Theories of Growth and Development PDF

THEORIES OF GROWTH AND DEVELOPMENT BY: HENLYN E. ATANACIO,RN,MAN  LEARNING OBJECTIVES: At the end of the lecture, the students are expected to meet the following outcomes: Differentiate the different developmental theories Identify the age groups and the appropriate stages of d...

THEORIES OF GROWTH AND DEVELOPMENT BY: HENLYN E. ATANACIO,RN,MAN  LEARNING OBJECTIVES: At the end of the lecture, the students are expected to meet the following outcomes: Differentiate the different developmental theories Identify the age groups and the appropriate stages of developmental theories related to each Recall the nursing implications to each stages of the theories  Definition of Terms: THEORY – A systematic statement of principles that provides a framework for explaining some phenomenon DEVELOPMENTAL TASK - A skill or growth responsibility arising at a particular time in an individual’s life - The achievement of which will provide a foundation for the accomplishment of future tasks.  TYPES OF THEORY Sociocultural Theory Learning Theory Cognitive Theory Epigenetic Theory Psychonalytic Theory  Basic Division of Childhood STAGE AGE PERIOD NEONATE FROM 28 DAYS OF LIFE INFANT I MONTH -1 YEAR TODDLER 1-3 YEARS PRESCHOOLER 3-5 YEARS SCHOOL-AGE 6-12 YEARS ADOLESCENT 13-17YEARS Late Adolescent 18-21 YEARS Maternal and Child Health Nursing 8th Edition JoAnne Flagg, Adele Pillitteri, p 768 Psychosexual Development Sigmund Freud 1856 - 1939  First person to provide a formal, structured theory of personality His theory is grounded in the belief that two internal biological forces essentially drive psychological change in the child: sexual (libido) and aggressive energies Motivation for behavior is to achieve pleasure and avoid pain created by these forces  The forces come into conflict with the reality of the world as maturational changes occur His psychoanalytic model of personality has five psychosexual developmental stages associated with different pleasurable zones as the body focus for gratification and bodily pleasure  CRITICISMS ON FREUD’S THEORY Looking at the illness rather looking at the wellness Gender biased  Components of the theory Level of awareness Agencies of the mind Concept of anxiety and defense mechanism Pyschosexual states of development  Levels of awareness Conscious level of awareness The conscious mind is logical and is regulated by the reality principle Consciousness includes all experiences that are within an individuals awareness and that the individual is able to control It includes all information that is remembered easily and is immediately available to an individual  Preconscious level of awareness It is also called subconscious It includes experiences, thoughts, feelings, or desires that might not be in immediate awareness but can be recalled to consciousness The subconscious can help repress unpleasant thoughts or feeling and can examine and censor certain wishes and thinking  Unconscious level of awareness Is not logical and is governed by the pleasure principle, which refers to seeking immediate tension reduction Memories, feeling, thoughts or whishes are repressed and are not available to the conscious mind These repressed memories, thoughts or feelings, if made prematurely conscious can cause anxiety Agencies of the Mind Id, ego, superego They are the 3 systems of personality These psychological processes follow different operating principles In a mature and well adjusted personality, they work together as a team under the leadership of the EGO  THE ID It is the source of all drives It includes genetic inheritance, reflexes, instincts, basic drives, needs and wishes that motivate an individual It operates according to the pleasure principle It does not tolerate uncomfortable states It acts immediately in an impulsive, irrational way and pays no attention to the consequences of its actions The primary process is a psychological activity in which the id attempts to reduce tension It includes hallucinating or forming an image of the object that will satisfy its needs and remove the tension  The id (primary process) by itself is not capable of reducing tension; therefore a secondary psychological process must develop if the individual is to survive; when this occurs the structure of the second system of the personality, the ego begins to take form  EGO Its function includes reality testing and problem solving It begins its development during the fourth or fifth month of life It acts as an intermediary between the id and the external world It emerges because the needs, wishes and demands of the id require appropriate exchanges with the outside world of reality  The ego distinguishes bet. Things in the mind and things in the external world testing is the function of the ego It follows the reality principle and operates by means of realistic thinking  SUPEREGO It is a necessary part of socialization that develops during the phallic stage of 3 to 6 yrs of age It develops from the interactions with one’s parents during the extended period of childhood dependency It includes the internalization of the values, ideals and moral standard of society  The superego consists of the conscience and ego ideal The conscience refers to the capacity for self evaluation and criticism When moral codes are violated, the conscience