Tuesday, February 28, 2012

DAY 15 Again

Erik Erikson's Theory of Psychosocial Development

Erikson discussed 8 stages that occur through one's life.  He said that we must complete each stage of development "well" or "properly" or else we will have difficulties later in life.  He used the term: two possible outcomes.  The "good" outcome happens when we pass through a stage well.  The "bad" outcome happens when we do not get through the stage well.


1. Trust vs. Mistrust (birth to 1  year).   A child who gets what he/she needs early in life, e.g. food, comfort, on demand, will learn that the world is safe, that the world is predictable.  Success at this stage brings hope.

2. Autonomy vs. Shame/Doubt (2-3 years).  Are you ridiculed for failure or are you praised for trying?  Parents really need to do their best to allow their toddlers to do things on their own, fail, but be praised for trying.  When potty training time comes it's often a time of great stress in a home - toddlers might not be ready for it but mom/dad might think they are and the child might "fail".  Mom/dad should praise the attempt, never admonish the failure.

If children are supported in their growing independence they will gain will.  Failing at this stage (in Erikson's sense of the word "failure") can lead to low self-esteem.

3. Initiative vs. Guilt (3-5 years).  These years are full of vigor and action - children are extremely energetic.  Children start to take initiative at this age.   They may do things that are potentially dangerous and parents often react with  anger and a loud voice - this can lead to guilty feelings in the child.

Children this age also ask a million questions.  Parents should not treat the questions as trivial, rather they should spend time answering each one or, to maintain sanity, try to divert the child's attention to something else.  Treating the questions as trivial may squash the child's curiosity.

4.  Industry (competence) vs. Inferiority (6-12 years).  Children are starting to learn academic-type things at school at this age.  Reading, writing, Math, formal Art and Music, etc.  The difference at this stage is that now we are judged.  Because you are being judged by other adults you could be made to feel "good" at some things and "inferior" about others, especially when compared to your classmates.

Peers take on an important role and we start to compare ourselves to our pals and classmates.

If children are encouraged for their initiative they will feel competent, that they can achieve goals and will develop a sense of pride in their work and potential.  Those who are not made to feel competent may not reach their potential.

5. Identity vs. Role Confusion (13-18 years).  The transformation from child to adult happens here during adolescence.  You begin to look at the future in areas including career, relationships, families, peers, sexuality, etc.

You learn the roles you will play later in life - parent, spouse, friend, employee, employer, mentor, grandparent, role-model, coach.

DAY 15 Erik Erikson's Theory of Psychosocial Development

Erik Erikson’s Stages of Psychosocial Development

Erikson, who died in 1994, is the modern “father of Psychosocial Development”, and saw personality as developing throughout the lifetime and looked at identity crises at the focal point for each stage of human development.

Erikson’s Theory of Psychosocial Development has eight distinct stages, each with two possible outcomes. According to the theory, successful completion of each stage results in a healthy personality and successful interactions with others.

Failure to successfully complete a stage can result in a reduced ability to complete further stages and therefore a more unhealthy personality and sense of self.  These stages, however, can be resolved successfully at a later time.

1. Trust vs Mistrust (birth - 1 year)     Is the world a safe place or is it full of unpredictable events and accidents waiting to happen?

Erikson claimed that in this stage the child will develop a sense of basic trust in the world and in his ability to affect events around him.  The development of this depends on the consistency of the child’s major caregiver.  If the care the child receives is consistent, predictable and reliable then the child will develop a sense of trust which he will carry with him to other relationships, and is able to feel secure even when threatened.  Success in this stage will lead to the virtue of hope.

However, if the care has been harsh or inconsistent, unpredictable and unreliable then the child will develop a sense of mistrust and will not have confidence in the world around them or in their abilities to influence events.  This child will carry the basic sense of mistrust with him to other relationships. It may result in anxiety, heightened insecurities, and an over feeling of mistrust in the world around them.


2. Autonomy vs. Shame and Doubt (2 - 3 years)
The child is developing physically and becoming more mobile. Between the ages of one and three, children begin to assert their independence, by walking away from their mother, picking which toy to play with, and making choices about what they like to wear, to eat, etc.

