Theory of Psychosexual Stages of Human Growth PDF

THEORY OF PSYCHOSEXUAL STAGES OF HUMAN GROWTH  Sigmund Freud- Father of Psychoanalysis  Believed that all human beings pass through a series of psychosexual stages  Each Stage is dominated by the development of sensitivity in a particular erogenous of pleasure-giving spot...

THEORY OF PSYCHOSEXUAL STAGES OF HUMAN GROWTH  Sigmund Freud- Father of Psychoanalysis  Believed that all human beings pass through a series of psychosexual stages  Each Stage is dominated by the development of sensitivity in a particular erogenous of pleasure-giving spot in the body. (Erogenous Zone)  Each Stage possess for individuals a unique conflict that they must resolve before they go the next higher stage  If individuals are unsuccessful in resolving conflict, the resulting frustration becomes chronic and remains central feature of their psychological make-up  Fixation is the tendency to stay at a particular. STAGE AGE RANGE CHARACTERISTICS NURSING IMPLICATIONS Oral First year of Life Marks infants need for Provide oral stimulation by gratification from the giving pacifiers; do not mother discourage thumb Center of pleasure is the sucking. mouth An infant’s sucking, eating, chewing do not only satistfy hunger, but also give pleasure Anal Toddler Reflect the toddler’s need Help children achieve for gratification along the bowel and bladder control rectal area. without undue emphasis Emphasis on TOILET on its importance. TRAINING Phallic Preschooler Concentrates on the Accept children’s sexual preschooler’s gratification interest, such as fondling involving the genitals. his or her own genitals, as Oedipus Complex- young a normal area of boys experience rivalry exploration. with their father for their mother’s attention and affection and regards father as rival Electra Complex-young girls see their mothers as a rival for father’s attention Latency School-Age During this stage, sexual Help children have desires are repressed and positive experiences with the entire child’s available learning so their self- libido is channeled into esteem continues to grow socially accepted activities (learning, play) Child’s personality development appears to be nonactive or dormant.  Genital Adolescent onwards Aim of sex instinct is Provide appropriate reproduction opportunities for the child Characterized by the to relate with opposite and maturation of the own sex relationships. reproductive system, production of sex Adolescent develops hormones and sexual maturity and learns reactivation of the genital to establish satisfactory zone as the area of relationships with others. sensual pleasure PSYCHOSOCIAL THEORY  Erik Erikson  Erikson has formulated eight major stages of development  Each stage poses a unique development task and simultaneously presenting individual with a crisis that he must struggle through STAGE AGE DEVELOPMENTAL TASK VIRTUE NURSING IMPLICATION RANGE Trust vs Infant Developmental task is to form a sense of Hope Provide a primary caregiver. Provide Mistrust trust versus mistrust. Child learns to love and experiences that add to security. be loved. **If infants needs are met, cuddled, fondled and shown genuine affection evolve a sense of world as a safe and dependable place. Autonomy vs Toddler Developmental task is to form a sense of Will Provide opportunities for independent Shame and autonomy versus shame. Child learns to be decision making, such as choosing Doubt independent and make decisions for self. own clothes. **When parents are patient, cooperative, encouraging, children acquire a sense of independence and competence. **When children are not allowed such freedom and over-protected, they develop an excessive sense of shame and doubt. Initiative vs Pre-school Developmental task is to form a sense of Purpose Provide opportunities for exploring Guilt initiative versus guilt. Child learns how to do new places or activities. Allow free- things (basic problem solving) and that doing form play. things is desirable. **Parents who give their children freedom to do things like running, riding, etc., are allowing them to develop initiative **Parents who curtails this freedom are giving children a sense of themselves as nuisances and inept intruders in the adult world. Rather than being active, they become passive. Industry vs School-Age Developmental task is to form a sense of Competence Provide opportunities such as allowing Inferiority industry versus inferiority. Child learns how child to assemble and complete a to do things well. short project. **Elementary years- children concerned with how things work and how they are made **Children learn to win recognition by being productive and they learn to persevere. **Parents, teachers who support, reward and praise children are encouraging industry. **Those who ignore, rebuff, deride children’s effort are strengthening feelings of inferiority. Identity vs Adolescent Developmental task is to form a sense of Fidelity Provide opportunities for an Role identity versus role confusion. Adolescents adolescent to discuss feelings about Confusion learn who they are and what kind of person events important to him or her. Offer they will be. support and praise for decision making. Individual has to develop an integral and coherent sense of self. He seeks to answer the question “who am I” **To find identity, adolescents try on many new roles as they grope with romantic involvement, vocational choice and adult statuses. **When an adolescent fails to develop the centered identity he/she becomes trapped in either role confusion a “negative identity”. **Role confusion implies uncertainty of appropriate behavior Intimacy vs Early Intimacy—capacity to reach and make Love Isolation Adulthood/ contact with other people and to fuse one’s Late identity with that of others. Capable of Adolescent experiencing the intimacy of enduring (20-40 friendship and marriage. years) Central to Intimacy is the ability to share with and care about another person without fear of losing oneself in the process. Fear of self-abandonment results in a feeling of isolation. Generativity Middle Individual is able to work productively and Care vs. Adulthood creatively. Stagnation (40-65 years) Generativity- parental responsibility, interest of producing and guiding next generation. Entails selflessness.  Stagnation- condition in which indivuals are preoccupied with their material possessions of physical well-being Ego integrity Late Stage of faculty reality, recognizing and Wisdom vs Despair Adulthood accepting it. Individual take stock of the (Old Age to years that have gone before. Death) Some feel a sense of satisfaction with their accomplishment. Others experience despair, the feeling that the time is too short for an attempt to start another life and to try out alternative roads to integrity PIAGET’S THEORY OF COGNITIVE DEVELOPMENT Piaget defined four stages of cognitive development, within the stages of growth, then finer units or schemas. To progress from one period to the next, children reorganize their thinking processes to bring them closer to adult thinking. The Sensory Motor Period Sensorimotor Stage. Piaget’s first stage of intellectual; developmental in which the child moves from the reflexive activities of reading, grasping, and sucking to more highly organized forms of activity. OBJECT PERMANENCE. Piaget’s term for children’s understanding that objects continue to exist even when they are out of sight. With increased development, intentional behavior emerges, in which infants try to solve simple problems. The pre-operational stage Pre-operational stage is the second stage in Piaget’s theory of cognitive development in which the lack of logical operations forces children to make decisions based on their perceptions Piaget’s term pre-operational stage because the child has not yet mastered the ability to completely manipulate these symbols mentally. Piaget described the pre-operational child’s thinking as EGOCENTRIC. That is, the pre-operational children cannot put themselves in other’s shoe or see someone else’s perspective. EGOCENTRISM- tendency of young children to assume that everyone views that world in the same way they do and that they are, quite literally, the center of everything. CENTRATION- the tendency to focus on one perpetual aspect of an event to the exlcusions of others. CONSERVATION- Piagetian term for realization that certain properties of an object (ex. Weight and length) remain the same regardless of changes in its other properties. (ex shape and position) ANIMISM- children’s tendency to attribuite life to inert objects. TRANSDUCTIVE- reasoning feature of pre-operations in which the child neither reasons deductively nor inductively.