punishes the individual by instilling guilt What parents approve of and what they reward the child for doing become incorporates as the ego ideal by the mechanism of introjection  The superego strives for perfection rather than pleasure and represents the ideal rather than the real Living up to one’s ego ideal results in the individual feeling proud and increase self- esteem  ANXIETY AND DEFENSE MECHANISMS The ego develops defenses or defense mechanisms to fight off anxiety Defense mechanisms operate on an unconscious level except for suppression, so the individual is not aware of their operation Defense mechanisms deny, falsify or distort reality to make it less threatening An individual cannot survive without defense mechanism however if they become too extreme in distorting reality then interference in healthy adjustment and personal growth may occur.  PSYCHOSEXUAL STAGES OF DEVELOPMENT Human development proceeds through a series of stages from infancy to adulthood Each stage is characterized by the inborn tendency of all individuals to reduce tension and seek pleasure Each stage is associated with a particular conflict that must be resolved before the child can move successfully to the next stage  Experiences during the early stages determine an individual’s adjustment patterns and the personality traits that the individual has as an adult  Psychosexual Development Stage Psychosexual Nursing Stage Implications Infant Child explores the Provide oral stimulation ORAL world by using mouth by giving pacifiers; especially the tongue BF gives more stimulation; DO NOT discourage thumb-sucking Toddler Child learns to control Help child achieve ANAL urination and bowel and bladder defecation control without undue emphasis on importance  Psychosexual Development Stage Psychosexual Nursing Implication Stage Preschooler Child learns sexual Accept children’s sexual PHALLIC identity through interest such as fondling awareness of their own genitals genital areas School-age Child’s personality Help children have LATENCY development positive experiences with appears to be learning so their self- nonactive or esteem continues to grow dormant Adolescent Develops sexual Provide opportunities to GENITAL maturity and learns relate with opposite sex to establish satisfactory relationships with the opposite sex  Psychosexual Development Oral phase: disruption in the physical or emotional availability of the parent (inadequate bonding or chronic illness) could have an impact on the infant’s development Anal phase: children become increasingly aware of the pleasurable sensations of this body region with in products of their effort; through the toilet training process the child is asked to delay gratification in order to meet parental and societal expectations  Psychosexual Development Phallic or Oedipal phase: boy becomes interested in the penis; girl becomes aware of the absence of the penis (penis envy); child fantasizes about the parent of the opposite sex as his or her first love interest (Oedipal and Electra complex); by the end of this stage, the child attempts to reduce this conflict by identifying with parent of the same sex in a way to win recognition and acceptance  Psychosexual Development Latency phase: sexual urges from the earlier Oedipal stage are repressed and channeled into productive activities that are socially acceptable; child places his or her energy and effort on accomplishing and learning (school, socializing)  Psychosexual Development Genital phase: a time of turbulence when earlier sexual urges reawaken and are directed to an individual outside the family circle; unresolved prior conflicts surface during adolescence; resolution of conflicts makes the individual capable of having a mature sexual relationship Psychosocial Development Erik Erikson  Erikson was trained in psychoanalytic theory but developed his own theory One of main concept of his theory, “a person’s social view of self is more important than instinctual drives in determining the behavior  The theory It describes the human cycle as series of 8 ego developmental stages from birth to death Each stage presents a psychosocial crisis, the goal of which is to integrate physical, maturation and societal demands. The theory focuses on psychosocial tasks that are accomplished throughout the life cycle CRITICISMS OF THE THEORY Creating a superficial division of the stages of life  Psychosocial Development Stage Developmental Task Nursing Implications Trust vs Mistrust Child learns to love Provide a primary and be loved caregiver. Provide experiences that add to security such as soft sounds Autonomy vs Child learns to be Provide opportunities Shame and Doubt independent and for decision making make decisions for such as choices of self clothes to wear or toys to play  Psychosocial Development Stage Developmental Task Nursing Implications Initiative vs Guilt Learns how to do Provide opportunites for things and that doing exploring new places or things is desirable activities Industry vs Learns to do things Provide opportunities Inferiority well such as allowing child to assemble and complete a short project so that child feels rewarded for accomplishment Psychosocial Development Stage Developmental Task Nursing Implications Identity vs Role Adolescents learn Allow them to discuss Confusion who