Albert Bandura Social Cognitive/learning Theory

Four (4) principles:

Attention:
___An observer pays attention to particular social behaviors. Their ability to pay attention depends on
their accessibility to what is being observed, the relevance of the behaviors, the complexity of the
behaviors, the perceived value of the behaviors, and the observer’s own cognitive abilities and
preconceptions.

Retention:
____An observer retains the sequence of behaviors and consequences, which they can retrieve for
future imitations of the behaviors.

Production:
___An observer repeats the behavior in a different social context and receives feedback from other
observers, which they can use to adjust how they perform the behaviors in future contexts.

Motivation:
____ An observer is motivated to repeat the behaviors based on the social responses and consequences
they receive when they imitate a behavior.

THEORY OF MULTIPLE INTELLIGENCES

John Bowlby : Stages

1. Pre-attachment (Birth to 6 Weeks): The infant does not discriminate between caregivers

SCHAFFER ANDEMERSON
1. Asocial Stage (0-2 months): Infant behavior is directed at anyone or anything with a positive reaction,
such as a smile.

2. Indiscriminate Attachment (2-7 months): Infants prefer people to inanimate objects, but not one
person specifically.

SCHAFFER AND EMERSON

2. Attachment-in-the-Making (6 Weeks to 7 Months): Prefers familiar people but accepts care from
anyone.
Clear-Cut Attachment

3. (7-24 Months): Specific attachment to the primary caregiver(s) develops.

Specific Attachment (7- 9 months):

3. Infants prefer particular caregivers and look to them for comfort, security, protection, and
reassurance in stressful situations.

Formation of Reciprocal

Relationships (24 months +): Children will acquire language skills and better understand the pattern of
carers leaving and returning.

Multiple Attachments (10-18 months): Infants become increasingly independent and form attachments
with multiple people in their lives who respond sensitively to them, including grandparents

COMPONENTS OF MULTIPLE INTELLIGENCES

The eight intelligences of Howard Gardner’s theory are described below:

1) Visual-Spatial: The ability to perceive the visual-spatial world accurately and represent this world
internally in one’s mind. We can see this type of ability in architects, artists, sculptors, cartographers,
anatomists, and scouts.

2) Bodily-kinesthetic: The ability to use one’ body or body parts such as hands and fingers to solve
problems and express ideas. We can see this type of ability in athletes, dancers, actors, and mimes.

3) Musical Rhythmic:The ability to think in music, hear music almost continuously, and recognize
musical patterns, remember them, and transform them. We can see this type of ability in musical
performers, people who love to play musical instruments or sing, and people who enjoy listening to
music.
4) Linguistic:The ability to use language effectively, either in oral or written from, to
express ideas to others. We can see this type of ability in writers, poets, storytellers,
lawyers, editors, journalists, and (hopefully) college textbook authors.

5) Logical-Mathematical: The ability to use numbers and operations mathematically

and to reason logically. We can see this type of ability in mathematicians,
accountants, statisticians, scientists, and computer programmers.

6) Intrapersonal: The ability to understand oneself, know who oneself is, know one’s own strengths and
limitations, and to act in accordance with this self knowledge. We can see this type of ability in people
who exhibit self-discipline and personal authenticity.

7) Interpersonal (Social) intelligence: The ability to work effectively with others, noticing their moods,
motivations and feelings (social activity, cooperative learning, teamwork). These persons are able to
relate to other people, and display empathy and understanding, to notice their motivations and goals.

8) Naturalistic: The ability to discriminate among living things and exhibit sensitivity
to one’s natural surroundings. We can see this type of ability in botanists, zoologists,
ecologists, explorers, farmers, and hunters.

1) Visual-spatial intelligence :
___The ability to understand spatial relationships and to perceive and create images (visual art, graphic
design, charts and maps). Such persons can think and visualize a future
result through pictures.

Possible occupation:
Architects, sculptors,
sailors, and photographers.
Famous personality:
Picasso, Frank Lloyd Wright.

2) Bodily-kinesthetic intelligence
____The ability to use the physical body skillfully and to take in knowledge through sensation
(coordination, working with hands). Here, we use our body skillfully to solve problems, create products
or present ideas and emotions.

Possible occupation:
Athletes, dancers, actors, artistes etc.

Famous personality:
Charlie Chaplin, Diego Maradona, Michael Jordan,
Sachin Tendular, Dev Anand, Madhubala, Birju Maharaj.

3) Musical intelligence:
____The ability to make or compose music, to sing well, or understand and appreciate music.

Possible occupation:
Musicians, composers, and recording engineers.
Famous personality:
Mozart, AR Rehman, Gulzar, RD Burman, Kishore Kumar,
Lata Mangeshkar.

4) Linguistic intelligence
____The ability to communicate through language (listening, reading, writing and speaking).

Possible occupation:
Authors, journalists, poets, orators and comedians.
Famous personality:
Charles Dickens, Abraham Lincoln, T.S. Eliot, Sir Winston Churchill.

5) Logical-mathematical intelligence
____The ability to understand logical reasoning and problem solving. Possible occupation: Engineers,
scientists, economists, accountants, detectives and members of the legal profession.

Famous personality:
Albert Einstein, Shakuntla Devi, Vishwanathan Anand, John Dewey.

