Lifespan Development & Theories Presentations & Revision Sessions

The next 2 weeks will be dedicated to students presenting their lifespan development and theories presentations and revising for the upcoming mid year exam.


The revision sheet outline will be emailed out to all students.

The mid year Psychology exam will be on Wednesday 13th June, Session 3 at FHS.

Theory of Moral Development - Lawrence Kohlberg's 6 Stage Theory & Commencement of Lifespan Development & Theories SAC

Session 31 - Theory of Moral Development - Lawrence Kohlberg's 6 Stage Theory


Recap last session - Erikson's Psychosocial Theory...


Move onto the Moral Dilemma Scenarios - students to draw and fill out a table in their workbooks, the headings include:


Dilemma  /  Decision  /  Explanation (Why have you chosen this outcome?)


Run through each of the scenarios and discuss students thoughts...

Place the following up on the whiteboard for all students to place in their workbooks: Theory of Moral Development – Lawrence Kohlberg’s Six-Stage Theory

Psychologist Lawrence Kohlberg believed and was able to demonstrate through studies, that people progressed in their moral reasoning (i.e., in their bases for ethical behaviour) through a series of stages. He believed that there were six identifiable stages that could be more generally classified into three levels.


Students are to read through 158 - 160 of the textbook. After finishing the reading the selected text - all students must paste table 5.3 (ensure to add a heading above that includes the 3 levels - pre-conventional, conventional and post-conventional).


Revisit the 'Heinz' moral dilemma in the textbook (page 158) read through and watch clip for good distinction between the levels and stage of Kohlberg's theory.
http://www.youtube.com/watch?v=zY4etXWYS84&feature=fvsr


Discuss the main points with the class...


Move onto the 60 Minutes Claire Murray Dilemma - watch with the class.


After viewing the story students need to answer the following questions in their workbooks:

1. What is your opinion about Claire Murray's situation? Did she deserve another liver transplant? (Provide at least 2 supportive points in your response).
2. Considering the above, where does your response fit into Kohlberg's theory?

Discuss the student observations with class...

Read through this article with class:

http://www.perthnow.com.au/news/western-australia/liver-mum-claire-murrays-life-support-turned-off/story-e6frg13u-1225848518444

H/W Complete Check Your Understanding 5.5 in your workbook - due to be completed next session.




Session 32 - Lifespan Development and Theories SAC


Open up with the homework from last session concerning the Claire Murray situation... Discuss students observations.


Move onto handing out and discussing the next SAC with the class - Lifespan Development and Theories.


Explain the oral component of the task and the time restrictions that will be in place.


Students are then to work in groups (each group will be assigned a lifespan stage) to develop as many questions as possible. In order to produce questions students will use their workbook, textbook and the digital resources. All questions will be placed on this shared space:


http://piratepad.net/j0p9OhY5od


Students will then have time to develop and produce their own original questionnaire for the investigation.


Session 33 - Lifespan Development SAC Prep


Students are to begin working on and developing the following:

• Gather and format interview / survey questions
• Formulate interview questions
• Develop a template for the interview

Need to complete before next session:

• Interview with your subject

Working on next session:

• PowerPoint presentation
• Oral presentation

Theories of Cognitive Development - Jean Piaget & Theories of Psychosocial Development - Erik Erikson's 8 Stages

Session 29 - Theories of Cognitive Development - Jean Piaget

Run through the key terms and concepts from last session and ensure that all students have completed Check Your Understanding 5.1 & 5.2 in their workbooks.

