YouTube Transcript:
Lifespan Social and Personality Development In Infancy Lecture

Skip watching entire videos - get the full transcript, search for keywords, and copy with one click.

Video Transcript

View:

hello students so our goal let me double

check okay

our goal

in this lecture is going to be to cover

some important aspects of

social and personality development in infancy

infancy

so on your screen i will have some terms

and some notations about those terms

that i have prepared for you

that will assist you

in understanding the material and

preparing for the test

so there are a number of different uh

things we're going to cover we're

picking certain things to focus on but

there are a number of ideas that we're

going to cover here

and some important points that we'll

make along the way

uh one thing to note is uh

just to clarify because we started using

this term in this class for this section

the term infant

usually refers to a child from birth to

one year

you can sometimes hear the child or the

term infant used as an insult as a

metaphor but when we use infant in the

academic sense

in the scientific sense

we're referring to a child

who uh am referring to age from birth to

one year that is what we mean when we

say infant now there are a few things i

will say

in this lecture that will extend beyond

that year just because

uh some

components to development

development

that we sort of start discussing here

and in in this section extend beyond

that period of time of course so we will

mention some later ages but the word

infant means uh birth to one year

let's talk about some things uh that we

see in terms of what social and

personality development in infancy that

we see emerging at this time now it's

worth noting now that

that

we've been talking about

physical development and cognitive

development and now

social and personality development so

worthwhile point to make about that is

that these things are interconnected so

we're sort of talking about them

separately so that we can cover

so that we can cover and explain

specific things however

however

uh those

all these things are interconnected much

of life is interconnected isn't it so

on that interconnectedness we can

observe that when we talk about physical development

development we

know that the brain

develops rapidly

at this time

and this

brain development as the brain continues

to grow

to become

a sign functions

functions uh

the brain gets more and more complicated

in its functioning and so

we see cognitive development become

continually more complex

so a child develops cognitively very

quickly uh especially in these these early

early

stages and ages now then we're talking

about social development right social

personality development so along with

those increases in the the complexity of

the brain and the increase in the

complexity of thoughts and cognitions we

see an increase in complexity of social

so we talk about them separately we also

recognize they're interconnected

stranger anxiety

we often see appear around eight to nine months

months

and that is caution and wariness when

encountering an unfamiliar person now this

this

reflects the increasing complexity of

the child right the child's ability to

recognize people who are familiar and

recognize that someone is unfamiliar i

don't know this person

and so then we can have the the

subsequent caution and wariness

separation anxiety once again often

appears at around eight to nine months

these are different things these are

different things your text

makes some effort to differentiate

between these two terms they are

different they are also uh

related right different different but

related so separation anxiety often

appears around the same time distress

displayed by infants when a customary

caregiver is absent so this is all you

can say this makes evolutionary sense as

we will with

a lot of terms and ideas that

we'll discuss in this class

makes evolutionary sense that the child

as the child develops and gets more

sophisticated that the child would start to

have a sensibility about who is good for

me to be around and who is not good for

me to be around and what could possibly

happen to me when my caregiver isn't

around that's that could be bad when my

caregiver isn't around now

our infant isn't

articulating these ideas of these words

as i am but we're talking about developing

developing

ever more complex sensibilities a sense

of safety a sense of danger and how to

perceive that

perceive those things

so they make sense they're different and

social referencing

often also apparent around eight to ten months

months so

this is referred to as intentional i

would say that there's a lot of

if we need another term i guess we would

need another term but i would say that a

lot of social referencing is

unintentional in children and adults

we don't realize we're doing it but

we're doing it

that's another i guess that's another [Music]

