Kurt Lewin

(1890-1947)

Change Theory

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Lewin’s theory states behavior
as “a dynamic balance of
forces working in opposing
directions.”

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 Three Major Concepts Of Change Theory

1. Driving Forces - are forces

that push in a direction that
causes change to occur.

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Three Major Concepts Of Change Theory

2. Restraining Forces – are forces

that counter driving forces. They
oppose change. Restraining
forces cause a shift in the
equilibrium which opposes
change.

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 Three Major Concepts Of Change Theory
3. Equilibrium – is a state of being
where driving forces equal restraining
forces and no change occurs.

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 3 Steps of Change
1. Unfreezing – is the recognition of the
need for change & dissolution of previously
held patterns of behavior.

2. Movement /Changing(Moving to a new

level / Changing) – is the shift of behavior
toward a new & more healthful pattern.

3. Refreezing – is the long term solidification

of the new pattern of behavior. 6
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Erik Erikson:
Psychosocial
Development
 Erik Erikson (1902-1994)

 trained in psychoanalysis theory

 Focuses on psychosocial tasks that are

accomplished throughout the life cycle

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Erickson’s 8 Stages of Psychosocial
Development

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Trust vs. Mistrust
 Occurs in infancy (birth-18 months).
 Babies must learn to trust their
parents care and affection.
 If not done the babies could develop a
distrust and view the world as
inconsistent and unpredictable.
 Questions ones hope.

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Autonomy vs. Shame and Doubt
 Occurs in the toddler age. (18
months-3 years).
 Child learns to feed themselves and
do things on their own.
 Or they could start feeling ashamed
and doubt their abilities.
 Questions the child's willpower.

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Initiative vs. Guilt
 Preschool age (3-5 years old).
 Using initiative in planning or
carrying out plans.
 Or develop a sense of guilt
over misbehaviour regarding
parent’s limits.
 Questions ones purpose and
role in life.

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Industry vs. Inferiority
 School age (5-11 years of age).
 Learn to follow the rules imposed by schools
or home.
 Or the child can start believing they are
inferior to others.
 Questions competency.

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Identity vs. Role Confusion
 Adolescence (11-18 years of age).
 Acquire a sense of identity.
 Or can become confused about ones role in life.
 Questions who you are and if your happy.

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Intimacy vs. Isolation
 Young adulthood (18-40 years of age).
 Develop a relationship and joint
identity with a partner.
 Or can become isolated and stay
away from meaningful relationships.
 Questions if the person is ready for
new relationships, or if there is a fear
of rejection.

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Generativity vs. Stagnation
 Middle adulthood (40-65 years of age).
 Making use of time and having a
concern with helping others and
guiding the next generation.
 Or can become self-centered, and
stagnant.
 Questions what the person will do with
their extra time.

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Integrity vs. Despair
 Late adulthood (60-and up).
 Understand and accept the meaning of temporary
life.
 Or complains about regrets, not having enough
time, and not finding a meaning throughout life.
 Questions ones overview of their entire life.

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Lawrence Kohlberg:
Theory on Moral
Development
(1927 – 1987)
.

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“

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 LEVEL ONE: Preconventional Morality

Stage 1: Obedience & Punishment

 Earliest stage of moral development
 Common in young children
– They see rules as fixed and absolute.
 Morality is external
– At this stage, children see rules as fixed
and absolute.
– Obeying the rules is important because
it is a means to avoid punishment.
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 LEVEL ONE: Preconventional Morality

Stage #1:Obedience and Punishment

 Morality is based upon the physical
punishment that follows an action,
rather than right or wrong.
 The concern is for self - "Will I get into
trouble for doing (or not doing) it?"
 Good behavior is associated with
avoiding punishment.
Example: The child won’t grab the candy at the
supermarket for fear of being slapped.
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Stage 2: Individualism and Exchange

◎ At this stage of moral

development, children account
for individual points of view
and judge actions based on
how they serve individual
needs.
◎ Example: A mother tells her child: “If
you are quiet at the mall, I will buy
you an ice cream.” .

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LEVEL TWO: Conventional Morality
Stage 3 Interpersonal Relationships

 Often referred to as the "good boy- good

girl" orientation.
 Stage of moral development is focused on
living up to social expectations and roles (of
the family and community). There is an
emphasis on conformity, being "nice," and
behave in "good" ways.

Example: Volunteering at a nursing home is the

right thing to do.
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Stage 4: Maintaining Social Order

 People begin to consider society as a whole

when making judgment.
 Law and order
– focus on maintaining law and order
and obeying laws
– Heinz’s motives
– Consequences of breaking the law

Example: If you drink and drive your endangering

the lives of others on the
27 road, not just yourself.
 Stage 4 cont.

Stage 1 and stage 4 are Differences is for

giving the same Stage 1 the child
response can’t explain why it is
Similarity is they both wrong, while Stage 4
agree that breaking the the adults are able to
law is wrong deliberate

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 LEVEL Three: Post Conventional Morality

Stage 5: Social Contract and Individual Rights

 At this stage,  At stage 5, people begin

people begin to to ask, "What makes for
account for the a good society?" They
differing values, begin to think about
opinions and society considering the
beliefs of other rights and values that a
people. society ought to uphold.

Example: Life is more important than property.

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 Stage 6: Universal Principles

◎ Moral Judgments are motivated by their moral

conscience.
◎ Principles of justice are universal.
◎ As human beings we are obligated to live by the
principal that “all men are created equal”
regardless of race, religion, sexual orientation,
or political belief.

◎ Example: Rosa Parks refused to sit in the back of the

bus because it was an unjust law discriminating
against African Americans.

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Thanks!

Any questions?

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