Erikson says that this is the point at which the child can develop a certain amount of independence/autonomy.  It is at this stage that the child needs support from parents so that repeated failures and ridicule are not the only experiences encountered.  So, the parents need to encourage the child to becoming more independent whilst at the same time protecting the child so that constant failure is avoided. 

A delicate balance is required from the parent .... parents must try not to do everything for the child but if the child fails at a particular task they must not criticize the child for failures and accidents (particularly when toilet training).  The aim has to be “self control without a loss of self-esteem”.  Success in this stage will lead to the virtue of will.

If children in this stage are encouraged and supported in their increased independence, they become more confident and secure in their own ability to survive in the world.  If children are criticized, overly controlled, or not given the opportunity to assert themselves, they begin to feel inadequate in their ability to survive, and may then become overly dependent upon others, lack self-esteem, and feel a sense of shame or doubt in their own abilities.


3. Initiative vs. Guilt (3 - 5 years)
These are particularly lively, rapid-developing years in a child’s life. It is a “time of vigor of action and of behaviors that the parents may see as aggressive”.  The child takes initiatives which the parents will often try to stop in order to protect the child.  The child will often overstep the mark in his forcefulness and the danger is that the parents will tend to punish the child and restrict his initiatives too much.
Around age three and continuing to age six, children assert themselves more frequently.  They 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 in their ability to lead others and make decisions.  Conversely, if this tendency is squelched, either through criticism or control, children develop a sense of guilt. They may feel like a nuisance to others and will therefore remain followers, lacking in self-initiative.

It is at this stage that the child will begin to ask many questions as his thirst for knowledge grows.  If the parents treat the child’s questions as trivial, a nuisance or embarrassing or other aspects of their behavior as threatening then the child may have feelings of guilt for “being a nuisance”.  Too much guilt can make the child slow to interact with others and may inhibit their creativity.  Some guilt is, of course, necessary otherwise the child would not know how to exercise self control or have a conscience. A healthy balance between initiative and guilt is important.  Success in this stage will lead to the virtue of purpose.


4. Industry (competence) vs. Inferiority (6 - 12 years)
Children are at the stage where they will be learning to read and write, to do sums, to make things on their own. Teachers begin to take an important role in the child’s life as they teach the child specific skills.  It is 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.  The child now feels the need to win approval by demonstrating specific competences that are valued by society, and begin to develop a sense of pride in their accomplishments.

If children are encouraged and reinforced for their initiative, they begin to feel industrious and feel confident in their ability to achieve goals.  If this initiative is not encouraged, if it is restricted by parents or teacher, then the child begins to feel inferior, doubting his own abilities and therefore may not reach his potential.

If the child cannot develop the specific skill they feel society is demanding then they may develop a sense of inferiority.  Some failure may be necessary so that the child can develop some modesty. Yet again, a balance between competence and modesty is necessary.  Success in this stage will lead to the virtue of competence.


5. Identity vs. Role Confusion (13 - 18 years)
During adolescence, the transition from childhood to adulthood is most important.  Children are becoming more independent, and begin to look at the future in terms of career, relationships, families, housing, etc.

This is a major stage in development where the child has to learn the roles she/he will occupy as an adult. It is during this stage that the adolescent will re-examine their identity and try to find out exactly who they are.  Erikson suggests that two identities are involved: the sexual and the occupational. 

What should happen at the end of this stage is “a reintegrated sense of self, of what one wants to do or be, and of one’s appropriate sex role”. During this stage the body image of the adolescent changes.

Erikson claims that the adolescent may feel uncomfortable about their body for a while until they can adapt and “grow into” the changes.  Success in this stage will lead to the virtue of fidelity.
During this period, they explore possibilities and begin to form their own identity based upon the outcome of their explorations.  This sense of who they are can be hindered, which results in a sense of confusion ("I don’t know what I want to be when I grow up") about themselves and their role in the world.


