Rick James
Psy 215
Final

Theories and Overviews of Developmental Psychology

(2) The interaction between Freud’s psychosexual stages and Piaget’s Stages of Cognitive development is that as a child grows they experience several changes that allow them to interpret things more effectively. The two theories help to show that growth is followed by awareness and understanding of how thinking and learning work. Freud though believed that development occurs through id/ego/superego and it conflicts with a series of psychosexual stages saying that each stage focuses on a different area of the body and that conflicts may result in these stages. Piaget believed that thinking develops in a series of increasing complex stages and that each revising the one it preceded. So when we bring the two together we can see that there are some similarities but more differences. Both theories are age-related. Piaget theory again is towards a de-centration and Freud was toward archaeology of self.

(3) Proposed in his paper in 1943 A Theory of Human Motivation, His theory contents that as humans meet their basic needs, they seek to satisfy higher basic needs. His theory seems to complement Freud, Eriksson’s and Piaget theories because for stable, positive healthy development of children into adolescence these theories must be established. Maslow's famous Hierarchy of Need was introduced in the late 1960's. These needs represented man functioning on different levels instead of the simple mechanics of behaviorism introduced by Watson in 1919. Thus man was no longer a knee-jerk mechanism responding only to stimuli and reinforcement. It also indicated that man could overcome the unconscious instinctual impulses implicit in the various schools of psychoanalysis. Several examples would be if a child is neglected by parents whom neither show love, affection, warmth nor allow that child to socially interact with other children, that child will begin to show signs of withdrawing, introverts. In addition that child will never reach the top of Maslow Hierarchy of Needs, self-actualization and will not develop correctly and may even die. Another example would be that of the homeless. In the winter time the first two basic needs are essential for their survival. Satisfy their hunger and thirst and look for shelter that will provide safety. This is why it’s very difficult to bring homeless people from off the streets, because you may offer then warm food but if they don’t feel it’s going to be safe in the shelter they aren’t going. This then prevents them from moving up the hierarchy ladder to correct their problem of being homeless.
(61) While on my walk along the Wissahickon the thoughts that came to mind were those of how much it was a nice day to go flying today. I have a couple of flight students that I teach part time at a flight school and just would like to fly on this nice clear day. I thought about one student in particular whom I’ve been teaching for a few months. He is a very busy person, just having a baby him and his wife and how hard it’s been trying to get to come out and go flying. I wondered if he would ever decide to make a career out of an already expensive hobby. I can hear my heart beat as I increase the pace of my walk thru the park. My thoughts are in any logical order so I just write whatever it is that comes to mind. The leaves on the trees are beginning to change color and expose the nest of the bird high up in the branches. The park is alive with people and creatures of love, hate, survival, playfulness. I wonder if I’ll ever get into the nursing school that I applied too. I know I’ve worked so hard and that I’m competing with so many other people. I’m so aware of this project that im doing for my class that im wondering if because of my awareness my thoughts are bias or occurring naturally. I can hear the traffic in the foreground wondering where everyone is going. The people in those cars I wonder, who got a new job today, who got fired, who is going for pizza, who is on there way to the doctor, who just had a baby, who is having car trouble, who knows is driving and thinking about a love one in Iraq. More thoughts occur as they synapse in my brain. What will I eat for dinner tonight…what should I cook. I hope I get an A out of this class. I wonder where that bird is flying too….did it have a meal or is it looking for one…what are their thoughts on the human beings and how they communicate and think about us. Would my thoughts have been different if I did this project tomorrow or yesterday? I need to get gas for my car, man gas is getting expensive, all those cars on the road, I wonder who is thinking about the gas prices. I wonder what these people passing me are thinking about. Do they seem me as another individual, or as a black male, are they afraid, nonchalant, or just in their own world.
(50) In the past 25 years, while the general incidence of suicide has decreased, the rate for those between 15 and 24 has tripled. It is generally considered to be the second or third most common cause of death among adolescents, even though it is seriously underreported. There are several indicators of potential suicide, some example are as followed. Depression is often not recognized. In younger children and in adolescent boys, it may seem that the child is simply angry or sullen. If this lasts more than a week or so with no relief, and if there are other signs of depression are changes in appetite, activity level, sleep pattern, loss of interest in activities that normally give pleasure; social withdrawal thoughts of death or punishment. unhappiness, gradual withdrawal into helplessness and apathy, isolated behavior, loss of interest in activities that formerly were sources of enjoyment, feelings of worthlessness, hopelessness, helplessness, fatigue or lack of energy or motivation, change in sleep habits, change in eating habits, self-neglect, preoccupation with sad thoughts or death, loss of concentration, increase in physical complaints, sudden outbursts of temper, reckless or dangerous behavior Sometimes teens try alcohol or other drugs to relieve depression. Unfortunately the drugs themselves have a depressant effect, and lower inhibitions against self-injurious behavior. Some young people who have never expressed a suicidal thought have taken their own lives when they got drunk to ease the pain of a disappointment or loss. But they only felt worse while drunk, and committed a rash, impulsive act which they wouldn't have done sober. Getting in trouble in school or with the law, fighting with parents, and other behavioral problems are the third risk factor for suicide. We tend to think of potential suicides as sensitive, shy people who are overwhelmed by life. We don't see the cocky, obnoxious adolescent as potentially self-destructive, even though his behavior -- continually getting in trouble, keeping the world at arm's length -- has exactly that effect. The availability of a gun. This makes the consequences of an impulsive act much more lethal. Surprisingly, even when a child has made one attempt, parents often fail to remove guns from the home. How many fatal, impulsive decisions have been aided by the presence of a handgun in the home? Half of all children who have made one suicide attempt will make another, sometimes as many as two a year until they succeed. The majority of suicide attempts are expressions of extreme distress and not just harmless bids for attention. No talk of suicide should be taken lightly. It indicates the need for immediate professional help. Any suicidal gesture, no matter how "harmless" it seems, demands immediate professional attention. If you suspect suicidal thoughts or behavior, ask the teen directly if she or he is considering suicide. Don't avoid the subject or wait for the teen to come to you. Be alert to the teen's feelings. The severity of the problem should be judged from the teen's perception, not by adult standards. If a teen perceives something as a problem, it is a problem for him or her. Never agree to keep the discussion of suicide with a teen a secret. Agree to give help and support in getting professional help.
