hello uh welcome back to intro to psychology this is part two of the developmental psychology lecture um so we're gonna finish up chapter nine as always you know the drill you can pause you can fast forward you can rewind whatever you need to do to help you understand the material so now we're going to move away from the we're going to come back to a different theorist for developmental stages but we're going to move away right now and talk about attachment so attachment is the emotional bonding between infant and parent slash caregiver this of course is not unique to humans so harry harlow was the first to look at this with rhesus monkeys which i'll show you a clip in just a minute harlow examined and discovered how uh wanted to examine providing food versus comfort security safety impacted on bonding so do we bond more to someone just because they have the food resources for us or do we bond to someone if we have that comfort and security with them to which then he noted that the result was comfort was much more critical to attachment than food than what we need to survive so i'm going to show you a clip and you're going to witness the rhesus monkey how they will spend significantly more time on the comfort mother than on the food mother and you'll see both mothers are fake but you'll see there's a significant difference with the comfort versus the food mother let me show you a monkey raised on a nursing wire mother now here are 106's two mothers as you can see it was weaned on a wire mother here's baby 106. watch he's going to the wire mother he's got to eat to live [Music] oh he's going back he's back on the clock mother and he'll stay on the cloth mother actually this baby spends some 17 to 18 hours a day on the cloth mother and less than one hour a day on the wire mother we had predicted that the variable of contact comfort would be a variable of measure so as you can see here the baby rhesus monkey is spending significantly more time on the cloth mother than with the mother with food showing that this could also be applied to baby humans which it has been replicated of caring more with comfort over food adding to this we have mary ainsworth who is a student from bolby and other famous developmental psychologists don't need to know that so we have mary ainsworth here a female psychologist who examined young children's reactions to mother and stranger entering or leaving a room mary ainsworth then classified these attachments as either secure or insecure so for a secure attachment that was the what it would look like would be the child would be connected with the mother but then as soon as a stranger would come into the room the child would lean more towards the mother or the guardian the caregiver and then after a while the child would be okay and play with the stranger because they would see that the caregiver was in the room caregiver would quietly get up and leave the room at that time again we're still talking about a secure attachment the child um or infant would head towards the door and cry out for the caregiver and would not let the stranger comfort them then the caregiver comes right back into the room it's not like the caregiver's gone for an hour it doesn't last that long i'll show you a video in just a minute caregiver comes right back into the room and the infant then reaches up for the caregiver and wants to be comforted by the caregiver and then everything's fine so crying then subdues so that's a secure attachment so i'm going to show you a secure attachment in this video and then we'll talk about the insecure attachments can the essential elements of home life be translated into a standard laboratory setting for controlled scientific study [Music] after conducting extensive observations of parents and children at home a student of bolby's mary ainsworth devised such a procedure called the strange situation which places the child under some stress it has become the most widely used standardized way to assess the quality of a child's attachment to their caregiver here the researchers are recording how 14 month old lisa responds in this attractive but unfamiliar setting how will she react to a stranger what will happen when her mother leaves the room and when she returns [Music] it's lisa's behavior when her mother returns what psychologists call the reunion that they are particularly interested in most importantly is to look for the type of balance that a child strikes between an attachment need and the other hand to explore the play material [Music] once lisa has settled down to play a stranger enters the room and sits in the chair reading a magazine [Music] after a couple of minutes the stranger attempts to interact with lisa soon after lisbeth gets a cue to leave the room [Music] the stranger tries to comfort lisa but in vain lisbeth comes back into the room and the camera records how lisa reacts so as you can see there is a um secure relationship we saw the infant was very standoffish when the stranger entered the room after a while the infant saw okay mom's still here even though there's a stranger everything's fine mom leaves infant cries out to mother does not let the stranger comfort them but then as soon as mom walks back in the infant then is okay and feeling and like stops crying and feels fine so now let's talk about the insecure attachments so the three insecure attachments avoided avoidant anxious ambivalent and disorganized so the first one is avoidant for this attachment style with the exact same study that you just witnessed in the previous clip here though the infant does not react when the caregiver or the mom leaves