Behavioral Lifespan Theory

1. Behavioral lifespan
Psychoanalytic child
development theories
Presented by:
Vivian Gutierrez LCSW

2. Course Objectives
Recognition of life cycle theories
Understanding age appropriate
behavior/cognition/adaptation
Understand the child/adult perspective
on dying
Bio psychosocial impact of normal
sexual development

3. Mental health professionals
Psychiatrist-MD
Medication based therapy
Focus on DSM diagnosis
Psychologist-PHD
therapist-focus on research and psychotherapy,
testing, neurological, developmental
LCSW-licensed clinical social worker
Focus on individual in context of his environment
LFTH-licensed family therapist
Focus on family and marital counseling
LMHC-licensed mental health counselor
Focus on mental health diagnosis, treatment

4. Epigenetic principle
Life cycle theory holds that
development occurs in successive
defined stages. If a stage is not
resolved, subsequent stages reflect
failure in maladjustment.

5. Crisis Points in life cycle
theory
Each stage is characterized by crisis
Crisis requires person to adapt
A crisis is a biopsychosocial event that
consists of
 biological, psychological, and social factors

6. Contributions to the life cycle
theory
Sigmund Freud-
Characterized by theory of sexuality
Carl Jung
Process of individuation
Harry Stack Sullivan
Environment/interaction determine personality
Erik Erikson
8 stages of psychosocial development
Jean Piaget
Cognitive development theory
Daniel Levinson
Four major life stage theory
George Vaillant
Belief that maturation comes from within
Bernice Neugarten
Study of life cycles in women

7. Sigmund Freud
Focused on the childhood period
Was organized around libido theory
Believed that development stages
corresponded to sexual energy associated
with the mouth, anus, and genitalia.
Psychoanalysis is considered to have three
aspects
Method of investigation
Therapeutic technique
Body of theory/scientific information

8. Psychosexual Development
Id: Pleasure seeking energies focusing on
erogenous areas
Libido: psychosexual energy ;the driving force
behind behavior
Fixation=a persistent focus on an early
psychosexual stage
Psychosexual theory developmental example:
A patient fixated at the oral stage may be over
dependent and seek oral stimulation, eating,
drinking, smoking

9. Sigmund Freud
Oral stage
1-18mths needs are
centered in the mouth
tongue, and lips.
Objectives
Establish
trust/gratification
Pathological traits
Excess or deprivation can result in extreme
optimism, narcissism, depressive states,
demandingness, or excessive dependence, envy
and jealousy related to oral traits.

10. Sigmund Freud
Anal stage
Maturation of control of
sphincter. Age 1-3,
struggle of aggression vs
ambivalence, reaction-
formation, shame &
disgust
Objectives
Striving for
independence,
separation from
dependence on parents,
autonomy
Pathological traits:
Defensive Posture-Maladaptive traits
 orderliness, obstinancy, frugality,
When defenses are less effective:
Stubborness, messiness, rage, defiance, OCD

11. Sigmund freud
Phallic stage
3-5yr, sexual interest
stimulation of genitals
Oedipal conflict wanting
to possess the mother-
castration anxiety,
Electra complex: penis
envy
Objectives
Lays foundation of
gender identity,
character development
based on oedipal conflict
resolution
Pathology: patterns of identification that
development after resolution of phallic stage

12. Sigmund freud
Latency stage
Ages 6-11, Superego
develops after oedipal
complex resolution,
Objectives
Consolidation of sex role
identity, control of
impulse, developing
relationships outside
family
Pathology
Lack or excess of inner controls

13. Sigmund freud
Genital stage
Ages 11-13,libido drives
produce regression in
personality organization
Objectives
Separation from
dependence to parents/
mature sense of personal
identity, integrate adult
roles
Pathology
Defects of emerging adult personality
Identity diffusion-inability to resolve adolescent
issues

14. Sigmund frued
-psychic apparatus
Id-instinctual drives
Ego- executive organ if the mind,
controls perception, reality,
Superego-establishes and maintains
persons moral conscience, continues
scrutiny of the person’s behavior

15. Erikson's 
psychosocial 
crisis stages
(syntonic v
dystonic)
Freudian 
psycho- 
sexual 
stages
life stage / relationships / issues
basic virtue 
and second 
named 
strength 
(potential positive
outcomes from
each crisis)
maladaptation / 
malignancy (potential
negative outcome - one or the
other - from unhelpful
experience during each crisis)

1. Trust v
Mistrust
Oral
infant / mother / feeding and being comforted,
teething, sleeping
Hope and Drive
Sensory Distortion /
Withdrawal

