Sexuality Across the Lifespan Childhood and Adolescence Introduction
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Adult Development and Aging Human Development and Social Policy
Adult Development and Aging Human Development and Social Policy Professor Alexandra M. Freund Email: [email protected] Office Hours: By appointment Tuesdays and Thursdays: 9:30 – 10:50 Brief Characterization of this Course: This course provides an overview of the longest phase of the life cycle – adulthood, covering the years from young to late adulthood. Life span developmental psychology assumes that development is not finished with adolescence but continues well into old age. In this class, a lifespan developmental perspective with an emphasis on psychological aspects of development will be taken to discuss various aspects of adult development and aging. In addition to different theoretical approaches, we will discuss empirical findings in various fields of adult development such as social relations, personality, cognitive functioning, emotion, and motivation. Students will learn to evaluate empirical research and draw connections to everyday phenomena. Required Readings Textbook: Cavenaugh, J. C., & Blanchard-Fields, F. (2002). Adult Development and Aging, 4th edition. Belmont, CA: Wadsworth/Thomson Learning. Articles supplementing the textbook To get a better understanding of the issues of adult development and aging, three novels are recommended as additional readings. Requirements 1. Attendance and participation in class discussion are a basic requirement. Students may not miss more than 4 classes. Beyond these 4 classes, one grade will be deducted from the final grade (e.g., for a total of 5 missed classes a “B+” becomes a “B“; for a total of six missed classes, an “A-” becomes a “B-”; for a total of seven missed classes, an “A“ becomes a “B-“, etc.). Active participation in class accounts for 20% of the grade. -
EDUCATIONAL PSYCHOLOGY (EPSY Program Option)
EDUCATIONAL PSYCHOLOGY (EPSY Program option) SCHOOL OF APPLIED HEALTH AND EDUCATIONAL PSYCHOLOGY GRADUATE HANDBOOK 2015 – 2016 COLLEGE OF EDUCATION OKLAHOMA STATE UNIVERSITY The content of this handbook applies to the students admitted to the graduate programs in Educational Psychology in Fall of 2015. This handbook is distributed electronically. Please print a copy to keep in your files. August 1, 2015 Table of Contents Welcome ........................................................................................................................................ 1 College of Education: Structure .................................................................................................. 2 SAHEP Administration ............................................................................................................................ 2 SAHEP Administrative Support Staff ...................................................................................................... 2 EPSY Program Faculty ............................................................................................................................. 3 Overview ........................................................................................................................................ 4 Where to Begin? ....................................................................................................................................... 4 Application Procedures ............................................................................................................................ -
Mapsychology113.Pdf
DEPARTMENT OF PSYCHOLOGY PATNA UNIVERSITY, PATNA Advance General Psychology, sem-1st Ranjeet Kumar Ranjan Assistant Professor (Part Time) [email protected] Mob. No.-6203743650 PERSONALITY Personality is an individual’s unique and relatively stable patterns of behavior, thoughts, and emotions. FREUD’S THEORY OF PERSONALITY Freud defined personality in four central points i.e., levels of consciousness, the structure of personality, anxiety and defense mechanism, and psychosexual stages of development. Psychosexual stages Oral Stage – The first stage is the oral stage. An infant is in this stage from birth to eighteen months of age. The main focus in the oral stage is pleasure seeking through the infant’s mouth. During this stage, the need for tasting and sucking becomes prominent in producing pleasure. Oral stimulation is crucial during this stage; if the infant’s needs are not met during this time frame he or she will be fixated in the oral stage. Fixation in this stage can lead to adult habits such as thumb-sucking, smoking, over-eating, and nail-biting. Personality traits can also develop during adulthood that are linked to oral fixation; these traits can include optimism and independence or pessimism and hostility. Anal Stage – The second stage is the anal stage which lasts from eighteen months to three years of age. During this stage the infant’s pleasure seeking centers are located in the bowels and bladder. Parents stress toilet training and bowel control during this time period. Fixation in the anal stage can lead to anal-retention or anal- expulsion. Anal retentive characteristics include being overly neat, precise, and orderly while being anal expulsive involves being disorganized, messy, and destructive. -
Is THERE ADULT DEVELOPMENT DISTINCTIVE to WOMEN?
