WHAT IS HUMAN DEVELOPMENT?

PHALLIC STAGE
NIEL J. SALKIND (2004) -3 to 6 years
-Defines it as “progressive series of changes that -focusing on their genitals –primary source of
occur in a predictable pattern as a result of pleasure.
interactions between biological and environmental
-increasingly aware of their bodies
factors.”
Unresolved conflicts: Sexual dysfunction, problems
HUMAN DEVELOPMENT
with gender identity, and difficulty in forming
-one of the most stunning processes of life. relationships
-the hallmark of such process is change. Men- need for reassurance and validation or a
tendency to be overly assertive or aggressive
-this is our take-off point in dealing with personal and
career development that focuses on a particular stage: Women- desire to dominate men, a rivalry with other
the adolescent stage in its career planning phase. women or the need for male attention or approval
OEDIPUS COMPLEX- derives from the Greek myth
where Oedipus, a young man killed his father and
THEORIES OF HUMAN DEVELOPMENT
marries his mother. Conflict arises because the boy
develops attraction to mother.

SIGMUND FREUD’S PSYCHOSEXUAL THEORY ELEKTRA COMPLEX- a girl unconsciously had a

sexual attraction to her father.
Stages Acronym: O, A, PHA, LA, GE
LATENCY STAGE
Sigmund Freud proposed that personality
development in childhood takes place during the -no libido
psychosexual stages, which are the Oral, Anal,
-developing social and intellectual skills including
Phallic, Latency, and Genital stage.
school, friendships and hobbies
-in each stage, sexual energy (libido) is expressed in
-sublimated towards school work, hobbies and
different ways and through various body parts.
friendship
-as a person grows physically, certain areas of their
Issues- difficulty expressing emotions or forming a
body become important as sources of potential
healthy relationship
frustration (erogenous zones), and pleasure or both.
GENITAL STAGE
-some people cannot leave one stage and proceed to
the next. -puberty to adult
ORAL STAGE -libido re-emerges after latent
-it is the first stage -becomes sexually mature
-occurring from birth until approximately 18 months -explore their sexual feelings
of a baby’s libido or innate pleasure
Issues: sexual dysfunction, difficulties forming a
*Sucking, biting, breastfeeding, chewing healthy relationships or other emotional problems
Frustrated: pessimistic, envious, and suspicious as ERIK ERIKSON’S PSYCHOSOCIAL THEORY
adult.
Personality develops in a predetermined order
Gratified: optimistic, gullible, and full of admiration through eight stages of psychosocial development
from infancy to adulthood.
ANAL STAGE
STAGE 1: TRUST VS MISTRUST
-happens between ages of 18 month to 3 years
-begins at birth continues to approximately 18 months
-the libido becomes focused on the anus and the child
derives great pleasure -the infant uncertain about the world in which they
live, and looks towards their primary caregiver for
Unresolved conflicts: excessive cleanliness,
stability and consistency of care.
stubbornness or a need for control
*Reliable, rely, support-primary
2 Kind of Personalities:
INFANT FEEDING- is critical during this stage.
-Anal Retentive: hates mess and obsessively tidy
-Anal Repulsive: messy and disorganized
Mistrust- caregiver is neglectful, inconsistent or Industry: encouraged- gain a sense of industry a
insensitive in feeding, the child may experience feeling of competence and belief in their skills
discomfort, distress, and hunger. These experiences
Inferiority: receive negative feedback or are not
can lead to mistrust.
allowed to demonstrate their skills may develop a
SUCCESS: will lead to the virtue of HOPE sense of inferiority.
FAILURE: will lead to development of FEAR -will be learning to read and write to do sums and to
do things on their own
STAGE 2: AUTONOMY VS SHAME AND DOUBT
Caregiver: teachers/school
-18 months to 3 years
Development of Industry: given numerous
-focused on developing a sense of personal control
opportunities to learn, achieve, and demonstrate their
over physical skills and sense of independence.
competencies. They work on various projects,
-overly controlled or criticized may begin to feel participate in different activities, and collaborate with
ashamed of their autonomy and doubt their ambition. their peers.