6) Interpersonal (Social) intelligence

____The ability to work effectively with others, noticing their attitudes, motivation and feelings (social
activity, cooperative learning, teamwork). These persons are able to relate to other people, and display
empathy and understanding, to notice their motivations and goals.

Possible occupation:
Teachers, facilitators, therapists, politicians, religious leaders, and sales people.

Famous personality:
Mahatma Gandhi, Mother Teresa, Swami Vivekananda,
Radha Krishnan.

7) Intrapersonal intelligence
____The ability for self-analysis and reflection – to be able to understand one’s own behaviour
and feelings and to assess one’s accomplishments, to review one’s behaviour
and innermost feelings, to make plans and set goals, the capacity to know oneself.

Possible occupation:
Philosophers, counsellors
Famous personality:
Eleanor Roosevelt, Plato.

8) Naturalist intelligence
____The ability to understand features of the environment (interest in nature, environmental
balance, ecosystems).

Possible occupation:
Farmers, botanists, conservationists, biologists, environmentalists.
Famous personality:
Salim Ali, Charles Darwin.

Holland’s Theory Of Career Choice

People fit into one of six personality types:

realistic, investigative, artistic, social, enterprising and conventional.

RIASEC

1. REALISTIC : Interest area: You like working mainly with your hands
making, fixing, assembling or building things, using and operating equipment, tools or machines. You
often like to work outdoors.
Key skills: Using and operating tools, equipment and machinery, designing, building, repairing,
maintaining, measuring, working in detail, driving, moving, caring for animals, working with plants
Occupations with

practical components: Pilot, farmer, horticulturist, builder, engineer, armed

services personnel, mechanic, upholsterer, electrician, computer
technologist, park ranger, sportsperson

Subjects to develop your skills: English, Maths, Science, Workshop, Technology, Computing, Business
Studies, Agriculture, Horticulture, Physical Education

2. INVESTIGATIVE

Interest area: You like to discover and research ideas, observe, investigate and experiment, ask
questions and solve questions.

Key skills: Thinking analytically and logically, computing, communicating by writing and speaking,
designing, formulating, calculating, diagnosing, experimenting, investigating

Occupations with practical components: Science, research, medical and health

occupations, chemist, marine scientist, forestry technician,medical or agricultural laboratory technician,
zoologist, dentist, GP

Subjects to develop your skills: English, Maths, Science, Computing, Technology

3. ARTISTIC

Interest area: You like using words, art, music or drama to express yourself, communicate or
perform or you like to create or design things.

Key skills: Expressing artistically or physically, communicating by speaking, writing and singing,
performing, designing, presenting, planning, composing, playing, dancing

Occupations with practical components: artist, illustrator, photographer, signwriter , composer, singer,
instrument player, dancer, actor, reporter, writer, editor, hairdresser, fashion designer
Subjects to develop your skills: English, Social Studies, Music, Drama, Art, Graphic Design, Computing,
Business Studies, Languages

4. SOCIAL

Interest area: You like working with people to teach, train, inform, help, treat, heal, cure, serve and
greet. You are concerned for others’ well-being and
welfare.

Key skills: Communicating by writing and speaking, caring and supporting, training, meeting,greeting,
assisting, teaching, informing,interviewing, coaching

Occupations with practical components: Teacher, nurse,counsellor, police officer, social worker,
salesperson, customer service officer, waiter, secretary

Subjects to develop your skills: English, Social Studies, Maths, Science,

Health, Physical Education, Art, Computing, Business Studies, Languages

5. ENTERPRISING

Interest area: You like meeting people, leading, talking to and influencing others, encouraging others,
working in business.

Key skills: Selling, promoting and persuading, developing ideas, public speaking, managing,
organising ,leading and captaining, computing, planning

Occupations with practical components: Salesperson, lawyer, politician, accountant, business owner,
executive or manager, travel agent, music or sports promoter

Subjects to develop your skills: English, Maths, Business Studies, Accounting, Economics, Social Studies,
Drama,Computing, Languages

5. CONVENTIONAL

Interest area: You like working indoors and at tasks that involve organising and being accurate,
following procedures, working with data or numbers, planning work and events.
Key skills: Computing and keyboarding, recording and keeping records, paying attention to detail,
meeting and greeting, doing calculations, handling money, organising, arranging, working
independently

Occupations with practical components: Secretary, receptionist, office worker, librarian, bank clerk,
computer operator, stores and dispatch clerk

Subjects to develop your skills: English, Maths, Business Studies,

Accounting, Economics, Computing

Psychoanalytic Approach Sigmund Frued

I. Introducing Personality Theories

A. A theory is an organized collection of testable ideas used to explain a particular subject matter.
B. Personality includes the affects, behaviors, and cognitions that characterize a person with some
consistency in a variety of situations.

II. The Psychoanalytic Approach

A. The psychoanalytic approach is associated with Sigmund Freud and his followers.
B. Two basic premises characterize the approach.

1. Freud believed that innate drives could explain human behavior.

2. He accepted the power of unconscious forces to mold and shape behavior.

C. Freud believed that there were three levels of consciousness: the conscious, preconscious, and
unconscious.

D. Freud believed that innate biological drives, or instincts, rule personality.

1. Life instincts (eros), or impulses for survival, motivate sex, hunger, and thirst.
2. Death instincts (thanatos) are impulses of destruction.

a. When these are directed inward, they give rise to feelings of depression or suicide.
b. When they are directed outward, they result in aggression.

