Relationships And Psychological Theories Next Week 530325

Relationships Psychological Theoriesnext Week Theory Of Social Dev

Relationships & Psychological Theories Next Week: • Theory of Social Development • Attachment Theory • Risk & Protective Factors Theory • Ecological Theory by U. Bronfenbrenner We are Born with the UNFINISHED “Gigantic” Brain • Giraffes at birth: 6 feet - walk within an hour • All mammals start walking at the same point in their brain development • No animal can survive in the variety of conditions that humans can Babyishness & Complete Dependency Wanted: Caregiver to rear 1 or 2 children from birth to maturity. The job is a 7 day-a-week, 24-hour-a-day position. No salary, no benefits, no retirement plan. Must supply all living expenses for self and children. Motivation for the job and satisfaction must come from within as neither children nor society will regularly express gratitude and appreciation. More than 4 million positions per year How to Parent a Newborn? Experiments by Harry Harlow “Non Organic Failure to Thrive“ Theory of Social Development Each stage culminates in “Psychosocial Crisis" Cognitive Dissonance Theory of Social Development Attachment Theory Types of Attachment Attachment Theory • Secure: I find it relatively easy to get close to others and comfortable depending on them. I don’t often worry about being abandoned or about someone getting close to me. • Resistant: I find that others are reluctant to get as close as I would like. I often worry that my partner doesn’t really love me or won’t want to stay with me. I want to get very close to my partner, and this sometimes scares people away. • Avoidant: I am somewhat uncomfortable being close to others; I find it difficult to trust them completely, difficult to allow myself to depend on them. I am nervous when anyone gets too close, and often, love partners want me to be more intimate than I feel comfortable being. Theory of Social Development It is OK to make mistake I see you are frightened, let me hold you I see you are having a hard time, I want you to know that I am here to help you. I love you. I am here to protect you, you can relax now It is OK to be YOU It is OK to be different You are safe with me I will be there for you no matter what You can trust me I will give you all the time you need You can always count on me There is no one more important to me than you You mean a world to me You are the love of my life There is no one more important to me than you I love spending time with you It is a joy to be with you You are the love of my life I will never stop loving you, no matter what I am so happy that you were born It is such a joy to have you in my life I am so happy that you are a girl/boy You are beautiful You are free to make your own decisions You are free to be YOU You can trust yourself I love you. 3 Models 1. Poor outcomes under adverse conditions 2. Good outcomes under adverse conditions 3. Poor outcomes under favorite conditions Jane Gilgun Genetic Vulnerability Dandelion children “resilient” genes: do well anywhere Orchid children plasticity Hypothesis - wilt if ignored/maltreated - bloom with good care levels of interaction between individuals from micro to macro levels Four Types of Attachment Conduct Disorder Mild, moderate, or severe 1. Aggressive behavior • fighting • bullying • being cruel to others or animals • using weapons • forcing sexual activity Conduct Disorder 2. Destructive behavior • destruction of property • arson (deliberate fire-setting) • vandalism (harming person's property) 3. Deceitful behavior • lying • shoplifting • stealing 4. Violation of rules • running away • skipping school • playing pranks • being sexually active at a very young age Conduct Disorder • Irritable • low self-esteem • abuse drugs and alcohol • unable to see how their behavior can hurt others • have little guilt or remorse • Can be a precursor to antisocial personality disorder • Biological link to the brain structure and genetics Conduct Disorder Biological • structural/ chemical abnormalities in the brain • Genetics • family members with mental illnesses • mood & personality disorders, substance abuse • decreased baseline autonomic nervous system activity • require greater stimulation for optimal arousal • high level of sensation-seeking activity Conduct Disorder: Possible Causes child's problem behaviors do not meet the criteria for Conduct Disorder, but Often • Angry • Resentful • Often lose temper • Spiteful or vindictive • Refuse to comply • Deliberately annoy people • Blame others for their mistakes or misbehavior • Easily annoyed by others Oppositional Defiant Disorder (ODD) Behavior lasting at least 6 months, 4 or more symptoms have to be present Personality Disorders Antisocial Personality Disorder (formerly known as Sociopath or Psychopath) • 0.2% to 3.3.% in individuals at least 18 years of age • Empathy - lack of concern for feelings, needs, or suffering of others • Can harm and use other people, without remorse, guilt, shame or regret • Dominance or intimidation to control others • Frequent angry feelings & antagonism • Dishonesty and fraudulence; failure to honor financial and other obligations or commitments • Reactive • Engage in risky and potentially self-damaging activities • Can be charismatic, good at obtaining sympathy from others (play the victim role) • Have average or higher than the norm intelligence • Have an intuitive ability to observe and analyze others, determine their needs Borderline Personality Disorder • Excessive self-criticism • Chronic feelings of emptiness • Instability in goals, values, or career plans • Compromised ability to recognize the feelings and needs of others • Intense, unstable, and conflicted close relationships, marked by mistrust, neediness, and anxious preoccupation with real or imagined abandonment • Extreme idealization and devaluation • Alternating between over involvement and withdrawal • Frequent mood changes • Anxiousness: intense feelings of nervousness, tenseness, or panic • Feeling miserable, hopeless; difficulty recovering from such moods • Impulsivity • Antagonism

Paper For Above instruction

The intricate landscape of psychological theories related to human relationships and social development offers profound insights into how individuals form bonds, navigate crises, and mature within societal contexts. These theories serve as foundational frameworks that elucidate the complex processes underlying attachment, resilience, behavioral disorders, and personality formations, shaping our understanding of human conduct across the lifespan.