[Music]

conversation uh for our purposes here

we're referring to the intentional

search for how other people feel about

an object person or situation to help

the child understand circumstances and

events so how should i perceive this and

how should i feel again the child

doesn't have to be articulating these

questions in the way that we would as

adults they're developing these sort of sensibilities

sensibilities so

in a new situation

if the adults appear fearful the child

may become fearful because the child is deferring

deferring

to and referencing

the responses of the adults this is the

way a child learns to understand the

environment what to avoid

again this makes perfect evolutionary

sense what to avoid

what to move toward and embrace

uh and accept uh

what should produce trepidation what

should produce a sense of safety

so social referencing another one makes

perfect sense it emerges around the same

time generally as these two now these

are sort of average right eight to nine

months for stranger anxiety eight to

nine months or so for separation anxiety

eight to ten months for social

referencing so these are rough

rough

roughly averages so some

children may show these behaviors

earlier some

again all of these and i think social

referencing in an interesting way

is very important for survival it's

important from an evolutionary

perspective and important for the

survival of the species the child is is

i'm going to use this term program the

child is programmed to adapt to the environment

environment

in many ways one of those by

adaptation adaptation and so that's

that's really social learning so

later in the class we'll mention things

a couple things like social learning

theory we do talk about that a little

bit in intro

social learning theory this is an early

uh manifestation of social learning

right there

learning from others learning from the experiences

experiences

and reactions of others so theory of

mind i make some notes on this and you

see let me go down here a little bit so

we'll talk about this

we could say it exists in degrees and it

develops over time so you do you do see

some reference to

ages beyond one year here right

we do see 13

10 to 13 months most of that falls

within one year

by the way i'm pointing at my screen and

there's no way you can see me pointing

at my screens but that's just something

i'm doing automatically

uh here you can see this 10 to 13 watts

there we go i see that so

let's talk a little bit about the

definition here knowledge and beliefs

about how the mind works and how it

affects behavior so you get the sense

that other people have a mind

you know if if children young young

children could articulate this they might

might

articulate descartes

maxim i think therefore i am all right

they might do that but then you start

figuring out there's these other people around

around

pretty sure they're thinking too

again if you could articulate that at

that age you start developing this sensibility

sensibility so

the development of this awareness is

complex many sources will say that a

theory of mind emerges between

ages four and five but so this we can

see this as sort of emerging in stages

so to speak over time

but children at 10 to 13 months seem to

have some understanding of social dominance

dominance

a big theme

that we're arguing about

we always argue about as human beings

social dominance and who should be if anyone

anyone

so that's ongoing it takes different

social cultural

and political forms

over the centuries uh in decades but

uh it's

that's a thing you get a rudimentary

understanding there's this thing that as

adults we call social dominance

as early as 18 months now again we're

talking a little older than than uh than

an infant a year and a half

or so uh children can show the ability

to understand that behaviors have

meaning and are goal directed

behaviors have meaning and are goal directed

so we see how this can develop over time

10 to 13 months 18 months

four and five years

increasing complexity once again so

here's what i write uh other

other

psychologists agree with me on this but

this is an observation i've made with children

children

is that a good indicator of increased

complexity is when a child starts using deception

deception

often in the second year of life

this includes being able to estimate

what other people are thinking so when a child

child

at two or three says

if i tell mom this she won't be mad at

me that child has a theory of mine

and is using that understanding that

that child has developed in order to lie

to you so you know

he or she doesn't get in trouble so

you're also they're also thinking about

what outcome do i want

i don't want to get in trouble

i want to get away with this what am i

going to do i'm going to lie about it

so that's a good indicator of increased

complexity when a child starts using

deception often in the second year of

life so this includes being able to

estimate what other people are thinking

just to some degree to some degree so

that's theory of mine

might start sort of start around here so

near the end of infant hood

and then grow in complexity

18 months two years

so here's an

extremely important social behavior

empathy and empathy is different than sympathy

sympathy

yes i did make a note here about that so

sympathy as we know is you sort of feel

