Human development is closely related to a child’s learning ability. Learning is realized at different stages of the development process. For example, “as the adolescent develops, and on through life as an adult, Freud believed that the ego is accountable for the negotiating of social demands and internal instincts, which if treated properly, would lead to a mentally healthy adult (Bae, 1999). On the other hand, if the ego does not make some adequate compromises, the adult could be fixated in a development stage, or exhibit debilitating symptoms (Bae, 1999). These symptoms will not usually seem associated with the improperly repressed instinctive impulse or traumatic event” (Bae, 1999). Therefore, each student’s development will be different …show more content…
Educators should endeavor to build self-motivation by examining the student’s strength and use these strengths to aid in overcoming each student’s weaknesses. To implement this type of learning the Proactive Motivational Support theory would bear significance to the learning development. “Proactive Motivational Support is based on positive psychology, the strengths approach and Dweck’s theories of self. These three factors entail building on students’ strengths, rather than focusing on overcoming difficulties, and encouraging students to believe that their efforts will improve results, rather than that intelligence is fixed. (Editor, 2008). At its core, praise will be one source of motivation in the Proactive Motivational Support Model. Praise will be in the form of encouragement. Encouragement physiques intrinsic value and the chance to utilize positive self-talks. Encouragement turns an incident into a teaching opportunity where the child can evaluate his or her own effort. It offers more open-ended conversation between the child and teacher. Encouragement does not feature filler words such as “good job” instead it states exactly how well the student completed the task. The Proactive Motivational Support Theory will meet the motivational needs of students and hold them accountable for their
At the outset of the selected topic concerning Motivation and Satisfaction, it is imperative to clarify and elucidate what both these terms – Motivation; and Satisfaction– actually mean and connote in the psychological framework.
For ease of review in discussing the developmental theorists and their theories of human development I have subdivided each theorist into their respective schools of psychology. These schools include the psychoanalytic school, behavioral school, humanistic school, cognitive school, and the individual schools of psychology. Each developmental theorist holds their own unique ideas and theories about various components of human development. I will be discussing the contributions of each of these theorists.
In this essay I am going to show my understanding of a child's early emotional development based on the psychoanalytical view of child development. I will show how emotional skills gained in the early years can be of a significant relevance to later life. I will show my understanding by illustrating it with the clinical material. Although I am focusing on the psychoanalytical approach to child development I believe that it is beneficial to present also some general background knowledge of child development.
Sigmund Freud’s theories on the construction of the mind are simple, but fundamentally changed the field of psychology. He proposed, among other things, that the human mind is composed of three parts: the conscious, preconscious, and unconscious. The preconscious consists of information, such as a telephone number, that is “accessible to consciousness without emotional resistance” (Schellenberg 21). In Freud’s estimation, the unconscious is the most important area of the mind. The information stored within it has “very strong resistances” to becoming conscious (Freud 32). Residing in the unconscious is the id, which “contains everything…that is present at birth… – above all, therefore, the instincts which originate from somatic organization” (14). From birth, all action is instinctual, from the id. The id recognizes and entertains no desires but its own and is impatient to have its needs met. This phase lasts until a part of the id changes “under the influence of the real external world” (14). This changed portion b...
Developmental theories are often based on an age-related stages, or milestones, that signify meaningful changes in physical, cognitive, behavioral and social aspects within the human lifespan. One of the most well known developmental theories is Sigmund Freud’s psychosexual stages of development. Freud, like others after him, theorized that early childhood experiences play an important role in personality development. Although, contemporary developmental theories include adolescence, adulthood, and late adulthood, the theories early focus on childhood development makes this approach particularly useful when working with children.
