By Greg Bohall MS CRC CADCII amp Michelle Garcia BA The Classic Debate Nature vs Nurture Naturegenetic factors Extent to which individual differences in complex traits in a population are due to genetic factors Ex Intelligence and Personality ID: 224547
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Slide1
Life Span, Development, and Diversity
By: Greg
Bohall
M.S., C.R.C., CADC-II &
Michelle Garcia, B.A.Slide2
The Classic Debate…
Nature vs. Nurture
Nature/genetic factors
Extent to which individual differences in complex traits in a population are due to genetic factors. Ex: Intelligence and Personality.
Nurture/environmental factors
Extent to which the environment plays a role in our development.
Ex: Athletic ability
Discussion: Does athletic ability have nature or nurture factors?
(
Berk
, 2007)Slide3
The Classic Debate (continued)…
Many investigators believe that nature and nurture are inseparable and work together.
Genetic-Environmental Correlation: our genes influence the environments to which we are exposed.
Passive: Child has no control and parents provide environments influenced by their own heredity.
Ex: Athletic parents emphasizing outdoor activities, swimming, etc.
Evocative: Children evoke responses that are influenced by the child’s heredity and the responses strengthen the child’s original style.
Ex: Active, friendly baby more likely to receive attention than a passive, quiet infant.
(
Berk
, 2007)Slide4
The Classic Debate (continued)…
Active: As children extend their experiences beyond the immediate family, freedom increases, and they actively seek new environments.
Niche-picking: the tendency to actively choose environments that are complementing our heredity.
Famous niche-pickers
Laila
Ali (Muhammad Ali)
Jaden Smith (Will Smith)
George Bush Jr. (George Bush Sr.)
Liv
Tyler (Steven Tyler)
(
Berk
, 2007)Slide5
Erikson’s Psychosocial Theory of Development
At each stage, there is a basic psychological conflict which is resolved along a continuum from positive to negative, which determines healthy or maladaptive outcomes at each stage.
“Normal” development must be understood in relation to each culture’s life situation.
(
Berk
, 2007)Slide6
Erikson-Infancy
Stage 1: Basic Trust vs. Mistrust (Birth-1 year)
Takes place during
infancy.
When care is generally sympathetic and loving, the psychological conflict is generally on the positive trust side.
The trusting infant expects the world to be good and is confident in venturing out and exploring.
The mistrustful baby cannot count on kindness and compassion from others so they withdraw from people.
(
Berk
, 2007)Slide7
Erikson-Toddlerhood
Stage II: Autonomy vs. Shame and
Doubt (1-3 years)
When parents provide young children with suitable guidance and reasonable choices, this stage is resolved favorably
.
A self-confident, secure 2-year-old has been encouraged (eating and toilet training) and not criticized or attacked when failing at new skills.
An over or under controlling parent is likely to be in other aspects of the toddler’s life as well therefore the child feels forced or shamed and doubts their ability to act competently on their own.
(
Berk
, 2007)Slide8
Erikson-Early Childhood
Stage III: Initiative vs. Guilt (3-6 years)
Children begin to initiate their own activities and feel accomplished and become purposeful.
If child is not allowed or punished for their own initiative they will develop a sense of guilt in their attempts of being independent.
If parents encourage this initiative, the child’s exploration will lead to the identification of activities with peers and discoveries.
(
Berk
, 2007)Slide9
Erikson-Late Childhood
Stage IV: Industry vs. Inferiority
Children learn to develop knowledge and success at activities their parent or guardian values
If child does not develop the knowledge and success they feel inferior
A child who is unsuccessful of his father’s favorite sport, football, may feel inferior to his brother who is one of the better players on their team
(Cole, Cole, & Lightfoot, 2005)Slide10
Erikson-Adolescence
Stage V: Identity vs. Role Confusion (Adolescence)
Identity is a major personality achievement of adolescence and is a crucial step towards becoming a productive and happy adult (
Berk
, 2007).
Adolescents begin to develop an identity as part of their social group(s) (Cole, Cole, & Lightfoot, 2005).
Adolescents who are unable to identify themselves may have confusion towards who they are or what they want to do in life (Cole et. al., 2005
).
(
Berk
, 2007; Cole, Cole, & Lightfoot, 2005)Slide11
Erikson-Early Adulthood
Stage VI: Intimacy vs. Isolation (Early Adulthood)
The person’s thoughts and feelings about making a permanent commitment to an intimate partner (
Berk
, 2007)
Young adults begin to develop intimate relationships (Cole, Cole, & Lightfoot, 2005).
For those who have an absence of these relationships, they feel that they are at risk of loneliness or isolation (Cole et. al., 2005).