badly for someone i feel badly for this

person i might try to help him or her

out sympathy has a place

uh but a certain we might argue we may i

might argue that a higher level

of emotional response is this and this

is uh here's our two i think

you know how do you define empathy well

you can go on and on about it trying to

define it

but here i think is a pretty succinct

way to describe it at least to a degree

and that is an emotional response that

corresponds to the feelings of another person

person

so you might feel another see another

person being sad you might understand

why that person is sad and you may

indeed feel some sadness yourself on

that person's behalf

another way one of the ways we talk

about it in

early counseling classes in graduate

school is stepping outside of your

experience into someone else's

experience and being able to step back

into your own

see you empathize but you don't um

you are still able to step back into

your own experience it doesn't become pathological

pathological

uh so the beginnings of empathy can be

seen sometimes as early as age two

sympathy is different than empathy i say

and this is another succinct thing that

i didn't come up with this wording and

this is not in your text uh

this is in your text

this is not but and it's not mine either

so i can't take credit for it but this

is a wonderful wording of this

sympathy does not involve leaving your

own perspective

so empathy involves leaving your own perspective

perspective

sympathy does not so that's a very

succinct way to put that

i found that somewhere i don't know

who's responsible for that wording but

that was

this is very good and this is pretty

good too from your text as far as

empathy goes an emotional response that

corresponds to the feeling

so let's talk a bit about attachment uh

we'll get into these cultural norms

uh and this is

and well we're moving in a certain

direction all right so attachment

attachment

here's the definition

uh the positive emotional bond that

develops between a child and a

particular individual that would be a caregiver

caregiver

attachment should be seen as a general

human tendency so we

uh makes evolutionary sense and it's

adaptive to have some attachment to your

caregiver and have some ability

for an understanding of the phenomenon

certain cultures we can see the

so the ainsworth strange situation test

dramatization

and demonstration

of how attachment tends to work in

the united states and probably in some

other european cultures some other

western cultures

because we raise our children into

certain ways right or in a certain way

we treat tend to treat children in

certain ways in our cultures

cultures

like the us and great britain

and scotland and some other western

cultures where we would have some things

and some things in common there's enough

commonality that we can say

that we can look at the ainsworth

strange situation test and apply it well

children attach

in the way that to their caregivers and

the way that attachment

manifests itself

in what happens when you test that attachment

attachment

that can vary depending on the culture

some cultures don't value independence

as much as we do and the mother will

actually carry the child around with her

a lot more

for a longer period of time where the child's

child's

in physical contact with the mother

more often and for a longer period of

time than we would generally see

and so obviously that child growing up

that way

being accustomed to being treated that

way is going to

than a child who was raised

from very early on with the idea of

independence in mind they're going to

respond differently when separated from

their caregiver they're going to have

different whether again whether or not

they can articulate them consciously

in words

they're going to have different expectations

expectations

they've learned to have different

expectations they've been taught

to have different expectations so

we can and do see differences

in attachment

among cultures but the angelsworth

strange situation test is a great test

test

to show us how attachment can work

what a certain approach to understanding

uh attachment can teach us

so we have separate resources on that

and you can watch the ainsworth strange

situation test resources very valuable

so as i said cultural norms and

expectations have an impact

on attachment so we can't necessarily

understand we don't we don't understand

children in every culture in the way

they attach via

western

concepts via the use of something like

the ainsworth strange situation test

as we know it so we can't understand

it's not universal can't understand

every culture universally

using these conceptions and using the

answer strange situation test it's valuable

and we've learned from it but

but

we also should not fail to understand

understand

the different effects of of different

cultural norms and expectations they're

going to have on parents and are going

and the and the subsequent behavioral

patterns so i have a quote from the text

i liked i put in here uh secure

attachment as defined by western oriented

oriented

uh the western oriented strange

situation test may be seen earliest in

cultures that promote independence but

may be delayed in societies in which

independence is a less important

cultural value so that's

let's talk about the harlow monkey study

