HUMAN DEVELOPMENT

“Human Development”
 What are the
changes that
happen as you
grow?
 Human
CHANGE
Development

Most stunning
process in life
What is Development?
 Neil J. Salkind (2004) it is
a progressive sense of
changes that occur in a
predictable pattern as the
result of INTERACTIONS
between biological and
environmental factors.
 We change as a result of
many factors..
How human grow in different
aspects?

 Physical
 Mental

 Emotional

 Social

 Behavioral

 Spiritual
STAGES OF HUMAN
DEVELOPMENT
(Elements of Personality)
Sigmund Freud

 Sigmund Freud (1856 to 1939) was

the father of psychoanalysis, a
method for treating mental illness
and also a theory which explains
human behavior.
 Also explains Human Personality.
“Three elements of Personality”
 Id

 The only component of

personality that is
present from birth.
 It strives for immediate
gratification of all
desires, wants, and
needs.
Id

 However, immediately
fulfilling these needs is
not always realistic or
even possible.
To resolve the tension..

 The primary
process, which
involves forming a
mental image of the
desired object as a
way of satisfying the
need.
 Ego
 The ego is 'that part of the
id which has been
modified by the direct
influence of the external
world.‘
 Postponing satisfaction to

avoid negative
consequences of society.
 Ego

 The ego considers social

realities and norms,
etiquette and rules in
deciding how to behave.
 Super Ego
 It incorporates the values and
morals of society which are
learned from one's parents
and others.
 The superego consists of two
systems: The conscience and
the ideal self.
 The conscience can punish
the ego through causing
feelings of guilt.
 The ideal self (or ego-ideal)
is an imaginary picture of
how you ought to be, and
represents career
aspirations, how to treat
other people, and how to
behave as a member of
society.
Psychosexual Theory (Sigmund Freud)

 Its theory of human

development and
personality sparked great
interest ,.
 That focuses on the
“psychosexual
development” of an
individual.
So.., How does personality develop?

 Sigmund Freud believed that

personality develops during early
childhood.
 Children go through a series of
psychosexual stages that lead to the
development of the ADULT
PERSONALITY.
He believes that development in childhood
takes place in a series of psychosexual
stages:
 Oral
 Anal

 Phallic

 Latency

 Genital.
 Every psychosexual stages represents “libido”
(sexual drives or instincts) on different area of the
body.

 As a person grows physically certain areas of their

body become important as sources of (erogenous
zones), pleasure areas..
Erogenous zones/area

 Satisfaction of each
area develops a
healthy personality.
 If needs are not met
“fixation” occurs that
may affect
development.
Stage 1: Oral (Birth to 1 Year)
Erogenous Zone : Mouth
 The mouth is vital for eating, and
the infant derives pleasure from
oral stimulation.
 The child also develops a sense of
trust and comfort.
Conflict : Weaning process
Fixation : Eating, drinking, smoking,
gossiping, cursing and nail biting.
Stage 2 : Anal (2 to 4 Year)
Erogenous Zone : Bowel and
Bladder Control (Anus).
 It is primarily related to developing
healthy toilet training habits.
 The child derives great pleasure
from defecating (releasing and
retaining feces).
Trait Outcomes
 Obsessive with cleanliness or
hating mess, perfectionist and
respect from the authority.
 Adulthood, generous that
would want to share or give
away.
 Moreover, child may become
messy or disorganized.
Conflict at this stage is toilet
training--the child has to learn
to control his or her bodily
needs.
 Restrictions on when and
where the child can defecate.
Stage 3 :Phallic (4 to 6 Year)
Erogenous Zone : Genitals
 Children also begin to

discover the differences

between males and
females.​
 Conflicts : Boys begin to view their fathers as a rival for the
mother’s affections “Oedipus complex” sexual desires for
his Mother.

 Oedipus complex - wanting to possess the mother and the desire

to replace the father.
 Castration anxiety - child's fears that he will be punished by
the father for these feelings.

Solution : The little boy then sets out to resolve this problem
by imitating, copying and joining in masculine dad-type
behaviors. This is called identification
 Electra complex is a girl's psychosexual competition with her
mother for possession of her father.
 “Penis Envy”

Solution : The girl identifies strongly with her mother and

emulates her behavior – Mother,, out of fear losing her mother’s
love.
Stage 4 : Latency (7 Year onward,
Puberty)
 No further psychosexual
development takes place during this
stage (latent means hidden).
 Resolving “fixations” in previous
stages.
 The libido is DORMANT.
 Sexual energy can be “sublimated”
 Children enter school that focuses more on peer, hobbies and
interest.
 Developing academic and social skills, physical abilities and
skills.

Trait Outcomes
 Children become close with parents.
Stage 5 : Genital (Puberty to Adult)
 Focus : Sex role identity
formation. (period of
Adolescence)
 It is a time of adolescent
sexual experimentation.
 Libido become active again.
 Develops strong sexual interest with opposite sex.

