# Presentation: 589985

## HUMAN DEVELOPMENT

**HUMAN DEVELOPMENT**
**The Substance Abuse Prevention Specialist Training**

## Using Human Development in Prevention

**Why?**
**Recognize that changes in emotional, social, and moral development have implications for prevention program planning**

## Did your changes seem to occur around certain ages, or were they spaced across your lifetime?
Do you think major changes occur more at certain ages than others?
What feelings accompany significant changes?  How strong are these feelings?
What implications does this have for prevention strategies?

**Do you think major changes occur more at certain ages than others?**
**What feelings accompany significant changes?  How strong are these feelings?**
**What implications does this have for prevention strategies?**

**Changes**

## Maslow introducedthe Hierarchy of Needsin the 1960s

**Maslow**

## MaslowHierarchy of Needs

**Maslow****Hierarchy of Needs**

## “‘Deficiency Needs’ are deficits in the organism, empty holes, so to speak, which must be filled up for health’s sake and furthermore must be filled from without by human beings other than the subject.”
“Growth Needs” (also called “Being Needs”) involve a drive toward self-actualization.  The individual may seek tension

	(Maslow, 1968)

**“****Growth Needs” (also called “Being Needs”) involve a drive toward self-actualization.  The individual may seek tension**
- 	(Maslow, 1968)

**Maslow Deficiency and ****Growth Needs **

## “Self-actualizers” achieve a level of success in the world beyond the satisfaction of basic physiological or emotional needs
“Peak Experience” is a mystical or transcendental experience
“Plateau Experience” is low key, less intense, and offers a more enduring sense of sacredness and unity

**“****Peak Experience” is a mystical or transcendental experience**
**“****Plateau Experience” is low key, less intense, and offers a more enduring sense of sacredness and unity**

**Maslow****Growth Needs**

## Human Development

Emotional
Social 
Moral 

**Emotional**
**Social **
**Moral **

## Infants need a warm responsible adult caregiver
Infants develop self-worth and security
Emotional self-regulation improves 
Identify caregivers’ emotions
Infants begin to learn about cause and effect

**Infants develop self-worth and security**
**Emotional self-regulation improves **
**Identify caregivers’ emotions**
**Infants begin to learn about cause and effect**

**Emotional Development**
**Newborn to Age 1**

## Emotional Development1 to 2 Years of Age

**Emotions take on roller coaster qualities**
**Extremely demanding and persistent**
**Temper tantrums are common**
**Become possessive of caregivers**
**Empathy begins to appear**

## Move from physical emotional expressions to verbal expressions
Good sense of humor
Comply with rules displaying a positive emotion they may not feel 
Sensitive to others’ feelings
Emotional elements of play become more complex and true to real-life situations

**Good sense of humor**
**Comply with rules displaying a positive emotion they may not feel **
**Sensitive to others’ feelings**
**Emotional elements of play become more complex and true to real-life situations**

**Emotional Development****3 to 6 Years of Age**

## Desire to perform well and do things right
View things with very little middle ground
Criticism and failure difficult to handle
Emotional conformity to rules improves
Better able to understand others’ emotions
Seek a sense of emotional security

**View things with very little middle ground**
**Criticism and failure difficult to handle**
**Emotional conformity to rules improves**
**Better able to understand others’ emotions**
**Seek a sense of emotional security**

**Emotional Development**
**7 to 9 Years of Age**

## Emotional Development 10 to 14 Years of Age

**Frequent changes in mood as a result of hormonal changes**
**Possibly a drop in self-assurance after the transition to middle school**
**Preoccupation with appearance**
**Serious emotional problems such as depression may appear**
**Internalizing or externalizing stresses**

## Emotional Development15 to 18 Years of Age

**Decrease in self consciousness evident in early adolescence**
**Wrestling with identity issues:  Who am I? What do ****I believe?**
**Some acceptance of parental ideologies and professional goals**
**Soul searching and exploration as own identity develops**
**Maturity may bring about appropriate emotional behaviors**

## Watch, observe, and imitate adults
Develop self-recognition
Categorize people according to characteristics
Self-centered
Develop a greater sense of independence

**Develop self-recognition**
**Categorize people according to characteristics**
**Self-centered**
**Develop a greater sense of independence**

**Social Development ****Newborn to 2 Years of Age **

## Begin to remember life history
Express beliefs through desires
Self-efficacy typically high
Attributions related to achievement
Act with intention
Critical of others

**Express beliefs through desires**
**Self-efficacy typically high**
**Attributions related to achievement**
**Act with intention**
**Critical of others**

**Social Development ****3 to 6 Years of Age**

## Seek attention and approval of adults
Friendship based on play and exchange of material goods
Acquire social problem solving strategies