3. Freud believed that life is an attempt to resolve the conflicts between these two natural instincts.

E. Freud proposed that personality consisted of three separate, though interacting structures: the id,
ego, and superego.

1. The id is the instinctive aspect of the personality that seeks immediate gratification and resides in
the unconscious mind.

a. The driving force of the id is libido, or sexual/sensual energy.

b. The id operates on the pleasure principle, the basic function of which is to find satisfaction for
pleasurable impulses.

2. The ego develops through one’s experience with reality, and is the rational, reasoning part of one’s
personality.

3. The superego reflects the internalization of society’s rules and one’s sense of morality or
conscience.

a. The superego operates on the idealistic principle, which demands that one do what is right and
proper, no matter what the circumstances.

b. The superego has no contact with reality

4. The reality principle is the force that governs the ego, arbitrating between the demands of the id
and the conscience of the superego.

F. If the ego cannot find acceptable ways to satisfy the drives of the id, or if it cannot deal with the
demands of the superego, conflict and anxiety result.

1. Freud proposed that defense mechanisms are unconsciously applied techniques that protect the
self (ego) against strong feelings of anxiety.
a. Repression : is a matter of forgetting some anxiety-provoking event or desire.
• Difficult memories are pushed out of awareness unconsciously & automatically
• Therapy to try to elicit repressed memories is controversial

Suppression : Difficult memories are consciously pushed out of awareness

b. Sublimation : involves the repression of unacceptable sexual or aggressive impulses and channeling
them into socially acceptable behaviors.

c. Denial : occurs when a person refuses to acknowledge the realities of an anxiety-provoking situation.

d. Rationalization : occurs when one makes up excuses for one’s behaviors rather than facing the real
reasons for them. Making up acceptable excuses for unacceptable behavior

Example:
Stating that you failed a test because the teacher doesn't like you, when the real reason was you didn't
study.

e. Fantasy : provides an escape from anxiety through imagination or daydreaming.

f. Projection : is a matter of seeing in others one’s own unacceptable, anxiety-provoking thoughts,

motives, or traits.

g. Regression : occurs when one returns to earlier, more primitive levels of behavior that were once
effective.

h. Displacement : refers to directing one’s motives or behaviors at a substitute person or object rather
than expressing them directly.

2. Using defense mechanisms is a normal reaction, but they can become maladaptive.
G. Freud proposed that one’s personality develops through a series of psychosexual
stages.

H. Freud believed that at each stage of development, a crisis had to be resolved, or fixation, an over-
investment of psychic energy would occur.

1. Fixation in the Oral Stage (birth to 1 year) would result in overeating, nail biting, smoking, or
talkativeness.
2. In the Anal Stage (age 1 to 3 years) satisfaction is gained through control of bladder and bowel habits.

a. Toilet training accompanied by high levels of stress and anxiety can lead to anal fixation.
b. Adults who are overly neat and orderly or extremely disorganized and messy can demonstrate the
anal stage.

3. The Phallic Stage (age 3 to 5 years) signals the awareness of one’s sexuality.

a. Resolution of the Oedipus/Electra complex is the central crisis of this stage.

b. The superego begins to develop here.

4. During the Latency Period (age 6 until puberty) there is no crisis to be resolved and sexual
development is on hold.

5. During the Genital Stage (after puberty) there is a renewal of sexual impulses

. Theory of Cognitive Development

Jean Piaget

Piaget developed a theory of cognitive development by observing his own children's behavior on certain
tasks during infancy and childhood. Piaget specified four major periods corresponding to different ages
of the developing child.

• Schema an assumption that an individual has of the self, others or the world; building blocks of
knowledge.

Assimilation : is the process by which we incorporate new information into existing schemas.
• A child may call the striped animal they see at the zoo a horse rather than a zebra.

Accommodation : new information or experiences cause you to modify your existing schemas

• The mother will say, "No, honey, that's a zebra, not a horse."
Equilibration (balancing to the both) : is the process of balancing assimilation and accommodation to
create schemes that fit the environment.

Stages of Cognitive Development

1. Sensorimotor (0-2)
During this stage, babies develop their first schemas by using their senses.
• Object permanence – ability to know that an object exists even when it is not being sensed.

Knowledge is through senses (tasting, seeing, smelling, touching, hearing)

Object permanence develops between 4 and 9 months : ___actions become more intentional and
integrated into patterns, there is an increased awareness of self and surroundings.

2. Preoperational stage (2-7)

• Learning to talk, "pretend" play.
• Egocentric - inability to see and understand other people's viewpoints.
• Not yet capable of conservation (mental manipulation of object).
Children in preoperational stage are not yet capable of conservation (mental manipulation of object).
▪️Verbal and egocentric thinking develop Can do mentally what once could only do physically
Conservation of shape, number, liquid not yet possible

Example : here is transfering water to cylender

(Maloloko pa sila dahil akala nila mas mataas mas marami kaysa sa malapad na lalagyan.)

Egocentric - inability to see and understand other people's viewpoints.

