners/ http://2.bp.blogspot.com/-b7pvqNSkIoI/USvla88CPdI/AAAAAAAABzo/JwRg1Rqrw5A/s1600/tumblr_macesmIwi81r8dajto1_500.gif http://1.bp.blogspot.com/_6UvBV-BprQA/TRCoIfhroSI/AAAAAAAAAA4/vip5vuFYT-Q/s1600/id-ego-superego%255B1%255D.gif Bronfenbrenner's Bioecological Theory http://professornorland.wikispaces.com/file/view/Bronfenbrenner_Bioecological_Model.jpeg/370861894/601x590/Bronfenbrenner_Bioecological_Model.jpeg Bronfenbrenner theorized that all humans are formed by that which surrounds us/we interact with (proximal processes) as well as the genetic makeup we are handed upon birth (distal processes). He organized the environmental influences into different systems: Micro, Meso, Exo and Macrosystems (as seen above) Critical Periods
TAKE EVERYTHING INTO CONSIDERATION. NOT: "Either/Or" There is flexibility within the context of critical periods/stages. Each case is different; individuals hit different stages of development at different times. Continuity
Discontinuity 1- Stages of development are continuous and stable, vs. different levels of development but stability within that stage 2- Traits presented at an early age continually present themselves throughout an individual's life 3- Early experiences in life effect our personality and general welfare. These experiences effect the formation of an individual's personality Universality
Specificity Defining Terms:
-ethnic groups (individuals with a shared culture), racial groups (generalizations made on an individual based on biological structure/physical appearance), socioeconomic status (social class based on opportunities/privilege, income, etc.)

-age-graded (experiences by those in same age group), history-graded (experienced by world events by multiple generations/ages) and nonnormative changes (specific to the individual, i.e. family loss, trauma, personal accomplishments/victories, etc. Qualitative
Quantitative Change Moving forward/maturing in some form, but in what context the change comes in is determined by the quality of the influence and how it is processed by the individual. Goes hand-in-hand with continuous or discontinuous change. Activity
Passivity Basically: taking life in your own hands (active), or allowing external forces to define your life path (passive). Chapter 1
Conclusion Take all aspects of the individual into consideration. Depending on their environment and genetic makeup. All is important and pertinent to processing their current welfare, and what they want their life to look like. A person's personality is not solely governed by one part of their lives- it has been in the making since their birth, and includes all of the components surrounding and inside them. THE END.

THANK YOU! This theory illustrates the development from simple thinking to abstract thinking. example: baby thinks that an object is gone when placed under a blanket, but a 7-year-old understands that it still exists even though it is under the blanket, i.e. object permanence.
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