so this is a famous study it has been replicated

replicated

so in this study monkeys

were given two caregivers by the

researchers neither of which was an

actual monkey

these monkeys were cared for by

fake monkeys

which might be a little like a fake ship

we'd have to ask

experts on that term for that but fake monkeys

so what we found was what researchers

found was

they watched where the monkey tended to gravitate

gravitate

and how the monkey responded to each caregiver

caregiver

so monkey's referrer preferred the warm

soft mother to the wire monkey that

so this is pretty significant

one might have thought that the monkey

would spend time and prefer the company

quote-unquote company of the wire monkey

it's just wires but food comes out of it and

and

the monkey knows it gets food from this source

source

nourishment it needs to live

we might have concluded that the monkey

would sort of instinctively or

intuitively tend to prefer

that quote-unquote mother

and spend time there but that's not what

happened now the other mother was not

wire the other mother had

actually terry cloth

in the original

in the original study that was soft and

so monkeys

spent more time clinging

to the soft terry cloth mother

again quote-unquote mother

the one that provided food

and when frightened

monkeys were more readily soothed by the

presence of the cloth mother than the

wired mother so when

frightened the monkeys would run to the

cloth mother and cling

so one of the things that that highlights

highlights

is the importance of touch

i don't know that your text

sort of talks about it this way exactly

but i wanted to add this term

because it's an important term contact

comfort now the apa

gives it the american psychological association

association

gives an interesting definition of

of uh

contact comfort

based probably in part on the harlow study

the positive effects you can see the

definition here the positive effects

experienced by infants or young animals

when in close contact with soft materials

generally what we would want the soft

material we would want to be the one of

the parents at least the mother maybe

the father

but flashy soft flesh is relatively soft

compared to

wire or

steel or

granite right so we're a lot softer than that

that

i would venture to say

although this is not measured

by the harlow study not measured by the

harlow study i would also venture to say

warmth feeling the warmth of flesh and

feeling that

that skin on your skin when you're a child

child

even if

it's through clothes the clothes are

soft and you can still feel that this is

a warm living person the monkeys didn't

get that in the heart of the study but

but we humans uh

ideally ideally get that

i would say that's some a comforting

factor as well

although again that factor wasn't

measured by the original harlow studies

uh so this positive effect experienced

by infants and young animals went in

uh so actually i did i put that in the

notes what i just said

it might be worth mentioning some

materials likely mimic the warm soft

experience of being in contact with the

flesh of a live

so i did write that in there i was

thinking it just now but i i did write it

so contact comfort and contact with

physical contact with a caregiver is

very important for development

and i we do have some resources

on that

about how this physical contact affects

interact with physical contact interacting

interacting

visually with the caregiver

has a significant impact

on brain development and of course as a result

result

subsequent behavior

so this contact with the caregiver

in the case of people hopefully a love

it hopefully

a loving human caregiver

hopefully uh in in that case this

contact and these interactions are huge

absolutely huge when it comes to a child developing

developing

hugely important i think we do get that

across in our resources

on this particular subject

i include the term contact comfort here

because it is a term that exists

so now we can start talking about uh the

mutual regulation model so

these are ideas that clinicians have

come up with to explain

aspects of the relationship between

the caregiver and the child all right so

there is a lot of communication that

goes on among human beings including uh infants

infants

some of which is verbal the actual words

you're speaking

some of which

uh has less to do with the words you're

speaking than the tone

in which you are speaking

and then there are nonverbal

nonverbal

communications which is much of communication

that would include body language facial

expressions and things of this nature so

these things all combined

to constitute our human

communication and you know with regard to

vocal tone for instance uh

not too long ago uh i was visiting uh

fred devine and

his little boy was i think

he and his wife had a little boy i think

he was about

four at the time

something like that

and the avengers was on so

he was enjoying watching the avengers

and we were kind of talking and watching

it with him and

and

there's a scene in the movie the

avengers where

in which

loki is sort of using

i think maybe it was his staff some kind

of magic to make everybody kind of angry

and they all sort of started yelling at

one another and arguing with one another things

things

you can even see the camera angle gets a

little bit tilted and so there's

something wrong and they're they're

