Theoretical Foundations in Nursing PDF

YEAR THEORETICAL FOUNDATIONS IN NURSING 01 NCM – 100 | MR. OWEN MARI DOMONDON, RN L E S S ON 0 5 : D E V E L OP ME N T A L T H E OR I S T S SIGMUND FREUD...

YEAR THEORETICAL FOUNDATIONS IN NURSING 01 NCM – 100 | MR. OWEN MARI DOMONDON, RN L E S S ON 0 5 : D E V E L OP ME N T A L T H E OR I S T S SIGMUND FREUD Jung not Freud Latency 6 – 12 Dormant People do not tend to years old sexual fixate at this stage, feeling but if they do, they tend to be extremely sexually unfulfilled. Genital Puberty - Sexual Frigidity, impotence, Adulthood interest unsatisfactory mature relationships FIVE MODEL OF PSYCHOSEXUAL DEVELOPMENT 1. ORAL PHASE - “Psychosexual Theory of Human Development” - Defined by Freud as the first 18 months of life. - The concept of psychosexual development, as envisioned - Infant's pleasure centers are in the mouth. by Sigmund Freud at the end of the nineteenth and the beginning of the twentieth century, is a central element in - First relationship with mother is nutritive. the theory of psychology. - Duration varies based on society. - It consists of five separate phases: - Early memories include suckling and eating. o Oral, Anal, Phallic, Latency, and Genital. - Special importance in tribal societies, where stomach is - In the development of his theories, Freud’s main concern considered emotional seat. was with sexual desire, defined in terms of formative drives, o Example: An infant who is breastfed or bottle-fed instincts and appetites that result in the formation of an adult experiences pleasure through oral stimulation. If a personality. child is weaned too early or too late, they might develop oral fixations in adulthood, such as smoking or overeating. For instance, a person who Stage Age Erogenous Consequences of chews gum excessively or has a habit of biting Range zone fixation their nails may be exhibiting behaviors linked to Oral 0 – 1.5 Mouth Orally Aggressive: unresolved issues from the oral stage. years old - Involves 2. ANAL PHASE (0 – 18 chewing gum - Stage occurs from 18 months to 36 months of age. months) or ends of - Children learn to control fecal expulsion, focusing libidinal pen. Orally Passive: energy in this area. - Children view defecation as a way to experience pleasure - Involves and take pride in it. smoking, - Two types of characters can develop: eating, o Expulsive: prone to malicious excretion kissing, o Retentive: enjoy holding in feces despite parental fellatio, training. cunnilingus Anal 1.5 – 3 Bowel and Anal-retentive: - Freud postulates these children develop into neat, years old bladder organized, careful, meticulous, and obstinate adults. - Obsession (18 – 36 elimination with o Example: During potty training, a child learns to months) organization control bowel movements. A child who is overly or excessive controlled during this stage may become "anal- neatness retentive," leading to traits such as perfectionism Anal-expulsive: and obsessiveness in adulthood. Conversely, a - Reckless, child who experiences lax toilet training might careless, develop an "anal-expulsive" personality, defiant, characterized by messiness and disorganization. disorganized, For example, an adult who is very meticulous Coprophiliac about cleanliness may reflect anal-retentive traits Phallic 3 – 6 years Genitals Oedipus Complex stemming from this stage. old - in boys 3. PHALLIC PHASE according to - At 36-72 months, libidinal energy shifts from anal to genital Freud region, forming the Oedipus or Electra complex. Electra Complex o The Oedipus complex is central to - in girls psychodynamic fixations in men, according to o Electra complex is for women. MINA A.Y. 2024 - 2025 BSN1-AB FIRST SEMESTER 1  THEORETICAL FOUNDATIONS IN NURSING NCM – 100 | MR. OWEN MARI DOMONDON, RN - Males fall in love with their mothers and fear punishment from fathers for their love. o Fear of retaliation is intensified, leading to the birth of the superego. - Female children's psychosexual dynamic is termed the Electra complex, with "penis envy" seen when they realize they have no penis. - Freud's theory of feminine sexuality, particularly penis envy, has been criticized in gender and feminist theory. o Example: In this stage, children become aware of their bodies and develop a fascination with their genitals. A classic case illustrating this is "Little Hans," a boy who developed a fear of horses while also showing intense interest in his own genitalia, reflecting the Oedipus complex where boys feel rivalry with their fathers for their mother's affection. This rivalry can manifest later in life as difficulties in relationships or authority issues. 4. LATENCY PHASE - Starts around six and ends with puberty. - Freud's theory: Oedipus complex dissolves, leading to conflict-free development. - Children form connections with siblings, other children, and adults. - Habits developed in earlier stages solidify. o Example: During this period, children often focus on developing social skills and friendships rather than sexual interests. For instance, a child who engages deeply in sports or hobbies and forms same-gender friendships may be exemplifying healthy development during the latency stage. This focus on peer relationships can lead to strong social skills and emotional intelligence in adulthood. 