Psychosocial Development
To get a better understanding of pyschosocial, we first start looking at the individual. Each person has to learn their owns ways to regulate and control their emotions and temperament to be healthy psychosocially. It begins with our emotions which include our cognitive, language and physical development. As you being to develop you must learn to control and regulate your emotions and this has to deal with temperament and self control. Of course there are norms to emotions and temperament, yet everyone is their unique own individual. Transitioning from emotions and temperament each individual has their own way of dealing with attachment.
Erik Erickson is the father of psychosocial development and has categorized this development into eight different stages. His ideas were greatly influenced by Freud and follow along with his structure about topography of personality. Erikson focused on how ego develops through crises that are social in nature and expanded on the notion of the stages developing over a lifetime. Erikson put a great deal of emphasis on the adolescent period because he felt that it was crucial for developing a person's identity
Psychosocial Stages
1. Trust vs. Mistrust
2. Autonomy vs. Shame
3. Initiative vs. Guilt
4. Industry vs. Inferiority
5. Identity vs. Role Confusion
6. Intimacy vs. Isolation
7. Generativity vs. Stagnation
8. Ego Integrity vs. Despair
Psychosocial Stages
1. Trust vs. Mistrust
2. Autonomy vs. Shame
3. Initiative vs. Guilt
4. Industry vs. Inferiority
5. Identity vs. Role Confusion
6. Intimacy vs. Isolation
7. Generativity vs. Stagnation
8. Ego Integrity vs. Despair
Emotions
You know that feeling you have when your watching a scary movie and your heart starts racing and you being to feel tense, this fear your experiencing includes your bodies reactions that all are apart of your emotions. Emotions are are bodies physiological reactions to a situation, the cognitive interpretation of situations, communication to others and their actions. We all experience a range of different emotions which are influenced by our biological underpinnings and environmental influences. This leads to our temperament which is the general emotional style of an individual displays in responding to certain events. There is said to be three different categories that temperament can be divided into; easy temperament, difficult temperament, and slow- to- warm temperament. Usually temperament is first noticed during infancy, with easy temperament a child's general responsiveness is marked by a positive mood, an easy adaptation to change and regularity and predictability in patterns of eating, sleeping and elimination. Difficult temperament refers to a child's general responsiveness marked by a more negative mood, intense responses, slow adaptations to change, and irregular patterns of eating, sleeping and elimination. It's important for parents to try and keep children with this type of temperament in familiar environments regularly. The most common form of temperament is slow- to- warm temperament. This is the general responsiveness marked by a slow adaptation to new experiences and moderate irregularity in eating, sleeping and elimination.
You know that feeling you have when your watching a scary movie and your heart starts racing and you being to feel tense, this fear your experiencing includes your bodies reactions that all are apart of your emotions. Emotions are are bodies physiological reactions to a situation, the cognitive interpretation of situations, communication to others and their actions. We all experience a range of different emotions which are influenced by our biological underpinnings and environmental influences. This leads to our temperament which is the general emotional style of an individual displays in responding to certain events. There is said to be three different categories that temperament can be divided into; easy temperament, difficult temperament, and slow- to- warm temperament. Usually temperament is first noticed during infancy, with easy temperament a child's general responsiveness is marked by a positive mood, an easy adaptation to change and regularity and predictability in patterns of eating, sleeping and elimination. Difficult temperament refers to a child's general responsiveness marked by a more negative mood, intense responses, slow adaptations to change, and irregular patterns of eating, sleeping and elimination. It's important for parents to try and keep children with this type of temperament in familiar environments regularly. The most common form of temperament is slow- to- warm temperament. This is the general responsiveness marked by a slow adaptation to new experiences and moderate irregularity in eating, sleeping and elimination.
Development of Emotions
The nature of emotions that are experience by children and the way in which they regulate the expression of these emotions changes as the children continue to grow and develop. The basic emotions of happiness, sadness, fear and anger tend to develop during the first year of life, while complex emotions take a bit longer to develop. After the basic emotions develops then the self- conscious emotions being to develop, better known as the emotions that depend on awareness of oneself, such as pride, guilt and shame. As development continues and children begin to mature the idea of empathy begins to develop. Empathy is known as the sharing of feelings of other people. Also the idea of sympathy begins to develop as well. Sympathy is having a concern for others' welfare that often leads to helping or comforting them. Both of these concepts begin to develop at a young age and continue to develop over time as you gain a understanding for not just having personal emotions but emotions towards others. The best way to help with his type of development is through social referencing where you use the reaction of others to determine how to react in ambiguous situations. From this the child is learning to interpret their own feelings and the feelings of others.
