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:

1908-1970

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.

ShameBasic Strengths: Self-control, Courage, and Will

1902 - 1994

3. Ego Development Outcome: Initiative vs. GuiltBasic 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. IsolationBasic Strengths: Affiliation and Love

7. Middle Adulthood: 35 to 55 or 65 Ego Development Outcome: Generativity

vs. Self absorption or StagnationBasic Strengths: Production and Care

8. Late Adulthood: 55 or 65 to Death Ego Development Outcome: Integrity vs.

DespairBasic 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)

1896 - 1980

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.

1904 - 1990

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.

http://www.youtube.com/watch?v=JA96Fba-WHk

http://www.youtube.com/watch?v=EWyZHSZf3TM

Multiple intelligences test Who am I?

Who are you?