Developmental Psych Final

Young Old Age

(Berk, pg. 469-470, 535): - Part of a theory presented by Daniel Levinson - Seasons of Life theory stemmed from seeking an underlying order to the life course - 1978 conducted in-depth biographical interviews with men and women age 35-45 - Results found a common path of change within which men and women approach developmental tasks in somewhat different ways - Levinson, like Erikson, saw development as a sequence of qualitatively distinct eras (stages or seasons) each beginning with a transition, followed by a stable phase during which individuals build a life structure aimed at harmonizing inner personal and outer social demands to enhance quality of life Young-old: Phase during which the middle aged person must seek new ways to being young and old. This means: - giving up certain youthful qualities, - retaining and transforming others - finding positive meaning in being older Middle- Aged Women - express concern about appearing less attractive as they grow older Middle Aged Men - particularly non-college educated men, blue-collar jobs requiring physical strength and stamina - are highly sensitive to physical aging

Christopher Bollas

(Contemporary Psychoanalytic Theory) Bollas was widely known for his concept of "the unthought known". His idea was that as infants, we are informed by many ideas which are conveyed through action rather than thinking, and that those ideas become part of our subconscious.

Love and Illusion

-Part of IMAGO -we create illusions of people in order for them to fit the person we are looking for -illusion changes after being with each other for about 6 weeks-year -Illusion then changes to the negative -in LOVE you are susceptible to regression -so Hendrix tries to get rid of the illusion and equal it out and say "yeah sometimes I like you and sometimes I don't" -Romantic love, at one level, is the result of anticipated need satisfaction (illusion satisfaction). At a deeper level it is a transient experience of original wholeness and connection to the Whole. Since unmet childhood needs are brought into adult intimate partnership for resolution, and since the selected partner shares the same limitations as one's parents, inevitably, they are re-activated and frustrations re-experienced.

Imago

The unconscious image of the opposite sex, which has been forming since birth, is a composite picture of people that have influenced you in early life. The brain has recorded impressions and interactions with key people (i.e. caretakers) that are based on salient issues found in childhood. These have been deeply engraved in the brain and are based on the issues that seemed to have threatened your existence.

Margaret Mahler

(Rapprochement) Birth-2 months—Autistic Stage (wasn't much going on) EGG 2-4 months---- Symbiotic (baby doesn't know separate self; see's mother as external object) EGG CRACKS 4-5 months—Differentiation Stage HATCHING • 1st sub phase of separation • Happens slowly, start seeing a little individual starts to emerge • First tentative moves away from mother (reaching out for sisters, fathers) • Checking back • Transitional object (hold onto something else to soothe in mothers absence *Big Step*) Example of Frank taking out a piece of his flannel baby blanket from wallet. • Stranger Anxiety 12-14 months—Separation-Individuation • Periodic distancing from mother (Separation) • Becoming more autonomous (Individuation) Walking happens so they can easily get away from mother 14 months-2.5 years—Practicing Stage • 2nd sub phase of separation-requires free upright locomotion • More freedom • Reality testing 2.5 years—Rapprochement (Crisis between urge to explore and being more autonomous and being overwhelmed by the world and needing to come back) 3rd sub phase of separation • Shadowing-darting away • Separation Anxiety • Indecision- not knowing what they want, dinner chaos • Refueling- child goes off and play for a bit, than comes back and leans on moms lap, than will go back. Need for touching or comfort, children can reenergize pshye so they can tolerated distance • Splitting- child/adult hasn't developed capacity to hold both anger and love at the same time. "you are horrible, I hate you, to I hold you, love you." (Borderline) • Object Permanence (Post symbiosis) Infant is staring to discover own self, but has a lot of things to deal with to individuate. 3-5 years-- Individuation • Positive internalization of mother -internalization of caregiving figure, virtual image of mother who cares for them. Introject the internal object (mother) basis of self-comfort. • Development of Ego • Object Constancy

Brizendine

*Most of the brizendine information also comes from our test questions Taylor emailed but added here a few other notes she made in her lecture --in regards to the female brain: the mirror neurons: women have a ton and men have a few. Women can just tell when something is wrong by tone of voice or sign or walk and men don't notice it as often and see it as often....a lot of times a woman has to have a blatant action inorder for the man to have a reaction. (think about evolution...women are raising children and need to have a response to children and men are hunting and need to keep the emotion away from hunting) -adolecense: mylin coating in adolescent girls not forming fully til 19 or 20 and are very emotional or even have trouble processing emotion boys: biological ADD: doing homework, and thinking about sex, and arguing with brothers.

Winnicott

- help people undo false self; true self= to thine ownself be true -True-self-False-Self -one of Winnicott's biggest contributions -false-self: unconscious process, child begins to do before they have language, what the child comes to the conclusion that who they are really isn't acceptable (so they look outward to see "what do I have to do" and pick up a message of what to do.), suppress who we really are to stay safe in environment to adapt what we have to do in survival level -Concept of Play: -more than just play -practicing behaviors and gives people ability to be creative in the way they explore. -Discover Real self: create opportunities to be absolutely spontaneous (play is the best opportunity. Art Therapy: -Squiggle game: client must make a picture out of a squiggle -create a situation that is open ended with no right answer -Therapist making a mistake: -showing human fallacy Touch: -starting where the client is and letting them develop comfort with you -space created between self and client is a sacred place -What is happening between the two people takes precedence over the method one is using. -seeing the therapeutic setting as a new developmental stage. -the therapist is a vitally involved modernist creative player on a basically developmental stage. -Ambiguity, BLANK, and creativity are seen as essential ingredients of the therapeutic process rather than attributes that have been forced into models that have a more positivistic flavor. -When the patient is able to take an example of original failure and be angry about it. Only when the patient reaches this point, however, can there be the beginning of reality testing...

So Sexy So Soon

- how popular culture and technology inundate children with mixed messages at early age than ever before. - How corporations capitalize on this without caring how it affects the kids emotionally, mentally, and sexually. - How media impacts children and teens and how parents can behin to strategize how to control it.

