{"id":3797,"date":"2018-07-21T20:40:11","date_gmt":"2018-07-22T00:40:11","guid":{"rendered":"https:\/\/www.amyork.ca\/academic\/zz\/?p=3797"},"modified":"2019-05-25T22:33:23","modified_gmt":"2019-05-26T02:33:23","slug":"2-perspectives-on-children","status":"publish","type":"post","link":"https:\/\/www.amyork.ca\/academic\/zz\/child-psychology\/2-perspectives-on-children\/","title":{"rendered":"Perspectives on Children"},"content":{"rendered":"<p>Perspectives on Children<\/p>\n<ul>\n<li>Theory= fact based framework for understanding phenomena<\/li>\n<li>Hypothesis= testable predictions Psychodynamics Perspective<\/li>\n<li>Freud= behavior motivated by inner forces\/ conflicts\/ memories; little awareness o Two forces<\/li>\n<li>Eros=<\/li>\n<li>Thanatos= death and destruction<\/li>\n<li>Unconscious\u00ad the part of the body we don\u2019t have access to<\/li>\n<li>Three Aspects of Personality o Id= unconscious; present from birth &#8220;wants it now&#8221;; &#8220;doesn&#8217;t care about reality&#8221;<\/li>\n<li>Freud said that it was the source of all our energy for personality<\/li>\n<li>Driven by the pleasure principle immediate gratification<\/li>\n<li>&#8220;Devil on your shoulder&#8221;<\/li>\n<\/ul>\n<p>o Ego= trying to satisfy the id but bounds with culture. Deals with reality<\/p>\n<ul>\n<li>Driven by the reality principle satisfies id in realistic ways<\/li>\n<li>Delayed gratification o Superego= last to develop moral standards<\/li>\n<li>Ego Ideal= what we SHOULD do<\/li>\n<li>Conscience= what we should not do; leads to guilt<\/li>\n<li>Psychosexual Stages of Development o Must complete successfully for healthy personality o Fixation= persistent focus on earlier stage<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Oral stage\u00ad birth\u00ad1yr;<\/p>\n<ul>\n<li>Focus= mouth<\/li>\n<li>Nursing provides sense of trust\/comfort<\/li>\n<\/ul>\n<p>Anal Stage\u00ad 1\u00ad3yrs<\/p>\n<ul>\n<li>Focus= pleasure is bowel and bladder control<\/li>\n<li>Toilet training<\/li>\n<li>Anal\u00adexpulsive personality<\/li>\n<li>Anal\u00adretentive personality<\/li>\n<\/ul>\n<p>Phallic stage\u00ad 3\u00ad5\/6yrs<\/p>\n<ul>\n<li>Focus= pleasure is on the genitals<\/li>\n<li>Oedipus complex\u00ad boy wants to sleep w\/ Mom; sees as Dad as rival<\/li>\n<li>Castration anxiety<\/li>\n<li>Electra complex\u00ad penis envy; girl feels castrated<\/li>\n<li>Identification with same\u00adsex parent<\/li>\n<li>Females stay fixated<\/li>\n<li>Karen Horney\u00ad &#8220;womb envy&#8221;<\/li>\n<\/ul>\n<p>Latency Stage\u00ad 5\/6\u00adadolescence<\/p>\n<ul>\n<li>Focus=none<\/li>\n<li>Peer relationship, hobbies, ect.<\/li>\n<li>Communication skills, self\u00adconfidence<\/li>\n<\/ul>\n<p>Genital stage\u00ad adolescence on<\/p>\n<ul>\n<li>Focus= back to genitals<\/li>\n<li>More interested in others<\/li>\n<li>Balance in different life areas<\/li>\n<\/ul>\n<p>Erik Erikson<\/p>\n<ul>\n<li>First lifespan theorists; interactions with others<\/li>\n<li>Psychosexual development\u00ad understanding of relationships, actions of others, social responsibilities<\/li>\n<li>Psychosocial Stages of Development<\/li>\n<\/ul>\n<p>Trust vs Mistrust\u00ad birth\u00ad 12\/18 months<\/p>\n<ul>\n<li>Uncertain about world; look to caregiver<\/li>\n<li>Trust= consistent, caring parent<\/li>\n<li>Mistrust= inconsistent, harsh parenting<\/li>\n<li>Need to have a little mistrust<\/li>\n<\/ul>\n<p>Autonomy vs Shame and Doubt\u00ad 12\/18 months\u00ad 3yrs<\/p>\n<ul>\n<li>Kid is more assertive<\/li>\n<li>Parents need to let kids try reasonable tasks alone<\/li>\n<li>Confident= encouraged and supported<\/li>\n<li>Inadequate= criticized or overpowered<\/li>\n<\/ul>\n<p>Initiative vs Guilt\u00ad 3\u00ad5\/6yrs<\/p>\n<ul>\n<li>More assertive<\/li>\n<li>Interaction with other kids<\/li>\n<li>Allowed freedom= make plans, keep trying<\/li>\n<li>Guilty= made to feel bad about questions<\/li>\n<\/ul>\n<p>Industry (competence) vs Inferiority\u00ad 5\/6\u00ad adolescence<\/p>\n<ul>\n<li>Learning tools of culture<\/li>\n<li>Need to feel they can master tools<\/li>\n<li>Teachers particularly important<\/li>\n<li>Confident= encouraged\/ reinforced<\/li>\n<li>Inferior= restricted\/ not encouraged<\/li>\n<li>Could quit trying<\/li>\n<\/ul>\n<p>Identity vs Role Confusion (diffusion)\u00ad adolescence<\/p>\n<ul>\n<li>Who am I and where do I fit in?