Attachment Theory and Social Development

Attachment theory, initially proposed by John Bowlby, emphasizes the importance of early bonds formed between infants and caregivers. Secure attachment manifests when a child perceives their caregiver as a reliable source of comfort and safety, fostering trust and healthy independence. Conversely, resistant attachment involves anxiety and dependence, while avoidant attachment reflects discomfort with closeness and trust issues. These attachment styles significantly influence individuals' social behaviors and their capacity to develop healthy relationships later in life (Ainsworth, 1989). For example, securely attached individuals tend to exhibit greater empathy and emotional regulation, whereas insecure attachments often correlate with difficulties in trust and intimacy.

The Role of Psychosocial Crises and Developmental Stages

Erik Erikson’s psychosocial development theory posits that each stage of life presents a crisis that individuals must resolve to foster healthy development. For instance, during infancy, trust versus mistrust is pivotal, directly linking to attachment styles. Success in resolving these crises leads to virtues such as hope and autonomy, while failure may result in maladaptive behaviors or psychological vulnerabilities (Erikson, 1963). These developmental stages highlight the significance of supportive relationships and environments in cultivating resilience and emotional well-being across the lifespan.

Resilience: Giftedness and Vulnerability

Jane Gilgun’s concept of resilience underscores that children possess varying capacities to withstand adverse conditions. Dandelion children, characterized by genetic resilience (“resilient” genes), tend to thrive regardless of environmental stressors. In contrast, orchid children are highly sensitive to their surroundings; their well-being hinges on nurturing environments. This plasticity hypothesis underscores the importance of tailored interventions, recognizing that some children require different levels of interaction and support to flourish (Gilgun, 2014). Recognizing these distinctions aids in designing effective strategies for fostering resilience in diverse populations.

Psychopathology and Behavioral Disorders

Conduct disorder (CD) manifests through aggressive, destructive, deceitful, or rule-breaking behaviors, often observed in childhood and adolescence. Biological factors such as structural brain abnormalities and genetic predispositions play a critical role in CD, with further evidence indicating elevated sensation-seeking tendencies and autonomic nervous system anomalies (Fairchild et al., 2019). CD is considered a precursor to antisocial personality disorder (APD), characterized by a lack of empathy, manipulative behavior, and disregard for social norms (American Psychiatric Association, 2013). Understanding the biological and environmental etiologies of CD informs treatment approaches, emphasizing early intervention and behavioral management techniques.

Personality Disorders and Their Implications

Personality disorders such as borderline personality disorder (BPD) and antisocial personality disorder (ASPD) exemplify maladaptive patterns that significantly impair relational functioning. BPD involves emotional instability, intense fear of abandonment, and fluctuating self-image, often resulting in tumultuous relationships (Lieb et al., 2004). ASPD, also known as sociopathy or psychopathy, reflects a pervasive pattern of disregard for the rights of others, low empathy, and manipulative traits, presenting substantial challenges for rehabilitation and societal integration (Hare, 1993). These disorders’ etiology involves complex interactions between genetic, neurobiological, and environmental factors, necessitating tailored therapeutic approaches.

The Impact of Social and Environmental Factors

U. Bronfenbrenner’s ecological systems theory emphasizes that human development is influenced by multiple interconnected environmental layers—from immediate microsystems like family and school to macrosystems involving culture and policies (Bronfenbrenner, 1979). These layers shape behavior, opportunities, and resilience. Adverse conditions, such as neglect or violence, can disrupt social development, whereas supportive environments promote adaptive functioning. The interplay between biological predispositions and environmental contexts underpins the dynamic processes affecting behavior, mental health, and personality formation.

Conclusion

In summary, understanding human social and psychological development through these intertwined theories provides essential insights into behavioral outcomes, personality, and resilience. Recognizing the importance of early attachment, psychosocial crises, and ecological influences guides effective interventions and supports for individuals across diverse life stages. Integrating biological, psychological, and environmental perspectives fosters a holistic approach to fostering healthy development and addressing behavioral disorders, ultimately contributing to more resilient and well-adjusted individuals in society.

References

• Ainsworth, M. D. S. (1989). Attachments beyond infancy. American Psychologist, 44(4), 709–716.
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
• Fairchild, G., van Goozen, S. H. M., Calder, A. J., & Goodyer, I. M. (2019). Neurobiology of Conduct Disorder and Callous-Unemotional Traits. In Developmental Psychopathology (pp. 460–482). Wiley.
• Hare, R. D. (1993). Without Conscience: The Disturbing World of the Psychopaths Among Us. Guilford Press.
• Lieb, K., Zanarini, M. C., Schmahl, C., Greil, W., & Bohus, M. (2004). Borderline personality disorder. Lancet, 364(9442), 453–461.
• Erikson, E. H. (1963). Childhood and Society. W. W. Norton & Company.
• Gilgun, J. F. (2014). Resilience and the Social Ecology of Practice. Journal of Social Work Practice, 28(2), 149–161.
• Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
• Additional scholarly articles and sources relevant to attachment, development, and behavior disorders.
• Relevant peer-reviewed journals on child development, psychology, and psychiatry.