Chapter 11 Growth and Development PDF

Chapter 11 Growth and Development: Infancy Through Adolescence Erik Erikson Psychologist who specialized in the psychosocial aspect of development. He defined 8 psychosocial stages, each identified by a psychosocial task that must be successfully mastered before...

Chapter 11 Growth and Development: Infancy Through Adolescence Erik Erikson Psychologist who specialized in the psychosocial aspect of development. He defined 8 psychosocial stages, each identified by a psychosocial task that must be successfully mastered before the person can progress to the next stage. This growth aids in the development of a healthy ego He believed cultural, social, biological, and environmental factors contribute to the development. Slide 2 Theories of Development: Erikson Table 11.2 pg. 148 Trust vs. mistrust: Infancy (birth-18 months) Autonomy vs. shame and doubt: Early Childhood (18 months to 3 years) Initiative vs. guilt: Preschool (3 to 6 years) Industry vs. inferiority: School Age (6 to 12 years) Identity vs. role confusion: Adolescence (12 to 20 years) Intimacy vs. isolation: Young Adulthood (20 to 30 years) Generativity vs. stagnation: Middle Adulthood (30 to 65 years) Ego integrity vs. despair: Older Adults (65 years and older) Slide 3  Trust vs. mistrust: Infancy (birth-18 months) Task: Attachment to mother Successful: Trust in people, faith and hope about environment and future Unsuccessful: Difficulties relating to people, suspicion, trust-fear conflict Bonding: sense of attachment between parent (usually the mother/father) gives baby security needed to develop trust. Infants need for stimulation and love grows during the first 3 months. Physical contact, caring, familiar surroundings are important aspects. By 5 or 6 months they should be ready to include others in a relationship Erikson believed infants learn to trust others when they receive warm, consistent care. Infants need to feel comfortable and secure and believe caregiver will always meets their needs. Infants who trust will have confidence to explore new situations and can usually begin to handle short separation from parents. This helps the infant develop relations with other people throughout life. Healthy baby recognizes family and can show insecurity with strangers by 6- 7 months old. Believed that infants with secure attachments are happier and less frustrated at next stage Slide 4  Autonomy vs. shame and doubt: Early Childhood (18 months to 3 years) Task: Gaining basic control over self and environment Successful: Sense of self control and adequacy Unsuccessful: Independence-fear conflict, feelings of self doubt Autonomy (independence) develops as children learn to feed themselves and do other things without help. Also when they learn to say “no” Caregivers can be impatient and do everything for the child, causing feelings of shame and doubt in child. If parents are overprotective and critical, children may be ashamed of themselves and doubt ability to accomplish things. Slide 5  Initiative vs. guilt: Preschool (3 to 6 years) Task: Becoming purposeful and directive Successful: Ability to initiate one’s own activities, sense of purpose Unsuccessful: Aggression-fear conflict, sense of inadequacy or guilt Initiative is the willingness to try. Young children should be energetic, eager, and curious. They know no fear and want to explore the world. Also beginning to develop basic understanding of right & wrong Parents can aid children through this stage by giving them freedom to explore within safe limits, encouraging questions and ideas, supporting successes, and helping to develop self-esteem Children learn gender roles (behaviors/attitudes) a culture expects and approves for males/females during this stage by observing behaviors of boys/girls and they differ. By age 3, children know their gender and can identify another person’s gender by age 6. Caregivers provide strong influences on the child's gender role adaptation by sports, toys, clothes, etc. The importance of peers increases during this stage and after. Children need exposure to other children by the age of 3. By the age of 6, children are seeking friendships outside the home New siblings can slow this stage, parents need to provide equal time & attention Slide 6  Industry vs. inferiority: School Age (6 to 12 years) Task: Developing social, physical, and learning skills Successful: Competence, ability to work and learn Unsuccessful: Sense of inferiority, difficulty learning and working Continuing to develop self concept (the way one views oneself). A comfortable relationship with parents and other adults is vital for development of a health self concept. They also begin to develop social competence (ability to get along with others). They learn coping skills for minor stressors, and that their behavior can influence others Children want to accomplish things, they are interested in how things are made and work “WHY” Parents and teachers should encourage ideas, compliment accomplishments, and supporting children's problems Parents must adjusts expectations and degree of control. It is natural for this age to begin spending more time with friends, less time with family. They should also be given more responsibility (household chores and opportunities to make decisions. Group activities (sports, art, etc.) helps to build self-esteem Time out no longer recommended. Denial of privileges is better for this age (restriction from friends, social events, electronics) Slide 7  Identity vs. role confusion: Adolescence (12 to 20 years) Task: Developing sense of identity Successful: sense of personal identity Unsuccessful: Confusion about who one is, identity submerged in relationships Development of adolescences is challenging at times. Hormones are going crazy, emotions erratic. They have to learn to handle these emotions and how to get along with others Teens seek autonomy and freedom from parental control. Parents should gradually allow teens to make more of their own choices, but parents and teens also must learn to live with the consequences. Family time lessens, parents should allow more freedom with peers, but monitor activities and friends. Trying to hold on to teen to close can lead to estrangement. This is when conflicts between teen and adult is more common. Normally becomes less severe at age 17/18 Dating is an important adolescent experience that helps young people discover their individual identify During this stage the adolescent questions “Who am I” and “What will I do with my life”. The teen who is successful coping with these questions develops an acceptable sense of self. Teen not successful may withdraw from society, or passively follow the crowd. Some don’t conquer these questions until young adulthood Some adolescents experiment with a variety of roles in society. This can cause conflict with parents as teen explores alternative lifestyles or value systems. The types of jobs they may try can also aid them in discovering who they are Parents can aid them by supporting decisions, acknowledging struggles, and respecting them as they Slide 8 mature. Open communication makes this time an easier transition. Tasks of Adolescent: Development Discovering their identity is a primary psychosocial task Begin making decisions that will affect the rest of their lives Ideology (a belief or value system) should be fairly well established by the end of adolescence Sexual orientation (sexual preference) should also be set. Health Promotion pg. 159 Slide 9 Concerns in Adolescent: Development Pregnancy, teen parenting Employment Chemical abuse Eating disorders Depression Early deaths QSEN Considerations pg. 162 Slide 10