6. Intimacy vs. Isolation (young adulthood)
Occurring in Young adulthood, we begin to share ourselves more intimately with others. We explore relationships leading toward longer term commitments with someone other than a family member.  Successful completion can lead to comfortable relationships and a sense of commitment, safety, and care within a relationship.  Avoiding intimacy, fearing commitment and relationships can lead to isolation, loneliness, and sometimes depression.


7. Generativity vs. Stagnation (middle adulthood)
During middle adulthood, we establish our careers, settle down within a relationship, begin our own families and develop a sense of being a part of the bigger picture.  We give back to society through raising our children, being productive at work, and becoming involved in community activities and organizations.  By failing to achieve these objectives, we become stagnant and feel unproductive.



8. Ego Integrity vs. Despair (old age)
As we grow older and become senior citizens, we tend to slow down our productivity, and explore life as a retired person.  It is during this time that we contemplate our accomplishments and are able to develop integrity if we see ourselves as leading a successful life. 

Erik Erikson believed if we see our lives as unproductive, feel guilt about our pasts, or feel that we did not accomplish our life goals, we become dissatisfied with life and develop despair, often leading to depression and hopelessness.

DAY 14 Girls Volleyball to OFSAA ! !

Because of the Senior Girl, GHAC Finals Volleyball game during period 5 today, there was a buyout so the three remaining students and I went to the Library to work on catching up and preparing for our next steps in class.

Friday, February 24, 2012

DAY 13 Behaviour Modification Questions and Your Own Program!

You all helped me to write questions on Skinner and your own B Mod project.  Then we spent the rest of the time in the Library answering these questions and tweaking your understanding of how your own programs fit with Skinner's theory - well done everyone, there are some very interesting B Mods on the go in this class!!

Please share your work with me (on Google Docs or in MS Word Online) before pasting (Ctrl + v) into the cell beside your name.  Open the Triologies Assignments Link on the upper right of the main page of this blog to see where to paste your stuff.

Please paste your link before school on Monday.

Thursday, February 23, 2012

DAY 12 Maslow's Hierarchy of Human Needs continued . . .

Here's the handout from the class (I distributed this at the end of yesterday's class).  Maslow's Hierarchy of Human Needs

After discussing each of Maslow's needs, briefly, you are to complete your own Hierarchy of Needs by completing the "pyramid" that I distributed (it's in the link above).  This should give you a good indication of what behaviours you engage in that result in your needs being met.


Maslow Intro Video - in this video some of the shortcomings of Maslow's theory are highlighted.  In fact they are not actual shortcomings but because most people understand this theory incorrectly they appear to be shortcomings.

Maslow did not require that we meet our more basic needs before acting on our higher needs.  He suggested that our behaviours are motivated by our most immediate needs.  Also he suggested that most well-adjusted people have satisfied most of their needs at each level.  And, in order to be a "self-actualized" person, it tends to be easier if most of our other needs are met, however this is certainly not always the case.  The idea of being "self-actualized", typically the pinnacle of Maslow's Hierarchy, simply means that we are at our best, achieving goals and moving on to other goals and to continue to be "at our best."

Examples of this include war correspondents who die in the line of duty.  Here's a recent example from the news in Syria . . . link to news story of reporters killed in Syria . . . these reporters did not have their safety needs met, in fact they were doing their jobs knowing full well that their lives were in danger, yet they still worked and were being very self-actualized in that way - they were at the height of their abilities as reporters and photographers but were constantly in mortal danger.  Also, if you have read the story of the Uruguayan rugby team that crashed in the Andes you'll find that many of them had interesting relationships and accomplished great things for three months before being saved despite being in peril each day.

Wednesday, February 22, 2012

DAY 11 Behaviour Modification

We started by picking up where we left off during the power outage yesterday, with the short video about where we get our superstitions from - the point of that video is that the objects around us actually control our behaviour because of some unfounded notion about them.


Behaviour Modification Project: for today, start with a behaviour of yours that you would like to change.  Brainstorm ideas of how/why that behaviour is easy for your to engage in and put the reasons into the left hand column of a chart that you make.


On the right hand side of that chart list the reasons that make it difficult for you to stop the behaviour.


Below the chart list things (modifications) that you could put into place that might help you to curb or improve the behaviour.