**Friendship based on play and exchange of material goods**
**Acquire social problem solving strategies**

**Social Development ****3 to 6 Years of Age ****(continued)**

## Social Development

**Self-concept based on academic, physical, and ****social dimensions**
**Achievement based on ability, effort, and external factors such as praise**
**Perception of others based on personality traits and comparisons**
**Develop race and social class attitudes**
**Perspective expands**
**Friendships become increasingly important**

**Social Development**
**7 to 9 Years of Age**

## Interest in other people’s internal mental states and feelings
Take others’ perspectives into consideration
Tendency to think of social rules and conventions as standards to be followed for their own sake
Interest in pleasing others
Store information about social events in working memory
Secret codes, shared word meanings strengthen the bonds of friendship

**10 to 14 Years of Age**

**Interest in other people’s internal mental states and feelings**
**Take others’ perspectives into consideration**
**Tendency to think of social rules and conventions as standards to be followed for their own sake**
**Interest in pleasing others**
**Store information about social events in working memory**
**Secret codes, shared word meanings strengthen the bonds of friendship**

## Social Development15 to 18 Years of Age 

**Recognition that people have thoughts and ****feelings different from their own**
**Understanding that social rules and ****conventions help society run smoothly**
**Identity developed on personality traits, ****close friendships, romantic appeal and job ****competence**
**Character sketches formulate perception**
**Define friendship as mutual understanding and ****intimacy rather than shared activities**

## Egocentric awareness of fairness
Goal is to avoid consequences
Avoid pain/gain reward
Focus is on one’s needs and wants

**Goal is to avoid consequences**
**Avoid pain/gain reward**
**Focus is on one’s needs and wants**

**Moral Development**
**Level One**

## Morality is thought about in concrete terms and selfishly
Compliance and delay of gratification occur
Goodness or badness of a behavior is determined by its physical consequences, regardless of its human meaning
“What I do is okay unless I get punished.”

**Compliance and delay of gratification occur**
**Goodness or badness of a behavior is determined by its physical consequences, regardless of its human meaning**
**“****What I do is okay unless I get punished.”**

**Moral Development**
**Newborn to Age 2**

## Accepts moral perspectives of caregiver as own
Can feel remorseful for wrong behavior
Forms opinions about authority figures and determines what one can/cannot do
Views right/moral behavior as that which satisfies one’s own needs
Can delay gratification
Needs help with self-control strategies

**Can feel remorseful for wrong behavior**
**Forms opinions about authority figures and determines what one can/cannot do**
**Views right/moral behavior as that which satisfies one’s own needs**
**Can delay gratification**
**Needs help with self-control strategies**

**Moral Development**
**3 to 6 Years of Age**

## Conception of fairness based on shared rules of society
Moral behavior based on performing good/right roles determined externally
“A good person is one who follows the rules.”

**Moral behavior based on performing good/right roles determined externally**
**“****A good person is one who follows the rules.”**

**Moral Development**
**Level Two**

## Good is whatever conforms to existing laws, customs and authority
Rewards and punishments provide the focus for what is right and wrong
Justice is based on fairness
Good is also whatever brings approval from friends 
Expand self-control strategies

**Rewards and punishments provide the focus for what is right and wrong**
**Justice is based on fairness**
**Good is also whatever brings approval from friends **
**Expand self-control strategies**

**Moral Development**
**7 to 9 Years of Age**

## Moral Development 10 to 14 Years of Age

**Increased understanding of fairness and guilt**
**Recognition of other’s needs**
**Concerned about maintaining interpersonal relationships**
**Take other people’s perspectives into account in decision making**
**Satisfy others needs if their own needs are also met**
**Decisions are based on actions that will please others**

## Look to society as a whole for guidelines concerning what is right and wrong
Good is whatever conforms to existing procedures, and is consistent with personal, general and moral principles
Moral dilemmas are based on relationships with others and societal norms
Moral reasoning focuses on understanding others’ feelings
Self-regulation is based on what is considered right and wrong

**Good is whatever conforms to existing procedures, and is consistent with personal, general and moral principles**
**Moral dilemmas are based on relationships with others and societal norms**
**Moral reasoning focuses on understanding others’ feelings**
**Self-regulation is based on what is considered right and wrong**

**Moral Development**
**15 to 18 Years of Age**

## What is right is what is good for me to...
What is right is what society says is right to...
What is right is what is best for the individual overall to...
What is right is what is based on underlying principles, such as justice

*What is right is what society says is right to...*
*What is right is what is best for the individual overall to...*
*What is right is what is based on underlying principles, such as justice*

**Moral development proceeds from:**

## Moral Development Stage Scenarios

**Running a STOP sign when no one is around **
**Keeping money that is not yours**
**Rushing to hand in senseless paperwork on time**
**Doing a favor for a friend with the expectation that you will get a favor in return**
**Following and/or not challenging a rule or behavior that you see as unfair or discriminatory rather than “rocking the boat.”**
**Personally challenging a rule or social norm that is unjust and acting contrary to it**
**Acting in opposition to a social norm or rule even in spite of public recrimination**