so they're just like chill what what's whatever and allow to be comforted by the stranger and then when mom returns they're just like okay cool that's fine like they just do don't care at all that's avoidant anxious ambivalent these infants never seem comfortable even with the mom in the room so they're very fussy the entire time when the mother or caregiver leaves the room the infants go into great distress like we saw the little baby like crying reaching out for the mom these infants would have a total meltdown with the mother leaving the room and then whenever the mother or caregiver would come back into the room the anxious ambivalent infants would go back and forth of being very clingy to the caregiver and then also rejecting the caregiver so that would be like wanting the caregiver to pick them up but as soon as you know the caregiver picks them up we saw on the secure attachment the baby just was like letting the mom hold them for anxious ambivalent as soon as the mother picks him up you may see the child like pushing on the mom as soon as they're being held but they don't want the mom to put them down so sending that infamous inning mixed signals for disorganized the infants seem very confused um during the entire activities they kind of just like sit there but they don't allow to be comforted by anyone so the mother nor the stranger can provide comfort additionally when the mother comes back into the room you would sometimes witness the infants like crawling or walking backwards away from the mother as well as the same thing as crawling or walking backwards away from the stranger to which then ainsworth noted this as um children with this attachment style it's often correlated with signs of neglect and abuse so disorganized attachment style is the worst one so after discussing attachment it's important to discuss parenting styles this is a little bit different of course with so with parenting styles there are two key dimensions to this one is parental support so how much empathy or involvement the parent has in the child's life and the other dimension is behavioral regulation so control and discipline over that child so setting boundaries and having discipline when those boundaries are broken so within those two dimensions there are four parenting styles so for authoritative the first one that's high support and high regulation authoritative parenting you could put a star next to this or equal sign this is the best parenting this is what individuals should strive for for being a parent here the parent's emphasis is on teaching so explaining to the child why they have these boundaries why they have these rules why the child's being disciplined they have appropriate limits and consequences so an example for an appropriate consequence would be um if your four-year-old child is not listening to you and disrespecting you as a parent by not picking up their toys after you've asked them several times you then tell them um you give them one last chance with the warning of you know if you do not start picking up your toys i'm going to have you're going to need to go to timeout you're making the choice to go to timeout then so again it's that emphasis of you aren't doing it as a parent just putting them in timeout it's that child's making the choice by not picking up their toys which means they will go to timeout then if the child still does not pick up their toys the parent would then need to put them in a you know timeout chair timeout corner timeout area and have the child sit there for four minutes one minute for uh their age after the four minutes are up and staying strict with the four minutes no playing in that area nothing the parent would then need to go over to the child and instead of just saying okay you're done with timeout go it would be you know explaining why they were putting time out and what choices the child made to lead them to this and then um instructing the child to go back and pick up their toys so of course the parent would not be picking up the toys while the child was in timeout authoritative parents are consistent and firm with their boundaries so like i said you know saying you know giving two warnings final warning they get put in time out it's consistent every single time they're firm they keep them in timeout for the full four minutes but these parents are also warm and reasonable so like understanding sometimes accidents happen so you know if they're if you and your child just got done painting and they're helping you by bringing their paint of or their glass of water that has like paint mixed in with it for cleaning brushes over to the sink and they accidentally drop it authoritative parents would not put any consequences with that because that's an accident another thing you might have noticed just now especially with my example is using like the word choices so for authoritative parenting or even if you plan on being a teacher or working with children um it's important to use um language like choices instead of saying like you're a bad like bad child bad boy bad girl it's instead you've made like a bad choice or a good choice that way the child doesn't internalize it they just realize that's a choice they made so they're not necessarily bad it's just the choice they made was bad next is authoritarian this is low support and high regulation this is the very strict parents that don't provide any empathy or um possibly like you know warmness in the child's life for authoritarian parents you see harsher punishments so like physical punishments um some authoritative parents could use like spanking but you're going to see it