Theories of Human Development PDF

THEORIES OF HUMAN DEVELOPMENT Dr. Amna Khalid PhD Clinical Psychology Assistant Professor of Behavioral Sciences Email: [email protected]  Assessing child development The normal stages of development OBJECTIVES Theories of devel...

THEORIES OF HUMAN DEVELOPMENT Dr. Amna Khalid PhD Clinical Psychology Assistant Professor of Behavioral Sciences Email: [email protected]  Assessing child development The normal stages of development OBJECTIVES Theories of development Freudian psychosexual development Erickson's eight stages of psychosocial development Piaget's theory of cognitive development  Biopsychosocial model It is important to remember that biological, psychological and social factors may interact ASSESSMENT with each other, giving rise to problems. PRINCIPLES OF Children and their families DEVELOPMENT Children are dependent on caregivers. The clinician needs to be sensitive to any dynamics or tensions arising within the interview and remain objective.  ASSESSING DEVELOPMENT Physical development: gross and fine motor. Language: expressive and receptive Each child is unique, but there are Every child needs to Emotional: recognition and developmental be seen within the context of their differentiation, expression and pathways, norms and family and society milestones which can regulation. be used as a guide. as a whole Cognitive development Moral development NORMAL DEVELOPMENT - FIRST 2 YEARS The first year of life: 3 weeks after birth, the baby smiles at faces, selective smiling appears by 6mth By 8-9mth, fear of strangers and anxiety on separation from the mother By the end of the first year, the child should Have formed a close & secure relationship with the mother (or main carer) Have ordered pattern of sleeping and feeding and weaning onto solid food Point at objects and things they want and learn about Enjoy making sounds ‘mama’, ‘dada’, and one or two other words. Second year of life: Children begin to wish to please parents & appear anxious when they disapprove. Explore their environment through play, most will be walking by 18 months. Begin to learn to control their behaviour. Attachment behaviour should be well established. Temper tantrums occur, particularly if exploratory wishes are frustrated. Learn to point at things that they want others to observe out of interest. Should be able to put 2-3 words together as a simple sentence. NORMAL DEVELOPMENT- PRESCHOOL YEARS (2– 5 YEARS) Fantasy life can form a temporary substitute for the real world. Special ‘transitional objects’ such as teddy bears or pieces of blanket can become important to the child. Children begin to learn about differences between males and females in appearance, clothes, behaviour, and anatomy. Sexual play and exploration are common at this stage. NORMAL DEVELOPMENT-MIDDLE CHILDHOOD Clearer understanding of their position in the family. They learn to cope with school, and to read, write, and begin to acquire numerical concepts. At this stage children gradually learn what they can achieve and what their limitations are. NORMAL DEVELOPMENT-ADOLESCENCE Physical changes of puberty occur. An adolescent has increased awareness of personal identity & individual characteristics. Some experience emotional turmoil and feel alienated from their family. FREUDIAN PSYCHOSEXUAL DEVELOPMENT Sigmund Freud noted that during the early childhood development, the child’s behavior is focused on certain parts of their body He hypothesized that adult mental disorders are often rooted in childhood desires (“libido development”) His model of normal childhood sexual development includes five psychosexual stages: the oral; the anal; the phallic; the latency and genital stage OEDIPUS COMPLEX Occurs during the phallic stage of psychosexual development (age 3–6 years), when also occurs the formation of the libido and the ego Positive Oedipus complex: The child's unconscious sexual desire for the opposite-sex parent and hatred for the same-sex parent. Negative Oedipus complex: The child's unconscious sexual desire for the same-sex parent and hatred for the opposite-sex parent.  ERIKSON'S STAGES OF PSYCHOSOCIAL DEVELOPMENT He extended the Freudian Erik Erikson (1902–1994) development through The two conflicting forces believed that eight life stages as a each have a psychosocial development continues function of negotiating crisis which characterizes throughout life. their biological and the eight stages. sociocultural forces. If an individual successfully reconciles these forces, The challenges of stages they emerge from the not successfully completed stage with the may return as problems in corresponding virtue. the future.  Significant Approximate Age Virtues Psychosocial crisis Existential question relationship Infancy: Under 1 year Hope Trust vs. Mistrust Mother Can I trust the world? Autonomy vs. Toddlerhood: 1–3 years Will Parents Is it okay to be me? Shame/Doubt Early childhood: 3–6 Is it okay for me to do, move, and Purpose Initiative vs. Guilt Family year act? Middle Childhood: 7–10 Industry vs. Can I make it in the world of Competence Neighbors, School years Inferiority people & things? Adolescence:11–19 Identity vs. Role Fidelity Peers, Role Model Who am I? Who can I be? years Confusion Early adulthood: 20–44 Love Intimacy vs. Isolation Friends, Partners Can I love? years Middle Adulthood: 45– Generativity vs. Household, Care Can I make my life count? 64 years Stagnation Workmates Late Adulthood: 65 and Ego Integrity vs. Wisdom Mankind, My kind Is it okay to have been me? above Despair PIAGET'S THEORY OF COGNITIVE DEVELOPMENT Cognitive development is a progressive reorganisation of mental processes resulting from biological maturation and environmental experience. Children construct an understanding of the world around them, experience discrepancies between what they already know and what they discover in their environment, then adjust their ideas accordingly. Object -Symbolic permanence thought -Animis m Symbolic Cons ervation reas oning PREOPERATIONAL STAGE (2 TO 7 YEARS) https://youtu.be/9YWlfRTBhAQ Questions Comments