really behaving

uh aggressively toward one another

and all the other sort of bad things

they might be able to think of to say to

one another they start saying and

and this

this

his son

became upset

he didn't the action didn't bother him

it was

the tone of voice i don't think he

understood a lot of what was being said

i think it was the tone of voice

my friend said what we turned it off my

friend said my son started getting upset

and i said i think it had to do

with the tone of voice

he may have been three i i can't

remember how old the child was at that

time either three or four it was is in

that age range

uh but i think that's what happened and

so that was that

and maybe he was looking at their facial

expressions which changed and the camera

was sort of filming them to make them

look a certain way so

i think that's what happened so children

pick up on these things uh at that age

and even as infants okay even as infants

children could pick up on these things so

so this

this

mutual regulation model so the

definition is the model in which parents

and infants learn to communicate

emotional states to one another and respond

respond

appropriately your text says

appropriately i added the word hopefully appropriately

appropriately

that parents

respond to their children appropriately

that's not always the case is it but

if the child is in distress hopefully

the parent

will respond appropriately and that can

with that appropriate response from the

parent and that help from the parent the

caregiver then the child may very well

calm down and his or her emotional state

will change from that one of distress to

one of uh being calm and content right

uh and so the parent hopefully responds then

then to

the communication of the emotional state

by the infant sometimes the parent can

you know can behave with joke with the child

child

play peek-a-boo goof off with the child

smile and the child will respond with uh

happiness and joy

being given this attention

this kind of attention from the parents so

we can see that they the two can

mutually regulate one another they can

each can affect the others oops each can

affect the other's

emotional state and hopefully again they

so here's a concept that relates closely

to another term there's a term that we

used to talk about in intro to psych

called reciprocal determinism and this

is a

so we can always talk about these

when i talk about one i'm almost talking

about the other so we're going to use

the term reciprocal socialization

because it refers specifically to how

the parent and the infant affect one

another so your definition is a process

by which infants behavior

behaviors invite further responses from parents

parents

which i type twice it looks like for

some reason

and other caregivers

which in turn bring out further responses

responses from

from infants

infants

process by which

infants behavior

see the plural there they put the

apostrophe after the esque because it's plural

plural

by which infants behavior invite further

responses from parents and other caregivers

caregivers

which in turn bring out further

responses from the infant so that's not

totally unrelated

to mutual regulation model in that

each is affecting the other now a

regulation has to do with behavioral and

emotional regulation

socialization here

uh is sort of

that a child an infant can commit a behavior

the

parent responds

and then the child commits another

behavior to which the parent responds to

which the child commits another behavior

so it can go on at infinitum or at least

until everybody goes to bed

that's closely related to the idea of

reciprocal determinism it's just this is

just focusing on the parent and child relationship

relationship

so this process by which the parent and

child each

reciprocally affect one another each

is a way by which children are

socialized the kind of relationship you build

build

through this mutual interaction

is the process by which the child comes

to develop

his or her

individual personality

over time perceptions

behavioral patterns these kinds of

things so reciprocal

reciprocal

socialization is the term there's your

definition for that

and we could we could

try to go beyond that into the more

general idea of reciprocal determinism

reciprocal determinism can go on to

infinity and so can talking about it so

that's good enough we know we know what

all right so here are some other

important terms and important ideas

one thing that i want to do

is differentiate between

personality and temperament these are

terms and concepts that are related

but are not

exactly the same thing

you could say that personality

so these terms are sometimes used in

different ways all right so for instance

carl jung used temperament to mean a

psychologists who study personality use personality

personality

uh with

as opposed to sort of in uh let's say

the average person might use personality

and they may mean something a little bit

different than a psychologist would have

a certain specific definition

so here's what we're here is how we're

using the terms for our purposes for

this class

okay this is our purposes for this class

we might say

that personality and temperament

are related terms with personality often

being more specific or comprehensive as

a term

that's one way you could

personality arguably more being more specific