The Mature Mind

-Age allows our brains to accumulate a repoitore or strategies developed from a lifetime of experience- part of what has been described by other researchers as crystallized intelligence. -with age can come new feelings of inner freedom, self-confidence, and liberation from social constraints that allow for novel and bold behavior. -The complex neural architecture of older brains , built over years of experience, practice and daily living, is a fundamental strength of older adults. And the more complex the architecture, the more it resists degradation by injury or disease. -The discovery that new brain cell growth can occur during adulthood has transformed views of the aging brain and the potential for enhancing brain functioning in older adults. -Many factors play into high morale and postive outlook of so many older persons including such things as greater acceptance of life's realities, a greater sense of self, and long term perspective that makes it easier to accept the inevitable slings and arrows of everyday life. -Research has found 5 categories that, if practiced regularly, can significantly boost the power, clarity, and subtly of the brain and mind. 1.) Exercise Mentally 2.) Expercise Physically 3.) Pick Challenging Leisure Activities 4.) Achieve Mastery: Pursing activities where you have a sense of control 5.) Establish Strong Social Networks

The Boy Code

-Boys are tough, don't need help, self-sustaining -Don't show emotion -Don't be weak, vulnerable -Boys Don't cry - Boys do not show affection -Boys are stoic, heroic, rough & tumble -Boys need to be men (as soon as possible)

Alice Miller

-Credited with turning therapist's attention to child abuse -Freudian training but later broke from him -Poisonous Pedagogy: -Pedagogy= training or learning -aimed to take away all that is natural in a child and replae with ability to follow orders -Results: child served the parent's purpose (hitler's agenda) -children's anger has to go somewhere so Hitler chose Jews to sacrafice anger onto.

Refueling

-Daniel Stern explains that when the child is away from its mother it will then return for her attention to be "refueled" Sunny- "I do think we have to separate and refuel, but also need to deeper connections with other people and this is learned when a kid is small."

Loss of Innocence

-Part of Adult Developmental tasks -You can't live very long without dealing with loss --one of the biggest losses that people have to deal with is the loss of innocence. - lose our innocence several times in the course of a lifetime. -Ex. Realizing you'll never get married, never have kids, never live in that big house, never surf in Hawaii (how do we manage those losses) -not a stage of life: but something we constantly encounter throughout life. - BIGGEST DEVELOPMENTAL TASK OF ADULTS

Daniel Stern

-The Intersubjectivity of the Infant The intersubjectivity of the infant is composed of multiple phases, each phase developing the individual's sense of self. An individual begins with the sense of an emergent self between birth and two months. They then move on to the sense of a core self between two to six months, the sense of the intersubjective self between seven to fifteen months, and the verbal sense of self between eighteen to thirty months. -phases are based on the relationship between the child and their mother and the mother's responses to her child When intersubjective sharing is created it allows the child to explore and pursue their own curiosities. In doing this they strive to match their own understanding of an object or experience with their mother's reaction.

Sibling Relationships

-psychological maltreatment between siblings is one of the most common yet often unrecognizable forms of child abuse. -Research has shown the sheer quantity of time kids spend in one another's presence and the power this has to teach them social skills -by the time children are 11 they spend 33% of their free time with their siblings. This is more than with friends, parents, or with themselves -it is the permanence, researchers believe, that makes siblings so valuable a rehearsal tool for later in life. How one learns to resolve issues with their siblings they bring into relationships, such as marriage. -Younger siblings mimic the strengths and skills of older ones. Older siblings are prodded to attempt something new because they don't want to be shown up by younger siblings. More complex- and in many ways more important- are those situations in which siblings don't mirror one another but differentiate themselves- a phenomenon psychologists call de-identification. -De-identification helps kids stake out personality turf inside the home, but it has a far more important function: pushing some siblings away from risky behavior -Siblings pass on dangerous habits including teenage pregnancy and substance abuse.

Carol Gillian

-reacted to Kohlberg's work on moral development -Came up with the idea that women have a different idea of what is in the highest moral good and that women are more affiliative, because we raise babies and are connected with babies, the way our brains work is we get more anxious cause we're not as connected, that being connected and the lack of attachment for women makes us more anxious and we nee to do things that deal with aniety. We have more focus and reaction to what others are feeling than men because men don't have time because they are "out in the world" from an evolutionary perspective -Men and women have different moral imparitives and one is not right and one is not wrong, they are just different.

Frankl

-the capacity we have to survive -People have to make meaning of what has happened to them -Developed logotherapy

The Honeymoon Stage

-we sing, smile a lot, fantasize endlessly about our next encounter with Mr. or Ms. Right, usually lose weight because we are not getting enough sleep, and dare to dream that this could be the one. - if the relationship is to grow and deepen it must go past the honeymoon stage. - Stages that follow the honeymoon stage: -Power Struggle Stage: who has the power? -The Fighting Stage: how do you resolve disagreements or manage anger? -The Disillusionment stage: You are not who I thought you were. Did I create an illusion and fall in love with it? -Transference Stage: issues from previous relationships brought into this relationship -The Working Stage: managing the issues that have surfaced -After the honeymood stage it is about both partners attempting to learn how to live with another human being in a way that promotes their own and their parterns healing and growth.

Rapprochement Crisis

2.5 years old (Crisis between urge to explore and being more autonomous and being overwhelmed by the world and needing to come back)

Attachment Styles

Ainsworth- Strange Situation experiment 1year-16 months old. What happens to baby when leaving and returning. Secure Attachment: Mom leaves= baby distressed and will crawl after mom, didn't know what to do. Mom comes back and easily comforted Insecure attachment: Avoidant (Dismissive)mom leaves = baby is not upset , plays with toys, mom comes back, baby is fine, minimal attention, goes back to toys Anxious/ Ambivalent (Pre occupied) mom leaves=baby upset, mom comes back, can't be comforted, keeps crying, and distraught Disorganized/Disoriented (Unresolved)

Bulimia:

An eating disorder in which young people mainly girls, but gay and bisexual boys are also vulnerable engage in strict dieting and excessive exercise accompanied by binge eating, often by deliberate vomiting and purging with laxatives. 2-4 % of teenage girls affected. It is influenced by heredity. Increased risk for overweight, early menarche and perfectionist. Most are impulsive, sensation seeking young people who lack self control in many areas, engaging in petty shoplifting, alcohol abuse, and other risky behaviors. They have pathological anxiety about gaining weight, and may have experienced their parents as disengaged and emotionally unavailable rather that controlling. Bulimics typically feel depressed and guilty about their abnormal eating habits and want help. they are easier to treat than anorexia.

