TFN-NOTES PDF

**ABRAHAM MASLOW'S "HUMAN NEEDS THEORY"** - **Deficiency needs vs Growth needs** - - **The Original Hierarchy of Needs Five-stage model includes**: - 1. 2. 3. 4. 5. **Hierarchy of Needs Summary** - - - - **Expanded Hierarchy of Needs** 1. 2. 3. 4. 5. 6....

**ABRAHAM MASLOW'S "HUMAN NEEDS THEORY"** - **Deficiency needs vs Growth needs** - - **The Original Hierarchy of Needs Five-stage model includes**: - 1. 2. 3. 4. 5. **Hierarchy of Needs Summary** - - - - **Expanded Hierarchy of Needs** 1. 2. 3. 4. 5. 6. 7. 8. **Self - Actualization** - - - **Maslow offers the following description of self-actualization:** - **Characteristics of self-actualizers** 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. **Behavior leading to self0actualization** \(a) Experiencing life like a child, with full absorption and concentration; \(b) Trying new things instead of sticking to safe paths; \(c) Listening to your own feelings in evaluating experiences instead of the voice of tradition, authority, or the majority; \(d) Avoiding pretense (\'game playing\')and being honest; \(e) Being prepared to be unpopular if your views do not coincide with those of the majority; \(f) Taking responsibility and working hard; \(g) Trying to identify your defenses and having the courage to give them up. **Educational Application** - **How can I use Maslow's Hierarchy as a Nurse?** - - - - - - **ERIK ERIKSON'S "THEORY OF PSYCHOSOCIAL DEVELOPMENT"** **What is Psychosocial Development?** - - - **The developmental tasks in Erikson\'s eight stages of life are as follows:** **Stage One -Trust vs Mistrust** - - - **Psychosocial Stage 2 - Autonomy vs. Shame and Doubt** - - - - **Stage Three - Initiative vs Guilt** - - - **Stage Four-Industry vs Inferiority** - - - **Stage Five- Identity vs Role Confusion** - - **Stage 6-Intimacy vs. Isolation** - - - **Stage 7- Generativity vs. Stagnation** - - - **Psychosocial Stage 8-Integrity vs. Despair** - - - **Psychosocial Stages Summary Chart** **Stage 1: Infancy (birth to 18 months)** **Basic Conflict:** Trust vs. Mistrust **Important Events:** Feeding **Outcome:** During the first stage of psychosocial development, children develop a sense of trust when caregivers provide reliability, care, and affection. A lack of this will lead to mistrust. **Virtue:** HOPE **Stage 2: Early Childhood (2 to 3 years)** **Basic Conflict:** Autonomy vs. Shame and Doubt **Important Events:** Toilet Training **Outcome:** Children need to develop a sense of personal control over physical skills and a sense of independence. Potty training plays an important role in helping children develop this sense of autonomy. Children who struggle and who are shamed for their accidents may be left without a sense of personal control. Success during this stage of psychosocial development leads to feelings of autonomy, failure results in feelings of shame and doubt. **Virtue:** WILL **Stage 3: Preschool,(3 to 5 years)** **Basic Conflict:** Initiative vs. Guilt **Important Events:** Exploration **Outcome:** Children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval. **Virtue:** PURPOSE **Stage: School Age (6 to 11 years)** **Basic Conflict:** Industry vs. Inferiority **Important Events:** School **Outcome:** Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority. **Virtue:** COMPETENCE **Stage: Adolescence (12 to 18 years)** **Basic Conflict:** Identity vs. Role Confusion **Important Events:** Social Relationships **Outcome:** Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self. **Virtue:** FIDELITY **Stage: Young Adulthood (19 to 40 years)** **Basie Conflict:** Intimacy vs. Isolation **Important Events:** Relationships **Outcome:** Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation. **Virtue:** LOVE **Stage: Middle Adulthood (40 to 65 years)** **Basic Conflict:** Generativity vs. Stagnation **Important Events:** Work and Parenthood **Outcome:** Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world. **Virtue:** CARE **Stage: Maturity (65 to death)** **Basic Conflict:** Ego Integrity vs. Despair **Important Events:** Reflection on life **Outcome:** Erikson\'s theory is different from many others because it addressed development throughout the entire lifespan, including old age. Older adults need to look back on life and fel a sense of fulfillment. Success at this stage leads to feelings of wisdom, while failure results in regret, bitterness, and despair. At this stage, people reflect back on the events of their lives and take stock. Those who look back on a life they feel was well-lived, will feel satisfied and ready to face the end of their lives with a sense of peace. Those who look back and only feel regret will instead feel fearful that their lives will end without accomplishing the things they feel they should have. **Virtue:** WISDOM **IN CAPSULE: The Developmental tasks in Erikson\'s \"Theory of Psychosocial** **Development\"** 1. - - 2. - - - - - 3. - - - - - 4. - - - - - 5. - - - - 6. - - - 7. - - - 8. - - - - **Kurt Lewin\'s\"Change Theory\"** - - - - - - **There are three stages in this theory: unfreezing, change, and refreezing.