Example: here is opposing side of the table (Clown sa kabila at ang bata sa kabila rin .Feeling ng bata
mas mataas ang bundok sa malapit sa clown ang totoo mas mataas ang nasa harapan niya.

3. Concrete operational stage (7 – 11)

more frequent and more accurate use of logical transformations and operations.
• The child can think more logically about physical reality.

• Conservation : can be defined as the understanding that changes in the form of an object do not
necessarily mean changes in the quantity of the object.
• Reversibility : can be defined as the understanding that some things that have been changed can be
returned to their original state.

▪️Conservation of shape, number, liquid are now possible

▪️Logic and reasoning develop, but are limited to appearance and what is concretely observed

4. Formal operational stage (12 and up)

Abstract reasoning

• Metacognition : ability to reflect upon one's thinking.( Scientific reasoning.)

Abstract reasoning-principles and ideals develop Systematic problem solving is now possible (no longer
just trial and error)

Ability to think about and reflect upon one's thinking (metacognition) Scientific reasoning

Bronfenbrenner’s Structure of Environment:

1. The microsystem – this is the layer closest to the child and contains the structures with which the
child has direct contact. The microsystem encompasses the relationships and interactions a child has
with her immediate surroundings

Structures in the microsystem: include family, school, neighborhood, or childcare environments. At

this level, relationships have impact in two directions - both away from the child and toward the child.

For example; a child’s parents may affect his beliefs and behavior; however, the child also affects the
behavior and beliefs of the parent. Bronfenbrenner calls these bi-directional influences, and he shows
how they occur among all levels of environment.

The interaction of structures within a layer and interactions of structures between layers is key to this
theory. At the microsystem level, bi-directional influences are strongest and have the greatest impact on
the child. However, interactions at outer levels can still impact the inner structures.

2. The mesosystem – this layer provides the connection between the structures of the child’s
microsystem.
Examples: the connection between the child’s teacher and his parents, between his church and his
neighborhood, etc.

3. The exosystem – this layer defines the larger social system in which the child does not function
directly. The structures in this layer impact the child’s development by interacting with some structure
in her microsystem

Parent workplace schedules or community-based family resources are examples. The child may not be
directly involved at this level, but he does feel the positive or negative force involved with the
interaction with his own system.

4. The macrosystem – this layer may be considered the outermost layer in the child’s environment.
While not being a specific framework, this layer is comprised of cultural values, customs, and laws .

The effects of larger principles defined by the macrosystem have a cascading influence throughout the
interactions of all other layers.

For example: if it is the belief of the culture that parents should be solely responsible for raising their
children, that culture is less likely to provide resources to help parents. This, in turn, affects the
structures in which the parents function.

The parents’ ability or inability to carry out that responsibility toward their child within the context of
the child’s microsystem is likewise affected.

5. The chronosystem – this system encompasses the dimension of time as it relates to a child’s
environments. Elements within this system can be either external, such as the timing of a parent’s
death, or internal, such as the physiological changes that occur with the aging of a child. As children get
older, they may react differently to environmental changes and may be more able to determine more
how that change will influence them.

Kohlberg's Theory of Morality

Heinz's Dilemma

• A woman is near death from cancer. A druggist has discovered a drug that doctors believe might save
her. The druggist is charging $2,000 for a small dose-10 times what the drug costs him to make. The sick
woman's husband, Heinz, borrows from everyone he knows but can scrape together only $1,000. He
begs the druggist to sell him the drug for $1,000 or let him pay the rest later. The druggist refuses,
saying, "I discovered the drug and I'm going to make money from it." Heinz, desperate, breaks into the
man's store and steals the drug. Should Heinz have done that? Why or why not?

Level I: Preconventional morality : (ages 4 to 10) - They obey rules to avoid punishment or reap
rewards, or they act out of selfinterest

Stage 1: Punishment/obedience orientation Children obey rules to avoid punishment.

Example : Batang nagmumura sinampal ng Ina kaya takot ng mag mura ang bata dahil masama yon
takot lang siyang masampal.

Stage 2: Instrumental purpose and exchange

Children conform (follow) to rules out of self-interest and consideration for what others can for them.

Example:May batang takot sa Injection sabi ng mama sge na anak maya kakain tayo sa Jollibee..( As a
bata susundin mo ang isang tuntunin dahil sa rewad na matatanggap di dahil )

Level II: Conventional morality : (ages 10 to 13 or beyond) concerned about being "good," pleasing
others, and maintaining the social order

Stage 3: Good Boy/Girl Orientation

Children want to please and help others, can judge the intentions of others, and develop their own ideas
of what a good person is.

Example: Maghuhugas ako ng pinggan para magmukha akong mabait kay nanay...
Another (eg....dalawa mong ka klase nag aaway dika makiki sali kasi diyon maganda away yon ehhh.

Stage 4: Law and order orientation

People are concerned with doing their duty, showing respect for higher authority, and maintaining the
social order. They consider an act always wrong, regardless of motive or circumstances, if it violates a
rule and harms others.

Example : Susundin ko ang batas dahil di ito ilalagay kong di ikabubuti ng nakakarami.
Level III: Postconventional morality (early adolescence (10-13) or not until young adulthood, or never)
- People recognize conflicts between moral standards and make their own judgments on the basis of
principles of right, fairness, and justice.