much more with authoritarian parents children who have authoritarian parents are often very good in classroom settings because they have this fear of authority so instead of like respecting the parent it's more of like a fear of the parent this can also prompt rebelliousness later on so possibly um research shows like in high school children with authoritarian parents in high school and college are often to rebel they're more likely to rebel than children who had authoritative parents so in this case this would be engaging in illegal drugs or even like smoking or underage drinking binge drinking etc next we have indulgent this is high support and low regulation here the parents are warm and loving but they don't like saying no these are the parents that are very nurturing towards their child but the child kind of runs the household these are also the parents that will say to the child like teachers school teachers you know things like oh they don't do that for me at home like they don't mind like that for me at home or even going as far as to coming to the school and like telling the teacher hi my child did this last night could you tell them that's not okay to do like they want other people to set those boundaries and limits and punish the children they don't want they just don't want to do it these children are often monitored less so like there's no um curfews at all for them there's no monitoring like um checking in of you know oh you're gonna go hang out with your friends who are you going to hang out with like their names or what are y'all planning on doing things like that there's no none of that is there to which then leads to higher use of alcohol and nicotine in teenage years finally we have the uninvolved parent this is low support and low regulation so before when i noted like authoritative parenting like you should say that's what you should strive for that's the best parenting uninvolved is the worst usually for uninvolved parents there's something going on in the family such as like an illness psychopathology substance abuse marital discord violence in the household etc this is where the child does not have any boundaries or regulation no schedule the child also doesn't have any involvement or empathy so no support in extreme cases this could also be neglect so the child's having to take care of themselves and their siblings because the parents are just nowhere around or the parents are too busy with like an illness or substance abuse etc children who have uninvolved parents have increased rates of underage drinking and then binge drinking smoking as well as anti-social behaviors this is behavior such as like cheating physical abuse verbal abuse breaking the law so again like i said uninvolved um you should definitely avoid that so this is the worst one so here this kind of helps um so here you see i said indulgent on the previous slide it could also be called permissive so if you want to make a note indulgent permissive i think this is a helpful little chart or table really to help you understand different parenting so again you want high control and high involvement authoritative is the best low control and low involvement uninvolved is the worst i'll let you take a moment to jot down this table okay and then now i want to talk about one final developmental stage so we talked about piaget we've talked about freud now when you talk about erickson so there's shockingly enough there's something that piaget and freud have that's similar that erickson doesn't so take a moment look back at your notes between the two and try to see if you can figure out what do piaget and freud have in common that erickson eventually won't and it's okay i'm going to go over all of erickson's stages okay so piaget and freud believe that development whether it be our cognitive or psychosexual stage we're done at age 12. that's it age 12 done think back to when you were 12 and think of all that's happened since then you've probably done quite a bit of development since then emotionally hopefully you are more mature and emotional like less emotional than like a 12 year old cognitive changes since 12 of course physical changes since 12. even like having like more of a mature outlook on sex since 12 so eriksen believed that ending at 12 it cannot be correct a lot happens um from ages 12 until you to you die so erickson looked at the um stage stages so erickson's theory looks at stages all the way up to geriatric so we're going to have multiple slides i think actually just two slides on erickson stages so this is the first slide with the table and then we'll have another slide with the rest of the table so as you can see we have bur or for we have it we have age in the column stage and then the description of that stage now whereas with freud you can get stuck in a stage for ericsson you leave each stage however you have a different outcome based on your experiences so again like with freud and piaget where you could just get stuck based off like cognitive ability here you actually can move on to another stage it's just again you might have a different outcome depending on experiences so first we have birth to 18 months this is the trust versus mistrust stage here the child views the world as a safe and dependable place so birth to 18 months let's even think like you know even let's go closer to the birth newbornish if a baby needs something what do they do they cry so if they need something they cry and then who comes and gets them the caregiver babies hungry baby cries caregiver comes caregiver feeds baby baby has a messy diaper baby cries caregiver cleans diaper