1. Human Development Skyline College Psych 100 Meghan Fraley,
PhD
2. Objectives for Day Review & Reflect on Social Psychology
Topics Community Psychology & Psychology in Action Project
Human Development What interests you about human development?
3. REVIEW & REFLECT Social Psychology
4. Group Check-In 1. Discuss Assignments: 1. Journal on
implicit bias 2. Articles on Milgram and Zimbardo 2. Review Social
Psychology Key Terms 1. Help each other complete the main list 2.
Strategize way to complete and master key term list with group
5. Revisiting Milgram and Zimbardo question science more and
that not everything that is said by scientist is true. question
authority and how I see figures with powers. It makes me think for
myself before listening to a command. It made me think more
critically; maybe authority figures today do not have the best
ideas or intentions, and we must question why. To me, it can
exemplify how easily authoritative power can be greatly abused and
how people can be ruthless. This makes me slightly more suspicious
of authority figures (sometimes).
6. COMMUNITY PSYCHOLOGY
7. Community Psychology Expand helping beyond psychotherapy
Action-oriented Collaborative relationship with community Fight
oppression, promote empowerment
8. Community Psychology Social justice. Action-oriented
research. Global in nature. Influencing public policy. Working for
empowerment. Multidisciplinary in focus. Celebrating culture.
Preventing harm. Behavior in context. Social action. Supporting
community strengths. Reducing oppression. Promoting
well-being.
9. Promoting Social Change First-order change: Changing
individuals in the environment to promote change Second-order
change: Attending to systems and structures to adjust the person-
environment fit
10. WORKING IN COMMUNITY CREATING AND MAINTAINING PARTNERSHIPS
ASSESSING COMMUNITY NEEDS AND RESOURCES EMPOWER EFFORTS BUILDING
LEADERSHIP INCREASING PARTICIPATION AND MEMBERSHIP ENHANCING
CULTURAL COMPETENCE MODELING CHANGE AND SOLUTION FINDING ANALYZING
PROBLEMS AND GOALS DEVELOPING A FRAMEWORK OR MODEL OF CHANGE
DEVELOPING STRATEGIC AND ACTION PLANS DEVELOPING AN INTERVENTION
POLICY WORK ADVOCATING FOR CHANGE INFLUENCING POLICY DEVELOPMENT
EVALUATING THE INITIATIVE IMPLEMENTING A SOCIAL MARKETING EFFORT
SUSTAINING THE WORK WRITING A GRANT APPLICATION FOR FUNDING
IMPROVING ORGANIZATIONAL MANAGEMENT AND DEVELOPMENT SUSTAINING THE
WORK OR INITIATIVE COMMUNITY PSYCHOLOGY TOOLS
11. Strategic Planning VMOSA V Vision M Mission O Objectives S
Strategies A Action Plans
12. HUMAN DEVELOPMENT
13. Whats so Interesting about Human Development? 1. Studying
development helps you better understand yourself. 2. It also helps
you learn more about your children. 3. You'll better understand how
to interact with kids. 4. And you'll gain a greater appreciation of
development throughout life. 5. It allows us to understand what's
normal, and what's not.
14. MILESTONES
15. How do we develop? Nature vs. Nurture Is it nature or
nurture? Or is the question, itself, misleading? Individual
Differences How come we begin life as babies, who are so similar to
one another, and yet we grow into such distinct adults? Social
Context How do we come to understand ourselves and our
relationships with others? Is our social learning experience
different from the way we learn about the physical world? Passive
vs. Active Child Are children passive recipients of experience, or
do we actively construct the way we develop? Quantitatve Change vs.
Qualitative Stages Are we almost different people at different
phases of our lives, or are we always about the same with more
experience to go by?
16. Developmental Psychology Who are we? Why are we the way we
are? Physical Socio- emotional Cognitive Moral The three goals of
developmental psychology are to describe, explain, and to optimize
development (Baltes, Reese, & Lipsitt, 1980).
17. Physical Development
18. Teratogens & Prenatal Development Agents that can cause
birth defects. May cause birth defects most during which period?
Maternal disease Environmental hazards: radiation, pollution
Alcohol, meth, cocaine
20. Studying Perceptual Development Preference technique Study
how long baby attends to a particular stimulus.
Habituation/dishabituation Study loss of interest in particular
stimulus after repeated exposures. Operant conditioning Vary the
stimulus and study the learned responses.
21. Depth Perception A Walk on the Wild SideAlmost Visual
Cliff: Gibson and Walk (1960) Initial findings: 6-month- old babies
would not cross the visual cliff. Recent findings: 3- month-olds
have some depth perception.
22. Cognitive Development How does your mind grow over
time?
