Ch 7

Preconventional Level

1st level of Kohlberg's theory of moral development that involves Stage 1 and Stage 2

Infant Stage

1st stage of Erikson's theory of psychosocial development that occurs from ages 0-1 year in which the individual deals with basic trust vs. basic mistrust, values hope, and appreciates interdependence and relatedness

Oral Stage

1st stage of Freud's theory of psychosexual development that occurs from ages 0-1.5 and states pleasure is derived from the mouth (sucking, eating, chewing, biting, vocalizing) to reduce infant's tension

Sensorimotor Stage

1st stage of Piaget's theory of cognitive development that occurs from ages 0-2 years in which the infant explores the world through direct sensory and motor contact and develops object permanence and separation anxiety

Conventional Level

2nd level of Kohlberg's theory of moral development that involves Stage 3 and Stage 4

Toddler Stage

2nd stage of Erikson's theory of psychosocial development that occurs from ages 1-3 years in which the individual deals with autonomy vs. shame and doubt, values will, and accepts the cycle of life

Anal Stage

2nd stage of Freud's theory of psychosexual development that occurs from ages 1.5-3 years and stages pleasure involves the elimination of feces

Preoperational Stage

2nd stage of Piaget's theory of cognitive development that occurs from ages 2-7 years in which the child uses symbols (words and images) to represent objects but does not reason logically, has the ability to pretend, and is egocentric

Postconventional Level

3rd level of Kohlberg's theory of moral development that involves Stage 5 and Stage 6

Preschooler Stage

3rd stage of Erikson's theory of psychosocial development that occurs from ages 3-6 years in which the individual deals with initiative vs. guilt, values purpose, and develops empathy, humor, and resilience

Phallic Stage

3rd stage of Freud's theory of psychosexual development that occurs from ages 3-6 years and states pleasure is derived from the genital region (exploring and manipulating the genitals of self and others; question how babies are made)

Concrete Operational Stage

3rd stage of Piaget's theory of cognitive development that occurs from ages 7-11 years in which the child can think logically about concrete objects (can add and subtract) and understands conservation

School-Aged Stage

4th stage of Erikson's theory of psychosocial development that occurs from ages 6-12 years in which the individual deals with industry vs. inferiority, values competences, and accepts the course of one's life and unfulfilled hopes while developing humility

Latency Stage

4th stage of Freud's theory of psychosexual development that occurs from ages 6-11 years and involves abeyance of sexual urges occurs as the child develops more intellectual and social skills and the development of defense mechanisms

Formal Operational Stage

4th stage of Piaget's theory of cognitive development that occurs from ages 11-15 years in which the adolescent can reason abstractly and think in hypothetical terms

Adolescent Stage

5th stage of Erikson's theory of psychosocial development that occurs from ages 12-19 years in which the individual deals with identity vs. role confusion, values fidelity, and develops a sense of complexity of life

Genital Stage

5th stage of Freud's theory of psychosexual development that occurs during adolescence (11+) and involves puberty allowing sexual impulses to reappear and feelings of romantic love

Young Adult Stage

6th stage of Erikson's theory of psychosocial development that occurs from ages 20-25 years in which the individual deals with intimacy vs. isolation, values love, and develops a sense of complexity of relationships

Middle-Aged Adult Stage

7th stage of Erikson's theory of psychosocial development that occurs from ages 26-64 years in which the individual deals with generativity vs. stagnation, values care, and develops empathy and concern for others

Older Adult

8th stage of Erikson's theory of psychosocial development that occurs from ages 65-death in which the individual deals with integrity vs. despair, values wisdom, and develops an existential identity

1. Infant 2. Toddler 3. Preschooler 4. School-aged 5. Adolescent

Erikson's Stages of Psychosocial Development:

1. Oral Stage 2. Anal Stage 3. Phallic Stage 4. Latency Stage 5. Genital Stage

Freud's Stages of Psychosexual Development:

1. Preconventional Level (Stage 1 & Stage 2) 2. Conventional Level (Stage 3 & Stage 4) 3. Postconventional Level (Stage 5 & 6)

Kohlberg's Levels of Moral Development:

1. Sensorimotor Stage 2. Preoperational Stage 3. Concrete Operational Stage 4. Formal Operational Stage

Piaget's Stages of Cognitive Development

- Describe how you are feeling right now. What concerns do you have about your health? Describe any changes you have recently experienced in your health. - Discuss any concerns you have about your body weight. - What major stressors are you currently experiencing? How do you cope with the stress? - Do you have any trouble making decisions? - Tell me about life changes you have had to make and/or anticipate having to make. How will you make these changes?

Questions ask during history of present health concern when assessing psychosocial, cognitive, and moral development:

- Whom do you consider to be your family? - Describe your life growing up as a child. - Do you have brothers? Sisters? - Are you aware of any genetic predisposition or characteristic trait or disorder that you inherited?