babies happy if the baby cries and no one comes to take care of the baby that baby cannot trust the world then growing into later stages because if you can't trust your caregivers as an infant who can you trust in this world so then again depending on their experiences the child if they get in the trust category they'll view the world as a safe dependable place now we know the world is not perfect we know the world is not the safest but especially if you weren't if you left this stage with trust then you know there are people you can count on next uh stage is 18 months to three years this is autonomy versus shame and doubt and here the child starting to explore and become a little more independent so here you know like we have potty trainings now they don't need a parent to you know help them with a diaper they can go to the bathroom on their own and here at this stage the younger child wants to do everything on their own um so if you've ever been around like a two-year-old that wants to you know get ready before going out or wants to put on their own shoes it takes forever i have however it's important to let them try so once i was with my um god child and he was about i think he was about two maybe two and a half and he wanted to pick out his shoes and then put them on himself before leaving and of course he picked out the shoes with laces so you can already see where this is going so two years old he's trying to figure out these laces why his parents had got him shoes with laces i don't know but he's trying to figure it out they're on the wrong feet and i'm like oh would you like some help before and he's like no i want to do it very independent of course it would be easier and faster if i said no just let me do it and i put them on and we go i probably would have also arrived to the event we were going to on time but it's important for them to get this sense of independence at that age that autonomy so instead i said okay i'll let you try two more times and then if not i'll do it and then we can practice later now of course he was still upset because he really wanted to do it even after the two times because i know i knew good and well he was not gonna get it but i still let the him try and then also offered we can try again later so it's building that independence allowing the child to go explore so allowing them to walk around areas and figure out where things are and not just keeping the child in like a playpen or not allowing them explore outside even if you know they may fall down they may get dirty but you know just letting them have that independence of exploring the next stage is from three years old to six years old and that's the initiative versus guilt stage oh i'm sorry real quick going back to shame and doubt if the child doesn't get those opportunities or doesn't get to try and be independent then they'll possibly have like learned helplessness or think they can't do anything right so now the next stage sorry is initiative versus guilt here the child is beginning to act on the world my best example for this is again little kids telling jokes i don't know if you've ever had a three to six year old ever tell you a joke if you haven't just know they're terrible like these jokes suck they don't make sense and usually the kid just wants to be able to say like fart or poop so they like come up with a quote unquote joke to where they get to say it now when a kid tells you a joke there are some choices you can make one is you pretend to laugh and be like oh you're so funny you're so silly or you could say to them that's not funny that's not a joke that sucked depending on those outcomes the child either has initiative or guilt so if you say to the child like oh that's so silly it's letting them know like helping them build those social skills of acting out acting on the world i can make the initiative to create this i can take the initiative to draw a picture and it's for sure what it is so if you were they draw you a picture also little kids can't draw either you probably already knew that and you if they show it to you you have no idea what it is the best response to say is oh my goodness tell me about this drawing and they tell you about you say oh this looks great you worked so hard like you know instead of they show it to you like what is this oh that's what that is like if you are tearing them down in the ways that they're trying to be initiative that's going to hurt them to where they have guilt and they they're now thinking oh i don't want to do these things i don't want to try from ages 6 to 12 we have industry versus inferiority here the child's developing self-confidence a little more not just acting on the world but now having the self-confidence that they can it's not just thinking oh i can draw now it's oh i'm good at drawing so what's going on between ages 6 to 12. it might have happened a little bit in ages three to six but what's really an important event in a child's life from ages 6 to 12. school they're starting school a school is a big part of a child's life from ages 6 to 12. yes after age 12 you're also in school you're definitely older than 12 you're still in school but just work with me here six to twelve by now you're just like used to it but school's very important at this stage so if you plan on being a teacher or working with children in schools this stage is definitely going to be very important for you here they're getting industry versus inferiority so they're learning how to read they're learning how to complete math problems they're learning how to play kickball outside they're learning how to play basketball learning