## Address all stages of human emotional, social and moral development from infancy to adulthood
Take into account the developmental level of your participants, which may not be their chronological age
People experience increased stress and conflict when transitioning from one stage to another; focus prevention efforts here

**Take into account the developmental level of your participants, which may **_**not**_** be their chronological age**
**People experience increased stress and conflict when transitioning from one stage to another; focus prevention efforts here**

**Developmentally Appropriate Prevention **

## Refer to the information sheet Prevention Strategies Focused on Human Emotional, Social, and Moral Development for this activity

**Activity**

**Form your case study groups**
**Using the program for which you developed a logic model:**
**Discuss ways that some of the strategies from the information sheet could be incorporated into the program**
**Discuss other ways to make the program developmentally appropriate**

##   Adolescent Brain

- <date/time>

**  ****Adolescent Brain**

**Dramatic changes on outside are matched by dramatic changes on inside**
**Until recently, adolescent brain believed to be same as adult - finished product**

## Brain must be exercised to develop 
“Neurons that fire together wire together”
Example: in teaching adolescents to manage strong emotional impulses, the more we teach them to think before reacting, the stronger these neurons become

	(Walsh, 2004)

- <date/time>

**Brain must be exercised to develop **
**“****Neurons that fire together wire together”**
**Example: in teaching adolescents to manage strong emotional impulses, the more we teach them to think before reacting, the stronger these neurons become**
- 	(Walsh, 2004)

**Use it or lose it**

## Blossoming and Pruning

- <date/time>

**Blossoming and Pruning**

**Pre-frontal cortex is responsible for planning, considering consequences, and impulse control**
**Pre-frontal cortex continues to develop into the twenties**
**Not being fully wired results in risk-taking, distractibility, and conflict-seeking**
**Increased need for sleep so that pruning and re-growth can occur**
- 	(Walsh, 2004)

## Hormonal Surges

- <date/time>

**Hormonal Surges**

**Testosterone causes boys to have a “chip on their shoulder” and turn any conversation into an argument**
**Estrogen and progesterone surges in girls bring about moods that “change on a dime”**

## Neurotransmitters

- <date/time>

**Neurotransmitters**

**In adolescent brain, norepinephrine, dopamine, serotonin are mainly active**
**All three influence mood**

## Neurotransmitters(continued)

- <date/time>

**Neurotransmitters****(continued)**

**Norepinephrine is an energizer, prepares body for fight-or-flight response**
**Dopamine feels good;  humans are attracted to anything that increases dopamine (e.g., drugs, alcohol)**
**Serotonin is a mood stabilizer- proper amounts feel relaxing;  too little feel depressing or aggressive**

## Alcohol and the Adolescent Brain

- <date/time>

**Alcohol and the Adolescent Brain**

**Stimulates release of dopamine**
**Interferes with body’s own release of dopamine**
**Interferes with encoding of new memories by disrupting neurons**
**Impairs memory and learning at lower doses than adults who consume equal amounts**

## Tobacco and the Adolescent Brain

- <date/time>

**Tobacco and the Adolescent Brain**

**Adolescents more likely to get addicted than adults, and get addicted quicker**
**Nicotine increases production of dopamine, so smokers feel good**
**Nicotine increases number of receptors (docking stations) for itself**

## Tobacco and the Adolescent Brain (continued)

- <date/time>

**Tobacco and the Adolescent Brain ****(continued)**

**Affects two dozen neurotransmitters in brain**
**Tobacco Settlement acknowledged that companies targeted adolescents**
**If someone reached 18 without using, odds were ****1 to 5 of never using**
**Hook them early or risk losing lifelong customer**

## Other Drugs

- <date/time>

**Other Drugs**

**Dopamine almost always affected, e.g., with marijuana**
**Cocaine increases serotonin**
**Ecstasy affects transport of serotonin, can permanently damage learning and memory**

## ATOD Interferes with Growth

- <date/time>

**ATOD Interferes with Growth**

**Obscure differences between work and play**
**Promote a false sense of reality**
**Reinforce a sense of being special or having limitless possibilities**
**Can cause avoidance of realistic expectations**
**Obscure social reality, rules, and mores**
**Maintain homeostasis while appearing to be moving toward independence and separation**
- 	(Source: Baumrind & Moselle, 1985)

## Negative effects of alcohol, tobacco, and other drugs are faster, more severe, and occur with less warning in adolescent brain than adult brain
Not just temporary altered states, but can cause permanent brain damage

- <date/time>

**Negative effects of alcohol, tobacco, and other drugs are faster, more severe, and occur with less warning in adolescent brain than adult brain**
**Not just temporary altered states, but can cause permanent brain damage**

**In Conclusion**

## Medicine Wheel

## QUESTIONS and DISCUSSION

**QUESTIONS and DISCUSSION**