CHAPTER 12 Is THERE ADULT DEVELOPMENT DISTINCTIVE TO WOMEN? RAVENNA HELSON, JENNIFER PALS, AND MARJORIE SOLOMON INSTITUTE OF PERSONALITY AND SOCIAL RESEARCH, UNIVERSITY OF CALIFORNIA, BERKELEY Adult development usually refers to positive personality change after late adoles cence, such as increased competence, perspective, maturity, and understanding (Vaillant, 1977; White, 1966). It may be conceptualized as taking place in the process of meeting the psychosocial needs of identity, intimacy, generativity, and integrity (Erikson, 1963), or through developmental tasks such as rearing children or assum ing responsibilities in work (Havighurst, 1948). It can refer to the actualization of one's individual potential (Btihler, 1971; Jung, 1931/1960). Some would take adult development to be evidenced in the sequence of events that make a life story, or perhaps in the differentiation and coherence of one's life story (McAdams, 1993). Though attention tends to be focused on change in the positive direction, change may also be retrogressive (Baltes, 1987). Gains in self-control, for example, may be made at the cost of a loss in spontaneity. There is disagreement about whether features of adult development can be demonstrated in most people or in some people in some circumstances, or whether patterns of variation are so great and depend on so many factors as to render the construct of adult development of doubtful scientific use. The disagreement depends in part on diverse conceptualizations of what development consists of, on the way personality and personality change are to be measured, and on difficulties inherent in making comparisons across cultures or historical periods (Helson, 1993a; Helson & COPYRIGHT © 1997 BY ACADEMIC PRESS. -
Joining Erikson and Identity Specialists in the Quest to Characterize Adult Spiritual Identity
Identity: An International Journal of Theory and Research, 9:252–271, 2009 Copyright © Taylor & Francis Group, LLC ISSN: 1528-3488 print/1532-706X online DOI: 10.1080/15283480903344554 Joining Erikson and Identity Specialists in the Quest to Characterize Adult Spiritual Identity Chris Kiesling Asbury Theological Seminary Gwen Sorell Texas Tech University Identity theorists have often assessed spiritual identity as one of many components of a person’s ego identity under the assumption that spirituality structures the self and promotes outcomes consonant with other domains of identity. In this article, we ana- lyze presuppositions implicit in this assumption. Drawing from a qualitative study of spiritually devout women and men, we probe whether existing operationalizations of Erikson’s theory accurately conceptualize the narratives of spiritually devout women and men. In places where existing operationalizations seem inadequate, we offer sev- eral directives for future theoretical construction. Following Erikson, identity theorists have long recognized spirituality as an im- portant domain of identity formation and as a contributor to adult development (Markstrom, 1999; Ray & McFadden, 2001). Most often, identity researchers have assessed spiritual identity as one of many components of a person’s ego identity under the assumption that spirituality structures the self and promotes outcomes consonant with other domains of identity (Josselson, 1996; Marcia, 1966, 1993). In this article, we analyze several presuppositions implicit in this assumption. Drawing from a qualitative study of spiritually devout women and men, we offer Address correspondence to Chris Kiesling, Human Development and Christian Discipleship, School of Practical Theology, Asbury Theological Seminary, 204 North Lexington Avenue, Willmore, KY 40390 E-mail: [email protected] ADULT SPIRITUAL IDENTITY 253 observations and questions in hope of advancing current conceptualizations of adult spiritual identity development. -
Successful Young Adult Development
EXECUTIVE SUMMARY SUCCESSFUL YOUNG ADULT DEVELOPMENT A report submitted to: The Bill & Melinda Gates Foundation Peter L. Benson and Peter C. Scales Search Institute J. David Hawkins, Sabrina Oesterle, and Karl G. Hill Social Development Research Group, University of Washington Dec. 10, 2004 INTRODUCTION Promoting the healthy development of children and adolescents requires a clear vision of successful adult development. We have identified about 50 theoretical and empirical explorations of successful young adult development. This work provided the intellectual and scientific base for this document, complemented by ongoing research initiatives on indicators of successful development currently underway at the Social Development Research Group (SDRG) at the University of Washington in Seattle and the Search Institute (SI) in Minneapolis. The Transition to Young Adulthood The transition from adolescence to adulthood (usually defined as the period from approximately age 18 to age 25) is important because it sets the stage for later adult life (Arnett, 2000; George, 1993; Hogan and Astone 1986; Shanahan, 2000). Leaving familiar roles of childhood and adolescence and taking on new responsibilities of worker, spouse, or parent can be challenging. Negotiating this transition successfully has positive consequences. Most often, transitions encourage continuity, reinforcing developmental patterns already established in childhood and adolescence (Elder and Caspi, 1988). For example, avoiding substance use and delinquency in adolescence decreases the risk for antisocial involvement in young adulthood and poor physical and mental health (Guo, Collins, Hill, and Hawkins, 2000; Guo, Chung, Hill, Hawkins, Catalano, and Abbott, 2002; Hill, White, Chung, Hawkins, and Catalano, 2000; Mason, Kosterman, Hawkins, Herrenkohl, Lengua, and McCauley, 2004; Newcomb and Bentler, 1988; Oesterle, Hill, Hawkins, Guo, Catalano, and Abbott, 2004). -