TOILET TRAINING- start to exert their SOCIAL COMPARISON

independence, and taking control over
FEEDBACK AND REINFORCEMENT
SUCCESS: will lead to the virtue of WILL
Building Life Skills: opportunities for children
FAILURE: are criticized, overly controlled or not develop crucial life skills, like problem-solving,
given the opportunity to assert themselves. teamwork, and time management. Successfully
acquiring and utilizing these skills promotes a sense
STAGE 3: INITIATIVE VS GUILT
of industry
-3 to 6 years old
Dealing with Failure: fail for the first time
-encourage to take initiative, they start planning
SUCCESS: will lead to the virtue of COMPETENCE
activities, accomplish tasks, and face challenges
FAILURE: feelings of inferiority
Guilt: discourage the pursuit of independent activities
or dismiss or criticize their efforts, children may feel STAGE 5: IDENTITY VS ROLE CONFUSION
guilty about their desires and initiatives.
-12 to 18 years old
Developing Initiative: assert their power and control
-sense and personality identity through an intense
over their environment. Through exploration, children
exploration of personal values, beliefs and goals
engage with their surroundings, ask questions, and
discover new things. Identity: if supported, strong sense of self and a
feeling of independence and control
Learning from Mistakes: exploration also means
making mistakes, and these provide crucial learning Role Confusion: restricted and not given the space to
opportunities. explore
Building Self Confidence: it fosters their self -childhood to adulthood – IMPORTANT
confidence
-children becoming more independent and looking at
Mitigating Guilt: if they respect and do not overly the future regarding careers, relationships, families,
criticize their mistakes. It helps prevent feelings of housing, etc.
guilt. Child learns that it’s okay to try new things and
Formation of Identity: explore different aspects of
perfectly fine to make mistakes.
their identity
-caregiver must provide a safe and supportive
Peer Influence: start to place more values on the
environment that allows children to explore freely.
opinion of their friends
-nurtures their initiative, helps them develop problem-
Social Acceptance and Belonging: feeling accepted
solving skills and builds confidence and resilience
and fitting in with peers can significantly affect.
SUCCESS: will lead to the virtue of PURPOSE
CONFLICT AND RESOLUTION
FAILURE: children develop a sense of GUILT
SUCCESS: will lead to the virtue of FIDELITY
STAGE 4: INDUSTRY VS INFERIORITY
FAILURE: lead to weak sense of self, role confusion
-5 to 12 years old and lack of direction in adulthood.
-start to compare themselves with their peers to gauge STAGE 6: INTIMACY VS ISOLATION
their abilities and worth
-during adulthood between the ages of approximately JEAN PIAGET COGNITIVE DEVELOPMENT
18-40 years THEORY
-major conflict centers on forming intimate loving Theory of cognitive development suggest that
relationships with other people children move through four different stages of
intellectual development
Intimacy: successfully reciprocate relationship with
others. Able to form intimate STAGE 1: SENSORIMOTOR
Isolation: struggle, unresolved identity crisis or fear -infants develop basic motor skills and learn to
of rejection, they may experience isolation. perceive and interact with their environment through
physical sensations and body coordination
SUCCESS: will lead to the virtue of LOVE
-learns about their senses and through their actions
FAILURE: are unable to form close relationships,
(moving around and exploring their environment)
they may feel isolated and alone
Object Permanence: self-recognition (realizes that
STAGE 7: GENERATIVITY VS STAGNATION
other people are separate from them). Know that
-individuals focus more on building our lives, things exist even if it is hidden (mental
primarily through our careers, families, and to society, representation)