2. Autonomy v
Shame &
Doubt
Anal
toddler / parents / bodily functions, toilet
training, muscular control, walking
Willpower and
Self-Control
Impulsivity / Compulsion
3. Initiative v
Guilt
Phallic
preschool / family / exploration and discovery,
adventure and play
Purpose and
Direction
Ruthlessness / Inhibition
4. Industry v
Inferiority
Latency
schoolchild / school, teachers, friends,
neighbourhood / achievement and
accomplishment
Competence and
Method
Narrow Virtuosity / Inertia
5. Identity v
Role
Confusion
Puberty
and
Genitality
adolescent / peers, groups, influences /
resolving identity and direction, becoming a
grown-up
Fidelity and
Devotion
Fanaticism / Repudiation
6. Intimacy v
Isolation
(Genitality
)
young adult / lovers, friends, work connections
/ intimate relationships, work and social life
Love and
Affiliation
Promiscuity / Exclusivity
7. Generativity
v Stagnation
n/a
mid-adult / children, community / 'giving back',
helping, contributing
Care and
Production
Overextension / Rejectivity
8. Integrity v
Despair
n/a
late adult / society, the world, life / meaning
and purpose, life achievements
Wisdom and
Renunciation
Presumption / Disdain

16. Erik erikson- eight stages
1-trust vs mistrust: age birth-1 yr
2-autonomy versus shame/doubt: age1-3
3- initiative vs guilt: age 3-5 yr
4-industry vs inferiority, age 6-11
5- ego identity vs role confusion, age 11-
adolescence
6-intimacy vs isolation, ages 21-40
7-generativity vs stagnation, ages 40-65
8- ego integrity vs despair. Age 65+

17. Erik erikson
Freuds psychosocial
oral, anal, phallic
n/a
Erikson, trust,
autonomy,industry
and identity
Intimacy
generativity,
integrity

18. Normal child development
age Motor/sensory Adaptive Personal/social 
behavior
Birth-4
wks
Hand to mouth reflex,
rooting reflex
Differentiates sound,
visual tracking, fixed
focal distance 8 inches
Moves head laterally
Aticipatory feeding
appproach 4days
Regards moving
objects
Responds to mothers
face, eys voice, few
hous of life,
indpendent play until
2yrs
Quiets when picked
up,
Impassive face
4 wks Tonic neck reflex
Hands fisted
Hold head for seconds
Visual fixation 12wks
Follow moving
objects, shows no
interest. And drops
objects immediately
Regrds face and
diminshes activitity
Responds to speech
Smiles to mother

19. Childhood development
Age Motor behavior Adaptive behaviorPersonal/social
behavior
16
week
Symmetrical postures
Holds head balanced
Lifts head 90 degrees
Visual accommodation
Follows slowly
moving object
Arms move
towards dangling
object
Spontaneous
smiles, aware of
strange situations
28
week
Sits steadily, leans forward
on hands, bounces actively
when placed in standing
position
One hand approach
and grasps a toy
Bangs and shakes
rattle, transfers
toys
Takes feet to
mouth, pats mirror
image, starts to
imitate mothers
sounds

20. Child development
Age Motor/sensory
development
Adaptive behavior Personal/social behavior
40 wksSits alone
Creeps, pulls self to
standing position,
points with index
finger
Matches two objects
at midline, attempts
to scribble
Separation anxiety,
when taken away from
caregiver
Responds to social play,
peekaboo, pata cake,
holds bottle
52
wks
Walks with one hand
held,
Stands alone
Seeks novelty Cooperates dressing

21. Child development
Age Motor/sensor behaviorAdaptive Persoanl/social
15 wks Toddles,creeps up stairs Points or vocalizes
wishes, throws objects
in play or refusal
18mth Coordinated walking,
hurls ball, walks upstairs
w/one hand held
Builds a tower
of ¾ cubes,
scribbles
imitates
writing
Feeds self, pulls toys,
carries toys, hugs
toys ,imitates others
2yrs Runs w/o falling,
Kicks large ball
Goes up/down stairs, fine
motor skills increase
Builds
tower6/7
cubes
Pull on clothes,
Refers to self by name,
says no separation
anxiety, parallel play

22. Child development
AgeMotor/sensory Adaptive Personal/ social
behavior
3yrRides tricycle,
jumps from
bottom steps,
alternatives feet
going up stairs
Builds tower of
9/10 cubes, copies
cross &circle
Puts on shoes,
unbottons feeds
self well,
understands taking
turns
4yrStands on one foot
for up to 8
seconds
Copies a cross,
repeats 4 digits,
counts three
objects with correct
pointing
Washes/dries
face, brushes
teeth,joint play

23. Child development
Age Motor/sensory Adaptive Personal/ social
5yr Skips, using feet
alternately, has
complete sphincter
control
Copies a
square, draws a
body, counts up
to 10 objects
Dresses/undresse
s, prints letters,
plays physical
games
6yr Rides two wheel
bicycle
Prints own
name, copies
triangle
Ties shoelaces

24. Emotional development
Birth Pleasure, surprise,
disgust, distress
6-8 wks Joy
3-4 mths Anger
8-9 mths Sadness, fear
12-18 mths Tender affection, shame
24 mths Pride
3-4 yrs Guilt, envy
5-6 yrs Insecurity,humility,confidence

25. General principles
Toddler
Language/cognitive
makes needs known, displays affection, comfort w
family,
Fear of strangers
Sexual orientation
Child identifies w/social, family norms. Gender identity
Sphincter control and sleep
Child masters social demands for toilet training
Child fears darkness