they are and feelings about events what kind of person important to him/her. Offer support and they will be by praise for decision adjusting to a new making body image Psychosocial Development STAGE DESCRIPTION INTIMACY/SOLIDARITY -Form long lasting VS. ISOLATION relationships 18-25Y/O -commitment to career YOUNG ADULTHOOD -Period of achievement of social, emotional and economic independence -Anxiety related to assuming responsibility, marriage, child-rearing,job and financial pressures Psychosocial Development STAGE DESCRIPTION GENERATIVITY VS. -Person looks beyond STAGNATION oneself and pays attention to community and world 25-60 Y/O needs MIDDLE ADULTHOOD -feeling of concern for others, beyond family -most productive and creative years of life cycle in personal career and childbearing -period of role transition as an individual Psychosocial Development STAGE DESCRIPTION EGO INTEGRITY VS --Appreciates past, present DESPAIR and future 60Y/O TO DEATH -Self-acceptance of own contribution to others LATE ADULTHOOD -has developed wisdom -preoccupied with loss of hope loss of purpose and thoughts of death Cognitive Development Jean Piaget 1896 - 1980  Swiss biologist and philosopher Was most interested in the development of children’s intellectual organization, how they think, reason, and perceive the world His theory of cognitive development includes four periods and recognizes that children move through these specific periods at different rates but in the same sequence order  It defines cognitive acts as ways in which the mind organizes and adapts to its environment Categories that an individual forms in his or her mind to organize and understand the world and to bring them closer to adult thinking SCHEMA refers to an individuals cognitive structure or framework of thought CRITICISMS OF THE THEORY Piaget used a small sample of subjects to establish his theory Today’s situation may be different at the time the theory was established  DEFINITION OF TERMS PERMANENCE – the awareness that the object exist even when out of sight  Cognitive Stage Development Age Tasks Sensorimotor 0 – 1 year Infant learns that sucking achieves a pleasing result, generalized the action to suck Preverbal behavior fingers, blanket or clothing coordination of simple Successful achievement leads to motor actions and greater exploration perception through different senses *PERMANENCE Preoperational 2 – 7 years Time when children learn to *CONSERVATION think with the use of symbols CENTERING and mental images Association of objects that REVERSIBILTY Egocentric – child sees objects represent concepts and and persons from one point of asking questions view, the child’s own Parallel play  DEFINITION OF TERMS CENTERING – Looks at objects and see ONLY ONE characteristics of it CONSERVATION -the ability to discern truth even though physical properties change REVERSIBILITY -Ability to retrace steps  DEFINITION OF TERMS ASSIMILATION – It’s the ability to incorporate new ideas, objects and experiences into framework of one’s thoughts – The growing child will perceive and give meaning to new information according to what is already known and understood – What will fit to his/her own idea  DEFINITION OF TERMS ACCOMMODATION – Is the ability to change a schema to introduce new ideas, objects or experiences – They change their ideas to fit reality EGOCENTRISM -perceiving that one’s thoughts and needs are better or more important than others  Cognitive Development Stage Age Tasks Concrete Operational 7 – 11 years Achieve the ability to perform mental operations Child can now think about an The ability to solve action that before was problems performed physically They can now appreciate the difference between their perspective and that of others Formal Operations 11 years – Abstract thinking Adulthood Theoretical subjects The ability to understand Organize thoughts in their minds scientific reasoning and Capacity to reason with respect formal logic to possibilities Problem solving Mature thinking Moral Development Lawrence Kohlberg  Lawrence Kohlberg Extended Piaget’s theory with his stages of moral development Standards of the social environment and social rewards play a major role for movement to higher levels of moral reasoning CRITICISMS OF THE THEORY Male Oriented The Ethic of Justice by Carol Gilligan  Moral Development Premorality Stage I. Fear Stage 2. Self- and interest and avoidance of satisfaction of punishment self needs (Obedience and (Indiviualism and punishment exchange) orientation) Child does right because a parent tells him to avoid punishment (AGES 4-7) (AGES 2-3)  Moral Development Conventional Stage 3. Stage 4. Internalization of Fulfillment of others’ values duties and and stereotyped demonstration of visions of respect to appropriateness authority (Interpersonal (Maintaining social relationships) order)  Moral Development Postconventional Stage. 5 Personal Stage 6. Personal standards of social principles based on responsibility based a rational belief in on adhering laws the validity of that protect the universal moral welfare and rights principles and of all persons senses of personal (Social contract and commitment individual rights) (Universal principles)  REFERENCE: UNIT 5 CHAPTER 28 VOLUME 1 THANK YOU FOR LISTENING and NOT SLEEPING Prepare for our next activity GOD BLESS YOU=)