Winter 24 2510 Theories Lecture - Student Version PDF

Theories of Development NURS 2510 Client and Context 1: Human Growth and Development Sufia Turner RN MN Class #2 Adapted from Winn Briscoe Student Learning Objectives At the end of this class, the student will be able to: Describe the relationship between genes, the environment and human development...

Theories of Development NURS 2510 Client and Context 1: Human Growth and Development Sufia Turner RN MN Class #2 Adapted from Winn Briscoe Student Learning Objectives At the end of this class, the student will be able to: Describe the relationship between genes, the environment and human development. Discuss contributions and limitations of theories of human development. Examine how perspectives, including biological/evolutionary, psychoanalytic, learning and systems theories add to our collective understanding of human development. Compare how characteristics of individual development across the lifespan are described using varied theoretical perspectives. Exemplars: Teratogensis Theories of Human Development 1. 2. 3. 4. 5. Theories help to explain and predict phenomena of interest 5 Groups of Theories Biological and Evolutionary Theories Psychoanalytic Theories (3 families within) Learning Theories Cognitive Theories Systems Theories Anatomy and Physiology Refresher Human cell nuclei contain 23 pairs of chromosomes made up of DNA Each chromosome is divided into segments called genes Each of the (19,000-22,000) genes found in each cell nucleus in our body influences a particular feature or development pattern A gene controlling a specific characteristic always appears in the same place (the locus) on the same chromosome in every individual of the same species Chromosomes Unwrapped! The Human Genome Figure 2.1 DNA is wound around histones (a protein material) to form what resembles beads on a string, called the nucleosomes. Deposited along the nucleosomes are epigenetic markers, which, collectively, make up the epigenome. When chromatin is loosely spaced, gene expression is possible, but when chromatin is tightly packed, genes are silenced. Thus, when epigenetic markers signal chromatin to open, genes (segments of DNA base pairs) are ready to be transcribed and translated into proteins. (SOURCE: Nevid, J.S., Greene, B., Johnson, P.A, & Taylor, S. (2009). Essentials of Abnormal Psychology, 2nd Canadian Edition. Toronto, ON: Pearson Education Canada. Figure 2.1. Artwork copyright © Alexandra Enns. Printed with permission.) Biological and Evolutionary Theories: - Genetic Natural Selection - Nature vs Nurture The role of heredity plays in individual development and differences A broad range of traits and behaviors are affected by heredity The genotype is the specific genetic material on an individual’s chromosomes The phenotype is the observed characteristic of the individual, such as brown eyes and black hair Epigenetics is regulation patterns that alter gene function (phenotype) without changing gene structure (genotype) Nurses can impact “Nurture” Epigenetics as a Biological Theory Issues in Development Teratogenesis Deviations in prenatal development can result from exposure to teratogens, agents that cause damage to an embryo or a fetus The greatest risk from most teratogens is in the first eight weeks of gestation Viral Infections Viruses can pass through placental filters and attack embryo or fetus directly Drugs Prescription and illicit can have poor outcomes High maternal exposure to alcohol can lead to fetal alcohol spectrum disorder (FASD) Environment Chemicals, toxins, radiation Maternal illness/infection Other Harmful Influences on Prenatal Development Theories of Human Development 1. 2. 3. 4. 5. 5 Groups of Theories Biological and Evolutionary Theories Psychoanalytic Theories (3 families within) Learning Theories Cognitive Theories Systems Theories Erickson’s Psychosocial Theory Development occurs across the entire lifespan in psychosocial stages Development results from the interaction between inner instincts and cultural demands One must move through and successfully resolve eight “crises” or “dilemmas” Age Stage Brith to 1 year Trust vs Mistrust 1 to 3 Autonomy vs Shame & Doubt 3 to 6 Initiative vs Guild 6 to 12 Industry vs Inferiority 12 to 18 Identity vs Role Confusion 18 to 30 Intimacy vs Isolation 30 to late adulthood Generativity vs Stagnation Late adulthood Integrity vs Despair Retrieved from https://educationaltechnology.net/eriksons-stages-ofpsychosocial-development/ Maslow’s Hierarchy of Needs Moved from focus on atypical development to theories focused on positive aspects of development, humanistic theories developed Self-actualization describes the ultimate goal in human life SOURCE: Maslow, Abraham H., Frager, Robert D., and Fadiman, James. Motivation and Personality, 3rd Edition, © 1997. Adapted by permission of Pearson Education, Inc., Upper Saddle, NJ.) Maslow described needs or motives in a needs hierarchy Various needs must meet in order, from the bottom of the pyramid to the top Figure 2.4 p. 36 Retrieved from https://en.wikipedia.org/wiki/Abraham_Maslow Theories of Human Development 1. 2. 3. 4. 5. 5 Groups of Theories Biological and Evolutionary Theories Psychoanalytic Theories (3 families within) Learning Theories Cognitive Theories Systems Theories Piaget’s Cognitive Development Theory Piaget focused on answering the central question “How does thinking develop?” He based many of his ideas about the consistent changes during childhood on naturalistic observations of children of different ages Approxi-mate Ages https://www.biography.com/scientist/jean-piaget Stage Description Birth to 18 months Sensorimotor The baby understands the world through her senses and her motor actions; she begins to use simple symbols, such as single words and pretend play, near the end of this period. 18 months to 6 years Preoperational By age 2, the child can use symbols both to think and to communicate; he develops the abilities to take others’ points of view, classify objects, and use simple logic by the end of this stage. 