Existential Crises

An existential crisis is a moment at which an individual questions the very foundations of his or her life: whether his or her life has any meaning, purpose or value. This issue of the meaning and purpose of existence is the topic of the philosophical school of existentialism An existential crisis may result from: The sense of being alone and isolated in the world; A new-found grasp or appreciation of one's mortality; Believing that one's life has no purpose or external meaning; Searching for the meaning of life; Awareness of one's freedom and the consequences of accepting or rejecting that freedom; An extremely pleasurable or hurtful experience that leaves one seeking meaning; An existential crisis is often provoked by a significant event in the person's life — psychological trauma, marriage, separation, major loss, the death of a loved one, a life-threatening experience, a new love partner, psychoactive drug use, adult children leaving home, reaching a personally-significant age (turning 16, turning 40, etc.), etc. Usually, it provokes the sufferer's introspection about personal mortality, thus revealing the psychological repression of said awareness. An existential crisis may resemble anomie (a personal condition resulting from a lack of norms) or a midlife crisis. Sometimes, an existential crisis stems from a person's new perception of life and existence. Analogously, existentialism posits that a person can and does define the meaning and purpose of their life, and therefore must choose to resolve the crisis of existence - Frankl in "Man's Search For Meaning" spoke to the definition of existential questioning that occurs throughout life

Carol Gilligan

Argues against the male centered personality psychology of Freud and Erikson

Exterogestation

Ashley-Montegu- Touching: The Human Significance of the Skin Distinction between: - Uterogestation- gestation within the womb - Exterogestation- gestation outside the womb (post birth) - Ends: beginning of effective crawling on all fours - Designed to continue the feedback relationships between infant and mother - Infant needs to be enclosed in mother's arms, embraced, in contact with her skin (i.e. reproduce the environment of the womb) - Importance of breast feeding

Kubler Ross:

Author of On Death & Dying -presentation Personal History: - Swiss - Triplet - believed that it was awful to be not be looked at as an individual, - always classified as "1 of the 3" - Invisible in terms of having own identity separate from triplets - Being a triplet set her apart from others by not being seen for own identity - 1960's wanted to explore and research idea of DEATH? No one wanted to help her do so - No one was looking into the area of death when she came around - pioneer/iconic - started interviews, case studies, and worked with people dying to research on her own - noticed a process to dying and named 5 out 6 phases (became DABDA) - became an icon for someone who finally opened the door for others to study death -She believes that many attempt to make it all okay and no really delve into the loss and process. They may tiptoe but don't fully go there. On Death & Dying - DABDA (see hand-out) Denial, Anger, Bargaining Depression, Acceptance - talks about 5/6 stages of the Dying process (Grieving Process)

Seigel

Brain develops on demand through experiences - the lizard brain and the hand and the brain functions

Ausubel

David Paul Ausubel (1918-2008) was an American psychologist born in New York. His most significant contribution to the fields of educational psychology, cognitive science, and science education learning was on the development and research on advance organizers since 1960. David Ausubel was influenced by the teachings of Jean Piaget. Similar to Piaget's ideas of conceptual schemes, Ausubel related this to his explanation of how people acquire knowledge. David Ausubel theorized that people acquired knowledge primarily by being exposed directly to it rather than through discovery. In other words, Ausubel believed that understanding concepts, principles, and ideas are achieved through deductive reasoning. Similarly, he believed in the idea of meaningful learning as opposed to rote memorization. In the preface to his book Educational Psychology: A Cognitive View, he says that "If he had to reduce all of educational psychology to just one principle, he would say this: The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly". Through his belief of meaningful learning, Ausubel developed his theory of advance organizers.

Oedipus/Electra Complex

Freud. A child's sexual attachment to the part of the opposite sex and jealousy toward the parent of the same sex; generally occurs in the phallic stage.

Sleeping Beauties Awakened Women by Tim Jordan

Jordan's Thesis • Good myths vs today's messages • Triple bind(girls have to be perfect with good looks and also have to be perfect boys b/c they have to have a career, mother and be a wife • Role of Neuro/evolutionary biology • Ruminating • Today adolescent girls are: encouraged to grow up too fast, mislabeled, over sexualized, and not given the tools they need to handle adolescence. • Therapeutic approaches- conflict resolution, journaling, experiencing nature, focusing, bringing yourself to the present moment, reality check, positive mantras, expressing gratitude, working on belief systems, reading auto biographies of great women.

Intermittent Reinforcement

Intermittent Reinforcement is a term that originated from B.F. Skinner's theories on Operant Conditioning and Behaviorism. Intermittent reinforcement is given only part of the time a subject gives the desired response For example, under continuous reinforcement, every time the rat hits the bar, it receives a food pellet. Under intermittent reinforcement, the rat might be required to hit the bar 50 times to get the pellet, or the rat might be reinforced only once every five minutes, or the rat might be reinforced only when you are in the room, or in accordance with some other pattern, but not every time.

stages of moral development

Level 1 (Pre-Conventional) 1. Obedience and punishment orientation (How can I avoid punishment?) 2. Self-interest orientation (What's in it for me?)(Paying for a benefit) Level 2 (Conventional) 3. Interpersonal accord and conformity (Social norms)(The good boy/good girl attitude) 4. Authority and social-order maintaining orientation (Law and order morality) Level 3 (Post-Conventional) 5. Social contract orientation 6. Universal ethical principles (Principled conscience)

Kohlberg

Lawrence Kohlberg's stages of moral development constitute an adaptation of a psychological theory originally conceived by the Swiss psychologist Jean Piaget. Kohlberg began work on this topic while a psychology graduate student at the University of Chicago[1] in 1958, and expanded and developed this theory throughout his life. The theory holds that moral reasoning, the basis for ethical behavior, has six identifiable developmental stages, each more adequate at responding to moral dilemmas than its predecessor.[2] Kohlberg followed the development of moral judgment far beyond the ages studied earlier by Piaget,[3] who also claimed that logic and morality develop through constructive stages.[2] Expanding on Piaget's work, Kohlberg determined that the process of moral development was principally concerned with justice, and that it continued throughout the individual's lifetime,[4] a notion that spawned dialogue on the philosophical implications of such research.

Lizard Brain

The lizard brain is another term for the amygdala, the primitive part of our brain. It serves as the alarm system for threats, fear, and danger, and is responsible for our flight, fight, or freeze reflex. It is activated automatically and drives emotional impulses. Also responsible for overall survival, and acts a command control for the human body.

