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Developmental psychologyBowlby: „Good enogh” mother for the baby!!!
=calculable to him/her, listen&respond to the baby’s real needs, for the baby should feel the mather’s care
about his real life…!
SEE IMPORTANCE OF CALCULABLE BEHAVIOR…!!
…How is forming our personality?
Long ago: Today:A baby…
= insensitive human being
= although helpless, but his senses are working; and his conscious (on
his level) too…!!
Feel/sense:
• Sight
• Hearing (head turning)
• Smelling („Turns” to the sweet smell, or to the familiar fragnance)
Researches, experiments:
• Observation• Habituation –
dishabituation(if he can recognize, detect the different between 2 status of stimulus’s)
Developmental psychology
Developmental psychology
…both…!!
Nature or nurture?
Developmental maturation (periodic vs. continous…??)
Environment (critical periods!)
There are both specific sections and individual differences too:
• Climb
• Sit
• Stand
• Temperament (see reactive-evocative interaction!)
• Eyesight (eg. Congenital Cataract must be operated before 2 months of age!)
• Development of personality: 1-6 months of age, or, 1-3 age!! – See Child care!!
Enviromental impacts may make affect on the maturation process:
Development of…:
• Perception, sensation (see sensoral deprivation!)
• Cognitive, conceptual, language
• Personality - emotional• Social
Developmental psychology
DEVELOPMENTAL PSYCHOLOGY – practical benefits:
Examination of young children – backlog, injury,etc…
In case of familiar conflicts ability to recognize the degree of hazard… (Sign to the guardianship)
The children are always just the symptom-bearings – help to the whole family: eg. When seeing an ambivalent affection from the child… The parent will accept our opinion, help just if we have a good relationship with her (see communicational practice!)(because the parent’s self-image will protect himself: obviously the parent will think about herself, that she is a good parent…)
See psychosomatics too: primary-secundary sickness-benefits – the parent’s attention, listening is the reward to the children…!
Questions..?
ECLETICISM…!!! –Eg. The development of gender
identity
• PsychoanaliticsOedipus conflict - and it’s solution
• Biological approachadolescence- hormones – self-image adolescence – hormones – self-image(girls have more chaos…) -> it can be one of the reasons of conflicts with parents
• Social learning theory
• Alignment to the gender vs.Gender identity
Experiences, opinions?
Developmental psychology
SPECIALITIES OF THE ADOLESCENCE…SPECIALITIES OF THE ADOLESCENCE…
Questions & Uncertainty:Questions & Uncertainty:
„„Who am I?”Who am I?”
„„Where did I come Where did I come from?”from?”
„„Where do I go?”Where do I go?”
„„In what to belive?”In what to belive?”
„„Where is my place in the world…?”Where is my place in the world…?”
Developmental psychologyLong-life development!
Erik Erikson
Let’s look into ourselves… - raise up the hand who has no more question about himself, about the world…?
ACHIEVEMENT OF IDINTITY
FORE-CLOSURE
MORATORIUMIDENTITY
DIFFUSION
Detect a problem have to be solved?
Is it solved?
Yes
Yes
No
No
„LIFE TASKS”For example:
• Hurt/miss of trust: „good or bad…?”
• Hurt/miss of autonomy: „you don’t have the right to have your own feelings, decisons: must be eated even if it’s not well for you…”
• Intimacy is the prerequisite of achievment of identity (early adulthood)
• Middle life (creator) crisis – „Closing time panic”) (adulthood)
• Emptyness of our life vs. Satisfaction with it (old ages)
Developmental psychologyLong-life development!
Erik Erikson
DEVELOPMENTAL PSYCHOLOGY – practical benefits:
Erikson’s olda age’s life task… - see individual psychology: to belong somewhere, compensate the value-less feeling= care about older community development
You have to care with the patient’s soul too: life tasks, crisis’s in adolescence, middle life, and so on…!
Psychosomatics…!
Your own development: your (professional) credo, established point of view, the organization of your life, solving your own crisis’s…!!
You are working with your personalityy too: let’s care about it!
Questions..?
