1. Psychomotor Development.pptx

Psychomotor development Objectives: By the end of this lecture the student will be able to: 1. Define Psychoanalytic Theory 2. Identify the component of personality 3. List the level of consciousness 4. Describe the psychosexual stages of development 5. Discuss the Cognitive...

Psychomotor development Objectives: By the end of this lecture the student will be able to: 1. Define Psychoanalytic Theory 2. Identify the component of personality 3. List the level of consciousness 4. Describe the psychosexual stages of development 5. Discuss the Cognitive theory 6. Describe the stages cognitive theory  Psychoanalytic Theory of Personality Sigmund Freud (1856- Outlines: 1939) I. Components of Personality II. Level of awareness III. Psychosexual stages A. Psychoanalytic Theory Freud (1856-1939) 1. Person sexual drives/libido motivate his/her behavior 2. Inborn drives which fight with each other 3. By interacting with others, people can learn the expectation of society and then select the most appropriate behavior. I. Components of personality Definition of personality structure: It is the mixture of three systems (Id, ego and superego). Definition of personality development: The person characteristics of way of behavior, feeling and thinking. II. Dynamics of personality The id, Ego and super-ego need energy to fulfill their function (psychic energy/ Libido) Each person has a specified amount of energy which is obtained from instincts These are two categories of instinct  Life instinct (Eros)  Death instinct (Thanatos) II. Dynamics of personality A- Life instinct (Eros( The aim of which is survival and propagation of species. Hunger, sex and thirst are examples of life instincts B-Death instincts (Thanatos( Freud believed that every person has an unconscious desire to die. This desire drives him to whatever may lead to his death (self destruction, aggression( III. Level of Awareness A. Conscious Awareness of surroundings, what is happening and able to control thoughts and behaviors. It is considered the stage for purposeful behavior III. Level of Awareness B. Preconscious Memories, past experiences and thoughts that can be recalled by the person. They require only recall to be brought to full awareness. In this level, memories, social, moral and religious value are stored III. Level of Awareness C. Unconscious Experiences and feeling that can’t be remembered. Is the largest part and consists of repressed memories, thoughts, feelings and instinctual impulses It usually appears in a symbolic way in the form of dreams, slips of the tongue or a pen. It may also emerge during psychotherapy. IV. Psychosexual stages of development Freud believed that the individual passes through predetermined stages of development. In each stage sexual instincts develop and libido concentrates at specific erogenous zones: mouth, anus, and genitals. Tension in these zones can be relieved by manipulating this region. Freud emphasized the importance of the first five years of the child's development and considered it the main determinant for both his/her future personality as well as his/her mental state (Health/ illness) IV. Psychosexual stages of development  It includes 5 stages: 1. Oral stage 2. Anal stage 3. Phallic stage 4. Latency stage 5. Genital stage 1. Oral stage  Age: from birth to 1.5 year.  child pre-occupies himself with nursing and accepting things in the mouth.  child who isn’t nursed- pessimistic, envious and suspicious.  child who is nursed on every whim- optimistic, gullible. 1. Oral stage Manifestations of problems arising from this stage includes:  Behaviors centered around oral experiences e.g., smoking , overeating, substance abuse, difficulty with trust, disturbed physiological reactions (particularly gastrointestinal), pessimism, excessive dependence. Psychiatric disorders that originate from this stage include:  Schizophrenia  Manic-Depression 2. Anal stage  Age: from 1.5 to 3 years  During this stage, the child (for the first time) must adjust his behavior for the demands of others (e.g. through toilet training)  Id:get rid of bodily fluids  Superego & ego: societal pressures to withhold them. 2. Anal stage Manifestation of problems arising from this Stage includes: Deviant behavior, bowel and bladder disorders, rage, diarrhea, constipation. Perfectionism, stubbornness and inability to control emotions and impulses. Psychiatric disorders that originate from this stage includes: Obsessive-compulsive disorders Paranoid disorders 3. Phallic stage  Age: from 3 to 6 years Most crucial sexual conflict The libidinal energy moves now to the genitalia. The child frequently manipulates his genitals for exploration and to get sensual satisfaction (masturbation). The stage is characterized by A-Castration fear: Which results from the boy's fear of damaging or losing his genitals. B-Penis envy: Which are the girls desire to possess a penis. 