Child psychology

Child psychology

1. Different STAGES OF PSYCHOLOGICAL DEVELOPMENT According to Freud, Erikson, Piaget, Presented by: Roshni Maurya MDS First Year

2. Psychology: is the science dealing with human nature, function and phenomenon of his soul in the main. Child psychology : is the science that deals with the mental power or interaction between the conscious and subconscious element in a child. INTRODUCTION

3. KNOWLEDGE OF CHILD PSYCHOLOGY WILL HELP US TO: UNDERSTAND THE CHILD BETTER BETTER PLANNING & INTERACTION UNDERSTANDS PROBLEMS OF PSYCHOSOMATIC ORIGIN CHILD UNDERSTANDS ORAL HYGIENE MODIFY CHILD’S DEVELOPMENTAL PROCESS AIMS & OBJECTIVES OF CHILD PSYCHOLOGY

4. Classified into 2 groups: PSYCHODYNAMIC THEORIES Psychosexual theory by Sigmund Freud Psychosocial theory by Eric Erickson Cognitive theory by Jean Piaget BEHAVIOUR LEARNING THEORIES Classical conditioning theory by Ivan Pavlov Operant conditioning theory by B. F. Skinner Social learning theory by Albert Bandura Hierarchy of needs by Maslow THEORIES OF CHILD PSYCHOLOGY

5. THEORIES OF PSYCHODYANAMIC DEVELOPMENT PSYCHOANALYTICAL THEORY GIVEN BY SIGMUND FREUD IN 1905: Body has 2 types of neurons: Phi neuron : concerned with condition of emotion Psi neuron : concerned with storage of emotion

6. TOPOGRAPHIC MODEL Freud described human mind by two models: HUMAN TRIAD CONSCIOUS MIND PRECONSCIOUSMIND SUBCONSIOUS MIND

7. CONCIOUS MIND : Is paying attention at that moment. PRECONCIOUS MIND : Involves ordinary memory & knowledge; things we are aware of but not paying attention at all moments. UNCONCIOUS/SUBCONCIOUS MIND : Is part of mind which thinks & acts independently .

8. DIVIDED INTO 3 PARTS: ID EGO SUPER EGO ID : It is the basic structure of personality, serves as the reservoir of instincts. Present at birth as impulse and strives for immediate pleasure & gratification. E.g.; need to eat is based on pleasure principle i.e. the child wants food irrespective of external circumstances PSYCHIC TRIAD/MODEL

9. EGO: It is a part of self that is concerned with overall functioning & organization of personality. Capacity to test reality Utilization of ego defense mechanism Memory ,language & creativity E.g. hunger must wait until food is given SUPER EGO: It is part of personality that is internalized representation of the values & molars of the society as taught by parents & others. It is essentially an individual conscience & it judges whether the action is right or wrong.

10. Freud outlined 5 stages of manifestations of the sexual development: ORAL STAGE (0-1.5 YEARS)- Erogenous zone in focus : Mouth Gratifying activities : Nursing, eating, mouth movements i.e. sucking , biting & swallowing. Interaction with enviornment: the child’s personality is controlled by the id & demands immediate gratification , responsive nurturing is the key. Symptoms of oral fixation: smoking, nail biting, drinking, sarcasm. PSYCHOSEXUAL STAGES OF DEVELOPMENT

11. ANAL STAGE (1.5-3YEARS): Erogenous zone in focus: Anus Gratifying activities: Bowel movements & withholding of such movement. Interaction with enviornment: Toilet training. Symptoms of anal fixation ANAL-EXPULSIVE PERSONALITY : sloppy, disorganised , reckless, careless & defiant ANAL-RENTENTIVE PERSONALITY : Clean, orderly, intolerant to uncleanliness.

12. PHALLIC STAGE9( 4-5 YEARS ) Erogenous zone in focus: Genitals Gratifying activities: Genital fondling Interaction with enviornment: child’s feeling of greater attachment with parent of opposite sex Symptoms of phallic fixation: MEN: Anxiety & guilty feeling about opposite sex & narcissism. Oedipus complex: tendency of young boy child being attached more to mother than father. Electra complex :tendency of girl child developing more than affection for father than mother.

13. Latency (5 years-puberty): Erogenous zone in focus :None Interaction with enviornment: children focus energy on other aspects of life e.g. culture forming beliefs & values, developing friendship & engaging in sports. GENITAL STAGE(from puberty onwards) Erogenous zone in focus: Genital Gratifying activities: Heterosexual relationships Interaction with enviornment: marked by pursuit for relationship. Symptoms of genital fixation: does not cause fixation, if difficulty persists damage was done at earlier stages of oral, anal, phallic stages.

