Lecture 2# Theories of growth and development.pptx

Lecture 2: T h e o r i e s O f G r o w t h And Developmen t Prepared By Dr Anwar Alhashem Edited By Dr Huny Bakry THEORIES OF GROWTH AND DEVELOPMENT  All developmental theories are divided into stages and are considered progressive. Ideally, an individual accomplishes a task or skill at one stage...

Lecture 2: T h e o r i e s O f G r o w t h And Developmen t Prepared By Dr Anwar Alhashem Edited By Dr Huny Bakry THEORIES OF GROWTH AND DEVELOPMENT  All developmental theories are divided into stages and are considered progressive. Ideally, an individual accomplishes a task or skill at one stage before moving on to a later stage.  However, conflicts and stressors can delay or prolong the completion of a task or even cause some temporary backward movement, known as regression.  After the resolution of the conflict or stress, individuals usually return to their appropriate developmental levels.  The specific age ranges given for these developmental stages are approximate and vary somewhat for individuals. It is even possible for stages to overlap, allowing individuals to work on several tasks at the same time. Theories Of Growth & Development In This Course You Will Be Introduced To The Following Theories: Erik Erikson's Psychosocial Theory, Jean Piaget's Cognitive Theory, Abraham Maslow's Human Needs Theory, Lawrence Kohlberg's Theory Of Moral Development. Psychosocial theory Erik Erikson identified eight stages that span the full life cycle from infancy to old age. He studied the child within a larger social setting beyond the immediate family. He believed that at each stage, certain critical tasks have to be accomplished. The successful completion of each task enables individuals to increase independence and feel good about themselves and others. 2 2 Psychosocial theory 2 2 Trust VS. Mistrust (Birth to 18 Months) At birth, the child is helpless and totally dependent on others to meet his or her needs. When these needs are met in a timely fashion, the child develops trust in people and in his or her environment. Trust is built by having consistency and sameness from caregivers. This helps infants cope with their needs and urges and learn trust in self. Trust is the foundation of a healthy personality. 2 Autonomy VS. Shame And Doubt (18 Moths to 3 Years) The child begins to gain control over his or her body and develop a sense of independence or autonomy. Autonomy is characterized by the acquisition of skills involving feeding, mobility, dressing, and control of elimination. Developing independence strengthens the child's self-concept. Without loving support from the environment, the child develops feelings of shame and doubt. 2 5 Initiative VS. Guilt (3 to 6 Years) During this stage, the child begins to explore his or her environment and try different roles. Imagination and curiosity allow the child to further expand and develop his or her potential. Parents and caregivers need to permit the child to explore within safe boundaries. Without this freedom, the child may develop guilt and feelings of inadequacy. Industry Vs. Inferiority (6 to 11years) During this stage, the child acquires many new social and physical skills. School-age children have the maturity to concentrate on learning and working with others. They strive for praise and recognition. Family life should support and prepare the child for school activities, and school must continue with these efforts. Without these positive responses, children may develop a sense of Identity VS Role Confusion (12 to 20 Years) This stage is transitional between childhood and adulthood. It is characterized by physiological and emotional changes that create confusion for both the child and the family. One of the chief concerns of this period is the individual's emerging sexuality and the need to find his or her place in society. Many demands are placed on the adolescent in terms of career, education, and peer relationships. Intimacy VS. Isolation (20 to 30 Years) A goal of this stage is to establish a close meaningful relationship with another person. The individual must be able to give of himself or herself and be committed to another. This is learned from and within the family unit during the growing years. Close ties with family members and intimate relationships are essential to the well-being of the young adult. Failure to accomplish a meaningful close relationship results in t Generativity VS. Stagnation (30 to 65 Years) Generativity is the process by which the middle-aged person focuses on leadership, productivity, and concern for future generations. Individuals reflect on their accomplishments and become involved with their new family roles. Generativity takes on different forms. Some adults engage in nurturing their children or grandchildren; others become involved in community projects. Still others begin new careers at this stage. Inability to establish generativity results in stagnation. Stagnation occurs when a person is unconcerned with the welfare of others and is Ego Integrity VS. Despair (65 Years And Over) During this period, life experiences are reviewed. Ego integrity is achieved if the person reaches a level where he or she is able to accept past choices as the best that could be accomplished at the time. N.B Ego represents the evolving sense of self. It's shaped through ongoing interactions with others and experiences throughout life. Ego Integrity VS. Despair (65 Years And Over) The individual has a sense of dignity from his or her life accomplishments. Ego integrity implies that the individual has resolved the tasks of earlier stages. Dissatisfaction with life review leads to feelings of despair. The person may wish to start over and have another chance. Despair produces feelings of worthlessness and hopelessness.