Move on to: Theories of Cognitive Development - Jean Piaget

Students are to copy the following down in their workbooks:

According to Piaget there is a pattern to the growth of intellect in children. After collecting masses of data, Piaget stated that children experience a series of development stages from infancy through to adolescence. Piaget labeled these stages as the sensorimotor stage, the preoperational stage, the concrete stage and the formal operations stage. Piaget was convinced that intellect grows through processes he called assimilation and accommodation. Assimilation Assimilation is the use of existing mental patterns for new situations. Accommodation Accommodation refers to using existing ideas that are modified to fit new requirements.      Go through the relevant slides of the PowerPoint below: http://www.slideshare.net/newkirker/Piagets-Cognitive-Development-Theory Ask the students to place down the heading of each stage and the dot points from each stage and watch the associated YouTube clips. Important question for the preoperational stage: When did you stop believing in Santa?     Once the PP is finished ask students to read through pages 149 – 154 and complete ‘Check Your Understanding 5.3’ on page 154 – homework. Session 30 - Theories of Psychosocial Development - Erikson's 8 Stages Firstly recap the theories that have been covered over that last few sessions with the class... Move onto Erik Erikson's 8 Stage Theory of Psychosocial Development PowerPoint - ensure that all students have the accompanying note taking table to record notes throughout the presentation. Run through the PowerPoint with the class - discuss main points and highlight relevant examples - (personal if possible). Once the PowerPoint is finished, students should through read through 155 -1157 of the textbook and complete the note taking in their observation table.

IMPORTANT !!! PLEASE READ

Hi Everyone,


I have just learnt how to link up any PowerPoints, activity sheets and any other documents that maybe used in class to this blog. Here's the instructions:

1. You'll need a gmail account - if you don't have one get one.
2. On the right hand side of the blog, at the top of the page there is a heading 'Class Resources'.
3. Underneath the 'Classroom Resources' heading is a link called 'Unit 1 Psychology Materials' - click this link.
4. It will take you to a googledoc folder (remember you need a gmail account) that will have a list of resources and materials used throughout our classes.
5. Simply click on the resource / material you need and 'BAM', the document will be right before you eyes.

So there you go - you now have access to all of the documents that will used throughout our Psychology classes.

P.S. Jamie's class - the 'Attachment' PowerPoint is in this folder and it has the activities that you need to complete before our next Psychology class.

The Aging Process & Nature Vs Nurture / Theories of Lifespan Development - Depth Perception & Attachment

Session 26 - The Aging Process & Nature Vs Nurture

Run through the observation table for Old Age with the class - ensure that all students have completed all of the stages tables.

Move onto the second episode of 'As time goes by', all students are to answer the following questions in their workbooks:

Need to head to the following link to watch episode:

http://www.abc.net.au/catalyst/stories/s1938423.htm

1. Outline some of the complications that an individual may encounter as they get older.
2. What is the concept of polypharmacy?
3. Describe how an older person can maintain a healthy brain.
4. What are hyper-intensities?
5. Explain why people in Okinawa live longer than any other people in the world.
6. What is regenerative science and what does this concept hope to achieve?

Discuss the main ideas derived from the above program.

Move onto the 'Nature V Nurture' debate and the relevant PowerPoint and clips...

After the PowerPoint students are to read through 133 and 134 and complete 'Check Your Understanding 4.6' - run through the answers with the class.

H/W: Read through the Chapter Summary, complete all of the Multiple Choice Questions and all Short Answer Questions apart from Question 3. This is needs to be completed by Wednesday 2nd May.

Session 27 - Theories of Lifespan Development - Depth Perception / Visual Cliff


Briefly run through both the multiple choice and short answer questions from the Lifespan Development Chapter Summary with the class.


Students are to copy the following in their workbooks:

Theories of Lifespan Development Along with exploring the biological, cognitive and socio-cultural areas of development, we must also consider how different classical and contemporary studies have contributed to our understanding of how we develop. Read through the Depth Perception and Gibson's and Walk's Visual Cliff sections of the textbook. Watch the following clips: Original clip http://www.youtube.com/watch?v=1VPaBcT1KdY A modified version http://www.youtube.com/watch?v=p6cqNhHrMJA All students are to complete the questions on page 142 (in detail and full sentences) under the title: Depth Perception - Gibson's and Walk's Visual Cliff Go through the students' observations with the class, ensure that all students understand and show the correct understanding of the study. Time permitting students are to place the following heading in their workbooks, Theories of Emotional Development - Attachment Theory Read through information on page 143 and answer the following questions underneath the title: In your own words explain attachment theory. What is the main function of attachment in infants? What relationship is ranked the highest in the attachment hierarchy? This needs to be completed by Friday 4th May Session 28 - Theories of Emotional Development - Attachment Theory Open up with the students responses to the homework questions... Move onto the relevant PowerPoint ' Attachment' and run through the following key points and studies: Harlow & His Monkeys John Bowlby Mary Ainsworth Attachment Disorder Reactive Attachment Disorder All students will need to complete the activities outlined on the PowerPoint in their workbooks. Students also need to complete 'Check Your Understanding 5.1 & 5.2' in their workbooks - go through answers and discuss observations. Time permitting all students are to go through their workbooks to ensure that all of the set work is completed.

Early Adulthood, MIddle & Old Age

Session 25 - Old Age - Why And How Do We Age?


Run through last sessions homework and ensure that all students have the complete lifespan observation tables completed.


Move onto next life stage => Old Age


Is this what old people do for fun???


http://www.youtube.com/watch?v=UjP65Avhn5M




Place the following in workbooks:


Old Age: is a period of life that most of us will experience. It is the stage of life that begins at approximately 60 years of age and ends when we die. Biologically people of old age have limited regenerative abilities and are more prone to disease, syndromes and sickness. A person's cognitive capacity decreases, especially memory, as the hippocampus (as well as the brain) begins to shrink and decrease. Socially, those of old age move into retirement and begin to question their own experiences and satisfaction with the life they have forged.

LEAVE SPACE FOR OBSERVATION TABLE TO BE INCLUDED!!!

This leads to the question = Why and how to we actually age?


Move onto watch the Catalyst Show: 'As time goes by' and students are to complete the following questions in their workbooks - answers must be completed underneath the questions:

1. Explain what happens to our cognitive abilities (especially our memory and hippocampus) during the aging process?
2. Describe how the human brain changes as we get older?
3. What happens when a person of old age is presented with large amounts of new stimulus across his/her senses?
4. What is 'sarcopenia'?
5. Explain what happens to the liver as we get older?
6. What is the theory of 'free radicals' in relation to aging?

Run through the students observations - ensure that all is understood...

Students are to move onto completing the observation table for Old Age and the others if need be.

Developmental / Lifespan Psychology

Session 23 - Introduction to Developmental / Lifespan Psychology

Students are to copy down the following notes in their workbook:

Lifespan Psychology

Lifespan development refers to age related changes that occur from birth right through to old age.  The aim of studying lifespan development is to describe, explain, understand and predict the ways in which our thoughts, feelings and behavior change throughout life.

Psychologists tend to study 3 major components of lifespan development when researching how individuals develop. These components are:

• Biological Development - refers to the physical changes that occur in the body through growth and maturation.
• Cognitive Development - refers to the mental processes of problem solving, perceiving and reasoning.
• Socio-cultural Development - refers to the development of the 'person' in terms of their personality, emotions, social interactions and expectations.

Discuss the ideas and terms above with the class and ensure that all students are clear on the major concepts presented.

Move onto 'The Life Series' and explain the process of the longitudinal study.


Students are to watch the second episode of the series that deals with stress and resilience in infants - while ultimately asking how do children cope with the stress and pressures of the modern world and how does this influence their development?


While watching the episode (start at approx. 10 minutes in) all students are to answer the following questions - students are to write questions in workbook:

1. How  does stress influence the development of a child?
2. What happens to a child who experiences chronic levels of stress in their first year of life?
3. What does the study suggest about the concept of childcare and child development?
4. What does the study reveal about working parents and the levels of stress in both the child and the parents / carers?