23. What is the Goal of Education?
24. The Growth of Knowledge
25. How does knowledge grow? 1. Organization: Organize
knowledge with schemata, mental representations/organized patterns
of behavior 2. Adaptation Assimilation: Incorporate new into
existing cognitive structure Accommodation: Adjust reality demands
by modfiying existing cognitive structure 3. Equilibration
Need/striving toward equilibrium
26. Piagets Constructivist Approach Assimilation and
Accommodation: Horizontal Decalage Progressive acquisition of
related skills within same stage of development. Predictable
order
27. Piagets Stages of Cognitive Development
28. Achieving Concrete Operational Thought Operational Thought
Reason Follow Rules Conservation Ability to recognize that even
when form and shape change, objects conserve characteristics
29. Theory of Mind
30. We Become Ourselves Through Others Vygotsky: Scaffolding
& The Zone of Proximal Development
31. Socioemotional Development
32. Emotions: Early emotions BIRTH PrimaryEmotions Interest
Sadness Disgust Distress HALFYEAR 6-8Months Anger Joy Surprise Fear
2YEARS 18-24Months:Self-ConsciousEmotions Use social standards
Jealousy Empathy Embarassment 3YEARS: 30-36months Shame Guilt Pride
At 3 months can imitate caregiver expressions,Emotional Contagion:
Detect emotions first few weeks
33. Attachment
34. How important is attachment?
35. Early Bonds are an Integral Part of Human Nature
36. Harlows Monkeys Important for development of attachment
Infant monkeys attached to terrycloth mums over mother that
produced food
37. Harlow and Contact Comfort Important for development of
attachment Infant monkeys attached to terrycloth mums over mother
that produced food
38. Internal Working Model (Bowlby) Understanding of the
availability of attachment figures and their likelihood of
providing support during times of stress
39. What Creates Secure Attachment? The Strange Situation
40. Signs of Attachment Social Referencing 6months Separation
anxiety 6-8months Peaks at 14-18 months Decline over next 2 to 3
years Stranger Anxiety 8 to 10 months Negative reaction to
strangers Peaks at 18mo Declines over next year
42. Social Dev: Parenting Patterns of Parenting Working Mothers
Gay and Lesbian Parents Single Parents
43. Baumrinds Parenting Styles What kind of style and what kind
of child? Authoritarian Parents: Low responsivity and high in
demandingness Children: Timid, insecure, socially incompetent,
lacking in motivation and curiosity. Most detrimental for white
middle class boys Authoritative Parents: High in responsivity and
demandingness Children: Popular, better in school Permissive
Parents: high in responsivity, low in demandingness Children:
Difficult controlling impulses, uninvolved in school
Rejecting/Neglecting Parents: low in responsivity and low in
demandingness Children: Juvenile delinquency, hostile/indifferent
parent child relationship, attachment is broke, low self esteem,
moody, impulsive, and aggressive
44. Perfect Parents, Perfect Kids? Which of the following
factors do you think would show a strong correlation (positive OR
negative!) with academic test scores between kindergarten and fifth
grade? From Freakonomics by Steven D. Levitt and Stephen J. Dubner,
William Morrow, 2005) Which correlate with academic scores? The
child has highly educated parents. The childs family is intact. The
childs parents have high socioeconomic status. The childs parents
recently moved into a better neighborhood. The childs mother was
thirty or older at the time of her first childs birth. The childs
mother didnt work between birth and kindergarten. The child had low
birthweight. The child attended Head Start. The childs parents
speak English in the home. The childs parents regularly take him to
museums. The child is adopted. The child is regularly spanked. The
childs parents are involved in the PTA. The child frequently
watches television. The child has many books in his home. The
childs parents read to him nearly every day.
45. Social Dev: Development of Racial Awareness Age 3 to 4
children become aware of differences based on racial or ethnic
background By age four, realize differences have social meaning Age
10, social connotations of racial differences
46. Who Teaches Prejudice?
47. Morality
48. Moral Development Main theorists: Piaget Kohlberg
Gilligan
49. The Heinz Dilemma
50. Moral Reasoning Preconventional: Avoid punishments, get
rewards 1. Punishment and Obedience 2. Instrumental Hedonism
Conventional: Social approval 1. Good Boy/Good Girl 2. Law and
Order Postconventional: Whats Right, Fair, & Just 1. Morality
of Contract, Individual Rights, and Democratically Accepted Laws 2.
Morality of Individual Principles of Conscience
51. Discuss Does moral judgment match moral behavior? Is
justice the most fundamental moral principle?
52. Gilligan emphasizes compassion as a moral value Gilligan
criticized Kohlberg for giving higher moral place to male values
Justice Perspective (Kohlberg, men) Women: Compassion,
responsibility for others Caring Perspective Level 1: Orientation
of Individual Survival Level 2: Goodness as self-sacrifice Level 3:
Morality of nonviolence
53. FAMILY AND PEERS
54. Bullying Non-normative Aggression in child predicts future
violent behavior Victim also more likely to be violent Victims are
peer rejected
55. School Issues: Rosenthal Effect Rosenthal Effect:
Self-fulfilling prophecy Effect Told teachers some of their
students were bloomers or inadequate performance
56. Teachers and Student Gender Teachers tend to attribute poor
performance of boys to low effort and poor performance of girls to
low aptitude