Psychosocial Development
This section will focus on emotions, attachments, temperament, and the stages of psychosocial development.
What is emotion?
The body's physiological reaction to a situation, the cognitive interpretation of the situation, communication to another person, and actions. The basic emotions that humans are born with are: happiness, sadness, fear, anger, surprise/interest, and disgust. Although these are the main emotions, we begin to develop emotional schemas that affect how we experience and show emotion.
The body's physiological reaction to a situation, the cognitive interpretation of the situation, communication to another person, and actions. The basic emotions that humans are born with are: happiness, sadness, fear, anger, surprise/interest, and disgust. Although these are the main emotions, we begin to develop emotional schemas that affect how we experience and show emotion.
Development of emotions and attachment:
Bowlby's stages and development of attachment:
-Preattachment (birth to 6 weeks)
-Attachment in the making (6 weeks to 6-8 months)
-Clear-cut attachment (6-8 months to 18 months-2 years)
-Goal-corrected partnership (also referred to as the formation of reciprocal relationships; 18 months on)
Preattachment- the stage of development of attachment from birth to 6 weeks, in which infant sensory preferences bring infants close connection with parents. Ex.) infants can sense their mother by her smell or her heartbeat
Attachment in the making- the stage from 6 weeks to 6-8 months in which infants develop stranger anxiety (when the child can recognize the difference between people they know and don't know and can be frightened of them), differentiating those they know from those they don't.
Ex.) a 3 month old baby may look seriously at a stranger but smile at their mother or father
Clear-cut attachment- the stage from 6-8 months to 18 months-2 years, when an infant develops separation anxiety when a person he/she is attached to leaves them.
Ex.) babies are able to move about on their own now and make the conscious choice to be right next to their mother or father, run to them if something is scary or a stranger interacts with them
Bowlby's stages and development of attachment:
-Preattachment (birth to 6 weeks)
-Attachment in the making (6 weeks to 6-8 months)
-Clear-cut attachment (6-8 months to 18 months-2 years)
-Goal-corrected partnership (also referred to as the formation of reciprocal relationships; 18 months on)
Preattachment- the stage of development of attachment from birth to 6 weeks, in which infant sensory preferences bring infants close connection with parents. Ex.) infants can sense their mother by her smell or her heartbeat
Attachment in the making- the stage from 6 weeks to 6-8 months in which infants develop stranger anxiety (when the child can recognize the difference between people they know and don't know and can be frightened of them), differentiating those they know from those they don't.
Ex.) a 3 month old baby may look seriously at a stranger but smile at their mother or father
Clear-cut attachment- the stage from 6-8 months to 18 months-2 years, when an infant develops separation anxiety when a person he/she is attached to leaves them.
Ex.) babies are able to move about on their own now and make the conscious choice to be right next to their mother or father, run to them if something is scary or a stranger interacts with them
Temperament- general way how we respond to experiences in the world
Infant temperaments can be:
-easy: fairly predictable
-difficult: irregular, negative, crabby, intense responses to change
-slow to warm: slow to adapt to new experiences, variable sleeping and eating patterns
Goodness-to-fit- a change in the child's environment and how they react to it
Infant temperaments can be:
-easy: fairly predictable
-difficult: irregular, negative, crabby, intense responses to change
-slow to warm: slow to adapt to new experiences, variable sleeping and eating patterns
Goodness-to-fit- a change in the child's environment and how they react to it
Emotions:
4 emotions: mad, sad, glad, fear
How do emotions connect us to other people?
-empathy
Social referencing- children check with others to see how they react in an emotionally ambiguous situation
How do children learn to control their emotions?
-parental soothing and modeling
-infants develop their own techniques of self-control (thumb sucking for self-soothing)
-fear, anxiety, sadness, and anger are normal emotions and most children learn to deal with all of them as they age
unmanaged emotions leads to:
-anxiety
-phobias
-clinical depression
-ODD/conduct disorder
4 emotions: mad, sad, glad, fear
How do emotions connect us to other people?
-empathy
Social referencing- children check with others to see how they react in an emotionally ambiguous situation
How do children learn to control their emotions?
-parental soothing and modeling
-infants develop their own techniques of self-control (thumb sucking for self-soothing)
-fear, anxiety, sadness, and anger are normal emotions and most children learn to deal with all of them as they age
unmanaged emotions leads to:
-anxiety
-phobias
-clinical depression
-ODD/conduct disorder
Erikson's Psychosoical Stages
Trust vs Mistrust (infancy) - development of trust in maternal care and in one's ability to cope vs hopelessness
Autonomy vs Shame and Doubt (toddlerhood)- Independence and Self Control vs lack of confidence
Initiative vs Guilt (preschool)- Exuberant activity vs overcontrol
Industry vs Inferiority (school age)- Learning the tasks of one's society vs a sense of inadequacy
Identity vs Role Confusion (adolescence)- Integration of previous experiences to form an identity vs confusion about one's role in society
Intimacy vs Isolation (early adulthood) - Ability to form close relationships vs fear of losing the self
Generativity vs Stagnation (middle adulthood)- Guiding the next generation vs preoccupation with one's own needs
Integrity vs Despair (later adulthood)- Achievement of a sense of meaning in life vs focus on death
Trust vs Mistrust (infancy) - development of trust in maternal care and in one's ability to cope vs hopelessness
Autonomy vs Shame and Doubt (toddlerhood)- Independence and Self Control vs lack of confidence
Initiative vs Guilt (preschool)- Exuberant activity vs overcontrol
Industry vs Inferiority (school age)- Learning the tasks of one's society vs a sense of inadequacy
Identity vs Role Confusion (adolescence)- Integration of previous experiences to form an identity vs confusion about one's role in society
Intimacy vs Isolation (early adulthood) - Ability to form close relationships vs fear of losing the self
Generativity vs Stagnation (middle adulthood)- Guiding the next generation vs preoccupation with one's own needs
Integrity vs Despair (later adulthood)- Achievement of a sense of meaning in life vs focus on death