specific

so let's look at temperament and comment

on that personality and comment on that

so temperament

is uh the pat up

is patterns of arousal and emotionality

that are consistent and enduring

characteristics of an individual

patterns of arousal and

emotionality so those are two

you could say those are two

characteristics patterns of arousal and emotionality

emotionality

whereas

personality is defined as the sum total

of enduring characteristics so that's

all characteristics

uh that differentiate one individual

from another so the definition of

personality one of the things that can

change with the definition of

personality is what you're measuring

so with modern personality studies there

are the big five

personality traits

that include extroversion and

introversion for instance that are also

included in jungian typology

which is different than the modern

uh big five

personality traits so what is

personality well

i mean what are we measuring are we

measuring the big five personality

well researched and there's a lot a

great deal of research that has gone

into sort of saying okay we have these

personality traits that

it looks like all human beings have and

and what

balance and measure do they have

another theorist might use a different

theories of personality might use a

different theory so your definition is

going to vary somewhat based upon your

theory of personality

so what traits and characteristics are

we talking about well it can depend on

the theory but regardless of that the

sum total of all of the characteristics

that are enduring that differentiate one

individual from another is personality

so the definitions we're using in this

class temperament has to do specifically

with arousal and emotionality

and personality has to do with

with

a whole

plethora of

characteristics that differentiate

one individual from another kind of like

this both of these i think are pretty

good definitions

there are a number of textbooks that

mention this

and if you speak to doctors or nurses

who work in pediatric care

who work in a hospital they will tell

you that

children are born with a temperament

they can see different patterns of

arousal and emotionality

you know very soon after birth

those things can be observed

so that suggests that we're not born as blank

blank slates

slates right

right

we do have some

information genetic information that

so we're not born with nothing in terms of

uh potentials for behavior we are born

with some stuff

and we are different from one another

and we can see there's different patterns

patterns

uh how those patterns differ among

among

children soon after birth and infants before

before

the environment has had much time to

have an effect

we'll talk about personality more so

than temperament temperament again we

want to make note of that

and discuss it in the way that we have

but we'll be talking more

in this class as we go on

about personality so this is the thing

we'll talk about more this is useful and

as i said

we do see

medical professionals identify that

differences in temperament can be seen

you know pretty close to immediately

very soon very quickly before the

environment has

a chance to have an impact

on the child's behavior

and then personality this sum total of

enduring characteristics we will be talking

talking

let's see let's say personality social

development how this

it may be enduring but how can this

change from one context to another how

can your behave you have one personality

most of us do uh but it's multifaceted

there's this idea of some people say we

have a multiplicity of selves there's a

term for you multiplicity of selves when

it comes to personality

why is your

behavior different in one context than

in another well it's not because

personality doesn't exist

as some people have incorrectly tried to

argue but because personality is

complicated and your personality

your behavioral tendencies or proclivities

proclivities

manifest themselves differently

depending on the situation you're in

depending on the social situation

depending on what's expected of you and

what you perceive

as the

as what you perceive as how you perceive

the situation so these things can change

so personality is complicated measuring

it there's no one measure

that's perfect

no matter which personality theory or

measuring tool we talk about

personality is difficult to measure it's

complicated and it interacts and we

interact with our environment in varying

ways our differing and changing

environment in various ways

your environment is different at school

than it is at home your behavior is

probably different in some ways at

school than at home or at work

or maybe a little different with one

so it's

and that even relates back to reciprocal

reciprocal

determinism uh so that becomes very

interesting so

as we go through this class and talk

about personality and social development

in subsequent sections

some of this will sort of come out

so let's talk about

one theory of personality as it relates

to development and

and

we'll get into this first stage which i

wrote some things and then we'll talk a

so let's give a definition of erickson

eric erickson developed a theory of

psychosocial development so let's give

you a definition of this

personality develops in a predetermined

order through eight stages of