Talking about death and wanting to die Suicidal thoughts, plans, or fantasies Previous suicide attempts Friends who have attempted suicide Giving away personal possessions Telling a friend about suicidal plans Writing a note. Parents and friends should not hesitate to get help and should never leave a suicidal person alone. Adults can help prevent suicide by fostering open, honest communication with teens. If a teen trusts you enough to come to you with a problem, take time to listen immediately. Delay may only fuel feelings of doom in the teen. The following strategies may be helpful when dealing with teens and suicide: Talk about suicide in an open manner. Teens need to be given a chance to discuss suicide by voicing their thoughts and opinions. Candid discussion is important particularly when a teen suicide has occurred in a community. Let young people know about hotline telephone numbers and crisis intervention services that are accessible locally. Model healthy behavior and positive problem-solving approaches. Adults can be models for young people by dealing with their own stress in a constructive manner. Use television shows, films, newspaper articles and other media as a trigger for a discussion of effective ways to deal with stress and depression. Provide opportunities for group support. Teens sharing problems with other teens that help find solutions can be beneficial. Adults need to take the possibility of teen suicide seriously even if their community has not experienced one. Teen depression and thoughts of suicide are more common than many adults assume and there are as many as 50 to 100 suicide attempts for every young person who actually takes his or her own life.
(51) Child sexual abuse can take place within the family, by a parent, step-parent, sibling or other relative; or outside the home, for example, by a friend, neighbor, child care person, teacher, or stranger. When sexual abuse has occurred, a child can develop a variety of distressing feelings, thoughts and behaviors. No child is psychologically prepared to cope with repeated sexual stimulation. Even a two or three year old, who cannot know the sexual activity is wrong, will develop problems resulting from the inability to cope with the overstimulation.The child of five or older who knows and cares for the abuser becomes trapped between affection or loyalty for the person, and the sense that the sexual activities are terribly wrong. If the child tries to break away from the sexual relationship, the abuser may threaten the child with violence or loss of love. When sexual abuse occurs within the family, the child may fear the anger, jealousy or shame of other family members, or be afraid the family will break up if the secret is told. A child who is the victim of prolonged sexual abuse usually develops low self-esteem, a feeling of worthlessness and an abnormal or distorted view of sex. The child may become withdrawn and mistrustful of adults, and can become suicidal. Some children who have been sexually abused have difficulty relating to others except on sexual terms. Some sexually abused children become child abusers or prostitutes, or have other serious problems when they reach adulthood. Often there are no obvious physical signs of child sexual abuse. Some signs can only be detected on physical exam by a physician. Sexually abused children may develop the following: unusual interest in or avoidance of all things of a sexual nature, sleep problems or nightmares depression or withdrawal from friends or family,seductiveness,statements that their bodies are dirty or damaged, or fear that there is something wrong with them in the genital area, refusal to go to school delinquency/conduct problems, secretiveness aspects of sexual molestation in drawings, games, fantasies unusual aggressiveness, or suicidal behavior.
Child sexual abusers can make the child extremely fearful of telling, and only when a special effort has helped the child to feel safe, can the child talk freely. If a child says that he or she has been molested, parents should try to remain calm and reassure the child that what happened was not their fault. Parents should seek a medical examination and psychiatric consultation.
Parents can prevent or lessen the chance of sexual abuse by: • Telling children that if someone tries to touch your body and do things that make you feel funny, say NO to that person and tell me right away • Teaching children that respect does not mean blind obedience to adults and to authority, for example, don't tell children to, Always do everything the teacher or baby-sitter tells you to do • Encouraging professional prevention programs in the local school system
Sexually abused children and their families need immediate professional evaluation and treatment. Child and adolescent psychiatrists can help abused children regain a sense of self-esteem, cope with feelings of guilt about the abuse, and begin the process of overcoming the trauma. Such treatment can help reduce the risk that the child will develop serious problems as an adult.

58) Art Museum Tour-----class
59) AVAM tour--------- class discussion.
41) In Sherwood Anderson’s Sophistication, Anderson’s use of the word sophistication to describe adolescence is a way of describing one’s human complexities being developed. One great example would be on p.144 2nd paragraph where George had a moment of Sophistication or a moment of clarity and he looked at Helen. In his mind at that moment he is starting to view here more as a woman and less as a girl. He, himself is going through a period of change right there and then. My period of “Sophistication” came around the 10th grade. While I was no longer apart of the junior high school scene my 1st year of high school allowed for that transition into manhood. By the 10th year my “Sophistication began to take shape and my view of the outside world and things around me began to change and have different meaning. Friendship began to meaning more lasting networks, college began to show me the opportunities that await my arrival, and my independence began to be realized as I was no longer a child but someone who would one day have to transition from adolescence to adulthood. It s sort of like the mother bird pushing the baby bird out the nest. You know its going to happen but just don’t know when.