Post formal cognition

Post formal thought is a stage in which thinking is less abstract and less absolute than formal operational thought; also more adaptive to life's inconsistencies & more dialectical- capable of combining contradictory elements into a comprehensive whole. Subjective thinking: arises from the personal experiences & individual perceptions. Objective thinking: follows abstract logic. Post formal thought recognizes that one's own perspective is only one of many potentially valid views & that life entails many inconsistencies. Post formal thought is well suited to addressing problems that have no single correct solution. Post formal thought is more practical, flexible, & more dialectical.

Quarter Life Crisis

The quarter-life crisis occurs shortly after a young person enters the "real world".[1] Erik H. Erikson, who proposed eight crises that humans face during their development, proposed the existence of a life crisis occurring at this age. The conflict he associated with young adulthood is the Intimacy vs. Isolation crisis. According to him, after establishing a personal identity in adolescence, young adults seek to form intense, usually romantic relationships with other people.[2

False Self

Punishment and force leads to compliance and false self living. - Winnicott. This can come about when children don't have an option, for example in religion. They may feel despair from having to comply with an authoritarian belief. False self also known as the "caretaker self" - the false self is a structure that is there to defend the true self, even - or especially - at the healthy end. The false self can deceive the world. It hides the true self. The false self starts in the mother-child relationship. A healthy false self mediates between the personal private self and the external world at large. (From The Language of Winnicott - A dictionary and guide to understanding his work)

Resilience

The ability to adapt effectively in the face of threats to development, high intelligence and socially valued talents can offset a stressful home life. Things that help - an easy going temperament, at least one close relationship with a parent, social support ( a strong bond to a caring adult, rule-abiding peers), community resources - good schools health care, libraries etc. Both hereditary and environment are important. Resilience is a capacity that develops, enabling children to use internal and external resources to cope with adversity. The text says that later adult life we become more agreeable and accept change. We become more resilient with age, bouncing back in the face of adversity-especially if people did so in earlier ages.

Stages of Relationships

We learn as infants how to relate to friends, and to have platonic relationships with peers, as we grow older we start having didactic relationships (sexual or significant other). Didactic means my decisions affect someone else's life (2 people). Then we decided if we want to add another person (3 people) where someone will be dependent upon you (parenting).

Transference

Transference is a phenomenon characterized by unconscious redirection of feelings from one person to another. One definition of transference is "the inappropriate repetition in the present of a relationship that was important in a person's childhood." Another definition is "the redirection of feelings and desires and especially of those unconsciously retained from childhood toward a new object." Still another definition is "a reproduction of emotions relating to repressed experiences, especially of childhood, and the substitution of another person ... for the original object of the repressed impulses." Transference was first described by Sigmund Freud, who acknowledged its importance for psychoanalysis for better understanding of the patient's feelings.

The Good Enough Mother

Winnicott's theory- A mother is neither good nor bad nor the product of illusion, but is a separate and independent entity: The good-enough mother .. starts off with an almost complete adaptation to her infant's needs, and as time proceeds she adapts less and less completely, gradually, according to the infant's growing ability to deal with her failure. Her failure to adapt to every need of the child helps them adapt to external realities

Piaget

an internal urge to development, cognitive approach need to know and understand environment Birth-2 Sensorimotor- put things in mouth to attempt to learn environment 2-7yr- Preoperational- symbolic thinking, left brain language 7-11yr- Concrete Operational- 1+1=2, reason becomes logical 11yr- Post Formal- abstract thinking about thinking

Teratogen

any environmental agent that causes damage during prenatal period. The harm done by them is not always simple it depends on - dose, heredity, other negative influences, and age Examples include- prescription and non-prescription drugs, illegal drugs, tobacco, alcohol, radiation, environmental pollution, infectious disease.

Classic Conditioning

as with Pavlov. A form of learning that involves associating a neutral stimulus with a stimulus that leads to a reflexive response. Once the nervous system makes the connection between the two stimuli, the neutral stimulus alone will produce the behavior.

Skinner

behaviorism -didn't believe in stages believed in reinforcement -development was about what was reinforced and not reinforced -Operant conditioning theory: individual behavior is modified by it's consequences.

Old Brain

brain-stem and cerebellum: where reflex responses arise, where repetitive routines are stored, and animalistic attributes remembered, a basic mechanism for our primitive ancestors, before the dinosaurs' era or even much earlier. Old-brain is sometimes called "reptile brain" / "lizard brain". Old-brain is extra-primitive in that it is directly coupled to the body's sensing and motor sites: e.g. right side to right side and so on. It therefore lacks all of the damage limitation & redundancy / safety features of the 'new' brain'.

Gottlieb

created the idea of Probabilistic epigenesis is the view that there are bidirectional influences, based on four levels of analysis, on the development of an organism. These levels of analysis are environmental (social, physical, and cultural), behavior, neural activity, and genetic activity.] This view encompasses all of the possible developing factors on an organism and how they not only influence the organism and each other but how the organism also influences its own development.

Vygotsky

culture matters; zone of proximal development-step outside comfort zone in a way a person can understand. • Sociocultural theory- focuses on how culture the values, beliefs, customs, and skills of a social group is passed on to the next generation. • Social interaction- dialogues with knowledgeable members of society is necessary for children to acquire the ways of thinking and behaving that make up a community.

Cohort Groups

group of people who share a common characteristic or experience within a defined period (e.g., are born, leave school, lose their job, are exposed to a drug or a vaccine, etc.). Thus a group of people who were born on a day or in a particular period, say 1948, form a birth cohort. The comparison group may be the general population from which the cohort is drawn, or it may be another cohort of persons thought to have had little or no exposure to the substance under investigation, but otherwise similar. Alternatively, subgroups within the cohort may be compared with each other.

Advance organizers

information presented by an instructor that helps the student organize new incoming information.[6] This is achieved by directing attention to what is important in the coming material, highlighting relationships, and providing a reminder about relevant prior knowledge. Advance organizers make it easier to learn new material of a complex or otherwise difficult nature, provided the following two conditions are met: 1. The student must process and understand the information presented in the organizer—this increases the effectiveness of the organizer itself. 2. The organizer must indicate the relations among the basic concepts and terms that will be used

Epigenisis

means the development resulting from ongoing, bidirectional exchanges between heredity and all levels of the environment. Epigenesis reminds us that development is best understood as a series of complex exchanges between nature vs. nurture that change over the lifespan.