psychosocial development now

now

this is as opposed to piaget's theory of

development that is a theory of

cognitive development

remember psja developed a theory of

cognitive development we've talked about

him and we'll have a section

on him specifically

we'll have a section on erickson

specifically uh there also sigmund freud

had a developmental theory that involved stages

stages

that those were stages of psychosexual development

development

but in erickson's case

it's unlike either one of those his

stage theory

is a theory of

psychosocial development

how our psychology our personality

changes over time

in response to and with regard to our

social interactions our social realities

as they change over time

from infancy to adulthood during each

stage the person experiences a

psychosocial crisis and

erickson noted that the uh in fact the

refers to both

a challenge and an opportunity

right so we're challenged

we could succeed we could fail but we

also have an opportunity so

the person experiences a psychosocial

crisis there is opportunity here for

in this respect a crisis isn't always a

problem per se right it's an opportunity

which would have a positive or negative

outcome for personality developments and

now i'll read it again

without without interrupting myself

that's a stupid thing to say

interrupting myself i hear people say that

that uh

i'll just read it through without

stopping to explain it because i've

already explained some things so now

personality develops in a predetermined

order through eight stages of

psychosocial development from infancy to

adulthood during each stage the person

experiences a psychosocial crisis

which could have a positive or negative

so when we look at erickson's theory we

will see eight

eight

stages which is also the same thing in

so we'll do a section on

erickson specifically we'll also mention

him in many of our sections that we do

uh many

many very sections that we do we'll also

mention him in many of the sections in

this class

but we will have a section in which we

according to erickson is the trust

so here's your description during this

stage the infant is uncertain about the

world in which they live

and looks toward their primary caregiver

or caregivers

for stability and consistency of care

if the care the infant receives is

consistent predictable and reliable they

will develop a sense of trust which will

carry them

to other relationships and they will be

if these are not if these needs are not

consistently met mistrust suspicion and

anxiety may develop so according to

erickson if a child is

this could potentially affect the

child's development

up for the rest of his or her life now

there may be things that the person can overcome

overcome

but the potential here if the

and we're setting aside abuse which is a

whole other

how much neglect is neglectful

how much care is enough how much

obviously no parent is perfect at any

but it has to be consistent enough

you have to meet a certain some kind of

threshold right and be a good enough

parent to your child for your child to

develop healthily i think that's obvious

at any stage in the child's development

if you're awful enough as a parent

that's a problem if you're okay okay you know

know

if you're terrific that's wonderful

uh but so here we have the trust versus

mistrust stage according to erickson

if you're not getting

beyond the you know these this threshold

consistent care that's predictable and reliable

the child can develop mistrust instead

of trust cannot

may not trust other people may not trust

his or her own safety in the environment

notice this term secure

the world may seem

even more

threatening than it is

to a child

who has not received proper care

consistent care care that's at least

good enough to help the child to develop

trust versus mistrust and if this happens

happens

and these needs are not consistently met

that makes

what er one of the things erickson noted

is problems that are not resolved in one

stage can be resolved later but that of

course is work

it's a lot easier

on the child if the child resolves these

needs and this

crisis at

let's say the proper stage the

appropriate stage

stage where it's supposed to be resolved

where the crisis occurs first

now you can you can we'll get into

ericsson's theory more later you can

revisit correct past crises

you can re-experience past crises that's

we'll get into that more later in this case

case

we are challenged here to understand

this this first stage exists it requires

predictable and reliable care

and this helps the child feel secure

trust in their caregiver trust

trust

is able to more easily develop for

future relationships

and into in a to a degree trust in

themselves because the environment isn't

so threatening that i can't handle it so

with another theorist named karen hornai

who talked about

neurosis and the perception of a

threatening environment so that's

that's another theorist that

relates to erickson although her theory

isn't a stage a developmental stage theory

theory

a theory that has a lot to do with

social development

uh so that karen horne is a wonderful uh

was a wonderful clinician and an amazing mind

so we can connect those ideas

so we the caregiver has a responsibility

responsibility

and in a way that relates to some of the

other material that we've talked about

in this class [Music]