how to play an instrument maybe learning how to sing and here you need to be boosting up their self-confidence so one very important research with children is complimenting them on how hard they work so if a child does a good job on a math test instead of telling them how smart they are like oh you're now they i'm sure the child is smart yes but instead of just saying oh you're so smart like you did such a good job on your math like problems you're so smart instead changing the language to be how hard working man you really studied hard for that test that math test i can see you really put in the work ethic on this math test because as i'm sure you've experienced you don't always make a hundreds um on every single test or math test let's say in this example so instead of using the study game work ethic i can see where you got this and when when and if they do fail a math test later on down the road the child then doesn't take it as oh i'm dumb it could be things like uh i didn't really study as hard or oh i thought i knew this but i didn't but they don't internalize it they don't get that inferiority same for like sports your child may not be the most athletic individual instead of being like you know what like you didn't do that hot during your game it'd be important to say things like i could tell you were really trying hard out there you were really being a great team member the next stage we have is the adolescent stage this is identity versus role confusion this is now 13 um years two notice there's not like a number so it's around 13. adolescence uh is there's no real set age for when adolescence ends because do we end it at 18 when you can vote um and buy porn and buy cigarettes or do we end it 21 when you can drink or do we end it at 25 when you can rent a car there's no real set number here so for the next few stages you're going to see there's no set number because we don't know x we don't even know exactly what number or what age so for adolescents we have identity versus role confusion here the teen is asking who am i failure to achieve an identity leads to role confusion and subsequent problems so i'm going to give like a shallow example first personal example and then i'll make it deeper so now it's time where dr hands makes fun of herself um so when i was a teenager in like junior high and you all might be too young to even remember this the really obnoxiously preppy style was really big so like when i was like 13 17 or something not 17 sorry 13 7th grade i wore like not one but two polo shirts both with a popped collar that i made sure i took my like straightener and like hair straightener and like straighten the collar should be super stiff and popped up and then like a like i think it was like like denim skirts and then like knock off ugg boots i didn't have real lug food so like knock off ugg boots like that was the style okay now you're picturing this i'm sure you're laughing i don't blame you but that was like 13 year old me real preppy um wearing way too much victoria's secret pink spray with my double popped up collars you know denim skirt and knock off ugg boots okay now you have it pictured 13 13 year old maggie now we get to like 14 year old 15 year old maggie and the style's a little different so then i really got into like um alternative punk rock and punk music so then my style changed drastically and it was um an obscure band t-shirt that i would hope people would be like who is that so i could be like oh you don't know this band um totally pretentious i get it um but it would be two t-shirts so we're still doing the double thing that was always in and you would roll up your sleeves like on the t-shirts you would see the second t-shirt underneath so if i was wearing a black t-shirt i'm gonna put on a hot pink t-shirt underneath or lime green so you could see the lime green when you roll up the sleeves on the t-shirt and then like ripped skinny jeans and then my checkered vans that i still i'll still wear checkered vans today um and then of course i had my hair super super straight and my hair's naturally curly so super frizzy very bad for me and i'd have like my side bangs covering like half my face so that's much different than the very preppy stuff i wore before um so it's again a shallow example but trying to find out who am i in the sense of like music and fashion like that kind of an identity which then later led me to just wearing what i find comfortable so sometimes i do wear band t-shirts um you may see me on campus wearing a band t-shirt and van some days and other days you'll see me not with popped collars so um but maybe more of like a sundress and booties or something maybe a little bohoish like something like that that's a very shallow silly example some more serious examples are things like sexual orientation figuring out who we're sexually attracted to even more so here because of puberty gender identity political leaning is another one more religion so teens during this time are trying to figure out who am i am i different from my parents or my siblings or even my current friend group now if the teen eventually finds their identity then they're great they move on if they don't then they're constantly trying to find that role they're constantly trying to find themselves they may change from different areas over and over and over again or they may adapt to a role that they don't feel comfortable in so if they um maybe because of the religion they were brought up in that maybe that religion or that denomination taught them being gay was wrong maybe then they'll have that subsequent problem and confusion of no