Nancy Chodorow

psychoanalytical feminist theorist, early separation from mothers is responsible for gender differences. "Chodorow sees gender differences as compromise formations of the Oedipal complex. She begins with Freud's assertion that the individual is born bisexual and that the child's mother is its first sexual object. Chodorow, drawing on the work of Karen Horney and Melanie Klein, notes that the child forms its ego in reaction to the dominating figure of the mother. The male child forms this sense of independent agency easily, identifying with the agency and freedom of the father and emulating his possessive interest in the mother/wife. This task is not as simple for the female child. The mother identifies with her more strongly, and the daughter attempts to make the father her new love object, but is stymied in her ego formation by the intense bond with the mother. Where male children typically experience love as a dyadic relationship, daughters are caught in a libidinal triangle where the ego is pulled between love for the father, the love of the mother, and concern and worry over the relationship of the father to the mother. For Chodorow, the contrast between the dyadic and triadic first love experiences explains the social construction of gender roles, the universal degradation of women in culture, cross-cultural patterns in male behavior, and marital strain in the West after Second Wave feminism."

Failure to Thrive

refers to children whose current weight or rate of weight gain is significantly lower than that of other children of similar age and gender.(nonorganic failure to thrive is a growth disorder resulting from lack of parental love, bodies will look wasted and they are withdrawn and apathetic but no biological cause for the baby's failure to grow can be found).

Mary Ainsworth

strange situation research

Confluence

term in the Gestalt theory of therapy, and is a form of resistance referred to as the "channel of resistance". Characterized by a client "fitting in" and the absence of conflict, underscored by the belief that all people feel and think the same way. It is due to a high need for acceptance and approval in the individual.

Projection

was conceptualized by Sigmund Freud in the 1890s as a defense mechanism in which a person unconsciously rejects his or her own unacceptable attributes by ascribing them to objects or persons in the outside world.

Harville Hendrix

we watched a film from Oprah with him using Imago Relationship Therapy. It assists couples in unveiling their unconscious components that determine their choice of mate. He wrote "Getting the Love You Want."

Pollack

wrote" Real Boys". Some thoughts Pollack made during publication • Boys hide behind a mask, anger is the one emotions it's okay to express • The Boy Code(boys are tough, don't cry, don't show emotion, need to be men, don't be weak)

Boys and Violence

• "Arrested Development" article spoke a lot about this topic. o Research shows the brain continues developing well into at least the early 20s. o Synaptic pruning continues well past childhood (decluttering the noise in one's brain to allow the remaining neurons to function more effectively) o Pruning and development of the myelin sheath are shown to affect the brain's systems associated with impulse control, resisting immediate rewards and emotional processing • "Lost Boys" presentation notes o A boy's chances of committing murder are 2X as high if: they have a family history, belong to a gang, abusive history, abuse drugs/alcohol, etc. o Boy's chance of committing murder triple if: he uses a weapon, has already been arrested, has had a neurological problem that impairs thinking and feeling, has difficulty in school and poor attendance record o Highest homicide rates are found in the deep south o Institutionalized violence plays role in breeding a cycle of violence across generations o Religious southern culture plays important role in legitimizing violence by making revenge a moral requirement o Trauma undermines sense of security in the future o Depersonalization and desensitization create opportunities for violence o Lost boys were never protected and had to protect themselves • "Swimming Upstream" movie

Puberty

• "Beautiful Brains" article o Our brains undergo massive reorganization between the ages of 12-25:  axons become more insulated with myelin, dendrites grow twiggier, and synapses grow richer and stronger. Synaptic pruning also occurs at this time.  Corpus callosum thickens, stronger links between hippocampus (memory directory) and frontal areas (goals and agenda weighing). We get better at integrating memory and experience into our decisions o Compared to adults, teens use less of their brain regions which monitor performance, spot errors, plan and focus. o Thrill and risk-taking peak during adolescence o Teens weigh risk versus reward differently than adults: they value the reward more heavily. o Dopamine sensitivity peaks (teen's quickness to learn and receptivity to reward. Melodramatic reactions to success and defeat) o Oxytocin sensitivity peaks (social connections more rewarding than other rewards) o Adolescents are very adaptive and prefer novelty, excitement and their peers • "What's Wrong With the Teenage Mind" article o Children reach puberty earlier and adulthood later o "Adolescents acquire an accelerator a long time before they can steer and brake" o Earlier puberty has been related to eating more and moving less o The Information Age has kept professional roles at a further distance than before o Emotion and Motivation system: the reward systems in adolescents is much more active than in children or adults (think: intensity of first love).  Social rewards desired most of all: more risk-taking behavior when peers are around o Control system: dependent on learning. Channels and harnesses energy through the prefrontal cortex which guides other areas of the brain such as emotion and motivation.  Practice makes perfect (synaptic pruning) model. This is evolutionary and was good in the past to become a good hunter, cook or caregiver because you would practice these things as a child.  Contemporary children have very little chance to practice basic skills like cooking and caregiving, much less what they will be doing for the rest of their lives because they pretty much only go to school. Experience in the real world is delayed.  IQs have increased but evidence has shown that high IQ is often correlated with delayed frontal lobe development. Adolescents spend more time learning a wide-variety of subjects and never fine-tune their skills until much later.  Smart kids who are directionless and unable to commit combined with huge desire for rewards can increase likelihood for risk taking behaviors or violence o Taking your child to work days or apprentiships are deemed more effective for adolescents than extra hours of homework and after-school classes. • Arrested Development" article o Research shows the brain continues developing well into at least the early 20s. o Synaptic pruning continues well past childhood (decluttering the noise in one's brain to allow the remaining neurons to function more effectively) o Pruning and development of the myelin sheath are shown to affect the brain's systems associated with impulse control, resisting immediate rewards and emotional processing

Cyberspace

• "The Kids Aren't Right" article o Examines how early children are being put into social media platforms before gaining actual skills in social relationships. o Cyber bullying has become a major problem because of this o Flirting apps for teens could potentially bring about child predators • "Defining Decade" presentation o the author suggests that social media users are comparing their real lives to their friends' social media life. This can cause depression in many people as the two worlds are completely different and shouldn't be compared.