5. GENITAL PHASE - Starts at puberty, enabling opposite sex relationships. - Focuses on libidinal energy in genital area. - Freud suggests fixation on previous stages hinders untroubled development. - Full adulthood requires resolution of previous stages and balance between love and work. o Example: In adolescence, individuals start exploring romantic relationships and sexual attraction. A teenager who experiences their first crush or engages in dating is navigating the genital stage. Successful resolution of this stage leads to healthy adult relationships; for example, an adult who forms meaningful partnerships and communicates effectively with their partner likely navigated this stage successfully. 2 MINA A.Y. 2024 - 2025 BSN1-AB FIRST SEMESTER  THEORETICAL FOUNDATIONS IN NURSING NCM – 100 | MR. OWEN MARI DOMONDON, RN ERIK ERIKSON - Positive reinforcement encourages initiative; however, if children are discouraged or reprimanded for their efforts, they may develop guilt over their needs and desires. o Example scenario: A preschooler organizes a game with friends during playtime. If the child's initiative is supported by teachers and parents, they feel confident in their ability to lead and create. However, if adults dismiss their ideas or punish them for being too assertive, the child may develop guilt over their desire to take initiative. 4. INDUSTRY VS. INFERIORITY - 6 to 12 years - In this stage, children compare themselves with peers and - “Theory of Psychosocial Development” strive to achieve competence in various skills. - The theory of Erik Erikson has a significant contribution to - Success fosters a sense of industry and accomplishment, psychology, outlining a framework for understanding while failure can lead to feelings of inferiority and human growth across the lifespan. inadequacy. - This theory posits that individuals progress through eight o Example scenario: A child participates in a school distinct stages, each characterized by a specific science fair. If they receive praise for their project psychosocial crisis that must be resolved for healthy and encouragement from teachers and peers, personality development. they develop a sense of competence and industry. On the other hand, if they face criticism or are not EIGHT STAGES OF PSYCHOSOCIAL DEVELOPMENT allowed to participate fully, they may feel inferior 1. TRUST VS. MISTRUST compared to their classmates. - Birth to 18 months 5. IDENTITY VS. ROLE CONFUSION - In this initial stage, infants learn to trust their caregivers - 12 to 18 years when their needs for food, comfort, and affection are - Adolescents face the challenge of developing a personal consistently met. identity amidst societal expectations. - A successful resolution leads to a sense of security; failure - Successful navigation results in a strong sense of self; may result in fear and suspicion of the world. failure may lead to confusion about one’s role in society. o Example scenario: A newborn baby relies on their o Example scenario: An adolescent explores mother for care. When the mother consistently different social groups and activities, trying on responds to the baby's cries for food and comfort, various identities (e.g., sports teams, clubs). the child develops trust in her and the world Successful exploration leads to a strong sense of around them. Conversely, if the mother is self; however, if they struggle to find where they fit neglectful or inconsistent, the baby may grow to in or face pressure to conform, they may feel mistrustful, leading to anxiety and insecurity in experience role confusion about who they are. future relationships. 6. INTIMACY VS. ISOLATION 2. AUTONOMY VS. SHAME AND DOUBT - Young adulthood - 18 months to 3 years - This stage focuses on forming intimate relationships with - As toddlers begin to assert their independence, they others. explore their environment. Supportive caregivers - Successfully establishing deep connections leads to strong encourage autonomy, fostering self-confidence. relationships; failure can result in isolation and loneliness. - Conversely, overly critical or controlling parenting can lead o Example scenario: A young adult enters a to feelings of shame and doubt about one's abilities. romantic relationship after developing a strong o Example scenario: A toddler begins to assert sense of self during adolescence. If they can share independence by attempting to dress themselves. their life with someone else while maintaining their If parents encourage this exploration and allow the identity, they experience intimacy. Conversely, if child to make choices, such as picking out their they fear commitment or struggle with vulnerability clothes, the child feels a sense of autonomy. due to unresolved issues from earlier stages, they However, if parents are overly critical or do may feel isolated. everything for the child, the toddler may develop 7. GENERATIVITY VS. STAGNATION feelings of shame and doubt about their abilities. - Middle adulthood: 40 to 59 years 3. INITIATIVE VS. GUILT - During middle age, individuals seek to contribute - 3 to 6 years meaningfully to society through work and family life. - During the preschool years, children initiate activities and assert control over their environment. 