Classical Psychoanalysis Psikologi Kepribadian
Classical Psychoanalysis Psikologi Kepribadian Rizqy Amelia Zein 2017-09-14 1 / 67 [1] Image credit: Giphy 2 / 67 Classical Psychoanalysis [...also known as Ego Psychology, Psychodynamics] 3 / 67 First things rst: Instinct! 4 / 67 Instincts (1) Freud denes it as the motivating forces that drive behaviour and determine its direction. Instinct (or Trieb in German), is a form of energy, that is transformed into physical energy and serve its function to connect the physical and psychological needs. Freud argues that human always experience instinctual tension and unable to escape from it. So most of our activities are directed to reduce this tension. People could have different ways to reduce the tension (e.g. sexual drives can manifest in various sexual behaviours). It's also possible to substitute the objects (displacement) and this process is primarily important to determine one's behaviour. Freud coined the terms "life" and "death" instincts, which posit different process of primal motivations. 11 / 67 Instincts (2) The Life Instinct 1. Serve the purpose of survival of the individual and the species by seeking to satisfy the needs for food, water, air, and sex. 2. The life instincts are oriented toward growth and development. The psychic energy manifested by the life instincts is the libido. 3. The libido can be attached to or invested in objects, a concept Freud called cathexis. 4. So if you like Ryan Gosling so much, for example, then your libido is cathected to him. 12 / 67 Instincts (2) The Death Instinct 1. In opposition to the life instincts, Freud postulated the destructive or death instincts. -
Theory and Practice of Counseling and Psychotherapy
ninth edition Theory and Practice of Counseling and Psychotherapy GERALD COREY California State University, Fullerton Diplomate in Counseling Psychology American Board of Professional Psychology $XVWUDOLDä%UD]LOä-DSDQä.RUHDä0H[LFRä6LQJDSRUHä6SDLQä8QLWHG.LQJGRPä8QLWHG6WDWHV Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. About the Author GERALD COREY is a Professor Emeritus of Human Serv- ices at California State University at Fullerton and a licensed psychologist. He received his doctorate in counseling from the University of Southern California. He is a Diplomate in Counseling Psychology, American Board of Professional Psychology; a National Certified Counselor; a Fellow of the American Psychological Association (Counseling Psychol- ogy); a Fellow of the American Counseling Association; and Associated Press a Fellow of the Association for Specialists in Group Work. He also holds memberships in the American Group Psycho- therapy Association; the American Mental Health Counselors Association; the As- sociation for Spiritual, Ethical, and Religious Values in Counseling; the Associa- tion for Counselor Education and Supervision; and the Western Association for Coun selor Education and Supervision. Along with Marianne Schneider Corey, Jerry received the Lifetime Achieve- ment Award from the American Mental Health Counselors Association in 2011 and the Eminent Career Award from the Association for Specialists in Group Work in 2001. -
Adult Development & Aging News
Adult Development & Volume 44, Number 1 Spring 2016 Aging News President's Message Remembering Jim served as President Dr. James E. Birren of Division 20 in 1956- (1918-2016) 1957 and, in 1978, he received the When I wrote my column last Distinguished Research October on remembering and Achievement Award from acknowledging our mentors, I the Division. His career had no idea that I would spanned the history of continue this theme with Division 20. He would remembering the mentor to often tell the story of how all of us in Division 20 — he attended the first James E. “Jim” Birren. He meeting of Division 20 in was Professor Emeritus of Harvey Sterns Detroit in 1947. At the Division 20 President Psychology and Gerontology, first banquet, it was Founding Dean of the Andrus Inside: decided that the Gerontology Center, and the Autobiography, published youngest member of the by APA and another in 1 President's Leonard Davis School of division present would be Message Gerontology at the University 2006 in the LLI Review. the guest of the division. of Southern California. He Who better to tell his That person was Jim 3 Birren also created the Andrew story than the person who Birren. Obituary Norman Institute for wrote and talked about Advanced Study in autobiography for over 30 4 Program We have all benefitted years. Report Gerontology and Geriatrics at USC. Later he would move to from his books and 5 Feature University of California at Los papers. The first I have known Jim since Article Angeles to organize the Handbook on the my graduate school days Borun Center for Psychology of Aging and at West Virginia, was a 6 Council Gerontological Research and the Individual was edited student in the 1969 Report serve as Associate Director by Jim and was published Summer Institute in of the UCLA Center on Aging. -