** - - - - **Major Assumptions** - - - - **Kurt Lewin (1962) developed the change theory, which identifies the following six** **components:** 1. 2. 3. 4. 5. 6.  **Lawrence Kohlberg\'s \"Theory of Moral Development\"** -Lawrence Kohlberg expanded on the earlier work of cognitive theorist Jean Piaget **to explain the moral development of children.** Kohlberg believed that moral development, like cognitive development, follows a series of stages. -The best known moral dilemma created by Kohlberg is the **\"Heinz\" dilemma**, which discusses the idea of obeying the law versus saving a life. **Kohlberg's stages of moral development** -three levels of moral reasoning. - - - **Level 1: Pre-conventional** -throughout the pre-conventional level, a child\'s sense of morality is externally controlled. Children accept and believe the rules of authority figures, such as parents and teachers. -it focuses largely on external consequences that certain actions may bring. **Stage 1: Obedience and Punishment Orientation** -focuses on the child\'s desire to obey rules and avoid being punished. **Stage 2: Instrumental Orientation** -shows a limited interest in the needs of others, only to the point where it might further the individual\'s own interests. **Level 2: Conventional** -a child\'s sense of morality is tied to personal and societal relationships. -Children continue to accept the rules of authority figures, but this is now due to their belief that this is necessary to ensure positive relationships and societal order. **Stage 3: Good Boy/ Nice Girl Orientation** **Level 3: Post-Conventional** -a person\'s sense of morality is defined in terms of more abstract principles and values. People now believe that some laws are unjust and should be changed or eliminated. -This level is marked by a growing realization that individuals are separate entities from society and that individuals may disobey rules inconsistent with their own principles. **Stage 5: Social Contract Orientatio** -the world is viewed as holding different opinions, rights, and values. Such perspectives should be mutually respected as unique to each person or community. **Stage 6: Universal ethical principal Orientation** -this is the highest stage of functioning. However, he claimed that some individuals will never reach this level. -This type of reasoning involves taking the perspective of every person or group that could potentially be affected by the decision. **Basic Tenets of kohlberg's Theory** -Cross-sectional data have shown that older individuals tend to use higher stages of moral reasoning when compared with younger individuals, while longitudinal studies report \"upward\" progression, in accordance with Kohlberg\'s theoretical order of stages. **Critique of Kohlberg's Theory** -Kohlberg\'s theory has been criticized for emphasizing justice to the exclusion of other values, with the result that it may not adequately address the arguments of those who value other moral aspects of actions. Another criticism of Kohlberg\'s theory is that people frequently demonstrate significant inconsistency in their moral judgements. **Lawrence Kohlberg\'s Theory on Moral Development.** -Kohlberg advocated that an individual goes through three levels of moral development which are as follows: premoral/pre-conventional, conventional and post- conventional. During the first level of moral development (premoral) children are responsive to cultural rules and labels of good and bad, right and wrong. At the second level (conventional), the individual is concerned with maintaining the expectations of the family, groups or nation and sees this as right. At the third level (post- 665 conventional/autonomous or principled), people make the effort to define valid values and principles without regard to outside authority or to the expectations of others. This theory on the whole, believes that moral development involves respect for other humans and that relationships are based on mutual trust.