i can't be gay because the religion i was brought up in tells me i can't so of course that brings issues later on with trying to find a partner so next we have young adulthood again there's no set age here this is intimacy versus isolation so of course notice first for the description people with clear identities because if you don't know who you are how do you know what to look for in a partner or friendship so people with clear identities form stable intimate relationships while others experience feelings of loneliness and isolation so here when i'm saying an intimate relationship it doesn't have to just be a romantic or sexual partner it's also the intimate relationship of a close friend or friend group which we'll talk about relationships or relationships are talked about in the social chapter so intimacy versus isolation um me personally um based on purely anecdotal personal experiences as well as like talking to friends and family i think this stage is very much heightened in college you're making some amazing friends who will be in your weddings who you will get to know their children so like earlier in this chapter i showed a picture of my freshman roommate who became my best friend we were both in each other's weddings the picture of her newborn delilah like no that's not a romantic relationship but that friendship that close of a friendship that's lasted however many years i've been out of uh college is very important through major life events together of course also romantic partners meeting your future spouse or significant other or partner in college if you find these relationships whether it be friendships or romantic partners you leave this stage with intimacy if you do not then you leave with isolation so feeling lonely of course isolated you have no friends to turn to or you have no life partner to have and it's often wanting that missing that experience wishing you had that then we go to middle adulthood this is generativity versus stagnation this is midlife again we don't like is it 50 when people make jokes about the midlife crisis which isn't really real or is it 40 or is it because we also don't know for adulthood for people when they go to late adulthood so you don't really have an age for middle adulthood but here this is generativity versus stagnation so in midlife adults who find value in their lives even if they haven't met all their goals experience generativity so here they're likely to put back energy into family working community everyone's goals are different some people have goals of career some people have goals of raising a family starting a family and raising a family some people have goals of wanting to make a difference in someone's life in middle adulthood that's where we look to see where we are right now are we making a dent in some of these goals or having some value in our process or life even again if we haven't met all of our goals so if your goal is you know major success in your career if you are not at that peak where you want it where your goal is but you're making progress that's still generativity if you wanted to be a parent and have lots of children but you know events happen biological issues etc to where you know you adopt or only have one child or something you still have created that family it may not be that peak goal that you originally had but you've still found some value in it to which then we're likely to then put our energy into like our family keep working with our work as well as our community if an adult midlife adult doesn't experience even finding like meeting their goals somewhat they get a sense of stagnation like their life is a standstill the what have i been doing with my life i'm not where i want to be at all this could be someone who maybe had a career goal of wanting to be a doctor that maybe fear put them in the way or you know societal constraints to where like they're still possibly doing a job that they were doing in undergrad or in high school to where they may be thinking what am i doing with my life i'm not meeting any goals that i had the final stage is late adulthood and that's integrity versus despair so toward the end of life adults who feel that they've lived a full sense of life as a sense of integrity and calm so i lost my grandfather not too long ago um and he he was totally chill and cool with the idea of death like he had done all he wanted to do he was like when it's my time or now it's my time it's my time but the man you know had raised four children had a successful career in engineering he sailed throughout greece and the mediterranean as well as in the caribbean hiked the appalachian trail like he had that integrity he could look back on his life and he lived it to how he wanted to live it to the fullest so he had that integrity of calm of this is approaching the end of my life for those who don't have that they may look back and have despair like regrets i wish i would have done this i wish i would have spent more time traveling i wish i would have told that person in college that i loved them and maybe my life would have been different i wish i would have been more involved in my child's life i wish i would have like that that all that regret or i should have done this that's that despair to which then they are not as welcoming of death they're not ready for death so that is erickson's stages all of them so they go from birth to death which makes erickson different from piaget and freud so that is everything with developmental and of course if you have any questions please reach out and ask prior to the exam and always stay safe and stay healthy everybody