IMPOSSIBLE TO CHANGE OTHERS,just to change ourselves is possible!!!
Do not wait the world to change…Change yourself – AND THE
SITUATION…!!
SUMMARY:
ECLECTICISM
„LOOK BEHIND THE SURFACE!”
BIO-PSYCHO-SOCIAL APPROACH/MODEL!
NOT JUST…!!!
…BUT ALSO…!!!
Psychology
…to look behind the surface, discover and understand the relationships between the world’s symptomes: the complex, dynamic
system of individuals & it’s (social) environment
„The academic studying of human mental processes and behaviour”
Analytic-, holistic, system orientated point of view
=Bio-psycho-social approach
CONSCIOUS LOOKING BEHIND THE SURFACE
LOOKING FOR HIDDEN RELATIONSHIPS, CORRESPONDENCES AND IT’S ANALYSIS
SUBJECTS, THEMS OF PSYCHOLOGY
Social psychology
General psychology(sensation, perception,
memory, thinking, emotions, motivation, learning, etc.)
Personality-, developmental psychology
The requirement at the end of the semestre:
Oral exam:
The appreciative use of the learned knowledge!!
INTRODUCTION TO PSYCHOLOGY – PSYCHOLOGY AND MEDICINE 1st YEAR.
Thesis for the oral exam
1. Contemporary psychological perspectives, themes of psychology (Atkinson&Hilgard, 2009, p. 12-
18.)(biological, behavioral, cognitive, psychoanalytic, subjectivist perspectives, subfields of psychology)
2. Perception, attention (Gerry Kent, chapter 1, Making sense of the environment 3-11+lecture)(top-down,
bottom-up processes, context, experiences,mental sets, selective attention)
3. Impression formation (Atkinson&Hilgard, 2009, p. 650-662.)(stereotype, schemas, primacy effect,
inferences, self fulfilling prophecy, individuation, fundamental attribution error)
4. Social influences, presence of others, compliance and obedience, resistance (Gerry Kent chapter 5,the
social context, 75-87)(norms, roles, socialization, bystander intervention, diffusion of responsibility,
obedience to authority, conformity, changing the environment, disability)
5. Groups, group-processes (Atkinson&Hilgard, 2009, p. 630-644.)(internalization, self justification, foot in
the door technique, cognitive dissonance theory, rationalization, self perception theory, overjustification
effect, reference groups, group interactions: institutional norms, group decision making, group think,)
6. Attitude, persuasion (Atkinson&Hilgard, 2009, p. 662-667.)(attitude, persuasive communication,
elaboration likelihood model, central, peripheral route)
7. Memory: stages&stores (G.Kent chapter 2, cognitive abilities, 19-25+lecture)(episodic memory, semantic
memory, stages and stores of memory, encoding, storing, reconstruction, retrieving memories)
8. Emotions, components of emotions, cognitive appraisal and emotions (Atkinson&Hilgard, 2009, p.
394-400, 408-414.)(components of emotion, classical theories of emotions: two- factor theory, james-lang
theory, facial feedback theory, bodily changes and emotion, intensity of emotion, facial expressions)
9. Theories of personality and development: Freud, Erikson (Atkinson&Hilgard, 2009, p. 467-473., 100-
104.)( Freud’s personality structure,personality dynamics, personality development;Erikson: identity crisis,
identity developmen)
10. Theories of personality and development: behaviorist-, cognitive-, humanistic-, evolutionary
approach (Atkinson&Hilgard, 2009, p. 477-492.)
11. Personality and social development (Atkinson&Hilgard, 2009, p. 88-98.)(temperament, attachment, self
concept, gender identity, sex typing)
12. Classical- and instrumental conditioning (G.Kent chapter 3, understanding behaviour 36-47)(pavlov’s
experiments, preparedness, aversion therapy, flooding, systematic desensitization, instrumental conditioning,
reinforcement)
13. Complex-, observational learning (G.Kent chapter 3, understanding behaviour 47-56)(obeservational
learning, cognitive behavioural learning)
14. Basic concepts of communication and it’s role in medicine (Practice’s themes.)
Thank you for your attention!
