TFN FINALS (hataw guys)
Explore Psychosocial Development and Moral Growth
Test your knowledge of psychosocial development and moral growth theories with this engaging quiz. Designed to challenge your understanding, this quiz covers key concepts proposed by notable psychologists such as Erik Erikson and Lawrence Kohlberg.
Key Features:
- 91 thought-provoking questions
- Focus on developmental psychology
- Multiple choice and checkbox formats
Was a psychoanalyst who developed the theory of psychosocial development
Erik Erikson
Lawrence Kohlberg
Sigmund Freud
Kurt Lewin
Views psychosocial growth occurs in phases.
Erik Erikson
Sigmund Freud
Kurt Lewin
Lawrence Kohlberg
He believed that the achievements and failures of earlier stages influence later stages, whereas later stages modify and transform earlier ones.
Sigmund Freud
Kurt Lewin
Erik Erikson
Lawrence Kohlberg
The infant is taking the world in through the mouth, eyes, ears, and sense of touch.
Trust Versus Mistrust
Autonomy Versus Shame and Doubt
Initiative Versus Guilt
Identity Versus Role Confusion
This oral-sensory stage of infancy, marked by the potential development of basic trust aiming toward the achievement of a sense of hope.
Initiative Versus Guilt
Autonomy Versus Shame and Doubt
Trust Versus Mistrust
Identity Versus Role Confusion
This stage, therefore, becomes decisive for the ratio between loving good will and hateful self-insistence, between cooperation and willfulness, and between self-expression and compulsive self-restraint or meek compliance.
Autonomy Versus Shame and Doubt
Identity Versus Role Confusion
Integrity Versus Despair
Generativity Versus Stagnation
Here, the child will develop an appropriate sense of autonomy, otherwise doubt and shame will undermine free will.
Generativity Versus Stagnation
Integrity Versus Despair
Identity Versus Role Confusion
Autonomy Versus Shame and Doubt
Here, the child’s task is to develop a sense of initiative as opposed to further shame or guilt.
Initiative Versus Guilt
Generativity Versus Stagnation
Integrity Versus Despair
Trust Versus Mistrust
The lasting achievement of this stage is a sense of purpose.
Integrity Versus Despair
Initiative Versus Guilt
Generativity Versus Stagnation
Trust Versus Mistrust
Here the child is in school-age , so called stage of latency
Industry Versus Inferiority
Integrity Versus Despair
Initiative Versus Guilt
Generativity Versus Stagnation
He tries to master the crisis of industry versus inferiority aiming toward the development of a sense of competence.
Initiative Versus Guilt
Industry Versus Inferiority
Integrity Versus Despair
Generativity Versus Stagnation
At puberty, the fifth stage, the task of adolescence is to navigate their “identity crisis” as each individual struggles with a degree of “identity confusion.”
Identity Versus Role Confusion
Intimacy Versus Isolation
Generativity Versus Stagnation
Integrity Versus Despair
The lasting outcome of this stage can be a capacity for fidelity.
Intimacy Versus Isolation
Generativity Versus Stagnation
Integrity Versus Despair
Identity Versus Role Confusion
Young adulthood, at the stage of genitality or sixth stage, is marked by the crisis of intimacy versus isolation, out of which may come the achievement of a capacity for love.
Intimacy Versus Isolation
Integrity Versus Despair
Generativity Versus Stagnation
Initiative Versus Guilt
Is primarily the concern for establishing and guiding the next generation.
Identity Versus Role Confusion
Generativity Versus Stagnation
Integrity Versus Despair
Intimacy Versus Isolation
Care is the virtue that corresponding to this stage.
Generativity Versus Stagnation
Integrity Versus Despair
Intimacy Versus Isolation
Identity Versus Role Confusion
The acceptance of one's one and only life cycle and of the people who have become significant to it as something that had to be and that, by necessity, permitted of no substitutions.