Generativity: feel valuable contributions to the world -differed imitation; and representational
through raising children or contributing to positive
-emergence of the general symbolic function
changes on society, they will feel a sense of
generativity -understand the permanence of objects
Stagnation: feeling that they are not making a positive Individual Difference:
impact or are not involved in productive or creative
Cultural practices- in some culture, babies are carried
tasks, they may experience stagnation.
on their mother’s backs throughout the day. Influence
-during middle age, need to create and nurture things how a child perceives their environment.
that will outlast to them
Gender Norms- toys assigned to babies can differ
-creating a positive change that will benefit other based on gender expectation.
people
STAGE 2: PREOPERATIONAL
Work: focus heavily on their career—meaningful
-2 to 7 years old
work
- the child does not use operations (a set of logical
Parenthood: raising children, sense of generativity
rules), so thinking is influenced by how things look or
from nurturing the next generation, guiding their
appear to them rather than logical reasoning
development, and imparting their values
-ability to internally represent the world through
SUCCESS: will lead to the virtue of CARE
language and mental imagery
FAILURE: become stagnant and feel unproductive by
-can think about things symbolically such as a word
failing to find a way to contribute.
or an object stand for something other than itself.
STAGE 8: INTEGRITY VS DESPAIR
STAGE 3: CONCRETE OPERATIONAL
-age 65 until death
-7 to 11 years
-we contemplate our accomplishments and can
-the child can use operations (a set of logical rules) so
develop integrity
they can conserve quantities, realize that people see
Integrity: feel that they have lived a fulfilling and the world in a different way (decentering) and
meaningful life demonstrate improvements in inclusion task.
Despair: feel regretful about their part have made -can mentally reverse things
poor decisions or believed they’ve failed to achieve
-less egocentric and began to think about how other
their life goals, they may experience despair
people think and feel.
What will Happen? – feeling satisfied
STAGE 4: FORMAL OPERATIONAL
SUCCESS: will lead to the virtue of WISDOM
-12 years and over (begin at about age 11)
FAILURE: lead to feeling of fear and dread about
-they gain ability to think abstractly
their morality
-the ability to combine and classify
-can deal with abstract ideas STAGE 5: SOCIAL AND INDIVIDUAL RIGHTS
Individual Differences: -becomes aware that while rules/laws might exist for
the good of the greatest number, there are times when
Gender and Ethics- discussions about morality and
they will work against the interest of particular
ethics can be influenced by gender norms. For
individuals
instance, in some cultures, girls might be encouraged
to prioritize community harmony, while boys might STAGE 6: UNIVERSAL PRINCIPLES
be encouraged to prioritize individuals right.
-development their own set of morals guidelines
LAWRENCE KOHLBERG MORAL which may or may not fit the law. The principles
DEVELOPMENT THEORY apply to everyone.
Individuals process through six distinct stages of
moral reasoning from infancy to adulthood.
-he grouped these stages into 3 levels and 2 stages
GRADE 11-ABM, PERDEV
each
Studied how children understand right or wrong and
how they develop a sense of morality
Morality- ability to distinguish right or wrong and to
behave accordingly
LEVEL 1: PRECONVENTIONAL
-first level of moral development, lasting until
approximately age 8.
-children accept the authority of others
-people follow rules because they don’t want to get in
trouble or they want to get a reward. Mostly based on
authority.
STAGE 1: OBIDIENCE AND PUNISHMENT
ORIENTATION
-the child/individual is good to avoid being punished.
If a person is punished, they must have done wrong.
STAGE 2: INDIVIDUALISM AND EXCHANGE
-recognize that there is not just one right view handed
down by the authorities. Different individuals have
different viewpoints.
*Give and take
LEVEL 2: CONVENTIONAL
-adolescent phase of moral development focused on
societal norms and external expectations to discern.
STAGE 3: GOOD INTERPERSONAL
RELATIONSHIP
-do good to be seen as being a good person by others.
Therefore, answers relate to the approval of others.
STAGE 4: LAW AND ORDER MORALITY
-the child/individual becomes aware of the wider
rules of society, so judgments, concern obeying the
rules to uphold the law and avoid guilt.
LEVEL 3: POST CONVENTIONAL
-third level of moral development and is characterized
by an individual understanding