Unit 1

Theories of ETHICS

Lesson 2:
Theories of Human Development
By. GIL BENEDICT C. LLAMELO,RN,MANc
Bulacan State University
THEORIES
BIOLOGICAL THEORY
PSYCHOANALYTIC THEORY
PSYCHOSOCIAL THEORY
SOCIAL LEARNING THEORY
PIAGET’S COGNITIVE DEVELOPMENT THEORY
VGOTSKY’S SOCIOCULTURAL THEORY
ECOLOGICAL THEORY
BIOLOGICAL THEORY
DEVELOPMENT IS AFFECTED BY INNATE
BIOLOGICAL PROCESSES
HEREDITY PLAYS A VERY IMPORTANT ROLE
IN D&G
THEORY
ORGANIZED SET OF IDEAS THAT EXPLAINS
EVENTS
GROUP OF LOGICALLY RELATED
STATEMENTS
Mendelian law

Law of Dominance
- Dominant genes may mask or prevent the expression of
recessive genes
Law of Segragation
- Pair of gene is segragated during the formation of
gametes
Law of Independent Assortment
-Independently formation of new genes
Psychoanalytic Theory
Analysis of certain behavior
Sigmund Freud (father of psychoanalysis)
Viewed humans as Stimulus Driven who respond to
both internal and external stimuli.
Believed that personality is formed during the 5th year
of life
“All behavior is caused and can be explained”
STRUCTURES OF
PERSONALITY
ID
EGO
SUPEREGO
ID
PRESENT AT BIRTH
SERVES TO SATISFY NEEDS AND ACHIVE
IMMEDIATE GRATIFICATION
PLEASURE PRINCIPLE
EGO
RATIONAL PART OF PERSONALITY AND
WORKS TO MAINTAIN HARMONY BETWEEN ID
AND SUPER EGO
REALITY PRINCIPLE
LOGICALY ORIENTED IN TIME AND
DISTINGUISHES BETWEEN REALITY AND
UNREALITY
SUPEREGO
PERFECTION PRINCIPLE
CONSCIENCE – CULTURALLY INFLUENCED
SENSE OF RIGHT OR WRONG
EGO DEFENSE MECHANISM
METHODS OF ATTEMPTING TO PROTECT THE
SELF AND COPE WITH THE BASIC DRIVES OF
EMOTIONALLY PAINFUL THOUGHTS, FEELINGS
OR EVENTS.
AUTOMATIC, INVOLUNTARY MECHANISMS OF
THE MIND WHICH SERVE TO LOWER ANXIETY,
MAINTAIN EGO FUNCTIONING AND PROJECT TO
SELF-ESTEEM.
Defense mechanism
Defense Description Example
Mechanism
Repression Burying a painful feeling or thought from your You can’t remember your father’s
awareness though it may resurface in symbolic funeral
form.
Denial Not accepting reality because it is too painful Drunk person
Regression Reverting to an older less mature way of handling Stomping off to another room or
stresses and feelings pouting after a fight
Projection Attributing to your own unacceptable thoughts or You get really mad at your
feelings to someone or something else boyfriend but scream that he’s the
one mad at you
Isolation Attempting to avoid a painful thought or feeling You run away from the crowd to
by objectifying and emotionally detaching oneself avoid the shameful event
from the feeling
Displacement Channeling a feeling or thought from its actual When you get mad at your sister,
source to something or someone else you break your drinking glass by
throwing it against the wall.
Reaction Adopting beliefs, attitudes and feeling contrary to When you say you’re not angry
Formation what you really believe when you really are.
Defense mechanism
Rationalization Justifying one’s behaviours and motivations I always study hard for the
by substituting “good”, acceptable reason tests and I know a lot of
for these real motivations people who cheat so it’s not a
big deal I cheated this time.

Altruism Handling your own pain by helping others After your wife dies, you keep
yourself busy by volunteering at
the church

Sublimation Redirecting unacceptable, instinctual drives Intense rage redirected in the

into personally and socially acceptable form of participation in sports
channels such as boxing or football

Suppression The effort to hide and control unacceptable You are attracted to someone
thoughts or feelings but say that you really don’t like
the person at all
Defense mechanism
Undoing Trying to reverse or ‘undo’ a thought or feeling You have feelings of dislike for
by performing an action that signifies an someone so you buy them a
opposite feeling than your original thought or gift
feeling
Identification Unconscious imitating of someone’s You enter a hospital, got a
desirable/undesirable attributes as one owns. positive experience and
decides to become a nurse
Conversion
Expressing emotional conflicts through px sy A woman complains of
headache following a visit with
a child
Stages of Psychosexual Dev
Stage Year Focus Activity Accomplishme
nt
Oral Stage 0-18 months Mouth Sucking Trust

Anal Stage 18-3 years Control bladder Toilet Training Sense of

& bowel Accomplishme
training nt
Phallic Stage 3-5 years Genitals Discover the
diff between B
and F
Latency Stage 7-11 years Suppressed Exploration Increase
libido Stage of social self-esteem and
Ego and SE communication confidence
develops
Stage Year Focus Activity Accomplishme
nt