Integrity Versus Despair
Intimacy Versus Isolation
Generativity Versus Stagnation
Identity Versus Role Confusion
The individual in possession of the virtue of wisdom and a sense of integrity has room to tolerate the proximity of death and to achieve
Integrity Versus Despair
Generativity Versus Stagnation
Identity Versus Role Confusion
Intimacy Versus Isolation
Three Levels and Six Stages of Moral Development
Pre-conventional Level
Conventional Level
Post-conventional Level
Ex-Conventional Level
New-Conventional Level
Ego-centered...self-centered; "survival of the fittest"
Stage I - Punishment/obedience orientation
Stage II - Instrumental-relativist orientation
Stage III - Good boy/ nice girl orientation
Stage IV- Law and order orientation
Obedience to figure of authority brought about by fear of physical punishment
Stage I - Punishment/obedience orientation
Stage II - Instrumental-relativist orientation
Stage III - Good boy/ nice girl orientation
Stage IV- Law and order orientation
Concerned with satisfying oneself at the expense of others
Stage I - Punishment/obedience orientation
Stage II - Instrumental-relativist orientation
Stage III - Good boy/ nice girl orientation
Stage IV- Law and order orientation
Or doing something for others based on what gain or benefit he/she can derive for a favor done
Stage I - Punishment/obedience orientation
Stage II - Instrumental-relativist orientation
Stage III - Good boy/ nice girl orientation
Stage IV- Law and order orientation
The child becomes other-directed and the concern is for social approval and acceptance.
Stage I - Punishment/obedience orientation
Stage II - Instrumental-relativist orientation
Stage III - Good boy/ nice girl orientation
Stage IV- Law and order orientation
Thus behavior conforms to accepted social and traditional norms and practices.
Stage II - Instrumental-relativist orientation
Stage III - Good boy/ nice girl orientation
Stage IV- Law and order orientation
Stage V- Social contract orientation
Decisions are based on the rule of the law, honor and commitment to duty
Stage III - Good boy/ nice girl orientation
Stage IV- Law and order orientation
Stage V- Social contract orientation
Stage VI- Universal ethical principle orientation
Depends on social contracts, written documents, abstract thing and highly legalistic concerns
Stage III - Good boy/ nice girl orientation
Stage IV- Law and order orientation
Stage V- Social contract orientation
Stage VI- Universal ethical principle orientation
Believes in the saying, The law must be for the greatest number of people
Stage III - Good boy/ nice girl orientation
Stage IV- Law and order orientation
Stage V- Social contract orientation
Stage VI- Universal ethical principle orientation
Behaves according to concept of universal social justice
Stage III - Good boy/ nice girl orientation
Stage IV- Law and order orientation
Stage V- Social contract orientation
Stage VI- Universal ethical principle orientation
Respect for human rights and upholding of the principles of dignity, equality and justice.
Stage III - Good boy/ nice girl orientation
Stage IV- Law and order orientation
Stage V- Social contract orientation
Stage VI- Universal ethical principle orientation
The Father of Modern Psychology
Sigmund Freud
Jean Piaget
Kurt Lewin
Believed that human beings pass through a series of stages that are dominated by the development of sensitivity in a particular erogenous zone or pleasure- giving area in the body.
Sigmund Freud
Jean Piaget
Kurt Lewin
Failure to resolve the conflict results to frustration and the individual may become so addicted to the pleasure of a given stage that he develops fixation and tails to move on to the next higher stage of development.
PSYCHOSEXUAL THEORY
Structural Theory
Libido Theory
Topographical Theory
Assumes that biological “needs” (drives) fuel behavior.
PSYCHOSEXUAL THEORY
Structural Theory
Libido Theory
Topographical Theory
The aim of behavior is to gratify the drive.
PSYCHOSEXUAL THEORY
Structural Theory
Topographical Theory
Libido Theory
Drives are either sexual or aggressive in nature.
PSYCHOSEXUAL THEORY
Structural Theory
Topographical Theory
Libido Theory
The discharge of libido is experienced as pleasure.
PSYCHOSEXUAL THEORY
Structural Theory
Libido Theory
Topographical Theory
Explains three regions of mental functioning or systems of the mind exist as defined by their relationship to conscious thought
Topographical theory
Structural Theory
Libido Theory
Refers to the portion of mental activity and content that is directly available to immediate perception.
