TREC1014: Week 4

Affective Development
P37-54
Agenda
 Part A: Introduction to Affective Development
 What is the affective domain?
 What are some factors that affect behaviour?
 Sources of behavioural impairment
 Part B: Schools of Thought in Impaired Affective
Development
5 Schools of Thought related to impaired behavioural
development
 Part C: Theories of the Stages of Affective
Development
 Freud, Erikson and Maslow’s theories
Learning Objectives
 1. Define affective development
 2.Identify and describe 3 Sources of Behavioural
Impairments
 3.Identify five Schools of Thought related to
Behavioural Impairments based on an
impairment’s characteristics
 4. Identify four theories related to Affective
Development Stages, and identify which stage an
individual is in based on their characteristics
Affective Development
Part A: Introduction to Affective
Development
Affective Domain

 Refers to behaviour
associated with feelings,
emotions, attitudes and
social skills
 Includes personality,
motivations, self-concept
and self-esteem
 Also known as psychosocial,
or socio-emotional
development
Affective Domain
 Emotions develop from quite basic reactions (crying due to
hunger) to complex self-conscious responses (blushing from
embarrassment)
 There are a number of factors that influence our affective
development (how we develop our own personality, feelings,
behaviours)

What are some of these factors?

Affective Domain
 Abnormalities in the development of the affective domain fall
under the category of mental illness
 These include (but are not limited to):
 Anxiety disorders
 Affective disorders (depression)
 Psychotic disorders
 Personality disorders
 Substance abuse and addictive disorders
 Behaviour disturbances
 Impaired Affective
Development
 Preface: These are
theories, there is no
standardized or baseline
measurement for
“normal” behaviour
 Measured against cultural
norms
 Measured against the ability
to conform to
cultural/societal norms
(does your behaviour
negatively impact society or
yourself?)
 Sources of Behavioural
Impairments
 Biological: proposes that the
impairment is chemically
related; restoring chemical
balance will restore normal
behaviour
 Sociocultural: sociocultural
factors affect how personality
and behaviour develop
(environment, poverty)
 Psychosocial: humans are not
just biological systems
(psychoanalytic theory,
behaviouristic theory,
humanistic theory)
Sources of Behavioural
Impairments -
Psychoanalytic
 Freud believed that behavioural
impairments were not just
biological
 Believed that psychological
disturbances throughout life
could cause issues with
affective development
 This was based on his findings
in his own practice by which
several patients tended to have
repressed traumatic events
Sources of Behavioural
Impairments -
Behaviouristic
 Behaviours are reinforced
through conditioning
 Only observable behaviours
should be taken into
consideration
 The final result of a behaviour
influences the behaviour itself
 Famous experiments from
Pavlov, demonstrated that dogs
would salivate to the sound of a
bell after conditioning
 The behaviour (salivating) is
dictated by the final result (a
treat)
 Sources of Behavioural
Impairments -
Humanistic

 Conscious choices are made to

fulfil human potential and grow
 Good and bad are a skewed
concept
 Survive, self actualize, live a
fulfilled life
 Affective Development
Part B: Schools of Thought in Impaired
Affective Development
5 Schools of Thought in Impaired Affective Development

 1. Physiological Theory
 2. Psychodynamic Theory
 3. Learning Theory
 4. Cognitive Theory
 5. Humanistic Theory
 5 Schools of Thought:
Physiological Theory

 Physiological Theory
(Kraepelin): Cause is due to
organic defect (ie. Bi-polar
disorder resulting from
chemical imbalance)
5 Schools of Thought:
Psychodynamic Theory

 Psychodynamic
Theory
(Erikson/Freud): Some
form of conflict during
developmental stages
(ie. Individual is
upright or anal
retentive due to
trauma during toilet-
training)
5 Schools of Thought:
Learning Theory

 Learning Theory
(Skinner/Watson):
Behaviour is a direct
result of learned
responses reinforced
over time (ie. When
stressed, turn to food
because it was used as
a reward when you
were a child)
 5 Schools of Thought:
Cognitive Theory