Stage 5: Social Contract

People think in rational terms, valuing the will of the majority and the welfare of society; "greatest good
for the greatest number".

Gumagawa ng sariling Karaptan kahit labas sa batas...

Yolanda typhoon pagkatapos ng bagyo ang mga tao nag nanakaw sa mga tendahan.

Example : Robinhood nag nanakaw para ibigay sa mga mahihirap

Stage 6: Universal and Ethical Principles

People do what they as individuals think is right, regardless of legal restrictions or the opinions of others.

Example: ang naniniwala ako na di mabuti ang death penalty pero mas deserve niyang bitayin dahil sa
labis na kasalanan.

Same sex Marriage its there right to be happy bisan bawal okey la..

Carl Roger Self Concept

How Self-Concept Develops? __It develops, in part, through our interaction with others. In addition to
family members and close friends, other people in our lives can contribute to our self-identity.

Self-esteem (self confidence)____how much value they place on themselves

Ideal self ___the person they aspire to be

Self-worth___ is the internal sense of being good enough and worthy of love and belongingfrom others

Self-concept ___ is a construct that negotiates exchanges and struggles between the ideal self (what we
wish we were really like)
Self-image ___personal view of self and the mental images of the self .How they see themselves.

When the ideal self and self-image are not aligned or there is a mismatch it will impact an individual's
self-esteem or self-worth.

Mary Ainsworth Attachment Theory of Development

1. SECURE
__Comfortable with intimacy and autonomy in close relationships (i.e., healthy boundaries)
Mutual trust and support
Resolves conflict constructively

2. ANXIOUS-AMBIVALENT /RESISTANT/PREOCCUPIED
( Minsan masungit minsa Mabait mahirap intindihin)
Overly invested and involved in close relationships
Dependent on others for self-worth
Constant (laging) fear of abandonment
Demanding, needy, approach orientation toward others

3. ANXIOUS-AVOIDANT/DISMISSIVE
Compulsively self-reliant
Distant in relationships
Downplays the importance of intimate relationships

4. DISORGANIZED/DISORIENTED
Don't trust others or themselves in relationships
Desire intimacy but also avoid it due to fear of rejection
Low self-esteem

1. SECURE
Securely attached kids might become upset when their caregivers leave.
They respond positively to contact and seek comfort when frightened.
ADULTS
Secure adults show healthy and balanced behaviour in relationships.
They seek emotional support from their partners and provide such in return.
These adults are comfortable being on their own.

PARENTS
Secure parents are capable of regulating their emotions.
They create a compassionate environment for their child.
They view their child as a separate person, but they also empathize with his/her experiences.
2. ANXIOUS AVOIDANT - AMBIVALENT
Avoidant kids might disregard affection from their caregivers.
They tend to show aggression when among other children.

AVOIDANT ADULTS
_____ tend to lack empathy and consideration about the needs and well-being of others. They think
highly of themselves and have a negative view of others.

These factors might make avoidant people prone to behaviors that harm (emotionally) or disturb others.
In relationships. they might become manipulative, unfaithful, and emotionally abusive.

AVOIDANT PARENTS
Tend to disregard their child's attachment needs.
Such parents can be strict and controlling towards their children.
They do not tolerate any strong display of emotion and expect their children to be independent &
'tough'.

3. ANXIOUS-AVOIDANT/DISMISSIVE

Anxious / Preoccupied children tend to be very sensitive and responsive to others' needs, often at their
own expense. They experience distress when their parents leave and are difficult to soothe when the
parents return.

ADULTS
Can cause anxiety disorders and attention deficit disorders in adulthood.
Tend to be self-critical and seek validation from others.

ANXIOUS PARENTS
Tend to over-involve the child into their own feelings and emotional needs.
These parents usually worry about their caregiving performance, which may lead to frustration when
they don't meet their own high expectations. This can cause conflict with the child.

4. DISORGANIZED

KIDS___ tend to be fearful and express ambivalent behavior towards their parents: approaching
followed by distancing; anger or aggression without an obvious reason; or 'freezing' in th parents'
presence.
Such children are faced with a dilemma: their caregivers - the only source of safety - are also a source of
fear.

ADULTS
Often avoid emotional intimacy and are not able to trust others, due to fear of getting hurt.
Tend to switch between anxiety- and avoidance- driven behaviors.
They might be clingy and demanding at one moment, yet dismissive and rejecting at another.

PARENTS
Might struggle with building emotionally intimate relationships with their children.
They often behave in an ambivalent, inconsistent, and unpredictable way, which might confuse or
frighten their children.

MOTHER
Direct, sensitive ,consistent ,supportive
She thinks that she will cover the needs of her child. She hopes that she will be able to do it.

1. ECURE ATTACHMENT
Child:
• They feel safe and confident enough to explore their surroundings.
They start having faith in their abilities.
• They learn how to be resilient (adjustable).
• They learn how to be independent.

MOTHER:
• distant ,inactive ,dismissive, critical,
irritable/eager to punish.
She subconsciously feels that she does not provide for her child's needs.

2. AVOIDANT ATTACHMENT
Child:
. They often feel rejected.
• They often suffer from emotional isolation.
. They feel stressed and scared.