Genital Stage 11 and up Strong interest Affair with Youth Realizes

to opposite sex opposite sex that sexual
desires for
parents is
Taboo
Psychosexual dev
Satisfaction of each stage or if successfully completed
will lead to a healthy personality
if not, FIXATION occur
Psychosocial Theory
Erik Erikson
Distinct psychosocial crisis or task must be mastered or
resolved by the Ego to advance through various
developmental stages;
failure- maladaptation
Trust Vs Mistrust

* 0-1 year HOPE

old

* Dependent to others

* Receives love, care and

affection
* Needs are given
HOP
E
MISTRUST
* feeling of fear

* sense that the world is

inconsistent and
unpredictable.
Autonomy Vs Shame and Doubt
* 1-3 y/o * NEGATIVISTIC

* Toddlers Helps in the

ADL(basic task)
* Beginning of realizing his
or her own independence

WILL
W I L
L
 SHAME
AND
DOUBT
* LOW
SELF-CONFIDEN
CE
• POOR
COMMUNICATION
SKILLS
* DOUBT
EVERYTHING HE
DO
* LACK OF TRUST
IN HIS OWN
ABILITIES
NITIATIVE VS GUILT
• 3-5 Y/O

* INITIATES
ACTIVITIES
* STARTING TO DO ADL
ON THEIR OWN

* STAGE OF WHY
* IMAGINARY
FRIENDS

* TOLERATE SHORT
PEROIOD OF
SEPANX
P
U
R
P
O
S
E
GUILT * LOW SELF- CONFIDENCE

* FEELING OF GUILT IN
EVERY CHOICES

* SENSE OF FAILURE

* “TRY AGAIN” IS NOT

ON HIS EGO
INDUSTRY VS. INFERIORITY
* Excellence in academics
(school and home)

• 6 – 10 YEARS OLD
* Sense of accomplishment
* Power to do
something

COMPETENCE
COMPETENC
E
INFERIORIT
Y
• FEELING OF BEING ** ALWAYS DEPENDS
ON OTHERS
NOT GOOD ENOUGH

* INCAPABLE TO DO THINGS
 Identity Vs. Role Confusion

* 10-20

** STAGE OF
RAPID CHANGE

* WANTS TO BE
EXACTLY LIKE PEERS

*WHAT YOU REALLY WANT IN LIFE?

WHO AM I?
FIDELIT
Y
 ROLE
CONFUSION
* INABILITY TO
IDENTIFY WHAT
HE/SHE REALLY WANT
IN LIFE

* INABILITY TO ADJUST TO
BODY CHANGES

*LACK OF DIRECTION
*20- 39 Years Old

* TIME
OF EXPLORING
RELATIONSHIP

LOV
E
ISOLATIO
N INABILITY
*

OF FORM A
RELATIONSHI
P
*AFRAID OF
COMMITMENT

*ALWAYS IN
SEARCH OF A
NEW PARTNER
 “ No matter how successful you are in
work or in your chosen field, you are not
COMPLETE until you are capable of
INTIMACY”.
 * STABLE LIVING

*KEEP ON GROWING
PROFESSIONAL
LYAND PERSONALY

Generativity Vs. Stagnation

* 40 -64
* ACTIVE MEMBER
OF THE
COMMUNITY

CAR
* SELF-
CENTERED
* CARING FOR NO ONE

*ALWAYS GET BORED

*NOT MOVING
FORWARD
* 65- DEATH

*REFLECTS LIFE
WITH POSITIVITY

*ACCEPTS
THAT
MISTAKES OF
THE PAST
CANNOT BE
UNDO AND
SERVES AS
*LESSONS
SENSE OF
ACCOMPLISHMENT
WITH FEW REGRETS

* SATISFACTION IN
EVERYTHING THEY
HAVE DONE
* ACCEPTING
DEATH AS A PART
NATURAL CYCLE
OF LIFE.
DESPAI
R* FEELING OF REGRETS