Copy the following down in workbooks:

The health related professions have broken down the individuals lifespan into a number of stages - the first is known as infancy

Infancy: is a period of life between approximately birth to 2 years of age. The sensory and motor (movement) abilities of infants develop rapidly throughout this period. According to the developmental psychologist Jean Piaget, infants progress through the first stage of cognitive development: the sensorimotor stage. Infants begin to communicate using language skills developed over this period of time and they form attachments or binds with their caregivers. Infants develop self-awareness and begin to interact with a wider social group. Students to read from page 110 – 117 of the text and complete the observation table shown on the W/B in their workbooks. Some questions to ask at home before the next class: What was your first word and how old were you? When did you start walking? What was your personality like when your were a baby? Has it changed over time? Session 24 - Childhood & Adolescence Open with the discussing the homework questions concerning the students' own development norms... What are these two talking about? http://www.youtube.com/watch?v=_JmA2ClUvUY Run through the observation table concerning the life stage of infancy with the group - ensuring that the following topics / concepts are included: Biological - maturation, development norms and adaptive reflexes Cognitive - preferential looking, habituation and dishabituation Socio-cultural - self awareness, social referencing, imprinting and emotional attachment Move onto the life stage of Childhood and copy the following down in workbooks: Childhood: is a period of life that begins at approximately 2 years of age and blends into the beginning of adolescence, which occurs at about the age of 12. During childhood, cognitive and social growth is rapid and physical growth is mostly slow and steady. Discuss the some of the main points concerned with this lifespan stage: egocentrism socialisation - the idea of play (benefits...) Pose the following questions to the class: - What toys did you play with when you were a child? - What games did you play when you were a child? Move onto the idea of how do (and how should) we speak to kids... Like this??? http://seattletimes.nwsource.com/html/entertainment/2003674483_webbaldwin20.html http://www.youtube.com/watch?v=8J0-ZatDHug Listen to the section of the podcast series 'This American Life - How To Talk To Kids' Start from the beginning and then listen to the last story, begins at 45 mins. Discuss the main ideas and concepts with the class... Students to read from page 118 – 121 of the text and complete the observation table for childhood (exactly the same as the infancy life stage). Homework - Read through pages 122 - 126 and along with completing an observation table for ADOLESCENCE, you also need to firstly write a short introductory summary of the life stage. This is due to be completed by Friday! Session 25 - Adolescence - Perception & Risk Taking Run through the observation table concerning the life stage of childhood with the group - ensuring that the following topics / concepts are included: Biological - fine motor skills Cognitive - Piaget's Theory of D'ment (we'll get to later on), language development Socio-cultural - play, peer group. Move onto the next life stage Adolescence: Adolescence:  is the period of life between approximately 12 and 18 years of age. Biologically it is the period when humans reach reproductive maturity after progressing through puberty. Thinking begins to become more on the abstract or meaningful principles of life. Peer group plays an important role, with many adolescents conforming to their group’s norms. Run through the observation table concerning the life stage of childhood with the group - ensuring that the following topics / concepts are included: Biological - puberty (include information on males and females) Cognitive - abstract principles, movement toward thinking about others. Socio-cultural - search for identity, self esteem, relationships with parents, peer group and conformity. Discussion Questions: How do you think adolescence (teenagers) are perceived by others? The beginnings of teen culture... http://www.youtube.com/watch?v=W0WXzdkT_e4 The evolution... http://www.youtube.com/watch?v=hTWKbfoikeg&ob=av2n And now we are here... http://www.youtube.com/watch?v=qm61svN4U5g&feature=related Do you agree with the analogy of adolescence is 'like a form of purgatory'?  Move onto watching 'Whatever! The Science of Teens' - specific to risk taking in adolescence. All students are to complete the viewing sheet and discuss the main ideas... Homework: Read through pages 126 - 128 and along with completing an observation table for both EARLY ADULTHOOD & MIDDLE AGE, you also need to firstly write a short introductory summary for each of the life stages.       This is due to be completed by Friday 27th April