 Cognitive Theory (Piaget):

Abnormal behaviours result
from irrational thinking and
choices (ie. When stressed,
anxiety or panic attack
occurs)
5 Schools of Thought:
Humanistic Theory

 Humanistic Theory
(Maslow): Human beings
have innate desires to
become self-actualized
and this motivates
behaviour. (ie. Stealing
food because of hunger)
Affective Development
Part C: Stages of Affective
Development
4 Theories of the Stages of Affective
Development
 1. Freud’s Psychoanalytic Theory
 2. Freud’s Psychosexual Theory
 3. Erikson’s Psychosocial Theory
 4. Maslow’s Humanistic Theory
Freud’s Psychoanalytic Theory

 Freud believed that development was primarily unconscious

 Development is shaped by early experiences with parents
 Personality consists of three components:
 id: our instincts, totally unconscious and has no contact with reality
 ego: our reality, dealing with the demands of reality and making rational
decisions
 superego: moral side, tells us what is right or wrong; conscience
Freud’s
Psychosexual Theory

 Freud believed that personality

developed in five stages related
to sexual development, and
that sexual/social behaviours
were dictated based on each
stage
 1. Oral Stage
 2. Anal Stage
 3. Phallic Stage
 4. Latency Stage
 5. Genital Stage
 Freud’s Psychosexual Theory
1. Oral Stage (birth to 18 months): infant’s pleasure centres around the mouth
 Chewing, sucking, biting are common sources of pleasure
2. Anal Stage (1.5 to 3 years): child’s greatest pleasure involves anus and/or bowel
elimination
3. Phallic Stage (3 to 6 years): pleasure is gained through self-manipulation of the genitals
 Oedipus and Electra complex is present in this stage
 Freud believed that young children an intense desire to replace the parent of the same sex and
enjoy the affections of the opposite-sexed parent
4. Latency Stage (6 to 12 years): child represses interest in sexuality and develops social
and intellectual skills
5. Genital Stage (12+ years): occurs from puberty on; a time of sexual re-awakening and
the source of pleasure is now from someone outside of the family
 Erikson’s
Psychosocial Theory
 Affective development occurs throughout
lifespan
 As individuals age and grow, they
encounter unique developmental
tasks/crises
 The better the individual is able to resolve
this crisis, the healthier their development
is
 8 Stages:
 1. Trust vs Mistrust (birth to 1 year)
 2. Autonomy vs Shame and Doubt (1-3 years)
 3. Initiative vs Guilt (Preschool ages)
 4. Industry vs Inferiority (Elementary school
ages)
 5. Identity vs Confusion (Adolescence)
 6. Intimacy vs Isolation (Early Adulthood)
 7. Generativity vs Stagnation (Middle
Adulthood)
 8. Integrity vs Despair (Late Adulthood)
Erikson’s Psychosocial Theory
 1. Trust vs Mistrust (birth to 1 year)
 Who can I trust?
 2. Autonomy vs Shame and Doubt (1-3 years)
 Autonomy: Do I need the help of others?
 3. Initiative vs Guilt (Preschool ages)
 Good vs Bad
 4. Industry vs Inferiority (Elementary school ages)
 Building competency and confidence; Can I do this? Can I succeed?
 5. Identity vs Confusion (Adolescence)
 Who am I? Who do I want to be?
 6. Intimacy vs Isolation (Early Adulthood)
 Building true relationships; loving
 7. Generativity vs Stagnation (Middle Adulthood)
 Can I create, and continue to provide value to the world?
 8. Integrity vs Despair (Late Adulthood)
 Was my life meaningful, did it have any impact?
Maslow’s Humanistic Theory
 Maslow believed that behaviour was influenced by a person’s desire to achieve self-
actualization/fulfillment
 Thought that when one need is filled, the person would naturally desire the next need
in the hierarchy.
 Designed what’s called the “Hierarchy of Needs”
Maslow’s Humanistic Theory