Questions asked during family history when assessing psychosocial, cognitive, and moral development:

- How would you describe yourself to others? Strengths? Weaknesses? - How do you learn best? - Have you ever been treated for a psychological or psychiatric problem? - Are you taking any prescribed medications, herbs, or supplements? - Describe any changes you have recently experienced concerning your weight, eating, elimination, patterns, and sleep. - Do you have any chronic illness?

Questions asked during personal health history when assessing psychosocial, cognitive, and moral development:

- How old are you? - Where were you born? How long have you been in this country? - Tell me about your birthplace and other places you've lived. - With what cultural group(s) do you most identify? What is your primary language? When do you speak it? Are you fluent in other languages? - What is your highest level of formal education? - Discuss your history of employment. How do you presently make a living and maintain your everyday needs?

Questions asked to collect biological data when assessing psychosocial, cognitive, and moral development:

- Does the young adult assume responsibility for independent decision making? Realistically self-evaluate strengths and weaknesses? Identify and explore multiple options and potential outcomes? Seek assistance as necessary? Place decision into long-range context? Make realistic plans for the future? Seek career mentors? - Does the middle-aged adult differentiate discrepancies among goals, wishes, and realities? Identify factors that give life meaning and continuity? Effectively share knowledge and experience with others? Separate emotional (affective) issues from the cognitive domain for decision making? Seek new ways to improve/add to knowledge? Adapt quickly to change and new knowledge? - Does the older adult maintain maximal independence with activities of daily living? Look for ways to find satisfaction with life? Determine realistic plans for the future, including own mortality?

Questions asked when assessing cognitive development:

- Does the young adult state priorities to be considered when making a moral decision? Perceive having approval of family? Perceive having approval of peers? Perceive having approval of supervisor/teachers/authority figures? Perceive having approval of significant other? Consider self to be a "good person"? Why or why not? Have the ability to judge the intentions of others? - Does the middle-aged adult state priorities to be considered when making a moral decision? Focus more on law and order or individual rights when making a decision? Express willingness to stop unhealthy behavior and change lifestyle patterns to foster a higher level of wellness? - Does the older adult state priorities to be considered when making a moral decision? View rules and laws as changeable using legal means? Make decisions consistently on internalized rules and in terms of conscience? Believe in equality for every person?

Questions asked when assessing moral development:

- Does the young adult still live at home? Accept roles and responsibilities? Have experience growing up in a single-parent home? Have unresolved issues with parents? Have a satisfying sexual relationship with a significant other? Have gainful employment? - Does the middle-aged adult demonstrate nervous mannerisms? Frequently derive pleasure from selected activities? Cope effectively with stress? Have a satisfying sexual relationship? Believe that physical changes of aging have affected any relationships? - Does the older adult engage in sexual activity? Positively cope with loss? Believe that any changes in cognition have occurred? believe that any significant changes have occurred in interests/relationships?

Questions asked when assessing psychosexual development:

- Does the young adult accept self physically, cognitively, and emotionally? Have independence from the parental home? Express love responsibly, emotionally, and sexually? Have close or intimate relationships with a partner? Have a social group of friends? Have a physiology of living and life? Have a profession or a life's work that provides a means of contribution? Solve problems of life that accompany independence from the parental home? - Does the middle-aged adult have healthful life patterns? Derive satisfaction from contributing to growth and development of others? Have an abiding intimacy and long-term relationship with a partner? Maintain a stable home? Find pleasure in an established work or profession? Take pride in self and family accomplishments and contributions? Contribute to the community to support its growth and development? - Does the older adult adjust to the changing physical self? Recognize changes present as a result of aging, in relationships and activities? Maintain relationships with children, grandchildren, and other relatives? Continue interests outside of self and home? Complete transition from retirement from work to satisfying alternative activities? Establish relationships with others who are his or her own age? Adjust to deaths of relatives, spouse, and friends? Maintain a maximum level of physical functioning through diet, exercise, and personal care? Find meaning in past life and face inevitable mortality of self and significant others? Integrate philosophical or religious values into self-understanding to promote comfort? Review accomplishments and recognize meaningful contributions he or she has made to community and relatives?

Questions asked when assessing psychosocial development:

Stage 4

stage of conventional level that occurs during adolescence-adulthood and involves orientation to maintenance of social order

Stage 3

stage of conventional level that occurs during school age-adulthood and involves orientation to personal concordance

Stage 5

stage of postconventional level that involves orientation to social contract legalism

Stage 6

stage of postconventional level that involves orientation to universal ethical principle

Stage 2

stage of preconventional level that occurs during late preschool-late school age and involves orientation to instrumental relativism

Stage 1

stage of preconventional level that occurs during preschool-early school age and involves orientation to punishment and obedience