3 MINA A.Y. 2024 - 2025 BSN1-AB FIRST SEMESTER  THEORETICAL FOUNDATIONS IN NURSING NCM – 100 | MR. OWEN MARI DOMONDON, RN - Achieving generativity leads to feelings of productivity and fulfillment; stagnation may result from a lack of involvement or contribution. o Example scenario: A middle-aged person mentors’ younger colleagues at work or volunteers in their community. This involvement fosters a sense of generativity as they contribute positively to society. However, if they focus solely on personal achievements without giving back or feel unfulfilled in their careers, they may experience stagnation. 8. INTEGRITY VS. DESPAIR - Late adulthood - In the final stage, individuals reflect on their lives, feeling either satisfaction or regret about their accomplishments. - A sense of integrity arises from accepting one’s life journey; despair may occur if one feels unfulfilled or has unresolved conflicts. o Example scenario: An elderly person reflects on their life achievements and relationships as they approach retirement. If they feel proud of their accomplishments and have lived authentically, they experience integrity. However, if they have regrets about missed opportunities or unresolved conflicts, they may fall into despair over what could have been. 4 MINA A.Y. 2024 - 2025 BSN1-AB FIRST SEMESTER  THEORETICAL FOUNDATIONS IN NURSING NCM – 100 | MR. OWEN MARI DOMONDON, RN JEAN PIAGET - They understand the concept of conservation—that quantity remains the same despite changes in shape or appearance. o For instance, if two balls of clay are rolled into different shapes, children in this stage can recognize that the amount of clay remains constant. o Mathematical concepts: In school, during the concrete operational stage, children might use physical objects (like blocks) to solve addition problems. They understand that if you have two blocks and add three more, you now have five blocks—demonstrating logical thought about - “Theory of Cognitive Development” tangible items. - A Swiss psychologist, is renowned for his pioneering work 4. FORMAL OPERATIONAL STAGE in the field of developmental psychology, particularly his - 11 years and up theory of cognitive development. - Adolescents develop the ability to think abstractly and - His research focused on how children develop their thinking reason logically about hypothetical situations. abilities and understanding of the world around them. - They can engage in deductive reasoning and consider - Piaget proposed that cognitive development occurs in four multiple variables simultaneously. distinct stages, each characterized by different ways of o An example would be solving complex thinking and understanding. mathematical problems or discussing philosophical ideas. FOUR STAGES OF COGNITIVE DEVELOPMENT o Hypothetical reasoning: During discussions 1. SENSORIMOTOR STAGE about environmental issues in high school science - Birth to 2 years classes, students may explore questions like "What would happen if we ran out of fossil fuels?" - In this stage, infants learn about the world through their This type of abstract reasoning illustrates formal senses and actions. operational thought. - They develop object permanence—the understanding that objects continue to exist even when they cannot be seen. KEY CONCEPTS o For example, if a toy is hidden under a blanket, a 1. SCHEMAS child older than six months will search for it, demonstrating their understanding that the toy still - Mental structures that help organize knowledge. exists. o For instance, a child may have a schema for "dog" o Learning colors: A toddler might initially that initially includes only small dogs but expands categorize all red objects as "red" without as they encounter larger breeds or different types. distinguishing shades. As they encounter more 2. ASSIMILATION AND ACCOMODATION colors, they refine their color schema to include - These processes describe how children adapt their dark red and pink. schemas based on new experiences. 2. PREOPERATIONAL STAGE - Assimilation involves integrating new information into - 2 to 7 years existing schemas. - Children begin to use language and think symbolically but - Accommodation involves changing schemas when new lack the ability to perform operations mentally. information cannot fit. - They are egocentric, meaning they have difficulty seeing things from perspectives other than their own. o A common example is when a child uses a banana as a pretend phone, showing symbolic thinking. o Understanding transportation: A child who has only seen cars might initially label all moving vehicles as "cars." After seeing a bus or a train, they will accommodate their understanding by creating new schemas for these vehicles. 3. CONCRETE OPERATIONAL STAGE - 7 to 11 years - At this stage, children start to think logically about concrete events. 