14. Phallic Stage Child’s pleasure focuses on genitals Latency Stage Child represses sexual interest and develops social and intellectual skills Anal Stage Child’s pleasure focuses on anus Genital Stage A time of sexual reawakening; source of sexual pleasure becomes someone outside of the family Oral Stage Infant’s pleasure centers on mouth Freudian Stages 6 yrs to puberty Birth to 1½ yrs 1½ to 3 yrs Puberty onward 3 to 6 years

15. FREUD’S THEORY: MERIT One of the earliest and the most comprehensive theory of life long psychological development. DEMERITS: Freud formulated this theory by his extensive studies on adult psychological patients & hence its extrapolation to children is not very justified. The theory is based on obsessed observation of the psychologist.

16. PSYCHOSOCIAL THEORY BY ERIK.H.ERICKSON (1963)

17. Erikson’s Theory Erik Erikson was a follower of Sigmund Freud who broke with his teacher over the fundamental point of what motivates or drives human behavior. For Freud it was biology or more specifically the biological instincts of life and aggression.

18. Erikson’s Theory For Erikson, who was not trained in biology and/or the medical sciences (unlike Freud and many of his contemporaries), the most important force driving human behavior and the development of personality was social interaction.

19. Erikson’s Theory Erikson left his native Germany in the 1930's and immigrated to America where he studied Native American traditions of human development and continued his work as a psychoanalyst. His developmental theory of the "Eight Stages of Man" was unique in that it covered the entire lifespan rather than childhood and adolescent development.

20. Erikson’s Theory Erikson’s view was that the social environment combined with biological maturation provides each individual with a set of “crises” that must be resolved. The individual is provided with a "sensitive period" in which to successfully resolve each crisis before a new crisis is presented.

21. Erikson’s Theory The results of the resolution, whether successful or not, are carried forward to the next crisis and provide the foundation for its resolution.

22. Erikson’s Eight Stages Trust vs. Mistrust Infancy Child develops a belief that the environment can be counted on to meet his or her basic physiological and social needs.

23. Stage 1: Basic Trust vs. Mistrust Birth to age 1 Totally dependent on others Caregiver meets needs: child develops trust Caregiver does not meet needs: child develops mistrust Basic strength: Hope Belief our desires will be satisfied Feeling of confidence

24. This stage identifies with development of separation anxiety in the child. So if necessary to provide dental treatment at this early age, it is preferable to do with the parent present and preferably with parent holding the child Once the child loses basic trust with world, it is very difficult to gain confidence of the child and will require special efforts to establish support with the dentist and staff. Dental Application

25. Erikson’s Eight Stages Autonomy vs. Shame & Doubt Toddlerhood Child learns what he/she can control and develops a sense of free will and corresponding sense of regret and sorrow for inappropriate use of self-control.

26. Stage 2: Autonomy vs. Shame and Doubt Ages 1-3 Child able to exercise some degree of choice Child’s independence is thwarted: child develops feelings of self-doubt, shame in dealing with others Basic Strength: Will Determination to exercise freedom of choice in face of society’s demands

27. Dental Application Child is moving away from mother, but still retreat to her in threatening situations. So parent’s presence is essential in dental clinic At this stage as the child takes pleasure in doing tasks by himself; dentist must obtain co-operation from him by making him believe that the treatment is his choice , not of his parents\ dentist.

28. Erikson’s Eight Stages Initiative vs. Guilt Early Childhood Child learns to begin action, to explore, to imagine as well as feeling remorse for actions .

29. Stage 3: Initiative vs. Guilt Ages 3-5 Child expresses desire to take initiative in activities Parents punish child for initiative: child develops feelings of guilt that will affect self-directed activity throughout life Basic strength: Purpose Courage to envision and pursue goals

30. Dental Application Child can be encouraged to view this visit as a new adventure and encouraged to genuine success in it. If this visit fails, it can lead to sense of guilt in the child. He is inherently teachable at this stage and so can be taught about various things in dental set up. Independence has to reinforced rather than dependence.

31. Erikson’s Eight Stages Industry vs. Inferiority Middle Childhood Child learns to do things well or correctly in comparison to a standard or to others

32. Stage 4: Industry vs. Inferiority Ages 6-11 Child develops cognitive abilities to enable in task completion (school work, play) Parents/teachers do not support child’s efforts: child develops feelings of inferiority and inadequacy Basic strength: Competence Exertion of skill and intelligence in pursuing and completing tasks

33. Dental Application Child drives for sense of industry and accomplishment, co-operation with treatment can be obtained. This need to be + vely reinforced. Co-operation at this stage depends on whether he\she understands what is needed to please dentist\parents, whether the peer group is supportive and whether the desired behaviour is reinforced by the dentist.

34. Erikson’s Eight Stages Identity vs. Role Confusion Adolescence Develops a sense of self in relationship to others and to own internal thoughts and desires social identity personal identity

35. Stage 5: Identity vs. Role Confusion Ages 12-18 Form ego identity: self-image Strong sense of identity: face adulthood with certainty and confidence Identity crisis: confusion of ego identity Basic strength: Fidelity Emerges from cohesive ego identity Sincerity, genuineness, sense of duty in relationships with others

36. Dental Application Behavior management of adolescents can be challenging. Any orthodontic treatment should be carried out if child wants it and not parents as this stage, parental authority is rejected. Approval of peer group is extremely important.