<\/li>\n<li>Examine identity; trying out difference options<\/li>\n<li>Establishes identity= strong sense of self and purpose<\/li>\n<li>No identity= negativity, rebellion<\/li>\n<\/ul>\n<p>Behavioral Perspectives<\/p>\n<ul>\n<li>Dev understood thru studying observable behaviors\/ environmental stimuli<\/li>\n<\/ul>\n<p>Classical conditioning\u00ad individual responds to a neutral stimulus with a behavior not usually elicited by it<\/p>\n<ul>\n<li>Pairing neutral stimulus with reflexive behavior<\/li>\n<li>Pavlov&#8217;s experiment<\/li>\n<li>Basic Principles\n<ul>\n<li>Unconditional stimulus\u00ad automatically triggers a response<\/li>\n<li>Unconditioned response\u00ad reflexive behavior triggered by US<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li>Conditioned stimulus\u00ad previously neutral; paired with US; elicits UR iv. Conditioned response\u00ad learned response to CS<\/li>\n<\/ul>\n<p>Operant Conditioning\u00ad voluntary behavior strengthened or weakened by consequences<\/p>\n<ul>\n<li>Example\u00ad Why did you come to class?<\/li>\n<li>Types of Consequences\n<ul>\n<li>Reinforcement\u00ad any consequence that increases likelihood behavior will occur<\/li>\n<li>Punishment\u00ad any consequences that decreases likelihood behavior will occur<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li>Don\u2019t get hung up on form of consequence; look at effects on behavior<\/li>\n<\/ul>\n<p>Social Learning Theory<\/p>\n<ul>\n<li>Social\u00adCognitive Learning Theory\u00ad Bandura\u00ad learning by observing another (model)<\/li>\n<li>Behavior and consequences<\/li>\n<li>Added social element\u00ad observational learning\u00ad learning by watching others<\/li>\n<li>3 models of observational learning\n<ul>\n<li>Live model (right there with you)<\/li>\n<li>Verbal instructional model (telling you how to do it) iii. Symbolic model<\/li>\n<li>Basic Social Learning Concepts<\/li>\n<li>People learn thru observation\u00ad Bobo doll study<\/li>\n<li>Vicarious learning\u00ad consequences of others&#8217; actions ii. Mental states are important<\/li>\n<li>Intrinsic reinforcement\u00ad internal reward, like pride ii. Learning does not always lead to change in behavior<\/li>\n<li>Stop, drop, and roll! ii. Modeling Process\n<ul>\n<li>Attention\u00ad interesting, novel<\/li>\n<li>Retention\u00ad storage<\/li>\n<li>Reproduction\u00ad perform behavior, practice<\/li>\n<li>Motivation\u00ad affected by consequences<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Contextual Perspectives<\/p>\n<ul>\n<li>Considers relationship by which the individual and physical, cognitive, personality, and social worlds<\/li>\n<\/ul>\n<ul>\n<li>Bioecological approach\u00ad Bronfenbrenner\u00ad 5 levels of environmental influence\n<ul>\n<li>Microsystems\u00ad institutions, groups with immediate impact; family, school, neighborhood<\/li>\n<li>Mesosystem\u00ad relationship between microsystems<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<ul>\n<li>Exosystems\u00ad microsystem we do not have control over; still affect us\n<ul>\n<li>Ex: husband has stressful job ii. Macrosystem\u00ad culture<\/li>\n<li>Chronosystem\u00ad events\/ transitions over life spa; sociohistorical influences<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>The Scientific Method and Research<\/p>\n<ul>\n<li>Theories and Hypothesis: Posing Developmental Questions o Goals\u00ad describe, predict, explain, influence\n<ul>\n<li>Scientific method\u00ad evaluating ideas with observation and analysis o Theory\u00ad fact\u00adbased framework for understanding something o Hypothesis\u00ad testable predictions<\/li>\n<li>Operational definitions\u00ad defines variables in study; how variables are measured<\/li>\n<li>Make sure everyone is talking about same thing o Replication\u00ad repetition of research study; reliability o One study is not that meaningful!