5 MINA A.Y. 2024 - 2025 BSN1-AB FIRST SEMESTER  THEORETICAL FOUNDATIONS IN NURSING NCM – 100 | MR. OWEN MARI DOMONDON, RN LAWRENCE KOHLBERG - Stage 4: Maintaining Social Order o Emphasizes obeying laws and rules to maintain societal order. Moral reasoning is based on the importance of upholding laws and contributing to society. o Situation: A citizen stops at a red light late at night, even though there’s no traffic or police around, because they believe it’s important to follow traffic rules for safety. § Moral Reasoning: The person values rules and laws as necessary for maintaining social order and fairness. 3. POST – CONVENTIONAL LEVEL - “Theory of Moral Development” - Stage 5: Social Contract and Individual Rights - A significant framework in psychology that outlines how o Individuals recognize that laws are based on individuals progress through different stages of moral social contracts, which can be changed for the reasoning as they grow. greater good. They weigh individual rights against - His work, which builds on Jean Piaget's theories of societal rules. cognitive development, categorizes moral reasoning into o Situation: An activist participates in a peaceful three main levels, each comprising two stages. protest advocating for environmental laws, even though their actions might inconvenience some - Kohlberg proposed that moral development occurs in a businesses. They believe in balancing personal series of stages that reflect increasing levels of complexity rights with the greater good for society. and abstraction in moral reasoning. § Moral Reasoning: The individual recognizes that while laws are important, THREE LEVELS OF MORAL DEVELOPMENT they should be flexible to protect broader 1. PRE – CONVENTIONAL LEVEL societal interests. - Stage 1: Obedience and Punishment Orientation - Stage 6: Universal Ethical Principles o Moral reasoning is based on the physical o At this highest level, morality is guided by internal consequences of actions. Individuals obey rules to principles that apply universally, such as justice avoid punishment. and human rights, even if they conflict with laws. o Situation: A child eats all their vegetables because o Situation: A doctor decides to treat an injured their parent threatens to take away dessert if they person in critical condition for free, even though don’t. the patient cannot afford to pay, because they § Moral Reasoning: The child complies not believe in the principle of preserving life above because they value healthy eating but to financial considerations. avoid punishment. § Moral Reasoning: The decision is - Stage 2: Individualism and Exchange guided by deeply held ethical principles, o Recognizes that there is not just one right view even if it conflicts with institutional handed down by authorities; individuals begin to policies or personal benefit. understand that different perspectives exist. o Situation: A young child helps clean up their toys because their parent promises to let them watch their favorite cartoon afterward. § Moral Reasoning: The child's actions are driven by personal gain (a reward). 2. CONVENTIONAL LEVEL - Stage 3: Good Interpersonal Relationships o Morality is based on gaining approval from others. Actions are judged by their intentions and the desire to be seen as "good." o Situation: A teenager joins a volunteer program at school because they want to be seen as kind and responsible by their peers and teachers. § Moral Reasoning: Their actions are motivated by a desire for approval and maintaining positive relationships. 6 MINA A.Y. 2024 - 2025 BSN1-AB FIRST SEMESTER  THEORETICAL FOUNDATIONS IN NURSING NCM – 100 | MR. OWEN MARI DOMONDON, RN KURT LEWIN - Change Theory - A foundational framework in the field of change management, developed by the German-American social psychologist who is often referred to as the father of social psychology. - His model emphasizes the dynamic interplay between forces that drive change and those that resist it, encapsulated in a three-stage process: Unfreezing, Changing, and Refreezing. FORCE FIELD ANALYSIS - Posits that behavior is a result of the balance between driving forces (which promote change) and restraining forces (which hinder change). - Effective change occurs when driving forces are strengthened or restraining forces are weakened, allowing for a shift from the current state to a desired state THREE STAGES OF CHANGE UNFREEZING - Initial stage involves preparing for change by creating awareness of the need for it. - It requires overcoming resistance to change, which can be achieved by increasing driving forces or decreasing restraining forces. - Effective communication and addressing concerns are crucial during this phase to foster readiness among stakeholders. CHANGING/MOVEMENT - This stage involves implementing the actual change. It encompasses modifying behaviors, processes, and attitudes. - Support through training and resources is vital to ensure that individuals can adapt to new ways of working. REFREEZING - Final stage aims to solidify the new changes as the standard operating procedure. - Without this step, there is a risk that individuals may revert to old habits. - This phase often includes reinforcing new behaviors through rewards and establishing new norms within the organization 7 MINA A.Y. 2024 - 2025 BSN1-AB FIRST SEMESTER