Conscious level of mind
Preconscious level of mind
Unconscious level of mind
Refers to mental content and processes that are not conscious but can be readily accessed by the direction of attention.
Conscious level of mind
Preconscious level of mind
Unconscious level of mind
Refers to a set of mental processes and content that operates outside conscious awareness.
Conscious level of mind
Preconscious level of mind
Unconscious level of mind
Refers to excessive love or admiration of oneself or self-love.
Theory of Narcissism
Topographical theory
Structural Theory
Refers to a the state in which the desire and energy that drives one’s instinct to survive.
Primary narcissism
Secondary narcissism
Occurs when the libido withdraws from objects outside the self, above all the mother, producing a relationship to social reality that includes the potential for megalomania.
Primary narcissism
Secondary narcissism
Was a Swiss developmental psychologist.
Jean Piaget
Kurt Lewin
Abraham Maslow
He developed one of the most comprehensive theories of cognitive development.
Jean Piaget
Kurt Lewin
Abraham Maslow
He explained genetic epistemology, a concept which refers to "study of developmental changes in the process of knowing and in the organization of knowledge."
Jean Piaget
Kurt Lewin
Abraham Maslow
A term used by Piaget to describe the models, or mental structures, that we create to represent ,organize, and interpret our experiences.
Scheme
Organization
Adaptation
Assimilation
The process by which children combine existing schemes into new and more complex intellectual structures.
Scheme
Adaptation
Organization
Assimilation
An inborn tendency to adjust to the demands of the environment through assimilation and accommodation.
Adaptation
Assimilation
Accommodation
Development
The process of interpreting new experiences by incorporating them into existing schemes.
Scheme
Adaptation
Assimilation
Accommodation
The process of modifying existing schemes in order to incorporate or adapt to new experiences.
Adaptation
Assimilation
Accommodation
Development
Changes occurring throughout the lifespan that are orderly and adaptive.
Assimilation
Accommodation
Development
Learning through 5 senses
Sensory-motor stage: 0-2 years
Preoperational Stage: 2–7 years
Concrete Operational Stage: 7–11 years
Formal Operational Stage: 11 years to adult
Development of imitative behaviors
Sensory-motor stage: 0-2 years
Preoperational Stage: 2–7 years
Concrete Operational Stage: 7–11 years
Formal Operational Stage: 11 years to adult
Development of symbolic knowledge
Sensory-motor stage: 0-2 years
Preoperational Stage: 2–7 years
Concrete Operational Stage: 7–11 years
Formal Operational Stage: 11 years to adult
Develops object permanence
Sensory-motor stage: 0-2 years
Preoperational Stage: 2–7 years
Concrete Operational Stage: 7–11 years
Formal Operational Stage: 11 years to adult
The beginning of goal-directed actions
Sensory-motor stage: 0-2 years
Preoperational Stage: 2–7 years
Formal Operational Stage: 11 years to adult
Concrete Operational Stage: 7–11 years
Semiotic function – ability to use symbols
Preoperational Stage: 2–7 years
Concrete Operational Stage: 7–11 years
Formal Operational Stage: 11 years to adult
Sensory-motor stage: 0-2 years
One-way logic
Sensory-motor stage: 0-2 years
Preoperational Stage: 2–7 years
Concrete Operational Stage: 7–11 years
Formal Operational Stage: 11 years to adult
Difficulty with the principle of conservation
Sensory-motor stage: 0-2 years
Preoperational Stage: 2–7 years
Concrete Operational Stage: 7–11 years
Formal Operational Stage: 11 years to adult
Egocentrism
Sensory-motor stage: 0-2 years
Preoperational Stage: 2–7 years
Concrete Operational Stage: 7–11 years
Formal Operational Stage: 11 years to adult
Hands on” thinking
Sensory-motor stage: 0-2 years
Preoperational Stage: 2–7 years
Concrete Operational Stage: 7–11 years
Formal Operational Stage: 11 years to adult
Identity
