theories of child and adolescent development

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1. Motivation

2. 1. Think about their own personalities and what makes them unique 2. Discuss the different perspectives in psychology that can be used to understand personality 3. Explain that the psychoanalytic approach is one such perspective and that it focuses on the role of the unconscious mind in shaping personality Divided into 4 groups and each group explain each question .

3. Activity Proper Recall a recent incident in life where you have to decide. Narrate the situation.  

4. Theories of Child and Adolescent Development

5. Sigmund Freud (1856-1939) was a mass of contradictions. He has been praised as the greatest thinker of the 20th century. He focused more on the learners' emotional and social development and the origins of psychological traits such as dependence, obsessive neatness, and vanity.

6. He introduced the three parts of personality: the id, ego and superego. ID - This is present at birth while unconscious. It represents biological drives and demands instant gratification, as suggested by the way baby cries. EGO -This is the conscious sense of self, begins to develop when children learn to obtain gratification for themselves, without screaming or crying. The ego curbs the appetites of the id and makes plans that are in keeping with social conventions so that a person can find gratification yet avoid the disapproval of others. SUPEREGO- Develops throughout infancy and early childhood. It brings inward the wishes and morals of the child’s caregivers and the members of the community. Throughout the remainder of the child’s life, the superego will monitor the intentions and behavior of the ego and hand down judgements of right and wrong. If the child misbehaves, the superego will flood him or her with guilt and shame

7. According to Sigmund Freud, childhood has five stages of psychosexual development: oral, anal, phallic, latency, and genital. If a child receives too little or too much gratification during a phase, the child can become fixated. 1st Stage Age Erogenous Zones Oral 0-18 months Mouth/Sucking, biting, chewing 2 nd Stage Age Erogenous Zones Anal 18-36 months Anus/bowel and bladder control

8. 3rd Stage Age Erogenous Zones Phallic 3 to 6 years Genitals/Masturbation 4th Stage Age Erogenous Zones Latency 6 years to puberty Repression of sexual feelings 5th Stage Age Erogenous Zones Genital Puberty Maturation of sexual orientation

9. PSYCHOSEXUAL DEVELOPMENT THEORY Out of the chaos of his identity problems, Erikson forged a personally meaningful life patter, and Erickson’s social relationship had been more important than sexual or aggressive instincts in hi development.

10. Stages of Psychological Development Each stage in Erikson's theory carries a specific developmental task. Successful of this task depends heavily on the nature of the child's social relationships at each stage. Please refer to the table below to further understand the concept.

11. Comparison of Freud’s and Erikson’s Stages of Development Age Freud’s Stages of Psychosexual Development Erikson’s Stages of Psychosocial Development Birth to 1 year ORAL STAGE Gratification derives from oral activities, such as sucking. Fixation leads to development of oral traits, such as dependence, depression, and gullibility. TRUST VERSUS MISTRUST The developmental task is to come to trust the key caregivers, primarily the mother, and the environment. It is desirable for the infant to connect its environment which inner feelings of satisfaction and contentment. About 1 to 3 years ANAL STAGE Gratification derives from anal activities involving elimination. Fixation leads to developmental of anal- retentive traits (e.g., excessive neatness) or anal- expulsive traits (e.g., sloppiness). AUTONOMY VERSUS SHAME AND DOUBT The developmental task it to develop the desire to makes choices and the self-control to regulate one’s behavior so that choices can be actualized. About 3 to 6 year PHALLIC STAGE Gratification derives from stimulation of the genital region. Oedipal and Electra complexes emerge and are resolved. Fixation leads to development of phallic traits, such as vanity. INITIATIVE VERSUS GUILT The developmental task is to add initiative, planning and attacking to choose. The preschooler is on the move and becomes proactive.

12. About 6 to 12 years LATENCY STAGE Sexual impulses are suppressed, allowing he child to focus on developmental of social and technological skills. INDUSTRY VERUSU INFERIORITY The developmental task is to become absorbed in the development and implementation of skills, to master the basics of technology, and to become productive. Adolescence GENITAL STAGE Reappearance of sexual impulses, with gratification sought through sexual relations with an adult of the other sex. IDENTITY VERSUE ROLE DIFFUSION The developmental task is to associate one’s skills and social roles with the developmental of career goals. More broadly, the developmental if identity refers to a sense of who one is and what one believes in. Young Adulthood   INTINACY VERSUS ISOLATION The developmental task is to commit oneself to another person and engage in a mature sexual love.

13. Middle adulthood   GENERATIVITY VERSUS STAGNATION The developmental task is to appreciate the opportunity to “give back”. Not only are generative people creative, but they also give encouragement and guidance to the younger generation, which may include their own children. Late Adulthood   EGO INTEGRITY VERSUS DESPAIR The developmental task is to achieve wisdom and dignity in the face of declining physical abilities. Ego integrity also means accepting the time and place of one’s own life cycle.

14. ASSIGNMENT Create an illustration in which Id, Ego, Superego are arguing about how to behave

15. THANK YOU