SHDH 2039

Fundamental
Psychology for
Health Studies
Lecture 3b
Human Development I
Lesson Plan
(A) Introduction
(B)Cognitive
(C)Moral
(D)Personality
(E)Gender
(F)Conclusion
 (D) Personality
Erik Erikson’s Stage Theory (1968)
of Psychosocial Development
– emphasis the importance of
interactions among body (biological),
mind (psychological), and the social
environment
– proposes development occurred in a
series of 8 stages across the life span
– a unique psychosocial ___________ (a
crisis
struggle between 2 opposing
tendencies) for psychological growth at
each stage
• Adaptive vs. Maladaptive

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(D) Stage 1 (Birth – 1 yr):
Trust vs. Mistrust
the infant’s basic sense of trust or mistrust
consistent
develops as a result of _______________
or inconsistent care

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(E) Stage 2 (1 – 3 yrs):
Autonomy vs. Shame
and Doubt
the toddler strives for
physical independence, e.g.
feeding and dressing oneself

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(D) Stage 3 (3-5 yrs):
Initiative vs. Guilt
the preschool-aged child learns to
satisfy their curiosity about the
world or take initiatives in a socially
acceptable manner.

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(D) Stage 4 (5 – 12 yrs):
Industry vs. Inferiority
the school-age child strives for a
sense of competence and
_________________
self-esteem in learning
new skills and knowledge

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(D) Stage 5 (Adolescence):
Identity vs. Role Confusion
adolescent must find a consistent and clear
sense of self and what one stands for

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(D) Stage 6 (Early adulthood):
Intimacy vs. Isolation
an emotional and psychological closeness that is
based on the ability to trust, share, and care,
while still maintaining a sense of self

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(D) Erikson’s Stage Theories
Stage 7 (Middle adulthood):
Generativity vs. Stagnation
– providing guidance to one’s children or
the next generation, or contributing to
the well-being of the next generation
through career or volunteer work
Lang Ping, volleyball coach

Stage 8 (Late adulthood):

_______________
Ego integrity vs. Despair
– sense of wholeness that comes from
having lived a full life and the ability to
let go of regrets; the final completion of
the ego
Nelson Mandela (1918-2013)

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(D) Fig. 10.5 (Weiten, 2014, p. 333)
Erikson’s stage theory.

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Lesson Plan
(A) Introduction
(B)Cognitive
(C)Moral
(D)Personality
(E)Gender
(F)Conclusion
(E) Gender Development
1) Distinction of Sex & Gender
a) Sex b) Gender
defined in biological terms refers to everything else associated with an
individual’ s sex

anatomical & physiological differences psychological & social characteristics, e.g.

between ♀ & ♂, e.g. reproductive sense of identity, behaviors, preferences,
organs, hormones personality characteristics, expectancies,
etc.
genetic
determined by ___________________ cultural
defined by __________________ factors
factors
Sex differences – biological differences Gender differences – culturally imposed
between ♀ & ♂ differences in roles and behaviors

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(E) Gender Development
2) Kohlberg’s cognitive-developmental theory
a) Gender identity
2-3
• by age ______________, children label themselves as
either a boy or a girl. They can also label the gender of
others.
• They start to develop gender schemas (See Bem’s
theory on later slides) about gender roles.
b) Gender stability
• by preschool age (~age 4), children know that gender
is stable throughout life, but may believe that boys who
wear dress will become a girl.
c) Gender permanence / gender constancy
• between 5 and 7 years-of-age, children eventually
know that gender is permanent; it does not change
even though appearances may change with clothing.

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(E) Gender Development
3) Gender-Role development
roles
a) Gender ___________________
• society’s expectations for how a female and a male
should behave.
• e.g. male – dominant, female - passive
b) Bem’s Gender-schema theory
• Children acquired knowledge about gender roles
modelling
through the processes of _______________________.
• They see which behaviors men and women engage in,
and which of those behaviors are reinforced or
punished.
• With these observations, children construct their
gender schemas, which guide how they think and act.

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 (C) Storing & Organization of Long –Term
Memory
Fig 7.9 Semantic network model

CCN1017 1415 S1 L5 Memory 16

(E) Gender Development
Bem’s Gender-schema theory

- Gender roles are acquired through modeling and reinforcement processes.

- Child observes which behaviors men and women engage in, and which of those
behaviours are rewarded or punished.

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Assigned readings
• Chapter 9: Pg 401-409, 415-417.

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