 Sexual instinct/desire is directed to heterosexual pleasure,

rather than self-pleasure like during the phallic stage
Up next…
Erick Erickson’s Psychosocial
Development
“Erick Erickson’s Psychosocial
Development”
 Erick Erickson (1902-1994)
 He expanded Freud’s theory
that recognizes the
importance of “early
experiences” in childhood.
 However he shifted to
“psychosocial” which takes
into account the role of
social factors to influence
DEVELOPMENT.
 For Erickson
“socialization process
is important.
 His theory extends the
stages of development
throughout the life
span.
 For Erickson,
personality
develops
through eight
(8) stages of
psychosocial
development.
 Each stages is
characterized by
“psychosocial crisis or
conflict“ that an
individual needs to
overcome to successfully
move to the next stage.
 Psychosocial crisis which
could have a positive or
negative outcome for
personality development.
 Successful completion of
each stage results in a
healthy personality and the
acquisition of basic virtues.
 Failure to successfully
complete a stage can result
in unhealthy personality.
 Erickson believe that adults
have responds to a child can
have an impact on the way
the child sees them.
 Once children receives

NEGATIVE feedback or
comments from
adult/caretakes it could affect
them in long term.
 Self confidence is essential.
 Trust vs. Mistrust (Birth to 1 Year)
 Issues
 Will I get support for what I
need?
 Can I trust the world?

During this stage, the infant is

uncertain about the world in which
they live, and looks towards their
primary caregiver for stability and
consistency of care.
 Social Condition
 Provision of basic needs, support.

If the care that infant receives is

consistent, they will develop a
sense of trust, carry with them to
other relationships and able to feel
secure even when threatened.
 Deprivation, lack of support,
inconsistent.
If the care has been inconsistent,
the infant may develop a sense of
mistrust
 Outcomes
 Success in this stage will lead to
the virtue of hopeful or
Optimistic.
- The infant can have hope that
people will be there as a source of
support.
 Failing to acquire the virtue of

hope will lead to the

development of fear.
Autonomy vs. Shame and Doubt (2 – 3 Year)
Issues
 Can I already do things on my
own?
 Should I depend on others?

Children are focused on

developing a sense of personal
control over physical skills and a
sense of independence.
 Social Conditions
 Support, Patience

 Lack of confidence/support, overprotection.

 The child is developing physically and becoming more
mobile, and discovering that he or she has many skills
and abilities, such as putting on clothes and shoes,
playing with toys, etc.

Ex: Walking away from their mother, picking which toy

to play with, and making choices about what they like
to wear, to eat, etc.
 Outcomes
 Develop self confidence, sense of
security.
Children are encouraged and supported
in their increased independence, become
more confident and secure.

 Feels inadequate, becomes

dependent..
(lack self-esteem, and feel a sense of
shame or doubt in their abilities.)
 Initiative vs. Guilt ( 3 – 5 Years)
 Issues
 Can I be independent?

 Am I good?

 Am I bad?

Children assert themselves and

regularly interacting with other
children at school.
 Social Condition
 Opportunity Encouragement

Children begin to plan activities, make up games, and initiate

activities with others. If given this opportunity, children
develop a sense of initiative and feel secure, ability to lead
others and make decisions.

 Lack of opportunity, negative feeling

Children may develop a sense of guilt often overstep the mark
in his forcefulness, and the danger is that the parents will tend
to punish the child
 At this stage that the child will begin to ask many
questions as his thirst for knowledge grows.

Example; If the parents treat the child’s questions as

trivial,
“sense of nuisance”.
Outcome

 Develops sense of Purpose

 Feels guilty
 Industry vs. Inferiority ( 6-11 Years)

 Issues
 Do I have the skills to adjust?
 Am I already competent? Am I worthy or
not?

Children will be learning to read and write,

to do sums, to do things on their own.
Teachers begin to take an important role in
the child’s life as they teach the child
specific skills.
 At this stage that the child’s peer group will gain
greater significance and will become a major source of
the child’s self-esteem.
 Child feels the need to win approval that are valued by
society and begin to develop a sense of pride in their
accomplishments.
 Social Condition
 Good Education/training, good models

If children are encouraged and reinforced for their initiative,

they begin to feel industrious and feel confident in their ability
to achieve goals

 Lack of training/support
If it is restricted by parents or teacher, then the child begins to
feel inferior, doubting his own abilities.
Outcomes

 Becomes industrious, develops self confidence.

 Develops sense of inferiority.
Stage 5: Identity vs Role Confusion (12-18)

Issues
 Who am I?
 What are my beliefs? Values? Feelings?

 Children are becoming more independent, and begin

to look at the future in terms of career, relationships,
families, housing, etc.
Social Condition

 Clear sex models

 Good sense of stability

 Positive feedback

x Confusing purpose
x Vague expectations
x Unclear feedback
Outcomes

 Develops identity

x Identity crisis
x Role confusion
Stage 6: Intimacy Vs Isolation (early adulthood)

Issues

 Should I get into a relationship?

 Or should I stay single?
Social Condition

 Understanding
 Trust

 Acceptance

 Loneliness
 Exclusion
Outcomes

 Is able to love and commit

 Loneliness
 depression
Stage 7: Generativity Vs Stagnation(40-65 yrs)

Issues
 What is my contribution in this world?

 Will I produce something valuable or relevant?

Social Condition

 Productivity
 Purposefulness

 Lack of opportunity; enrichment

Outcomes

 Feels Productive

 Feeling unproductive
 Stagnant
Stage 8: integrity Vs Despair (65 yrs - up)

 Have a live a full life

 Am I contented with what I have achieved in life?

Social Condition

 Sense of closure
 Clear attainment of direction

 Lack of comprehension
 Dissatisfaction
Outcomes

 Feels complete
 Has sense of achievement

 Feels dissatisfied with life

 In despair