Sensory-motor stage: 0-2 years
Concrete Operational Stage: 7–11 years
Preoperational Stage: 2–7 years
Formal Operational Stage: 11 years to adult
Compensation
Concrete Operational Stage: 7–11 years
Sensory-motor stage: 0-2 years
Preoperational Stage: 2–7 years
Formal Operational Stage: 11 years to adult
Reversibility
Sensory-motor stage: 0-2 years
Concrete Operational Stage: 7–11 years
Preoperational Stage: 2–7 years
Formal Operational Stage: 11 years to adult
Classification
Sensory-motor stage: 0-2 years
Preoperational Stage: 2–7 years
Concrete Operational Stage: 7–11 years
Formal Operational Stage: 11 years to adult
Seriation
Sensory-motor stage: 0-2 years
Preoperational Stage: 2–7 years
Concrete Operational Stage: 7–11 years
Formal Operational Stage: 11 years to adult
Hypothetico-deductive reasoning
Formal Operational Stage: 11 years to adult
Sensory-motor stage: 0-2 years
Concrete Operational Stage: 7–11 years
Preoperational Stage: 2–7 years
Abstract thinking
Formal Operational Stage: 11 years to adult
Sensory-motor stage: 0-2 years
Concrete Operational Stage: 7–11 years
Preoperational Stage: 2–7 years
Scientific” reasoning
Sensory-motor stage: 0-2 years
Concrete Operational Stage: 7–11 years
Preoperational Stage: 2–7 years
Formal Operational Stage: 11 years to adult
Adolescent egocentrism & imaginary audience
Sensory-motor stage: 0-2 years
Concrete Operational Stage: 7–11 years
Preoperational Stage: 2–7 years
Formal Operational Stage: 11 years to adult
Not all individuals reach this stage
Preoperational Stage: 2–7 years
Formal Operational Stage: 11 years to adult
Concrete Operational Stage: 7–11 years
Sensory-motor stage: 0-2 years
Is considered as the father of social psychology
Kurt Lewin
Marcus Dequilla
Jean Piglet
Choey Turalde
Are forces that push in a direction that causes change to occur.
Restraining forces
Driving forces
Equilibrium
Facilitate change because they push the person in the desired direction.
Driving forces
Restraining forces
Equilibrium
Are forces that counter driving forces.
Restraining forces
Driving forces
Equilibrium
Hinder change because they push the person in the opposite direction.
Restraining forces
Driving forces
Equilibrium
is a state of being where driving forces equal restraining forces and no change occurs
Equilibrium
Equador
Restraining forces
Equilibrium can be raised or lowered by changes that occur between the driving and restraining forces.
True
False
Is the process which involves finding a method of making it possible for people to let go of an old pattern that was counterproductive in some way
Unfreezing
Refreezing
Changing
Is necessary to overcome the strains of individual resistance and group conformity.
Unfreezing
Refreezing
Changing
Unfreezing can be achieved by the use of three methods.
True
False
This stage involves a process of change in thoughts, feeling, behavior, or all three, that is in some way more liberating or more productive.
Unfreezing
Refreezing
Changing
Is establishing the change as a new habit, so that it now becomes the “standard operating procedure.
Unfreezing
Refreezing
Changing
It is pertinent that the driving and restraining forces must be analyzed before implementing a planned change.
APPLICATION
Changing
Equilibrium
Desire to become the most that one can be
Self-acutalization
Esteem
Love and belonging
Safety needs
Physiological need
Respect, self-esteem, status, recognition, strength, freedom
Self-acutalization
Esteem
Love and belonging
Safety needs
Physiological need
Friendship, intimacy, family, sense of connection
Physiological need
Self-acutalization
Esteem
Love and belonging
Safety needs
Personal security, employment, resources, health, property
Physiological need
Self-acutalization
Esteem
Love and belonging
Safety needs
Air, water, food, shelter, sleep, clothing, reproduction
Physiological need
Self-acutalization
Esteem
Love and belonging
Safety needs
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