(
Berk
, 2007; Cole, Cole, & Lightfoot, 2005)Slide12
Erikson-Middle Adulthood
Stage VII:
Generativity
vs. Stagnation (Middle Adulthood)
Adult wants to feel productive in their work and start creating a family (Cole, Cole, & Lightfoot, 2005).
Generativity
involves reaching out to others in ways to guide the next generation (
Berk
, 2007
).
Stagnation involves the person becoming self-centered or self-indulgent due to attaining certain life goals (marriage, children, career success, etc.) (
Berk
, 2007).
Adults who are unsuccessful or unhappy with their job and/ or performance they feel a sense of stagnation (Cole et. al., 2005).
Adults who have not started creating their family also feel stagnation (Cole et. al., 2005).
(
Berk
, 2007; Cole, Cole, & Lightfoot, 2005)Slide13
Erikson-Late Adulthood
Stage VIII: Ego Integrity vs. Despair (Late Adulthood
)
Older
adults begin reflecting on their past experiences to determine whether they have lead a meaningful
life (Cole, Cole, & Lightfoot, 2005).
Adults who have the sense of integrity feel whole, complete, and satisfied with their achievements (
Berk
, 2007).
Those who have unachieved goals, regrets or ill-spent lives despair on their past experiences and
life (Cole et. al., 2005).
(
Berk
, 2007, Cole
,
Cole,
& Lightfoot,
2005)Slide14
Vygotsky’s Sociocultural Theory
Addresses the cultural context of people’s lives.
The sociocultural theory focuses on how culture is transmitted to the next generation.
Culture: values, beliefs, customs, and skills of a social group.
Social interaction is necessary for children to acquire the ways of thinking and behaving that make up the culture of the community.
The belief that adults are more expert peers to help children master culturally meaningful activities.
(
Berk
, 2007)Slide15
Vygotsky’s Sociocultural Theory (
con’t
)
Zone of Proximal Development
Began examining the impact of the parent-child
interaction.
Zone: gap between what a child can accomplish independently versus what a child can accomplish when they are assisted by another who is competent in the
activity.
Proximal: “nearby”, the assistance that is provided should be slightly above the child’s current competency
level.
(Cole,
Cole,
& Lightfoot,
2005)Slide16
Freud-Psychosexual Theory
Oral:
First year
Mouth is focus of pleasurable sensation (sucking
).
Anal:
Second year
Anus if focus of pleasurable sensations (elimination
).
Phallic:
3-6 years
Develop sexual
curiosity
and obtain gratification when they
masturbate
(sexual fantasies about parent or opposite sex, feel guilt about fantasies
).
Latency:
7-adolescence
Sexual urges are submerged and focus is placed on mastering skills valued by adults (“
cooties
”, sports
).
Genital:
Adolescence
Have adult sexual desires and seek to satisfy them (“truth or dare
”).
(
Cole, Cole,
&
Lightfoot)Slide17
Diversity- Some definitions
Ethnicity: categories of people who are distinctive on the basis of national origin (German, Italian, etc.).
Ethnicity attempts to capture people’s actual practices
Race: categories that encompass different ethnic groups.
White race: Italian, Irish, Swedish
Focusing only on race hides important differences
Sex: refers to males and females (chromosomal, anatomical, hormonal, physiological).
Gender: socially constructed models associated with each sex.
(
Rosenblum
& Travis, 2012)Slide18
Diversity-Some definitions (con’t
)
Sexual Orientation: directionality of one’s sexual interests toward members of the same sex, the other sex, or both (
Rathus
,
Nevid
, &
Fichner-Rathus
, 2011).
Social class:
seldomly
discussed so definition is not well developed. We almost never speak of ourselves in society in class terms as it is not a central category in America (
Rosenblum
& Travis, 2012).
What are some other diversity areas?
(
Rathus
,
Nevid
, &
Fichner-Rathus
, 2011,
Rosenblum
& Travis, 2012)Slide19
References
Berk
, L. E. (2007).
Development through the lifespan (4
th
Ed.)
Allyn
and Bacon: Boston, MA.
Cole
, M., Cole, S. R., & Lightfoot, C. (2005).
In the
beginning
. The
Development
of Children (5
th
Ed.).
Worth
Publishers
: New
York
,
NY
. Pp. 45-112.
Cole, M., Cole, S. R., & Lightfoot, C. (2005).
Infancy The
Development
of Children (5
th
Ed.)
. Worth Publishers:
New York
,
NY
. Pp. 113-278.
Rathus
, S. A.,
Nevid
, J. S., &
Fichner-Rathus
, L. (2011).
Human sexuality in a world of diversity (8
th
Ed..
Allyn
and Bacon: Boston, MA.
Rosenblum
, K. E. & Travis, T. C. (2012).
The meaning of difference (6
th
Ed.).
McGraw Hill: New York, NY.