Encouragement is a form of positive reinforcement that every individual will require at some point. People encourage one another to make an individual strive to improve, to keep trying or to lift a person’s spirit. In times of frustration and doubt, encouragement can be used as a tool to promote growth or point a person in the right direction. Consider the hypothetical posed in unit one, in which the client was considering suicide. Thoughts of suicide result when a person is at their lowest point. This is a point when the individual sees death as a release of his or her suffering and when death is viewed as a more favorable option to living. In this case, the individual must be encouraged as to why his or her life is worth living and to help the individual focus on the positive aspects of their life rather than the negatives. Encouragement should be provided in cases where the individual feels depressed, hopeless, useless and so on. While suicide is an extreme, there are plenty of instances where an individual needs some encouragement. Any person getting rehabilitation or involved in a support group will require positive reinforcement. In corrections, inmates can be encouraged to get a high school or college education while in prison, so that upon release the individual has an idea of what type of job, they can look for. There are a vast number of instances within the criminal justice setting in which encouragement can be given. The level of success of that encouragement would depend on the person giving the encouragement and the person receiving the encouragement.
This approach has become the stimulus for a number of similar theories which share the same assumptions on psychological development, yet differ in detail. (Gross, R, 2007) Erik Erikson, a neo-freudian himself accepted Freud’s theory but whereas the psychodynamic approach focuses on five main stages of development until adulthood, Erikson theorised that development is lifelong and continues throughout life until death. (Psychology for A Level 2000)
Freud believed that a child’s basic personality is formed by the age of six. However, Dollard and Miller differed on their reasons for thinking so. Instead of focusing on urges and fixations they asked “‘What makes early learning experiences so lasting in their effects?’ Their answer is that childhood is a time of urgent and tearing drives, powerful rewards and punishments and crushing frustrations” (Coon, 1989). Consequently, Dollard and Miller’s theory also considered four developmental situations to be of critical importance.
From a Freudian perspective, human development is based on psychosexual theory (Wedding & Corsini, 2014). Psychosexual theory indicates that maturation of the sex drives underlies stages of personality development (Shaffer et al., 2010). It was Freud’s perspective that there are three components of personality (the id, ego, and superego) that become integrated into his five stage theoretical model. The id was the biological or drive component that is innate from birth. The sole purpose of the Id is satiate an individual’s internal drives (Wedding & Corsini, 2014). The ego is the conscious portion of our personality that mediates between our id and superego. Throughout development the ego reflects the child’s emerging ability to...
Probably at the heart of the all this is self-confidence and self-esteem which tend to then build all the other attributes neccesary to develop a self motivated learner. Identify two areas of personal strength
1. "Psychoanalytic Theories of Development." Psychology - Complete Guide to Psychology for Students, Educators & Enthusiasts. Web. 04 Feb. 2012. .
Psychoanalytic theory has its basis in the unconscious mind. The approach emphases on studying of childhood events that may influence the functioning of an adult.In
I have to agree with Erikson’s theory of development. Though he does have many of Freud’s theories integrated within his own, he further develops Freud’s theories. I do believe that development does not stop at five years old but further develops throughout a person’s life and that it is influenced by his or her experiences and other extrinsic factors. I think that we are constantly experiencing different obstacles, and the strength of our ego from past experiences helps us in overcoming those obstacles.
In examining the Freudian view of human development, the main characteristic of human development is one of a primitive and sexual nature. Freud defines the id as a unconscious part of the mind focused on the primitive self and is the source of the demands of basic needs. Freud explains that the mind of an infant consists only of the id, driving the basic needs for comfort, food, warmth, and love. In later stages of early development, as a child’s mind begins to grow, the ego is formed. The ego is defined as the connection between consciousness and reality that controls one’s thought and behavior. In late pre-school years a child begins to develop what is called a superego. At this stage values are internalized, and the complex connection between the id, ego, and supere...
The next theory is expectancy theory of motivation: expectancy theory of motivation suggest that we think about our future. We create different expectations about what is going to happen next, and we always want a positive outcome. We believe that we have the ability to get the best. This motivate us to work hard in order to achieve the goal towards we work. This theory of motivation is the best tool for students because if we hope then only we can work. If we use expectancy theory to motivate our students then we can aspect that each student have their own goal and positive expectation to achieve good