Mother:
•inconsistent, often indifferent, often sensitive
She can't provide for her child's needs.

3. AMBIVALENT ATTACHMENT
Child:
They feel stressed and insecure.
• They are angry.
• They experience emotional abandonment.
• They can't control their impulsivity.
• They are unsociable and aggressive.

MOTHER:
She exaggerates.
• She is unpredictable.
• She inspires fear.
She is a drug addict.

She suffers from a mental disorder.

She is very confused and cannot draw up a strategy to cover her child's needs.

4. DISORGANIZED ATTACHMENT
Child :
They feel very scared and sad.
• They approach strangers trying to find safety.
• They have low self-esteem.
• They feel angry.
• They are passive.

James Marcia's Identity Formation Theory

James Marcia expanded on Erick Erickson’s theory with the use of an interview system that assisted
adolescents in the process of identity formation.
James Marcia looked to extend the work of Erik Erikson by developing four statuses that can describe an
individuals process in making it through a stage in Erikson's Theory.

If you haven't watched our video on Erik Erikson, I recommend you do that before watching this video.

Crisis / Explorations
Commitment__Gusto gawin, naising kunin

Identity: Who you identify as? An individual can identify as heterosexual, a plumber, a college student, a
mother, etc.

Exploration: How much exploration have you done into alternate identities?
Commitment: How strong is your commitment to one particular identitiy?

1. IDENTITY FORECLOSURE ( napipilitan)

HIGH commitment towards the prospect ( kagustuhan) of a new career identity but .

LOW exploration activity. Have accepted the prospect(ninanais) of changing careers but unmotivated to
start the process of job seeking.

Identity Foreclosure: Making a decision with little thought or exploration.

Example :
My parents want me to work in their factory, so that is what I am going to do.
May Parents are both nurse then, they want me to be...

2. IDENTITY MORATORIUM
(Your trying things on)
(You dont know what's best for you)
( dimo alam ano ba para sayo sonubukan mo naman lahat)

LOW commitment (actions) to the prospect (wants) of a new career identity but.
HIGH level of engagement in exploring new opportunities so are more knowledgeable about possible
options.

High Exploration (susubukan ko lahat) and Low Commitment - you've explored all the possiblities, but
still aren't sure what identity fits you the best yet.

3. IDENTITY DIFFUSION (Stagnant Negative)

LOW commitment towards considering a new career.

LOW motivation to explore new options.
She's overwhelmed or unaware of number of possibilities so inertia sets in.

Low Commitment / Low Exploration

- you did not commit to or explore a specific identity in that area yet
No thought about a career, no commitment toward a long term career .

Example:
I'm going to put off my career now and "just go to college.
Hindi pangmatagalan ang kagustuhan sa Carrer

4. IDENTITY ACHIEVEMENT (positive)

HIGH commitment (kagustuhan) to a new career identity and

HIGH exploration (Pagtuklas) of possible new career options.

Accepting of a new career and taking positive action to explore the job market.
High Exploration and Commitment - you've explored all the possibilities and know it which identity best
fits you.

A crisis, in turn, complements it by including the thinking process, which facilitates decision-making.

The possible combinations of these two (2) elements, high or low, create four (4) categories.

A crisis and a commitment describe the way a person makes decisions in a career

The low crisis and low commitment result in diffusion___which means the lack of both thinking and
acting. (Stagnant)
When the commitment (wants) turns too high, it becomes a moratorium.
Low crisis and the high commitment lead to foreclosure
When both commitment and crisis are high, the situation is defined as an achievement.

Diffusion : ___ happens when a person does not consider any options and takes no action for them.

Moratorium :____defines the period of searching for suitable activities and trying them without making
long-term decisions.

Foreclosure :( ginagawa mong napipilitan) _____ refers to the choice of wrong occupations under the
influence of other people or erroneous beliefs.
Perfect method is achievement, and it results in satisfaction from work.

My personal experience can be described as the combination of moratorium and achievement or the
MAMA cycle?

Han una welder iya gusto many years passed by until hi was realize that gusto pla niya ang nursing at
di welder ngayon masaya na siya sa work niya.

Erik Erikson's Psychosocial Development Theory

The best theories of personality and development

PSYCHOSOCIAL DEVELOPMENT (Derived from two words "psycho" and "social")

Influenced by Sigmund Freud Emotional and psychological changes across the life cycle that occurs in
the context of the individual's social environment.

Personality____relatively stable and distinctive styles of thoughts, behavior and emotions responses
that characterizes a person's adaptations to surrounding situations. Why study personality? Identify
patterns in the way of life. Explain the diff. of people. How to improve the life.

Epigenetic Principle ____through a predetermined unfolding of our personalities in 8 stages.

Psychological Crisis (Conflict)

Syntonic (+) Dystonic (-)
Virtue - Psychological strength
Malignancy - too little (+): too much (-) Maladaptation - too much (+); too little (-)
Mutuality-reflects the effect of generations on each other

Generativity ____Reflect the significant relationship between adults and the best interests of children

STAGE 1 : Trust vs. Mistrust

TRUST - established when babies given adequate warmth, touching, love and physical care.
Dependable and Reliable

MISTRUST - caused by inadequate or unpredictable care and by cold, indifferent and rejecting parents.
(Undependable, unpredictable and dangerous) .