Behaviour Modification Project  Baseline Due Feb 24, Final Project Due March 8  Paste the link to your Google Doc/Spreadsheet/whatever beside your name in my spreadsheet, Triologies Assignments Links - note that this link is to be used for all of your Google-type work for all assignments and that it's on the upper right of my Triologies Class Blog.

Then we moved on to Maslow's Hierarchy of Human Needs, something you've likely heard of before and perhaps it's even something you know about already.  But what we discuss today might surprise you!  Here's a copy of the handout that I distributed.

Maslow's Hierarchy of Human Needs

At the end of the class you all started to complete the pyramid yourselves - this can lead to some good thinking about your inner workings.  Indeed, how is it that you meet your needs as per Maslow's ideas?

Tuesday, February 21, 2012

DAY 10 Skinner and "Operant Conditioning"

Then we got into the idea of Skinner's Theory of Operant Conditioning (Presentation) .  During this presentation we covered many aspects of his theory including:

Rewards and Punishments to alter behaviours.

There are Positive and Negative Rewards.

And there are Positive and Negative Punishments.

In this context, "Positive" means that something is added to the situation, e.g. a candy reward, a "thank you", an electric shock into the Skinner box (probably seen as a positive punishment), etc.

In this context, "Negative" means that something is removed from the situation, e.g. getting grounded (your right to go out has been removed), the annoying electric jolts in the Skinner box are shut off, etc.


A quick video on the Skinner Box.


Here's a video on some work done on "Baby Albert" showing how conditioning of someone's responses to various things can actually work.  It has come out recently that little Baby Albert was, in fact, probably developmentally challenged.  It should also be noted that such experiments on children or babies in modern times would be considered child abuse, so do not attempt this at home!


Here is a Youtube video on Skinner's ideas and how they can translate to other areas of Psychological concern, especially the Superstitions that People have.









DAY 9 Sign-in

Due to my absence with the ski/board racing team and due to the lack of available teachers to pick up this class you had a sign-in today - a good time to get caught up on work!  Have a great Family Day Weekend, everyone!

DAY 8 "Fertile Minds": How Human Brains Grow

We are having a look at the article, "Fertile Minds: How Our Brains Grow," with each of you tackling a paragraph for the class.  This article explains how neurons connect with each other in a developing brain and then what effect that might have.

Wednesday, February 15, 2012

DAY 7 The Human Brain in Action

So, why did I give you a pop-quiz (that I will not be counting in your marks) on the eight Multiple Intelligences from Gardner's theory?  As you now know, you are responsible for everything we do in class each day, even if you miss school for any reason.  The information from class will always be on the blog so you can always access it.  Also, I tried to teach you that the best way to study is to skim/scan your entire set of notes a few times a week, every week.  That constant repetition and practice, even though it's not intensive or too demanding, will most definitely help your mind form permanent and easily accessible memories and understandings of the information.  Try to get into the habit of doing just that, skim/scanning your entire set of notes a few times a week.


Today we looked at various functions of the human brain starting with a look at the old "science" of Phrenology - reading bumps on one's head.  Mine's nice and round like a cue-ball so there's not much inside to worry about.

Here's the completed "map" of the brain with a bit of information about various parts as discussed during class and in the PowerPoint Presentation on the Brain that we looked at today.

The reason that I asked you to take notes during my presentation and then afterwards I gave you a completed set of notes is so that your brain had to perform several more functions than if I had simply given you the completed set of notes.  By performing more tasks involving processing that information about the brain and its functions via my presentation you are much more likely to understand and retain more of the information.  You had to listen, see, interpret, ask questions, and finally formulate it all into your own notes - lots of work for your brain to process but now you will better understand and remember the information.

Monday, February 13, 2012

DAY 6 Intelligence Theory (in Multiples)

Last week everyone did the Mensa Mental Workout test - then we discussed various aspects of test taking, what the test actually tests, what does "Intelligence" actually mean.

Then I asked everyone to begin working on an opinion piece to help with your thinking Mensa Follow Up.

So far so good, everyone - I'm thinking that you are all doing a great job so far!!  Yay!