37. Erikson’s Eight Stages Intimacy vs. Isolation Young Adulthood Develops ability to give and receive love; begins to make long-term commitment to relationships

38. Stage 6: Intimacy vs. Isolation Ages 18-35 (approximately) Undertake productive work and establish intimate relationships Inability to establish intimacy leads to social isolation Basic strength: Love Mutual devotion in a shared identity Fusing of oneself with another person

39. Dental Application At this stage, external appearances are very important as it helps in attainment of intimate relation. These young adults seeks orthodontic treatment to correct their dental appearances and this is characterized as internal motivation. But alteration of appearances can also interfere with previously established relations, so the tertament options must be fully explained to and discussed with the young adults.

40. Erikson’s Eight Stages Generativity vs. Stagnation Middle Adulthood Develops interest in guiding the development of the next generation

41. Stage 7: Generativity vs. Stagnati on Ages 35-55 (approximately) Generativity: Active involvement in teaching/guiding the next generation Stagnation involves not seeking outlets for generativity Basic strength: Care Broad concern for others Need to teach others

42. Erikson’s Eight Stages Ego-integrity vs. Despair Later Adulthood Develops a sense of acceptance of life as it was lived and the importance of the people and relationships that individual developed over the lifespan

43. Stage 8: Ego Integrity vs. Despair Ages 55+ Evaluation of entire life Integrity: Look back with satisfaction Despair: Review with anger, frustration Basic strength: Wisdom Detached concern with the whole of life

44. Stages 1-4 Largely determined by others (parents, teachers) Stages 5-8 Individual has more control over environment Individual responsibility for crisis resolution in each stage

45. MERITS: Based on age wise classification of an individual. Hence easy to apply at any stage of development. Simple & comprehensive to understand. DEMERITS: Based on extreme ends of personality.

46. Acc. To Piaget the foll . mechanism help the child to progress from one stage to another. OPERATION: An action that the child performs mentally & is reversible. SCHEMATA : Represents a dynamic process of differentiation & reorganization of knowledge. ASSIMILATION : New object interpreted in terms of idea or action the child has already acquired. ACCOMMODATION : AN individual tendency to modify action to fit into a new situation. EQUILIBRIUM: State established as new knowledge to the child.

47. It has been categorized into 4 major stages: Sensorimotor stage (0 - 2 years) Pre-operational stage (2 - 7 years) Concrete operational stage (7-11 years) Formal operational stage (11-15 years) SEQUENCE OF DEVELOPMENT

48. Preoperational Stage: The child begins to represent the world with words and images. These words and images reflect increased symbolic thinking and go beyond the connection of sensory information and physical action. Formal Operational Stage The adolescent reasons in more abstract idealistic and logical ways. Sensorimotor Stage: The infant constructs an understanding of the world by coordinating sensory experiences with physical actions: progressing from reflexive, instinctual action at birth to the beginning of symbolic thought toward end of the stage. Concrete Operational Stage: The child can now reason logically about concrete events and classify objects into different sets. Figure 2.3 11–15 years of age through adulthood Birth to 2 years of age 2 to 7 years of age 7 to 11 years of age Piaget’s Four Stages of Cognitive Development

49. Sensorimotor stage : child begins to interact with the environment, can be given toys while sitting in dental clinic or chair in his /her hand. Preoperational stage : pre operational stage constructivism: child explores things, surveys dental chair, airway syringe etc. Cognitive Equilibrium :child explained about equipment & allowed to deal with it. Animism : co-relates with other familiar objects. DENTAL APPLICATION

50. Concrete operations : concrete instructions i.e. brushing technique. Abstract instruction like retainer wearing & cleaning every night. Centering : allow to hold mirror to see what is happening. Ego centering :child achieves level of understanding & involves in the treatment.

51. Formal operations : Peer influence & abstract thinking increase. They play an imp. Role in orthodontic appliance and braces. Acceptance from peers can be used for motivation for dental treatment.

52. MERITS : Most comprehensive theory of cognitive development. The theory propagated that we can learn as much about children’s intellectual development from examining their incorrect & correct answers to items. DEMERITS : Underestimates children’s abilities. Overestimates age difference in thinking. Vagueness about the process of change. underestimates the role of the social environment. MERITS AND DEMERITS

53. None of these theories are completely correct and none of them are incorrect. They are proposals that shed light on the development of human beings... Guidance of a child’s behaviour in the dental office is an essential prerequisite to complete dental care. TO treat a child successfully or to manage a child in dental setting, one should have sufficient knowledge on psychological and personality development at different stages of childhood. Conclusion