Personal growth and development

 Write down all the things that make you who you are.  Write down all the things that shaped who you are Who am I?

Environmental Factors  Family  Society  School  Peers  Community  Religion  Technology  Media and electronic entertainment  Stress and Violence

GENETICS(HEREDITY) & Environment

 GENETICS - The study of the way animals & plants pass on to their offspring such as:  eye color, hair color, height, body build, blood types, intelligence, gender, etc.  HEREDITY - Characteristics that a child receives from both parents

 Surroundings  Friends  Religion/culture  Society Environment

 This type of counseling helps people understand how hereditary diseases and disabilities are passed on.  Couples who have a child with an inherited disease may seek genetic counseling before having another child. Genetic counseling

 The way your brain grows, develops, and functions is affected by genes and factors in your environment.  Brain development affects your intelligence  It affects your ability to learn, understand, reason and think. Brain Development

 Attachment theory handout  Heredity and genetics Handout

Personal growth and development

 Physical- the growth of your body. Internal body systems as well as height and weight.  Intellectual- the growth of the brain and the use of mental skills.  You take information into your brain through your five senses.  You then use this information to respond emotionally and socially, as well as reason, solve problems, make decisions, and think creatively. Stages of Growth

 Social- the way you relate to others. The way you relate to others changes as you grow and develop.  Emotional- the ability to experience, express emotions and control emotional behaviors.  How do you think emotions are processed in the brain in the early teen years compared to the later teen years? Stages of Growth

 Describe what each of these stages might look like. An example for each.

 What is the link between Personal Growth and Development and Family Living?

 Developmental theories of learning have to do with the additional learning tasks individuals can accomplish as they mature mentally, emotionally, and physically.  A skill that society expects of individuals at various stages of life.  It is often described as proceeding in stages. Theories

 Write down some developmental tasks that you will be faced with in the next 5 years. Developmental tasks of teens

 Brainstorm how people’s choices along their life path might affect the events that occur in their life path.  What do these choices have to do with the development tasks of a teen?  What are three benefits of knowing your identity? Choices

Abraham Maslow  His theory states: Self-actualization - Belonging needs - Esteem needs - Safety needs - Physiological needs -

Erik Erikson  His theory states: Eight Stages of Development  1. Infancy: Birth to 18 Months  Ego Development Outcome: Trust vs. Mistrust Basic strength: Drive and Hope  2. Early Childhood: 18 Months to 3 Years  Ego Development Outcome: Autonomy vs. Shame Basic Strengths: Self-control, Courage, and Will

 3. Ego Development Outcome: Initiative vs. Guilt Basic Strength: Purpose  4. School Age: 6 to 12 Years  Ego Development Outcome: Industry vs. Inferiority Basic Strengths: Method and Competence  5. Adolescence: 12 to 18 Years  Ego Development Outcome: Identity vs. Role Confusion Basic Strengths: Devotion and Fidelity

 6. Young Adulthood: 18 to 35  Ego Development Outcome: Intimacy and Solidarity vs. Isolation Basic Strengths: Affiliation and Love  7. Middle Adulthood: 35 to 55 or 65  Ego Development Outcome: Generativity vs. Self absorption or Stagnation Basic Strengths: Production and Care

 8. Late Adulthood: 55 or 65 to Death  Ego Development Outcome: Integrity vs. Despair Basic Strengths: Wisdom

Jean Piaget  His theory states:  Stages of Cognitive Development  Stage Characterized by Sensori-motor (Birth-2 yrs) Differentiates self from objects Recognizes self as agent of action and begins to act intentionally: e.g. pulls a string to set mobile in motion or shakes a rattle to make a noise  Achieves object permanence: realizes that things continue to exist even when no longer present to the sense (pace Bishop Berkeley)

 Pre-operational (2-7 years) Learns to use language and to represent objects by images and words Thinking is still egocentric: has difficulty taking the viewpoint of others  Classifies objects by a single feature: e.g. groups together all the red blocks regardless of shape or all the square blocks regardless of colour  Concrete operational (7-11 years) Can think logically about objects and events Achieves conservation of number (age 6), mass (age 7), and weight (age 9)  Classifies objects according to several features and can order them in series along a single dimension such as size.

 Formal operational (11 years and up) Can think logically about abstract propositions and test hypotheses systematically Becomes concerned with the hypothetical, the future, and ideological problems

B.F. Skinner Core to all of behaviorism is the assumption that human and animal behaviors are determined by learning and reinforcement. Whether by classical conditioning or operant conditioning, species acquire new skills, deepening on the effects these skills have on the specie's environment

If an action proves to have a positive outcome (e.g., if by pressing a button, a rat receives food), the organism is more likely to continue to repeat this behavior. However, if the outcome is negative (e.g., if by pressing a button, a rat receives a shock), the organism is less likely to repeat the behavior.

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 Multiple intelligences test  Who am I? Who are you?