<\/li>\n<\/ul>\n<\/li>\n<li>Methods\n<ul>\n<li>Descriptive\u00ad describe things as they exist; no prediction, causation; depict things as they exist<\/li>\n<\/ul>\n<\/li>\n<li>Case study\u00ad in\u00addepth study of 1 person or small group<\/li>\n<\/ul>\n<p>\uf0a7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Expectancy effects\u00ad researcher only records what they think important<\/p>\n<ul>\n<li>Naturalistic observation\u00ad natural environments\n<ul>\n<li>Hawthorn effect\u00ad people change behavior because they know they are being observed<\/li>\n<li>Ethnographic research\u00ad another culture<\/li>\n<\/ul>\n<\/li>\n<li>Survey method\u00ad interviews\/ questionnaire\n<ul>\n<li>Wording effects\u00ad questions should be clear; careful of word choice<\/li>\n<li>Sampling effects<\/li>\n<li>Population\u00ad everyone in group being studied<\/li>\n<li>Representative sample\u00ad same characteristics as population<\/li>\n<li>Random sampling\u00ad everyone in population has equal chance of inclusion<\/li>\n<li>Convenience sample\u00ad whoever is on hand<\/li>\n<\/ul>\n<\/li>\n<li>Correlational research\u00ad prediction, no causation<\/li>\n<\/ul>\n<ul>\n<li>Correlation\u00ad measure of extent to which 2 variables covary<\/li>\n<li>Correlation coefficient\u00ad strength of covariance<\/li>\n<li>Ranges from \u00ad1 to +1<\/li>\n<li>Negative correlation coefficient\u00ad variables change in opposition direction<\/li>\n<li>Positive correlation coefficient\u00ad variables change in same direction<\/li>\n<li>CORRELATION DOES NOT EQUAL CAUSATION!!!<\/li>\n<li>Self\u00adesteem studies o Experimentation<\/li>\n<li>Experimental method\u00ad manipulate a variable to see if that leads to changes in another variable. Causation.<\/li>\n<li>Independent variable\u00ad manipulated<\/li>\n<li>Dependent variable\u00ad shows effects of manipulation<\/li>\n<li>Example\u00ad effects of drug Z on depression<\/li>\n<li>Experimental group\u00ad exposed to IV<\/li>\n<li>Control group\u00ad not exposed to IV<\/li>\n<li>Random assignment\u00ad assignment to groups by chance<\/li>\n<li>Confounding variables\u00ad anything other than IV leading to changes in DV<\/li>\n<li>Measuring Developmental Change o Longitudinal designs\u00ad study individual over a long period<\/li>\n<li>Pros= individual\/ developmental trends<\/li>\n<li>Cons= costly, time\u00ad intensive, attrition o Cross\u00adsectional designs\u00ad study different age groups at the same time<\/li>\n<li>Pros= time\/ cost efficient, developmental trends<\/li>\n<li>Cons= no individual trends, cohort effects o Sequential designs\u00ad combo of longitudinal and cross\u00adsectional<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Perspectives on Children Theory= fact based framework for understanding phenomena Hypothesis= testable predictions Psychodynamics Perspective Freud= behavior motivated by inner forces\/ conflicts\/ memories; little awareness o Two forces Eros=&hellip; <a class=\"continue\" href=\"https:\/\/www.amyork.ca\/academic\/zz\/child-psychology\/2-perspectives-on-children\/\">Continue Reading<span> Perspectives on Children<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[97],"tags":[],"_links":{"self":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3797"}],"collection":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/comments?post=3797"}],"version-history":[{"count":2,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3797\/revisions"}],"predecessor-version":[{"id":4787,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3797\/revisions\/4787"}],"wp:attachment":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/media?parent=3797"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/categories?post=3797"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/tags?post=3797"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}