AGE: Birth to 18 months

RELATIONSHIP: Mother or Caregiver

QUESTION: Can I trust the world?

KEY EVENT: Feeding

MALADAPTATION: Sensory Maladjustment

MALIGNANCY: Withdrawal
VIRTUE: Hope

STAGE 2 : Autonomy vs. Shame and Doubt

AUTONOMY - doing things for themselves such as body control and making choices.
(Secure and Confident Self)

SHAME AND DOUBT- overprotective parents may cause children to doubt abilities and feel shameful
about their actions.(Inadequacy and Self doubt)

AGE: 18 months to 4 years

RELATIONSHIP: Parents

QUESTION: Is it ok to be me?

KEY EVENT: Toilet Training

MALADAPTATION: Impulsiveness
MALIGNANCY: Compulsiveness ( to much shyness) need kona ng compermiso ng magulang bago gawin
ang bagay
VIRTUE: Willpower

STAGE 3 : Initiative vs. Guilt

INITIATIVE - giving freedom to play, use imagination and ask questions.

(Being Creative and Constructive)

GUILT- if parent criticize, prevent play, or discourage a child's questions.

Always being wrong, failed to explore the world

AGE: 3 or 4 years to 5 or 6 years

RELATIONSHIP: Family

QUESTION: Is it ok for me to do, move, actlike this ?

KEY EVENT: Independence

MALADAPTATION: Ruthlessness/sociopathy

MALIGNANCY: Inhibition ( mag pipigil)

VIRTUE: Purpose or Courage

STAGE 4 : Industry vs. Inferiority INDUSTRY

INDUSTRY - when child is praised for productive activities. (Sense of competence)

INFERIORITY- if child's efforts are regarded as messy or inadequate.

Weak, sense of self, incapable to take responsibility

AGE: 6 years to 12 years

RELATIONSHIP: Neighbors, school

QUESTION: Can I make it in the world of people and things?

KEY EVENT: School

MALADAPTATION: Narrow Virtuosity
MALIGNANCY: Inertia (Not competitive)
VIRTUE: Competency

STAGE 5 : Identity vs. Role Confusion

IDENTITY - one's organization of individual drives, abilities, beliefs and experience into consistent image
of self.

(Who we are)

ROLE CONFUSION - Failure to establish an individual identity separate from the family and having no
peer relationships and plans for an occupation Ego Diffusion

AGE: 12 years to 18-20 years

RELATIONSHIP: Peers, role model

QUESTION: Who am I? What can I be what is my role in this society?

KEY EVENT: Peer relationship

MALADAPTATION: Fanaticism

MALIGNANCY: Repudiation (confused to his role in society)

VIRTUE: Fidelity/Loyalty (Self believe)

STAGE 6 : Intimacy vs. Isolation Intimacy

Intimacy - ability to care of others and to share experiences with them Strong Relationship
ISOLATION - Feeling alone and uncared for in life (Loneliness)

AGE: 18 years to 30 years

RELATIONSHIP: Friends, partner

QUESTION: Can I love?

KEY EVENT: Love Relationship

MALADAPTATION: Promiscuity
MALIGNANCY: Exclusion (lack of interaction to others)
VIRTUE: Love

STAGE 7 : Generativity vs. Stagnation

GENERATIVITY - interest in guiding the next generation Social involvement and parenting
GUILT-Concerned with one's own need and comforts

(Material possession, physical well-being, Non productive)

AGE: 30-65 years (Middle Adulthood)

RELATIONSHIP: Household and workmates

QUESTION: Can I make my life count may kwenta ba ako may nagawa ba akong maganada ?

KEY EVENT: Parenting

MALADAPTATION: Overextension

MALIGNANCY: Rejectivity, (walang paki sa iba)

VIRTUE: Care

STAGE 8 : Integrity vs. Despair

INTEGRITY-Self respect Feeling of wisdom and meaning

DESPAIR- when precious life events are viewed with regret

(Regret, Bitterness)

AGE: 65 years to Death

RELATIONSHIP: Mankind, My kind

QUESTION: Is it ok to have been me?me

KEY EVENT: Reflecting on and acceptance of one's life

MALADAPTATION: Presumption
MALIGNANCY: Disdain( confused, helpless, better about to his kung may nagawa ha siya (viewpoint)
VIRTUE: Wisdom (satisfied to his did)

BANDURA

Agentic Perspective : People actively contribute to their experience.

Self Regulation : Influencing one’s own behavior. It entails self-monitoring, self-judgment, and affective
self -reaction.

Three factors that influence modeling:

Characteristics of the model
Attributes of the observer
Reward consequences associated with the behavior.

Observational learning : Learning that occurs through observation without any direct reinforcement.

Processes involved:

A. Attentionional – people need to pay attention to the modeled event.

B. Retention – people need to conceptualize the action.
C. Motor production – people need to act on their conception.

D. Motivational – people need to have a reason for their action

IV. LEARNING THEORIES SKINNER

Operant Conditioning : The process by which an operant response becomes associated with
reinforcement through learning.

Classical Conditioning: A form of learning in which a response becomes associated with a previously
neutral stimulus.