3. Phallic stage C- The Oedipus / Electra complex: This is the attachment of the child to the parent of the opposite sex, accompanied by envious and aggressive feelings towards the parent of the same sex. Behaviors and problems that may arise from this stage include: Sexual acting out, unsatisfactory relationship with the opposite sex, frigidity and impotence. 4. Latency stage  Age: from 6 years to puberty  Sexual drive lies dormant  Put energy into other things (school, friendships, athletics) 5. Genital stage  Age: from puberty and over.  Genitals are primary focus again  Heterosexual relationships to resolve desires The concept of mental illness  An imbalance in meeting the child's needs in any developmental stage (whether increased or decreased) may lead to "Libido fixation" in that stage. Consequently, the person will regress to this stage whenever he is faced with a problem, which predisposes him to mental illness.  Mental illness is the outcome of personality internal conflicts (between Id- Ego and Super-ego) and the inability to adapt/cope with reality because of the weak Ego. Theory applications  Each behavior has a meaning.  The present behavior can only be understood in the light of previous experiences.  The preventive role of the psychiatric nurse is emphasized.  The therapeutic model is psychotherapy and psychoanalysis that aim at discovering the repressed materials at the unconscious and moving it to the conscious level using techniques like free association, dream interpretation, identifying and understanding defense mechanisms  Cognitive Theory Jean Piaget (1896-1980) Outlines: I. Cognitive theory stages II. Educational Implications Cognitive Theory  Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence. The theory deals with the nature of knowledge itself and how humans gradually come to acquire, construct, and use it.  Development is influenced by biological maturation, social experiences, and experiences with the physical environment. During the process of cognitive development, the individual strives to find equilibrium between himself and his environment. Cognitive Theory  Children construct their own knowledge in response to their experiences.  Children learn many things on their own without the intervention of older children or adults.  Children are intrinsically motivated to learn and do not need rewards from adults to motivate learning. Cognitive theory stages 1. Sensorimotor stage 2. The preoperational stage 3. Concrete operational stage 4. Formal operational stage Cognitive theory stages Sensorimotor stage  Begins at birth and lasts until 18 months-2 years of age.  This stage involves the use of motor activity.  Knowledge is limited in this stage, because it is based on physical interactions and experiences.  Infants cannot predict reaction, and therefore must constantly experiment and learn through trial and error. The preoperational stage Usually occurs during the period between toddlerhood (18-24months) and early childhood (7 years). During this stage children begin to use language; memory and imagination also develop. In the preoperational stage, children engage in make believe and can understand and express relationships between the past and the future. More complex concepts, such as cause and effect relationships, have not been learned. Intelligence is egocentric and intuitive. 3. Concrete operational stage  Typically develops between the ages of 7-11 years.  Intellectual development in this stage is demonstrated through the use of logical and categories  Systematic manipulation of symbols, which are related to concrete objects 4. Formal operational stage Adolescents and adults use symbols related to abstract concepts. Adolescents can think about multiple variables in systematic ways, can formulate hypotheses, and think about abstract relationships and concept Piaget believed that intellectual development was a lifelong process, but that when formal operational thought was attained, no new structures were needed. Intellectual development in adults involves developing more complex schema through the addition of knowledge Educational Implications Provide concrete props and visual aids, such as models and/or time line. Use familiar examples to facilitate learning more complex ideas, such as story problems in math. Allow opportunities to classify and group information with increasing complexity; use outlines and hierarchies to facilitate assimilating new information to previous knowledge. Present problems that require logical analytic thinking; the use of tools such as "brain teasers" is encouraged.