developmental theories (growth & development)
DESCRIPTION
Lecture presentation on developmental theories such as psychosocial theory, psychosexual theory, cognitive theory, moral development theory.TRANSCRIPT
DEVELOPMENTAL
THEORIES
• Psychoanalytic / Psychosexual Theory
• Theory of Psychosocial Development
• Theory of Cognitive Development
• Theory of Moral Development
• Developmental Task Theory
• Behaviorism
PSYCHOANALYTIC/
PSCHOSEXUAL THEORY
SIGMUND FREUD’S
PSYCHOANALYTIC/PSCHOSEXUAL THEORY
• LEVEL OF AWARENESS
– CONSCIOUS
• Logical and regulated by reality
principle
– PRECONSCIOUS
• Subconscious
– UNCONSCIOUS
• Not logical & governed by
pleasure principle
• SYSTEMS OF PERSONALITY
– ID
• Source of all drives
• Pleasure principle
– EGO
• Reality testing & problem solving
– SUPEREGO
• Conscience, perfection, & ideal
PSYCHOANALYTIC/PSCHOSEXUAL THEORY
1. ORAL STAGE
– child explores the world by using
mouth
– suck for enjoyment or relief of
tension, as well as nourishment.
– Infant is concerned with self
gratification
– Infant is all ID
– The EGO begins to emerge as
infant begins to see self as
separate from the mother
PSYCHOANALYTIC/PSCHOSEXUAL THEORY
PSYCHOANALYTIC/PSCHOSEXUAL THEORY
NSG IMPLICATIONS:
– Provide oral stimulation by giving
pacifiers
– Do not discourage thumbsucking.
– Breastfeeding may provide more
stimulation that formula feeding.
2. ANAL STAGE
– Toddlers find pleasure in both
retention of feces and defecation.
– Toilet training occurs during this
period.
– Child begins to gain a sense of
control over instinctive drives and
learns to delay immediate
gratification to gain a future goal.
PSYCHOANALYTIC/PSCHOSEXUAL THEORY
NSG. IMPLICATIONS:
• Help children achieve bowel and
bladder control
• Continue bowel training while the
child is hospitalized.
PSYCHOANALYTIC/PSCHOSEXUAL THEORY
3. PHALLIC STAGE
– Pleasurable and conflicting feelings
associated with the genital organs
– The pleasures of masturbation and
the fantasy life of children set the
stage of the Oedipus complex.
– Ambivalence
– The emergence of the superego is
the solution to and the result of
these intense impulses.
PSYCHOANALYTIC/PSCHOSEXUAL THEORY
NSG. IMPLICATIONS:
• Accept child’s sexual interest, such
as fondling his or her own genitals, as
a normal area of exploration.
• Help parents answer child’s
questions about birth or sexual
differences.
PSYCHOANALYTIC/PSCHOSEXUAL THEORY
4. LATENCY STAGE
– Personality development appears
to be non-active or dormant
– Tapering off of conscious biological
and sexual urges
– Growth of ego functions and the
ability to care about and relate to
others outside the home is the task
of this stage
PSYCHOANALYTIC/PSCHOSEXUAL THEORY
NSG. IMPLICATION:
• Help the child have
positive experiences.
PSYCHOANALYTIC/PSCHOSEXUAL THEORY
5. GENITAL STAGE
– emerges at adolescence with the
onset of puberty, when genital
organs mature
– The individual gains gratification
from his or her own body.
– Develops satisfying sexual and
emotional relationships with
members of the opposite gender.
– The individual plans life goals and
gains a strong sense of identity.
PSYCHOANALYTIC/PSCHOSEXUAL THEORY
NSG. IMPLICATIONS:
• Provide appropriate
opportunities for the child to
relate with opposite sex
• Allow the child to verbalize
feelings about new
relationships.
PSYCHOANALYTIC/PSCHOSEXUAL THEORY
THEORY OF PSYCHOSOCIAL
DEVELOPMENT
ERIK ERIKSON’S
THEORY OF PSYCHOSOCIAL DEVELOPMENT
• Crisis: Trust versus mistrust
• Task: attachment to the mother
• Successful:
– Trust in persons; faith and hope
about the environment and future
• Unsuccessful:
– General difficulties relating to
persons effectively; suspicion;
trust-fear conflict, fear of the future
INFANCY
NURSING IMPLICATIONS
• Provide a primary caregiver
• Provide experiences that add to
security, such as soft sounds
and touch.
• Provide visual stimulation for
active child involvement.
THEORY OF PSYCHOSOCIAL DEVELOPMENT
EARLY CHILDHOOD (TODDLER)
• Crisis: Autonomy versus shame and
doubt
• Task: Gaining some basic control over
self and environment
• Successful:
– Sense of self-control and adequacy;
will power
• Unsuccessful:
– Independence-fear conflict; severe
feelings of self-doubt
THEORY OF PSYCHOSOCIAL DEVELOPMENT
NURSING IMPLICATIONS
• Provide opportunities for
decision making.