Stimulus : An agent that rouses or excites a response.

Schedule of Reinforcement : A program for increasing or decreasing the likelihood of a particular
response.

Continuous Reinforcement : A schedule of reinforcement in which the desired behavior is reinforced

every time it occurs. Interval Reinforcement

Interval Reinforcement : A schedule of reinforcement in which the organism is reinforced after a certain
time period has elapsed. Ratio Reinforcement

Ratio Reinforcement : A schedule of reinforcement in which the organism is reinforced after a number
of appropriate responses.

Positive Reinforcement : Anything that serves to increase the frequency of a response.

Negative Reinforcement : Unpleasant or aversive stimuli that can be changed or avoided by certain
behavior.

Punishment : An undesirable consequence that follows a behavior and is designed to stop or change it.

Psychosexual Stages of Development

Psychosexual Stages of Development

Differences in personalities originate in childhood sexual experiences

Childhood greatly influence personality in adulthood

If child goes through a stage properly he will progress to the next stage. Failure to
achieve this will lead to fixation -> cause of personality disorders

Fixation-inability to proceed to the next stage due to frustration. (under

gratification) or over indulgence (over gratification)

Libido sexual and aggressive urge that transfers to one erogenous zone to another
Erogenous Zone part of the body where the libido is centered; part of the body
that needs stimulation by engaging him/her in gratifying activities

with anxiety by Regression-coping with anxiety by manifesting a childhood

behavior. that was learned from the previous stages.

Oral Stage
Age: Birth-1.5 years
Focus: Mouth
Gratifying Activities: Nursing -> Responsive nurturing is key.
Oral-Dependent Personality: too much stimulation = child may become very
dependent, submissive

Oral-Aggressive Personality: too little gratification = child will be very aggressive

and will get what he wants through force.

Symptoms of Oral Fixation: Smoking, nail biting, sarcasm and verbal hostility

Anal Stage

Age: 1.5-3
Focus: Anus
Gratifying Activities: Toilet training & urge control
Anal-Expulsive Personality: too lenient = child will derive pleasure and success
from the expulsion (reckless, careless)

Anal-Retentive Personality: excessive pressure = take pleasure in being able to

withhold (obsessively clean and orderly)
Phallic Stage

Age: 4-5
Focus: Genital
Gratifying Activities: Play with genitals; sexuality identification

Feeling of attraction toward the parent of the opposite sex -> envy and fear of the
same-sex parent.

"Oedipus Complex": castration anxiety

"Electra Complex": penis envy

Success control envy and hostility -> identify with same-sex parent

Failure = Mama's boy; Flirty girl with commitment issues

Latency Stage

Age: 5-puberty

Time of learning, adjusting to the social environment, form beliefs and values

"Sublimation stage"

Developing same-sex friendships

Genital Stage
Age: Puberty +
Focus: Genital
Gratifying Activities: Masturbation and heterosexual relationships

Renewed sexual interest desire

Pursuit of relationships
No fixations

SOCIAL INTERACTION of VYGOTSKY

This is the key theme of Vygotsky's theory as it plays an important role in cognitive development.

He believed that individual could not be understood without looking into the social and cultural context
within which development happens.

Scaffolding is Vygotsky's term for the APPROPRIATE ASSISTANCE given by the teacher to assist the
learner accomplish a task.

COGNITIVE DEVELOPMENT VIEWS

PIAGET :

More INDIVIDUAL in focus Believed that there are UNIVERSAL STAGES of cognitive development. Did
not give much emphasis on language.

VYGOTSKY :

More SOCIAL in focus.

Did not propose stages but emphasized on CULTURAL FACTORS in cognitive development.
Stressed the role of LANGUAGE in cognitive development PIAGET

1. SOCIAL INTERACTION

Vygotsky emphasized that effective learning happens through participation in social activities.
Parents, teachers and other adults in the learners environment ALL contribute to the process.
Their functions to explain, model, assist, give directions and provide feedback to learners.
Peers- cooperate & collaborate and enrich the learning experiences.

2. CULTURAL FACTORS

Vygotsky believed in the crucial role that culture played on the cognitive development of children.
Vygotsky looked into the wide range of experiences that a culture would give to a child.

Example: how a child is raised or trained in early life can contribute to the development of the cognition
of the child.

3. LANGUAGE : Language can be viewed as a verbal expression of culture It opens the door for learners
to acquire knowledge that others already have. It helps the learner regulate and reflect on his own
thinking.

"Talking-to-oneself”: an indication of the thinking that goes on the mind of the child.
Private Speech : is a form of self-talk that guides the child's thinking and action.

LEARNING ACTIVITIES
Children learns best through HANDS-ON ACTIVITIES than when listening passively.

LEARNING BY DOING : made fruitful when children INTERACT with knowledgeable adults and peers.

SCAFFOLDING

Scaffolding : giving the right amount of assistance and bridging the gap between the learners current
skill levels and the desired skill level.

As the learners become more proficient, they will be able to complete the task on their own thus the
removal of the assistance.
This is called as the SCAFFOLD AND FADE-AWAY TECHNIQUE.

When the MKO scaffolds, the process moves in four levels:

1. I do, you watch.

2. I do, you help.
3. You do, I help.
4. You do, I watch.