The nature of emotions that are experience by children and the way in which they regulate the expression of these emotions changes as the children continue to grow and develop. The basic emotions of happiness, sadness, fear and anger tend to develop during the first year of life, while complex emotions take a bit longer to develop. After the basic emotions develops then the self- conscious emotions being to develop, better known as the emotions that depend on awareness of oneself, such as pride, guilt and shame. As development continues and children begin to mature the idea of empathy begins to develop. Empathy is known as the sharing of feelings of other people. Also the idea of sympathy begins to develop as well. Sympathy is having a concern for others' welfare that often leads to helping or comforting them. Both of these concepts begin to develop at a young age and continue to develop over time as you gain a understanding for not just having personal emotions but emotions towards others. The best way to help with his type of development is through social referencing where you use the reaction of others to determine how to react in ambiguous situations. From this the child is learning to interpret their own feelings and the feelings of others.
Regulation of Emotions and Self Control
When people can control their emotions they are more likely to be able to use their emotions in a positive and effective way. Early in development infants find ways to develop that skill, this may be shown through comfort or safety objects like a teddy bear or blanket or through sucking on their thumb. Eventually those things go away and new ways develop as they get older. That time of development is the executive function and has been linked with effortful control which is strictly the ability to consciously control one's behavior. This is often see if you specifically tell a child they can't do something and them having to control the urges of really wanting to do it.
When people can control their emotions they are more likely to be able to use their emotions in a positive and effective way. Early in development infants find ways to develop that skill, this may be shown through comfort or safety objects like a teddy bear or blanket or through sucking on their thumb. Eventually those things go away and new ways develop as they get older. That time of development is the executive function and has been linked with effortful control which is strictly the ability to consciously control one's behavior. This is often see if you specifically tell a child they can't do something and them having to control the urges of really wanting to do it.
Attachment
Most people know that love is one of the most important and formative of emotions. That feeling of love or being loved usually correlates with attachment. Attachment is known as the emotional bond to a particular person usually in a positive way. John Bowbly and Harry Harlow are the master minds of understanding attachment. Harry Harlow conducted a theory with the moneys, where we found that the monkeys preferred a soft cloth "mother" that didn't provide food over a wire "mother" who provided food. John Bowbly took this theory even further while developing four stages of attachment. Attachment is also classified in four ways: secure, anxious avoidant, anxious ambivalent, and disorganized. Secure is one of the most common and often recognized as clingy, yet otherwise known as the strong, positive emotional bond with a person who provides comfort and a sense of security. Anxious avoidant isn't very common, especially with very outgoing and independent children. It's the form of attachment in which an infant is not distressed when their mother leaves, is comfortable with the stranger and does not rush to their mother when she returns. Anxious ambivalent refers to when the infant is reluctant to move away from their mother to explore and is very distressed when their mother leaves, yet upon her return they want to approach her but angrily resist. This type of attachment is seen in stubborn children and children that often want their way or the high way. Last is disorganized which is when behavior is unpredictable and odd and shows no coherent way of dealing with attachment issues. The most common instances of this is seen with children the have dealt with parental abuse or neglect.
John Bowbly's Stages of Attachment
1. Preattachment (birth to 6 weeks)- infant sensory preferences bring infants into close connection with parents
2. Attachment in the Making (6 weeks to 6-8 months)- infants develop stranger anxiety, differentiating those they know from those they don't
3. Clear- Cut (6-8 months to 18 months- 2 years)- infant develops separation anxiety when a person he is attached to leaves
4. Goal- Centered (18 months on)- when toddlers create reciprocal relationships with their mothers
Most people know that love is one of the most important and formative of emotions. That feeling of love or being loved usually correlates with attachment. Attachment is known as the emotional bond to a particular person usually in a positive way. John Bowbly and Harry Harlow are the master minds of understanding attachment. Harry Harlow conducted a theory with the moneys, where we found that the monkeys preferred a soft cloth "mother" that didn't provide food over a wire "mother" who provided food. John Bowbly took this theory even further while developing four stages of attachment. Attachment is also classified in four ways: secure, anxious avoidant, anxious ambivalent, and disorganized. Secure is one of the most common and often recognized as clingy, yet otherwise known as the strong, positive emotional bond with a person who provides comfort and a sense of security. Anxious avoidant isn't very common, especially with very outgoing and independent children. It's the form of attachment in which an infant is not distressed when their mother leaves, is comfortable with the stranger and does not rush to their mother when she returns. Anxious ambivalent refers to when the infant is reluctant to move away from their mother to explore and is very distressed when their mother leaves, yet upon her return they want to approach her but angrily resist. This type of attachment is seen in stubborn children and children that often want their way or the high way. Last is disorganized which is when behavior is unpredictable and odd and shows no coherent way of dealing with attachment issues. The most common instances of this is seen with children the have dealt with parental abuse or neglect.
John Bowbly's Stages of Attachment
1. Preattachment (birth to 6 weeks)- infant sensory preferences bring infants into close connection with parents
2. Attachment in the Making (6 weeks to 6-8 months)- infants develop stranger anxiety, differentiating those they know from those they don't
3. Clear- Cut (6-8 months to 18 months- 2 years)- infant develops separation anxiety when a person he is attached to leaves
4. Goal- Centered (18 months on)- when toddlers create reciprocal relationships with their mothers