Dementia

• "The Mature Mind" article o Brain fitness is important to keeping the brain healthy.  Exercise mentally by engaging in challenging new learning experiences to boost development of the brain because new experiences generate new synapses and other neural structures. This improves information processing and memory storage especially in the hippocampus.  Physical exercise boosts brain power especially when it is aerobic due to the increased blood flow to the brain.  Challenging leisure activities are important for reducing risk of dementia. Most effective activities in order from impact they have: (1) dancing, (2) playing board games, (3) playing musical instrument, (4) doing crossword puzzles, (5) reading  Achieving mastery in skill helps produce feelings of empowerment that extend to areas of your life such as comfort level with exploring new challenges and brain health!  Strong social networks established are associated with better mental and physical health and death rates.

Cell Reproduction/aging

• "The Power of Older Minds" o Myths about older brains include: (1) brain cannot grow new brain cells, (2) older adults can't learn as well as young people, (3) connections between neurons are relatively fixed throughout life, (4) intelligence is a matter of how many neurons you have and how fast those neurons work. o Facts about the aging brain: (1) it is continually resculpting itself in response to experience and learning, (2) new brain cells do form throughout life, (3) the brain's emotional circuitry matures and becomes more balanced with age, (4) the brain's two hemispheres are more equally used by older adults. • Lasky's Revelation article o Brain density of information at height o Older generations hold maximum cell density: enough information and connections to be able to creatively think about specific ideas in their profession. Many of the greatest inventions came from older aged people.

Synaptic Pruning

• "Use it or lose it" principle. "Experience-dependent maturation". We read about this in Daniel Siegel's "The Developing Mind". • From Siegel TDM Ch. 1, Brain Development, p. 13-14: "Lack of experience can lead to cell death in a process called pruning." The brain will only preserve the connections that have been deemed useful. "Experience- the activation of specific neural pathways- therefore directly shapes gene expression and leads to the maintenance, creation, and strengthening of the connections that form the neural substrate of the mind." These synapses that carry out the most messages get stronger. • Siegel from TDM Ch. 1, Information Processing and Neurobiology, p. 15-16: "Children who have had no experience with an attachment figure for the first several years of life may suffer a significant loss of the capacity to establish intimate interpersonal relationships later on"

Failure to Launch

• "What's Wrong With the Teenage Mind" article o IQs have increased but evidence has shown that high IQ is often correlated with delayed frontal lobe development. Adolescents spend more time learning a wide-variety of subjects and never fine-tune their skills until much later. o Young adults are enormously smart and knowledgeable but directionless. They are enthusiastic/exuberant but unable to commit to a particular kind of work or love until well into their 20s, 30s or 40s. • "Why your Twenties Matter" (???) o Speaks a little on this subject. The author states that adulthood is happening later because children are given too many options growing up (you can be whatever you want to be!) and don't learn a sense of who they are. The author says that putting off adulthood until later is not helpful and is procrastination.

Affect Attunement

• Affect attunement is introduced by Daniel Stern's work in "The Interpersonal World of Infants" • Stern says that AA is a sharing or alignment of internal states in the domain of intersubjectivity of relatedness. We discussed this in class on September 19 and went through his developmental stages: o Birth - 2 months: Emergent self. Social creature from birth. Already organizing self. o 2 - 6 months: Core self. Intersubjectivity of 2 people communication. (If no mom is around for the baby, bad intersubjectivity and disregulation is likely to occur (Still Face Experiment).) Differentiation begins in this stage also. o 6 - 8 months: Core Self II. Baby needs new connections. Bonds are deepened. "Mirror neurons" influence of parents model for child. Child develops self through others. Primary/secondary merger. o 7 - 15 months: Subjective self. Begin to share mind/matching (intersubjectivity). Able to give empathy. o 15 months - 2 years: Verbal self. Integrated senses. More imagination and symbolism.

The Strange Situation

• Attachment theory experiment by Mary Ainsworth who studied under John Bowlby (father of attachment theory) • Ainsworth observed attachment styles in babies 12-16 months old. Found these results: o Secure attachment (70%)- Babies first were upset, then were comforted o Insecure attachment (25%):  Avoidant (15%)- Dismissive as adult. These babies didn't notice when mom left or came back  Ambivalent (10%)- Preoccupied as adult. These babies were upset and never comforted. o ?? (5%)- These babies were confused about how to act. They had a deep level of disfunction/distress. (Abuse/neglect?)  Mary Main identified this group of babies later as Disorganized/Disoriented. Children who face dilemma of being drawn to attachment to caregiver who traumatizes them. They are "unresolved" as adults. • Daniel Stern also looked at these attachment styles in "The Developing Mind". There is a great graph on page 74 (Table 2) for how he views these attachment styles.

Adult Developmental Tasks

• Autonomy- independence; make your own decisions • Relationships- learn how to relate to friends, collogues, have platonic/sexual • Parent or Not Parent- having another person solely dependent on you • Meaning to Life- career, what difference can I make? How can I help others? • Loss of Innocence- we lose innocence several times in the course of a lifetime, divorce, grief • Spiritual or No Spiritual Position- what do we want to believe

Pavlov

• Behaviorist. Did famous experiment on dogs leading to the concept of classical conditioning. Pavlov and researchers measured salivation of the dogs in response to food. They noticed that the dogs would begin to salivate whenever he would enter the room even if he did not bring food. He continued with this idea and discovered that anything that the dogs learned to associate with the food would trigger the response. • He continued with his experiment by ringing a bell when he fed the dogs for a number of times. After a while the dogs would salivate just from hearing the bell. This learned response to the bell is the dog's conditioned response. The bell (neutral stimulus) is the conditioned stimulus. • Skinner elaborated with this idea by looking at operant conditioning. He found that intermittent enforcement is stronger than either positive or negative enforcement to a person's behavior. For example, children are more likely to have strong desire to love an abusive parent if they are sometimes caring and loving.

Freud

• Briefly mentioned in attachment theory presentation. Was part of sterile era due to the number of plagues and illnesses. This led to lack of nurturing in babies when first born in hospitals. Psychoanalytic Theory was dominant. • From September 5 notes. Freud was father of the psychoanalytic theory (a grand theory). He was one of the first to come up with developmental stages, "psychosexual stages". If the stages are not completed successfully, the individual remains stuck in this stage until resolved: o Oral- (birth - 1 year) Infant's primary source of interaction occurs through the mouth. If fixated/stuck in this phase, Freud suggests you have issues with drinking, smoking, eating, nail biting. o Anal- (1 - 3 years) Child's primary focus on controlling bladder and bowel movements. The major conflict is potty training. If parents take on a lenient approach, Freud says child will have anal-expulsive personality (messy, wasteful, and destructive). If parents are too strict or potty train too soon, the child will have anal-retentive personality (rigid, obsessive, orderly). o Phallic- (3 - 6 years) Primary focus is on genitals and the child discovers their sexual orientation.  The Electra Complex- Young girls experience penis envy. She is in love with her dad and hates her mom  The Oedipus Complex- Young boy is in love with his mom and hates his dad. o Latency- (6 - 12 years) Not much happens here according to Freud. The libido interests are suppressed. o Genital- (puberty - death) Individual develops strong interest in opposite sex and continues throughout life.