26. General principle
Preschool
Thinking is egocentric
Do not understand cause and effect relationship
Middle years
Language express complex ideas
Child begins to think abstractly
Development of superego
Peer relationship of major importance
Adolescence
Rapid acceleration of skeletal growth
Beginning of sexual development
Cognitive development accelerates
Personality development
Moving towards independence

27. Eliciting and evaluating developmental
factors of your patients
Age appropriate developmental factors
Adulthood- options for occupations and marriage or lifestyle
choices regarding relationships are made
Persons in their 30’s become increasingly independent and
autonomous
In 30’s disillusionment over present choices can lead to crisis
related experiences
Erik Erikson-20;-40
stage of intimacy -versus self absorption(adolescence)
Establishing long term friendships
Intimacy in sexual relationships
Combining love and sex
Healthy adaptation of work, creativity, healthy
relationships
Parenthood

28. Adulthood
Adulthood stage 1
Age 20 -40
Biological development
Assumption of social roles
Evolution of adult self and life structure
Quest for intimacy
Quest for authority, self sufficiency, autonomy
Parenthood
Adulthood stage 2
Age 40-65
Process of reviewing the past
Reevaluating occupation choices
Chance for both genders to reestablish connections with their less
developed sides
Animus/anima(jung)
Sexuality issues
Empty nest syndrome

29. Death and dying
Elisabeth Kübler-Ross's 'Grief Cycle‘
Shock/denial
Anger
Bargaining
Depression
Acceptance
Caring for the dying patient
DNR=living will
Euthanisia
Grief mourning/bereavement

30. Child abuse
Traumatic Child abuse-
substantiated cases 2000
Child maltreatment-879,000
Neglect- 64%
Physical-20%
Sexual-25-40%
Psychological 10%
Correlation with life long struggles in relationships,
stable job performance, anger mgmt issues, child
rearing-hyper vigilance, estranged relationships
w/family nucleus, extended family.

31. Adverse childhood experience
CDC Studies document that childhood abuse
and family dysfunction lead to chronic
diseases including
Heart disease obesity depression suicide
Substance abuse cancer Chronic lung liver
disease
Sexually transmitted diseases risky behaviorsauto
immune
Abused children have increased psychological,
physical damage and demonstrate violence
and higher rates of incarceration

32. Determining
Early adverse or protective
experiences in your patients
Child abuse
Sexual abuse
Witnessing domestic violence
Instability of home
Abandonment
Acculturation

33. Instability of home
Frequent movement
From town to town, home of relatives,
various care givers
Parents with substance abuse
Can develop parentified children
Emotionally disturbed children
Divorced families
If a difficult divorce occurred the child can be
caught up in feelings of guilt related to the
divorce.

34. Abandonment
Feelings of low self worth.
Research demonstrates that children whom are orphaned
have lower feelings of self image.
Absence of proper role models.
Adults that were not in healthy families never had role
models of appropriate social behavior.
Fear and insecurity.
Children that were in temporary housing situations,
institutionalized housing, moving from extended family to
another; are in fear of basic needs for survival.
Anxiety related issues
Generalized anxiety disorder; overwhelming difficulty in
coping with life issues.

35. Acculturation
Children become parentified too early
Language barriers raise children to a level of adulthood in order to
interpret for parents.
Are raised trying to become part of the mainstream
Parents are usually rigid and have old fashioned beliefs systems
Double standards for woman and men
Loss of extended family
Coping with parents feelings of isolation and loss
Economic barriers
Fear of deportation and or documentation issues.
Children are torn between pleasing parents and following
cultural norms or following goals of self autonomy.
Romantically secretive if partners are not from the same
culture.

36. Child abuse
Patient uncomfortable discussing childhood
experiences.
Does the person demonstrate?
Fear associated with questioning about childhood?
Provide information of a traumatic set of family
experiences?
Emphasize a history of being overprotective as a parent
themselves?
Co dependency-is the pt protective of their spouse or
partner, parents or siblings.
Do they have poor recall of childhood experiences?
Do they express a childhood of perfection?
Perfect parentsperfect setting
No dysfunction great support

37. Sexual abuse
Does the patient have problems related to
their sexuality?
Performance issues
Multiple divorces
History of promiscuity
Sexually transmitted diseases.
Are they emotionally detached from their partners
Are they secretive with their partners
Frigidity
Make excuses to avoid sexual encounters
Have they been involved in abusive relationships

38. Domestic violence
Abusive relationships in their family of
origin can create
Violent behavior
Codependent behavior
Substance abuse
Feelings of unworthiness
Hopelessness
Difficulty in relationships

39. Early family experience
Family of origin
Explore family history (siblings, location, frequency of visits etc)
Status of relationships with family members
Acculturation?
How long family has lived here?
Where is the extended family?
What stressors did this person grow up with?
Socio economic experience?
Cultural identification?
.

40. Early family experience
Prior experience with family illness?
Has the patient made certain conclusions about illness,
intervention, quality of life issues?
Have they experienced loss?
Prior experience with the healthcare system?
Determine their ability to navigate the complexity of the
healthcare system.
Direct them to social services that can assist them with
understanding disease processes, and engaging in their
own healing.
Direct them to a mental health professional that can
serve to assist them emotionally when overwhelming
health crisis in inevitable