Remember - I never ask, "How Intelligent Are You?".

Rather, I ask, "How Are You Intelligent?".

Here's a link to the lecture on the nature of intelligence and our school systems' inability to embrace all intelligences.  Here's the link to Sir Ken Robinson.


We discussed the nature of Intelligence further today and then we distributed a handout on the current thinking about Intelligence.

Here's the Multiple Intelligence Handout for the day (and here's the 2nd one for the day on MI.)

We went through the definitions of Intelligence and then you got into groups and created lovely chart pages, life-size! - with all the information on intelligence that we need and then you all did a great job of presenting your information to the class - now it's much clearer where Multiple Intelligence shows up in society.

Friday, February 10, 2012

DAY 5 End of Week 1 - Let's Finish it All Up!

In my absence yesterday with the Ski/Board Race Team you all had some work to do on Triologies in Pictures and some other things.  Let's finish that all off today and let's figure out the best way for you to get me your work - in the past we've relied on the Classes - Kovich folder but nowadays so many of your are using your own devices and might now have access to the school's drives so we can figure this out as a group.  I'll learn a lot from you today.

Consider this in regards to Multiple Intelligence:
"If I know that you're good at music I can predict with about zero percent accuracy whether you'll be good at other things."
Howard Gardner, father of modern Multiple Intelligence Theory.

Wednesday, February 8, 2012

DAY 4 Triologies in Pictures

Today you will go to the Library Lab with another teacher due to my absence for an Alpine Ski and Board Race.
Please do the following . . . 

Triologies in Pictures

1. Create a visual presentation that demonstrates your understanding of the three units (Psychology, Anthropology and Sociology) that we will be studying in this course as per our discussion on Monday.  You will do a GoogleDocs Presentation (you need to create a Gmail account for this – use your first and last name for your Gmail account (mine, for example, is marktkovich@gmail.com – I had to add my middle initial, “t”, because markkovich@gmail.com was already taken.

2. Use pictures, cartoons, maps, photos etc. and label your images as they relate to the units.  If you do a collage (one for each unit) that will be sufficient, then follow on more slides for #3 & # 4 below.

3. Write a response to the question “How is each of these three units of study influential in your life as a North American teenager?  In which parts of your life is each present and relevant?”  Provide three specific examples and analyze each of your examples to determine how, as you understand it right now, is important.

4. Then write a response to this question (heck, you might even consider making this the theme of your Psychology slide . . . ).  “How does the concept of Multiple Intelligence, as depicted in Sir Ken Robinson’s TED Talk Lecture, play a role in your schooling up to this point in your academic career?”  If you want more information on Multiple Intelligence have a look at this site on Multiple Intelligence.  We'll cover MI in depth on Friday in class.

DAY 3 Multiple Intelligence and Sir Ken Robinson on Creativity

You enjoyed your first test of the semester today - you all did a Mensa Mental Workout - the Mensa organization has an interesting website with many fun mental acuity tests like the one you did today.  We didn't spend much time on taking up the answers, we'll do that on Friday, at least we'll help resolve the question about whether such a test actually measures one's intelligence or not.

We followed up with the TED Talks Sir Ken Robinson lecture on how modern education kills creativity.  Much to think about in his ideas . . . more on that on Friday.

DAY 2 Sign-in

Most of you signed in and picked up the instructions but most of you didn't actually do what I had intended. No worries, we'll pick that up on Thursday.  For today it was a sign-in due to my absence with the ski/board racing team.

DAY 1 Oh the Places You'll GO ! ! !

We began the first class with an old fashioned story-time story, "Oh the Places You'll Go", by Dr. Seuss.  My personal message to all of you is that you are at the beginning of the best journey of your life, the journey into fully fledged adulthood and you are all well on your way to great things.



After the story we had a good look at some ideas about Anthropology, Sociology and Psychology through a slide show and accompanying questions.  Some of the ideas centred around what makes people think, say and do the things they think, say and do.  This will be one of the underlying themes in most days of this course, that is, trying to understand human behaviour, within our own minds, with others in social settings and with the larger population in culture.  I can't wait for us to really get under way in this class!