Introduction to Psychology Lifespan Development

Childhood Disorders Pica ADHD Autism Conduct Disorder

Pica Eating inedible substances Often in kids with developmental disabilities Risk factors:  Family disorganization  Nutritional deficiencies  Behavior is being unintentionally reinforced

ADHD Hyperactivity Inability to focus/concentrate 5x more likely in boys than girls

ADHD Hyperactive Type Inattentive Type Combined Type  Social/cultural construction?

Autism Developmental disorder/communication disorder Neurobiological 1 in 150 are diagnosed  Boys are 4x more likely than girls

Autism “spectrum” disorder Lost in their private worlds Impaired social interaction Sensory difficulties

Autism Purposeless/repetitive movements Echolalia Attachment to objects

Autism Early diagnosis/intervention  Lack of eye contact  No pointing  Behavior modification  Nutritional interventions? Medication?

Encopresis/enuresis Bathroom accidents May be age inappropriate Sometimes related to trauma

Conduct Disorder Aggression Animal cruelty Fire setting

Conduct Disorder Lying Coercion/manipulative behavior Rule violations Little remorse

CD vs. ODD The stigma of labels Labels as a self-fulfilling prophesy?

Adolescence Adolescence is constructed differently across cultures Different traits/attributes are seen as desirable, based on cultural context

Adolescence Puberty: the biological event associated with adolescence Body image:  Boys become more satisfied  Girls become less satisfied

Erik Erikson: ( ) Psychosocial Dilemmas Psychosocial stages  At each stage, a “crisis”  The stages are relational  Major events in a typical life

Assumptions: Broad similarities across individuals during life stages Developmental tasks Developmental milestones

The Impact on Development The manner in which we resolve the crises has implications for our future development

Stages Trust vs. Mistrust (age 1) Autonomy vs. Shame/Doubt (age 1-3) Initiative vs. Guilt (age 4-6)

Stages Industry vs. Inferiority (age 6-12) Identity vs. Role Confusion (Adolescence) Intimacy vs. Isolation (Young Adulthood)

Stages Generativity vs. Stagnation (Middle Adulthood) Integrity vs. Despair (Late Adulthood)

Reactions to Erikson’s Theory? A Western framework? Relevant to all? Appropriate age ranges?

Lawrence Kohlberg: Moral Development Piagetian tradition Use of hypothetical moral dilemmas  how do we reason about morality? Exclusively male

Levels of Moral Development Pre-conventional: moral thinking classified by the consequences Conventional: desire to please others; follow socially prescribed rules Post-conventional: self-accepting moral principles

Preconventional Stage 1: Obedience and Punishment Orientation  Choices based on possible punishments  We must obey rules without question  “it’s against the law; it’s bad to steal”  Why? “Because you’ll get in trouble”  “it’s okay if he stole it, because he won’t get punished”

Preconventional Stage 2: Individualism vs. Exchange  Pleasure seeking; self interest; helping others only if it will benefit you  Other people have different viewpoints; all relative  “Heinz thinks it’s okay, the druggist doesn’t”  “Heinz was right, but the druggist should make him work at the store to make the money back”

Conventional Stage 3: Good interpersonal relationships  Good boy/good girl: pleasing others/being nice to gain approval  Concern for motives, concern for others  “Heinz was right, he had good intentions”  “The druggist was selfish and greedy”

Conventional Stage 4: Maintaining the Social Order  Authority orientation; order, upholding the law  Concern for society as a whole  “Heinz was acting to save his wife, but if we all stole, society would be in chaos”

Post conventional Stage 5: Social contract and individual rights  Support of rules, but rules are open to question  Democratic values  Social contract between people and society  “While stealing is not ideal, Heinz was ultimately correct in his decision; his wife’s life was on the line, and life is more important than property”

Post conventional Stage 6: Universal Principles  self chosen ethical principles  Justice and equality  Perspective taking Civil disobedience  Became a theoretical stage

How do people reason? Pre-conventional: kids and delinquents Conventional: older kids and most adults Post-conventional: 20% of the adult population

Carol Gilligan Justice or Caring? Critique of Kohlberg:  Emphasis on justice  Men did better than women  What about the ethic of caring?

Ethic of caring Gilligan: women look for altruistic solutions that benefit everyone Research: little to no difference in male/female decision making

Cross-cultural vs. Cultural Cross-cultural: comparing cultures based on one culture’s ideas Cultural: immersing oneself in a culture; measure the culture based on its own ideas/values