Evolutionary Theory

• Brizendine & Stein talked about this (as did many other theorists we spoke about). Lansdale said to focus on all behaviors about species. • Women have innate need to nurture and become mother or caretaker. • Men have innate need to procreate the world and protect the species.

Family Roles- Black

• Claudia Black also wrote about roles and their progression. She talks about roles family members have in alcoholic families. Her main points on alcoholic family roles from "Progression of The Roles" and "Roles": o The responsible one:  the oldest/only child grows up with lots of responsibility and carries it until adulthood. Great strength and has dealt with many types of situations, continues whole life to take on leadership roles. They feel separated from others by an invisible wall, tense and anxious as an adult.  They were so responsible as children they don't know how to relax and this continues with them through adulthood. They prefer one-up, one-down relationships that are not equal. Everything is black/white, no in-between. Find it hard to trust others and open up; tend to isolate themselves.  When drinking, these people open/loosen up much more than the average social drinker and they finally feel adequate. o The adjuster:  the kids who find it easier to shrug their shoulders and withdraw to their room or go to friend's house continue these patterns into grown-up years. They are good at avoiding positions where they have to take control. They are flexible, spontaneous, get bored easily without change.  Never had opportunity to develop trust on an on-going basis or healthy relationships. They seem to jump in at the middle as it is difficult to identify a beginning (never knew how long a particular phase would last).  Adult adjusters often don't have a sense of direction or take responsibility. No sense of choice, control or power over their lives.  Tend to find mates who cause uproar. Alcohol helps with feelings of inadequacy and gives them sense of power. o The placater:  Takes care of everyone else's emotional needs. Warm, sensitive, liked by others. Usually in helping professions. Family comforter.  Don't know how to do things for self, give too much and don't know how to receive. They tend to be drawn to takers in relationships.  Alcohol helps them freely talk about themselves and feel more self-worth. They can finally feel emotions including anger. o The acting out child:  Constantly in trouble and caused problems continue to cause problems in adulthood. Unable to interact with others in acceptable ways. Gravitate towards others similar to them. Usually become socially isolated.  Usually begin using and abusing alcohol and other drugs at early age. Provides avenue to feel better about self and gives false sense of confidence. They can quickly become abusers.

Family Roles- Adler

• Coined by Alfred Adler. Reading on September 26. "The Individual Psychology of Alfred Adler" article. The basics of each role according to Adler's text: o The mother: The greatest experience of love and fellowship the child will ever have. Must nourish child with true and normal conceptions of society, work and love. The two-fold function of mother is to give child completest experience of human fellowship and widen into life-attitude towards others (they: 1. Encourage social interest, 2. Spread social interest) o The father and the marital situation- Tasks of a father can be summed up as: having to prove himself a good fellow man to his wife, to his children and society. When the marriage is unhappy, the situation is full of danger for the child. If parents are not cooperative and the father doesn't take role in child's life, the child becomes handicapped in his social life. o The Oedipus situation: If a child remains tied to mother as a pampered child, he will develop as a parasite who expects from his mother the satisfaction of all his needs, occasionally also sexual needs. Wishes all satisfactions to be from mother. (This is what Adler expresses)  Basically, a boy feels competition with father for his mother and views him as a rival for her attentions and affections. (this is the Freud definition of Oedipus complex) o Favoritism: Favoritism means pampering or stirring up rivalries and jealousies toward other children. Almost every discouragement in childhood springs from feeling that someone else is preferred. o The relativity of the position: It's not the child's number that's important but the situation into which he is born and interprets it. Such as with twins, if one is suppressed, the second may acquire a style more similar to an oldest child. o The oldest child: Usually given a lot of attention and spoiling. Becomes rivals to the new baby. "Dethroned". Usually develop striving to protect and help others. Train to be their mothers or fathers and feel responsible for their younger siblings. Usually credits enough strength and intelligence to be coworker and a supervisor. He fights for his mothers love and if she fights back he can become high tempered, wild, critical and disobedient. Oldest children prefer their fathers and lean towards their side usually for their whole life. Oldest children are very interested in the past as if directing towards the bygone time when they were center of attention. Admire the past and pessimistic about future. Strong tendency towards conservatism and rules. o The second child: Peacemaker. Wishes to be first and acts as if in a race. Usually the 2nd child is more successful than the first. Have dreams of running after trains and riding in bicycle races. o The youngest child: Baby of the family, most pampered. Develops in extraordinary way and because there is no competition, overcomes all older siblings. Many tales in history speak of how the youngest is always the conqueror. Can be spoiled and dependent on others. Wants to excel in everything but feels extreme inferiority to older siblings. o The only child: Feelings of competition are directed against his father and is pampered by his mother. Develops a "mother complex". Wants to be center of attention all the time and dislikes the idea of ever having another sibling. Usually born into timid environment. o The other sibling situation: An only boy in a family of all girls has a hard time as he might feel different and isolated. He will be either very weak or very strong. An only girl in a family of all boys will be either very masculine or feminine.

Bowlby

• Father of attachment theory. He was supervised by Melanie Klein (projective identification). Saw the importance of the death of a mother to a child. Worked with Mary Ainsworth on Strange Situation research.

Logo Therapy

• From Viktor Frankl in "Man's Search for Meaning". Based on existential theory, focuses more on "the meanings to be fulfilled by the patient in his future." It is a meaning-centered psychotherapy. It defocuses the vicious-circle formations and feedback mechanisms which plays big role in development of neuroses. • The logotherapy patient is confronted with and reoriented toward meaning of his life. To become aware of this meaning can contribute much to his ability to overcome his neurosis. • "Logos" is Greek word for "meaning". Logotherapy focuses on meaning of human existence as well as man's search for such a meaning.