Document P3sume
DOCUMENT P3SUME ED 352 351 SP 034 214 AUTHOR Oja, Sharon Nodie TITLE Developmental Theories and the Professional Development of Teachers. PUB DATE 90 NOTE 31p.; Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990). AVAILABLE FROMUniversity of New Hampshire, Dept. of Education, Morrill Hall, Durham, NH 03824 ($4). PUB TYPE Speeches/Conference Papers (150) Reports Research /Technical (143) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Action Research; Adult Learning; Concept Formation; *Developmental Psychology; Elementary Secondary Education; *Faculty Development; Individual Development; Intellectual Development; Knowledge Level; *Learning Strategies; *Maturity (Individuals); Moral Development; Self Esteem; Supervisory Methods; Teacher Attitudes; Teacher Characteristics; *Teacher Improvement IDENTIFIERS Collaborative Research; Hunt (David F); Kohlberg (Lawrence); Loevinger (Jane); Piaget (Jean); Reflective Inquiry; Teacher Researcher Cooperation; Teacher Researchers ABSTRACT This paper reports research from four studies of how teachers come to learn professional knowledge based on theoretical frameworks of the developmental theories of Piaget (cognitive development), Kohlberg (moral development), Loevinger (ego development), and Hunt (conceptual development). Studies proceed on the -ssumption that a perspective of developmental theory provides knowledge of how teachers assimilate new information and implement new teaching strategies. Findings suggest that: (1) teachers -
Psychoanalytic Theory
Please purchase PDFcamp Printer on http://www.verypdf.com/ to remove this watermark. Psychoanalytic Theory Theories of counseling- OMC 18th January, 2011 Please purchase PDFcamp Printer on http://www.verypdf.com/ to remove this watermark. Dr Sigmund Freud 1856-1939 n Oldest of eight children n Married with 3 girls and 3 boys n Physician-Biologist – Scientific oriented and Pathology oriented theory n Jewish-anti-religion-All religion an illusion used to cope with feelings of infantile helplessness n In Vienna Austria 78 years till 1938 n Based theory on personal experiences n Died of cancer of jaw & mouth lifelong cigar chain-smoker Please purchase PDFcamp Printer on http://www.verypdf.com/ to remove this watermark. Freud’s Psychoanalytic Approach: n Model of personality development n Philosophy of Human Nature n Method of Psychotherapy n Identified dynamic factors that motivate behavior n Focused on role of unconscious n Developed first therapeutic procedures for understanding & modifying structure of one’s basic character Please purchase PDFcamp Printer on http://www.verypdf.com/ to remove this watermark. Determinism n Freud’s perspective n Behavior is determined by n Irrational forces n Unconscious motivations n Biological and instinctual drives as they evolve through the six psychosexual stages of life Please purchase PDFcamp Printer on http://www.verypdf.com/ to remove this watermark. Instincts n Libido – sexual energy – survival of the individual and human race- oriented towards growth, development & creativity – Pleasure principle – goal of life gain pleasure and avoid pain n Death instinct – accounts for aggressive drive – to die or to hurt themselves or others n Sex and aggressive drives- powerful determinants of peoples actions Please purchase PDFcamp Printer on http://www.verypdf.com/ to remove this watermark. -
Counseling I
SERVICE STANDARD INDIANA DEPARTMENT OF CHILD SERVICES COUNSELING I. Service Description A. This service standard applies to services provided to families and children involved with the Department of Child Services and/or Probation. B. These services include the provision of structured, goal-oriented therapy for families affected by physical abuse, sexual abuse, emotional abuse, or neglect. 1. In addition, this service can address other issues, such as: a. Substance use abuse b. Mental health issues c. Dysfunctional family of origin dynamics d. Youth behavioral issues that resulted in the involvement of the Department of Child Services and/or Probation C. Professional staff provides individual, group, and/or family counseling with emphasis on one or more of the following areas: 1. Initial assessment 2. Conflict resolution 3. Behavior modification 4. Grief loss/separation 5. Trauma 6. Sexual issues including those related to development and behaviors 7. Identify systems of support 8. Interpersonal relationships 9. Communication skills 10. Substance abuse awareness/family dynamics a. Substance abuse Counseling/Treatment must be done under the Service Standard “Substance Abuse Treatment” due to the specific legal qualifications of the provider, not under this counseling service standard 11. Parenting skills 12. Anger management 13. Supervised therapeutic visits a. Supervised Visits will be billed separately from other services within this standard and will consist of work within the scope of this service standard. b. The Individual and Monthly Visitation Reports must be used to document the supervised visitation portion of the services provided. c. The Monthly Progress Report will be used to document other services provided within this service standard.