6 years to 12 years Concrete operational The child’s logic takes a great leap forward with the development of new internal operations, such as conservation and class inclusion, but is still tied to the known world; by the end of the period, he can reason about simple “what if” questions. 12+ years Formal operational The child begins to manipulate ideas as well as objects; she thinks hypothetically and, by adulthood, can easily manage a variety of “what if” questions; she greatly improves her ability to organize ideas and objects mentally. Vygotsky Sociocultural Theory Vygotsky’s socio-cultural theory asserts that complex forms of thinking have their origins in social interactions A baby has four elementary cognitive abilities: Attention, Sensation, Perception & Memory Children’s development toward higherlevel cognitive abilities is guided by interaction with knowledgeable others Retrieved from https://en.wikipedia.org/wiki/Lev_Vygotsky Bandura’s Social Learning Theory Albert Bandura states that learning does not always require reinforcement; sometimes we learn from watching others (known as observational learning or modelling) Reciprocal determinism—human development is based on: – Personal factors – Behavioural factors – Environmental factors Self-efficacy: belief in one’s own capacity to cause an intended event to occur or to perform a task Retrieved From https://en.wikipedia.org/wiki/Albert_Bandura (SOURCE: Adapted from Bandura, A. (1977a). Social Learning Theory (1st ed.). Upper Saddle River, NJ: Prentice-Hall. © 1977. Reprinted by permission of Pearson Education Inc., Upper Saddle River, NJ.) Theories of Human Development 1. 2. 3. 4. 5. 5 Groups of Theories Biological and Evolutionary Theories Psychoanalytic Theories (3 families within) Learning Theories Cognitive Theories Systems Theories Systems Theory Systems approach: the view that personal and external factors form a dynamic integrated system Holism: the ‘whole’ is primary and is often greater than the sum of its parts – A person develops in relation to changes in any part of the whole dynamic system (personal and external) Wellness: the result of adaptive adjustment Bioecological systems theory explains development in terms of the relationships between people and their environment, over the passage of time Classifies all the individual and contextual variables that affect development and specifies how they interact Uses a model of concentric circles to describe the interrelationships Bronfenbrenner’s Systems Theory The outermost circle, the macrosystem (cultural context), contains the values and beliefs of the culture in which a child is growing up The next level, the exosystem (socioeconomic context), includes the institutions of the culture that affect a child’s development indirectly The microsystem (immediate context) includes those variables to which people are exposed directly, such as their families, schools, religious institutions, and neighbourhoods The mesosystem contains the interconnections between these components The individual context, the innermost circle, is the child’s genetic make-up and developmental stage (SOURCE: Artwork copyright © Alexandra Johnson. Printed with permission.) Any Questions? Additional Ways of Knowing What did all the theorists we discussed have in common? A need exists to see things outside of our normative ways What potential harm can it have if we only work/care/nurse within a western context of knowing? Please Note: We will be discussing some topics related to racism and discrimination and may elicit strong feelings and emotions for those students with lived experience within the Indigenous community (First Nations, Inuit, and Metis). Please take care of yourself and contact the Knowledge Keeper, the Ongomiizwin or an advisor as needed. Consulted with: Micheline Hughes, Indigenous Initiatives Educator with The Centre for Advancement and Learning UofM Brenda Longclaws, Knowledge Keeper, College of Nursing Rhonda Campbell, Director of Mahkwa omushki kiim: Pathway to Indigenous Nursing Education and Indigenous Engagement Lauressa Garson, Coordinator and academic coach Mahkwa omushki kiim: Pathway to Indigenous Nursing Education References and Resources for Indigenous Content Frideres, James., and René R. Gadacz. Aboriginal Peoples in Canada. 9th ed. Toronto: Pearson, 2012. Indigenous People in Manitoba There is not one "Indigenous culture" Great diversity in culture amongst Indigenous Peoples across Manitoba and Canada with differences between First Nations, Inuit and Métis For this course, we are looking at the collective and shared history and experiences of colonization – recognizing that each culture has their own specific experiences within. This is the tip of the iceberg and for the purpose of this class, we are looking at it on a large scale – again recognizing that each culture has their own experiences within I recognize that there is diversity among Indigenous communities, but for this course, I will be making some generalizations Now you know Relationships – good relationships Responsibilities Reciprocity Respect Relationships with patients – enacting them in ways that are meaningful While nurses are burdened with work, building a relationship does not take a lot of time, and being respectful – treating someone with respect takes no effort or time Privilege – Intention - Impact Table 2.4 in the textbook presents an excellent summary of the strengths and weaknesses of each of the theories discussed Comparing Theories Summary Theories of human development help to explain &/or predict human development. Different theories have different perspectives on main factors affecting human development. Understanding theories of development can assist nurses in communicating with, assessing, promoting health and wellbeing and advocating for intervention for (including providing teaching). Western medicine is ONE way of theorizing, there are many more