[Music]

i say some of the other material that

we've talked about in this class that

relates to

the care of

uh children when we talked about contact

comfort where else that's physical

contact right

and we have some resources up on children

who were not cared for properly in orphanages

if you've seen uh that resource

well that relates to this so

what happened to those children is extreme

extreme

but it is something that

that

so again this when i say this this

let me see if i can articulate this

physical development cognitive

development social and personality development

development

we're talking about them separately but

they're related

if you're so neglected

now this isn't exactly what erickson's

saying of course but if you're so

neglected as a child that your brain

doesn't develop properly

that's going to have an impact on your

development for the rest of your life

there may be some things that cannot be

and that's a terrible tragedy that we've

seen happen

but so we have the physical development

of the brain the cognitive development

that accompanies that

and then as we get more and more

sophisticated our social and personality

development that is evident

in our behavior

and in the way we relate to other human beings

and of course these early stages are

extremely important

and so if nothing else then erickson

so let's talk about gender a bit here so

people sometimes confuse the term gender

and sex

they sometimes confuse the term gender

and sex

we sometimes use them interchangeably

in popular

parlance we

we sometimes use those interchangeably i

think that's changing now

so the term gender does not mean the

same thing as the term sex sex can refer

to anatomy

and in a different definition can refer

to sexual behavior

gender refused to the sense of being

male or female i'm going to fix that

right now or female

i have to remember to save that change

that was a typo so uh gender refu uh

refers to the sense of being male or female

now there are broader definitions of

that because

more common for people to talk about

other gender identities other than male

or female so

there is a more expansive definition

than that

our text uses this idea that gender

refers to the sense of being male or

female we'll add the caveat to that that

we are aware that

that

we are now talking about other genders

and other other gender identities

roles can differ among cultures and

and

sense differs among individuals what

what is your sense of being a male or

female that can differ among individuals

in the same in the same culture right

culture can give you a role a gender

role but your sense of how you embody that

that

even who even individuals who come from

the same culture to whom the same

roles are communicated and sometimes enforced

we sometimes enforce gender roles

that aren't productive

it can be destructive right sometimes

these also change over time gender roles

also change from one society to another

they also

so individuals can hold

differing opinions about what should be

expected of people relating to

gender roles can differ from one society

and gender and sex are different in that

and gender role gender refers to this sense

sense

of male or female or maybe other

maybe non-binary

but refers to this other

other idea

uh we have more resources that are

i think at the time at which i'm

uploading this lecture

lecture

i believe

if i remember correctly i have one more resource

resource

to include in that section

in addition to this and the others that

are already there so

that's at the time of this recording

which by the time you hear it

i say by the time you hear this recording

recording

uh everything is probably going to be already

already

up and available so

you'll have what you need by the time

this is good stuff good material

if you have any questions please contact

Click on any text or timestamp to jump to that moment in the video

Most transcripts ready in under 5 seconds

One-Click Copy125+ LanguagesSearch ContentJump to Timestamps

Paste YouTube URL

Enter any YouTube video link to get the full transcript

Most transcripts ready in under 5 seconds

Get Our Chrome Extension

Get transcripts instantly without leaving YouTube. Install our Chrome extension for one-click access to any video's transcript directly on the watch page.

Add to Chrome — Free

Works with YouTube, Coursera, Udemy and more educational platforms

Get Instant Transcripts: Just Edit the Domain in Your Address Bar!

YouTube

←

→

↻

https://www.youtube.com/watch?v=UF8uR6Z6KLc

YoutubeToText

←

→

↻

https://youtubetotext.net/watch?v=UF8uR6Z6KLc

YouTube Transcript:Lifespan Social and Personality Development In Infancy Lecture

Video Transcript

Paste YouTube URL

Transcript Extraction Form

Get Our Chrome Extension

Get Instant Transcripts: Just Edit the Domain in Your Address Bar!

YouTube Transcript:
Lifespan Social and Personality Development In Infancy Lecture