Tragic Optimism

• From Viktor Frankl. Briefly, it is one who remains optimistic in spite of the "tragic triad" (from logotherapy). This triad of human existence has the following aspects: (1) pain, (2) guilt, and (3) death. • Optimism in the face of tragedy and in view of the human potential which allows for (1) turning suffering into a human achievement and accomplishment; (2) deriving from guilt the opportunity to change oneself for the better; and (3) deriving from life's transitoriness an incentive to take responsible action.

Birth Order

• Oldest Child- given good deal of attention and spoiled, protect others, train to imitate parents • Middle Child- rarely able to endure strict leadership of others • Youngest Child- always the baby of the family, most pampered, usually excels over the rest

Projective Identification

• Part of self we disown and project onto someone else. Coined by Melanie Klein • We watched the movie about the brothers and abusive dad where we noticed projective identification examples.

Erick Erikson

• Psychosocial view on development. He was first theorist to look at entire lifespan • Handout in class: graph of the 8 psychosocial crises: o Trust vs. mistrust- (birth - 1 year). Most fundamental stage in life. If child develops trust, they will feel safe/secure in the world. If child does not develop trust, they will think world is inconsistent and unpredictable. o Autonomy vs. Shame, Doubt- This stage occurs around same stage as anal stage in Psychosexual theory. All about control and potty training. The child develops sense of personal control and independence. If child doesn't complete this stage, left feeling inadequate with self-doubt. o Initiative vs. Guilt- Preschool years, child learns to assert power and control through direct play and social interactions. Successful completion leads to feeling capable to lead others. Failure in this stage leads to sense of guilt, self-doubt and lack of initiative. o Industry vs. Inferiority- (5 - 11 years) Child develops sense of pride in accomplishments through social interactions. Children who receive encouragement from parents and teachers develop competence and belief in their skills. Children without encouragement doubt their abilities to become successful. o Identity and repudiation vs. Identity Diffusion- (Adolescence) Chldren explore independence and develop sense of self. Enough personal exploration through encouragement/reinforcement leads to strong sense of self, feelings of independence and control. Those who don't are unsure about their beliefs and desires will feel insecure and confused about self and future.  Sunny talked about how many times teenagers will try on different hats in this stage to form identity: goth, prep, etc. o Intimacy and solidarity vs Isolation- (early adulthood) One is exploring personal relationships. People who develop close, committed relationships with others are committed and secure. Meaningful, long-lasting relationships with others are an indication of success in this stage as is love.  ***Reminder: Erickson believed each stage builds on the next. If someone doesn't have strong sense of self, one might have difficult time developing intimate relationships. o Generatively vs. Self-absorption- (adulthood) Building lives, focusing on family and career. Develop sense of care and unity with your partner. Success in this phase leads t sense of being accomplished in home and community. Failure leads to feelings of unproductivity and uninvolvement in the world. o Integrity vs. Despair- (older age) Reflecting back. Successful at this stage are those who are proud of accomplishments and have sense of integrity. You look back on your life with few regrets and feel satisfied. Wisdom is gained even when confronting death. Unsuccessful people in this stage feel like their life is wasted and will experience many regrets or feelings of despair.

RAD

• Reactive attachment disorder. • 1 of the 4 insecure attachment styles. The child has a disturbed and developmentally inappropriate social relatedness in most contexts. Associated with negligence or abuse in early childhood. • Mary Main expanded on the insecure attachment styles, adding in RAD. She also identified the 5% of results from The Strange Situation experiment (by Bowlby and Ainsworth) with previously unidentified behavior as Disorganized/Disoriented: ie children who face the dilemma of being drawn to attachment to a caregiver who traumatizes them. • We watched the news episode of the parents who adopted kids from overseas who had the RAD sister. Sunny also said that this is becoming more common now than in the past.

Adolescent Cognitive Errors

• Reading on October 3. 10 cognitive errors listed: o Black-white thinking. Parents awesome or awful. o The need to categorize people into geeks, preps and cool. o Overgeneralized thinking. "No one else's parents make them walk to school." o Imaginary audience syndrome. This is the adolescent's feeling that everyone is watching and preoccupied with the smallest details of her life. Example: Upset about a bad hair day o Egocentric thought. It's difficult to focus on anyone else's experience. Example: "I do all the work around here." o Emotional reasoning which is that if I feel something it must be true. Example: "If I feel unpopular I am unpopular." o Myth of personal invulnerability. Example: Pregnancy and seat belts. No longer so true. What has changed is that teenagers experience directly so much more tragedy. They don't feel invulnerable, they feel scared. o Preoccupation with right and wrong, fairness. Teens have long lists of should, high expectations for others, especially parents. o Present-oriented. Focus is on short-term not long term gratification. o Serious miscalculations about adult wisdom, or stated differently, the belief that adults know both more and less than they do.

Testosterone

• We looked a lot at testosterone in Brizendine's books on "The Female Brain" and "The Male Brain". o "Female Brain" on testosterone: fast, assertive, focused, all-consuming, masculine; forceful seducer; aggressive, unfeeling; has no time for cuddling. In a woman's cycle, testosterone is highest around ovulation. o Phases of woman's life where testosterone was mentioned:  In puberty, estrogen, progesterone and testosterone increase and begin to cycle monthly.  In sexually mature single woman, E, P & T levels change every day of the month.  In child-rearing: E, P & T begin to cycle.  Perimenopause: Erratically cycling E, P &T.  Postmenopause: low, steady E & T. o "Male Brain" on testosterone: Zeus. King of the male hormones, he is dominant, aggressive, and all powerful. Focused and goal-oriented, he feverishly builds all that is male, including compulsion to outrank other males in the pecking order. He drives the masculine sweat glands to produce the come-hither smell of manhood- androtestenedione. He activates the sex and aggression circuits, and he's single minded in his dogged pursuit of his desired mate. Prized for his confidence and bravery, he can be a convincing seducer, but when he's irritable, he can be the grouchiest of bears. o Phases of man's life where testosterone was mentioned:  Boyhood- low levels of test during "juvenile pause".  Puberty- 20-fold increase in test along with vasopressin  Sexual mature, single man- test still high and activating mating, sex, protection, hierarchy, and turf circuits  Fatherhood- during mother's pregnancy, test goes down and prolactin goes up.  Midlife man- very gradual decrease in testosterone  Andropause- gradually lower test. By age 85, test level in less than half of what it was at age 20.