FEELING INCOMPLETE
AND LIFE HAS BEEN
WASTED

*NOT READY TO ACCEPT DEATH

Psychosocial Stages
Stage Year Person Source/Activity Accomplish Crisis
ment
Trust vs 0-1 Infant Caretakers Trust to the Afraid to
Mistrust world trust
Autonomy 1-3 Toddler Negativistic ( No) High Low self
vs self-confiden confidence,
Shame&Dou ce, always
bt independent doubt
Initiative Vs. 3-5 Pre-scho Always Tries to Help Self Sense of
Guilt ol (Adl) confidence, failure
Why independent.
Imaginary Friends
Tolerate shor period
of sepanx
Psychosocial Stages
Stage Year Person Source/Activity Accomplishm Crisis
ent
Industry Vs. 6-10 School Occasionaly shy, competetive, Social,
Inferiority Age socilaizing, complete emotional
independence struggles,
of ADL. Always
alone
Identity vs. 10-20 Adolesc Attract to opposite Doing the role Confused
Role ent sex, wants to be appropriate with identity
confusion exactly like peers. for the sex
Changes in body
image
Psychosocial Stages
Stage Year Perso Source/Activity Accomplishm Crisis
n ent
Intamacy vs. 20-39 Adult Explores personal Form a less comiitted,
Isolation relationship committed emotional
and secured isolation,
relationship loneliness,
depression
Generativity 40-64 Late Continue to build Feel that they Unproductivity
Vs. Stagnation Adult lives & career are , Laziness
hood contributing
to the world
Psychosocial Stages
Stage Year Person Source/Acti Accomplish Crisis
vity ment
Integrity vs. 65- death Senior Reflecting Proud, Feeling of
Despair Citizens back to life feeling of wasted life,
accomplish regrets,
ments, bitterness
satisfaction, and despair.
wisdom
Failure to resolve one or more crises is almost certain
to encounter problem in the succeeding stage or in the
future.
Cognitive Theory
Concerned with the development of human thought
process
Focus on the way children construct on their own
understanding of their environment
Jean Piaget
First psychologist to make a study of cognitive
development
He believed that children think differently than adults
Intrigued with the reason children gave for their wrong
answer on the question that require logical thinking
Jean Piaget’s Cognitive Learning
Theory
Theory that accounts for the steps and sequences of
children’ intellectual development
Proposed that each stage serves as a precursor to all
succeeding stage so that reasoning develop sequentially
Children construct what they already know and what
they discover in their environment.
Piaget’s Theory’s Goal
To explain the mechanism and processes by which the
infant, and then the child, develops into an individual
who can reason and think using hyptheses
2 major principle guide to intellectual growth and
development

1)Organization
2) Adaptation
Organization
Refers to the mind’s natural tendency to organize
information into related, interconnected structures.
Adaptation
Processes of viewed intellectual growth
For individuals to survive in an environment, they must
adapt to px and mental stimuli. This happens through:
Assimilation
Adaptation
Assimilation
This is the cognitive processes of fitting new
information to the new one.
Accomodation
Altering or modifying one’s existing cognitive schemas
or ideas as a result of new information or new
experiences
Equilibrium
Helps explain how children are able to move from one
stage to the next.
4 cognitive stages
Sensorimotor stage
Preoperational stage
Concrete Operation
Formal Operation
1) Sensorimotor Stage
0-2 years old
Limited Knowledge
Skills and abilities utilizes
Highlight Developmet: Object Permanence – objects
that exist are the objects that can be seen or heard even
though they are not in present.
2) Pre-operational Stage
3-7 years old
Can differentiate a word or image from what it is stand
for and can name an image or object not in site
Increasing adapt at using symbols
Role playing
Egocentrism and Conservation
Preoperational Stage
Egocentrism
-choosing your own point of view
( 3 mountain task experiment) 3 dimension display
Egocentrism
Children experience this difficulty because they are
unable to take on another person’s perspective
Conservation
Choosing the object that they think is full or large
Concept of Egocentrism and
conservation
Children are lack of understanding that things and
object can be looked different and change appearance
while still maintaining the same properties
3) Concrete Operations
4-11 years old
Children gain a better understanding of mental
operations
4 events in concrete operation
Logic: Inductive Logic
Classification
Elimination of Egocentrism
Reversibility
4 events in Concrete Operation
Stage
Logic:
- Inductive Logic – Specific Experience to General
Principle
but Difficulty Deductive Logic – general principle to
determine the outcome of specific even
Classification
Ability to sort objects or situation according to their
similar characteristics
Elimination of Egocentrism
The child’s ability to view things from another
perspective
Reversibility
Child’s awareness that actions can be reversed
Being able to reverse the relationship between mental
categories
Seriation
It refers to the ability to sort objects and situation
according to any characteristics. ex;: least to greatest
Formal Operations
12- adulthood
People develop the ability to think about abstract
concept skills such as deductive logical thought and
reasoning, systematic planning.
Events in the Formal Operations
Logic: Deductive Logic
Abstract Thought
Problem Solving
Vygotsky’s Social Learnig Theory
Lev Vygotsky ( Russian Pyschologist)
Sociocultural action in the development of cognition
Social interactions play a fundamental role in the
process of cognitive development
Child follow the adult’s example gradually develop the
ability to do certain tasks w/o his or help
Bandura’s Social Learning Theory
Albert Bandura
Learning doesn’t require reinforcement
Individual can learn by observing other people
Person’s behaviour is influenced by the environment
4 process of learning for this theory
Attention
Retention
Motor Reproduction
Reinforcement and Motivation
Ecological Theory
Urie Bronfenbenner
- Environment or place where you belong affects the
development
1) Microsystem
2) Mesosytem
3) Exosystem
4) Mesosytem
5) Chronosystem
THEORIES
BIOLOGICAL THEORY
PSYCHOANALYTIC THEORY
PSYCHOSOCIAL THEORY
SOCIAL LEARNING THEORY
PIAGET’S COGNITIVE DEVELOPMENT THEORY
VGOTSKY’S SOCIOCULTURAL THEORY
ECOLOGICAL THEORY