• Praise for ability to make
decisions rather that judging
correctness of any one
decision.
THEORY OF PSYCHOSOCIAL DEVELOPMENT
LATE CHILDHOOD (PRESCHOOLER)
• Crisis: Initiative versus guilt
• 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
THEORY OF PSYCHOSOCIAL DEVELOPMENT
NURSING IMPLICATIONS
• Provide opportunities for
exploring new places or
activities.
• Allow play to include activities
involving clay, water, or finger
paint.
THEORY OF PSYCHOSOCIAL DEVELOPMENT
SCHOOL AGE
• Crisis: Industry versus inferiority
• Task: Developing social, physical, and
learning skills
• Successful:
– Competence; ability to learn and
work
• Unsuccessful:
– Sense of inferiority; difficulty
learning and working
THEORY OF PSYCHOSOCIAL DEVELOPMENT
NURSING IMPLICATION
• Provide opportunities for the
child to feel rewarded for
accomplishment.
THEORY OF PSYCHOSOCIAL DEVELOPMENT
ADOLESCENCE
• Crisis: Identity versus role confusion
• Task: Developing sense of identity
• Successful:
– Sense of personal identity
• Unsuccessful:
– Confusion about who one is; identity
submerged in relationships or group
memberships
THEORY OF PSYCHOSOCIAL DEVELOPMENT
NURSING IMPLICATIONS
• Provide opportunities for the
adolescent to discuss feelings
about events important to him
or her.
• Offer support and praise for
decision making.
THEORY OF PSYCHOSOCIAL DEVELOPMENT
EARLY ADULTHOOD
20-35 yrs
• Crisis: Intimacy versus isolation
• Task: Establishing intimate bonds
of love and friendship
• Successful:
– Ability to love deeply and commit
oneself
• Unsuccessful:
– Emotional isolation, egocentricity
THEORY OF PSYCHOSOCIAL DEVELOPMENT
MIDDLE ADULTHOOD
35-65 yrs
• Crisis: Generativity versus
stagnation
• Task: Fulfilling life goals that
involve family, career, and society
• Successful:
– Ability to give and care for others
• Unsuccessful:
– Self-absorption; inability to grow as a
person
THEORY OF PSYCHOSOCIAL DEVELOPMENT
LATE ADULTHOOD
65 yrs to death
• Crisis: Integrity versus despair
• Task: Looking back over one’s
life and accepting its meaning
• Successful:
– Sense of integrity and fulfillment
• Unsuccessful:
– Dissatisfaction with life
THEORY OF PSYCHOSOCIAL DEVELOPMENT
THEORY OF COGNITIVE
DEVELOPMENT
JEAN PIAGET’S
THEORY OF COGNITIVE DEVELOPMENT
A. SENSORIMOTOR1. Neonatal reflex Birth –
1mo
Most action is reflexive.
2. Primary circular
reaction
1 – 4
mos
Perception of events is centered on the
body.
Objects are extension of self.
Toy: Rattle
THEORY OF COGNITIVE DEVELOPMENT
3. Secondary
circular
reaction
4 – 8 Acknowledges the external
environment.
Learns to initiate, recognize, and
repeat pleasurable experience from
the environment.
Memory traces are present.
4. Coordination of
secondary
reactions
8-12 Plan activities to attain specific goals.
Can search for and retrieve toy that
disappears from view.
Increased sense of separateness.
Toy: Nesting toys (i.e. colored boxes)
Game: Peek-a-boo
5. Tertiary circular
reaction
12 – 18 Experiments to discover new
properties of objects and events.
Capable of space and time perception
and permanence.
Game: Throw and retrieve
6. Invention of
new means
18 – 24 Uses memory and imitation to act
Can solve basic problems
Toys: toys w/ several uses (blocks,
rings, boxes)
THEORY OF COGNITIVE DEVELOPMENT
B. PREOPERATIONAL THOUGHT
• Preconceptual
Phase
2 – 4 yrs Egocentric
Displays static thinking.
Prelogical reasoning.
Everything is significant and relates to “me”
Explores the environment
Language development is rapid
Associates words with objects.
• Intuitive Phase 4 – 7 Centering
Lack of conservation and reversibility.
Role fantasy thinking.
Assimilation
Magical Thinking
Accommodation
Unable to state cause-effect relationship
THEORY OF COGNITIVE DEVELOPMENT
JEAN PIAGET’S
THEORY OF COGNITIVE DEVELOPMENT
C. CONCRETE
OPERATIONAL
THOUGHT
7 – 12 Inductive reasoning
Solve everyday problems
Recognize cause-effect relationship
With concept of conservation
Numbers: 7 years old
Quantity: 7- 8 years old
Weight: 9 years old
Volume: 11 years old
Aware of reversibility
Decentering
Class inclusion
Activity: collecting and classifying
objects
D. FORMAL
OPERA-
TIONAL
THOUGHT
12 yrs
up
Uses rational thinking
Abstract thought rather that
concrete thought.
Activity: “talk-time”
THEORY OF COGNITIVE DEVELOPMENT
THEORY OF MORAL
DEVELOPMENT
LAWRENCE KOHLBERG’S
THEORY OF MORAL DEVELOPMENT
LEVEL STAGE AGE
I.
PRE-CONVENTIONAL
MORALITY
Egocentric Focus
0. Egocentric Judgment
The infant has no awareness of right
or wrong.
Birth-2
yrs
1. Punishment & Obedient Orientation
Fear of punishment, not respect for
authority, is the reason for decision,
behavior, and conformity.
2-3
2. Instrumental Relativist Orientation
Conformity is based on egocentricity
and narcissistic needs. There is no
feeling of justice, loyalty, or gratitude.
4-7
II.
CONVENTIONAL
MORALITY Societal Focus
3. Interpersonal Concordance Orientation
Decisions and behavior are based on
concerns about other’s reactions; the
person wants others’ approval.
7-10
4. Law-and-Order Orientation
The person wants established rules
from authorities, and the reason for
decisions and behavior is that social and
sexual rules and traditions demand the
response.
10-12
THEORY OF MORAL DEVELOPMENT
III.
POST
CONVENTIONAL Universal Focus
5. Social Contract Legalistic Orientation
The social rules are not the sole basis for
decisions and behavior because the person
believes a higher moral principle applies
such as equality, justice, or due process.
Older
than
12
6. Universal Ethical Principle Orientation
Decisions and behaviors are based on
internalized rules, on conscience rather
than social laws, and on self-chosen ethical
and abstract principles that are universal,
comprehensive and consistent.
THEORY OF MORAL DEVELOPMENT
DEVELOPMENTAL TASK
THEORY
ROBERT HAVIGHURST’S
INFANCY AND EARLY
CHILDHOOD
• Learning to walk
• Learning to take solid foods
• Learning to talk
• Learning to control the elimination of body wastes
• Learning sex differences and sexual modesty
• Achieving psychologic stability
• Forming simple concepts of social and physical reality
• Learning to relate emotionally to parents, siblings, and other people
• Learning to distinguish right from wrong and developing a conscience
DEVELOPMENTAL TASK THEORY
MIDDLE CHILDHOOD
• Learning physical skills necessary for ordinary games
• Building wholesome attitudes toward oneself as a growing organism
• Learning to get along with age-mates
• Learning an appropriate masculine or feminine social role
• Developing fundamental skills in reading, writing, and calculating
• Developing concepts necessary for everyday living
• Developing conscience, morality, and a scale of values
• Achieving personal independence
• Developing attitudes toward social groups and institutions
DEVELOPMENTAL TASK THEORY
ADOLESCENCE
• Achieving new and more mature relations with age-mates of both sexes
• Achieving a masculine or feminine social role
• Accepting one’s physique and using the body effectively
• Achieving emotional independence from parents and other adults
• Achieving assurance of economic independence
• Selecting and preparing for an occupation
• Preparing for marriage and family life
• Developing intellectual skills and concepts necessary for civic competence
• Desiring and achieving socially responsible behavior
• Acquiring a set of values and an ethical system as a guide to behavior
DEVELOPMENTAL TASK THEORY
EARLY ADULTHOOD
• Selecting a mate
• Learning to live with a partner
• Starting a family
• Rearing children
• Managing a home
• Getting started in an occupation
• Talking on civic responsibility
• Finding a congenial social group
DEVELOPMENTAL TASK THEORY
MIDDLE AGE
• Achieving adult civic and social responsibility
• Establishing and maintaining an economic standard of living
• Assisting teenage children to become responsible and happy adults
• Developing adult leisure-time activities
• Relating oneself to one’s spouse as a person
• Accepting and adjusting to the physiologic changes of middle age
• Adjusting to aging process
DEVELOPMENTAL TASK THEORY
LATER MATURITY
• Adjusting to decreasing physical strength and health
• Adjusting to retirement and reduced income
• Adjusting to death of a spouse
• Establishing an explicit affiliation with one’s age group
• Meeting social and civil obligations
• Establishing satisfactory physical living arrangements
DEVELOPMENTAL TASK THEORY
THEORY ON
BEHAVIORISM
JOHN WATSON’S
BEHAVIORISM
• Behaviors can be elicited by positive
reinforcement, such as food treat, or
extinguished by negative
reinforcement, such as by scolding
or withdrawing attention.
• Watson believed that he could make
of a child anyone he desired – from a
professional to a thief or beggar –
simply by reinforcing behavior in
certain ways.
BEHAVIORISM
• NURSING APPLICATION:
– Positive reinforcement can be
established to encourage these
behaviors.
– Behavioral techniques are also
used to alter behavior or to teach
skills to handicapped children.
– Parents often use reinforcement
in toilet training and other skills
learned in childhood.