developmental new-PSYCHOLOGICAL STAGES OF DEVELOPMENT.pptx

DEVELOPMENTAL PSYCHOLOGY

1. UNIT- IV DEVELOPMENTAL PSYCHOLOGY

2. PHYSICAL DEVELOPMENT Across life span

3. Prenatal - It occurs in three stages- Zygote: Conception to 2 weeks, Embryo: 2 to 8 weeks and Fetus: 8 weeks to birth. All major structures of the body are formed during this period. Infancy (Birth- 2 years) - The infant is called a neonate for the first 4 weeks after birth. During the first 12 months, the infant shows very rapid motor development and learns to sit, stand and begins to walk . Two aspects of physical development during this period are gross motor skills and fine motor skills. Gross motor skills are essential for walking, running, ball, throwing, etc. Fine motor skills are actions that require the use of smaller muscles of the hands, fingers and toes.

4. Early childhood (2- 6 years) - Major development during this period is the development of fine motor skills and gaining good control over their smaller muscles . The child also develops sensory perception of size, learns to speak, dress and care. Other important achievements during this period are learning, how to use writing tools, identifying letters, numbers and sounds. Middle- late Childhood (6- Puberty onset) - Increased muscular development and resistance to fatigue develops makes new skills and activities possible. Children develop much smoother and well co- ordinated muscle during this age. They become capable of many muscular activities such as running, swimming, riding a bicycle and throwing or catching a ball. Writing to handle language are two important during this age. The child is now able to make the finer movements necessary or reading and the ability for writing. achievements movements

5. Adolescence (Puberty- 18 years) - Puberty is the most important physical change during adolescence. The adolescent becomes mature and is capable of sexual reproduction. Endocrine glands regulate puberty through secretion of hormones. Adolescent girls and boys become very interested in sexual development and relationships with members of the opposite sex. Early adulthood (19- 40 years) - Young adults reach the peak of their physical fitness between the ages of 19 and 28. By this age, young adults have reached their full height and strength . A number of sensory and neural functions are also at optimal levels during this period, For women, reproductive capacity is at its peak during young adulthood.

6. Middle adulthood (40- 65 years) - In middle age, adults put on weight, skin loses some of its elasticity, hair begins to thin out and often turns grey or white. A major physical change occurs in the cardiovascular system of the person during middle adulthood. The older heart cannot pump as much blood as the younger heart. Blood pressure usually rises during middle adulthood. During middle adulthood, men and women undergo a number of changes in their reproductive and sexual organs, a process that generally is referred to as the climacteric. Late adulthood (65 and above) - The aging process also continues with further loss of mobility, strength and muscle loss, as well as a reduction in stamina. Mobility and dexterity become more difficult. Deterioration of body systems and senses causes visual and hearing problems. The resistance to disease and injury diminishes. All these interfere with daily life.

7. COGNITIVE DEVELOPMENT Across life span

8. The sensorimotor stage (birth to 2 years) The preoperational stage (2 to 7 years) The stage of concrete operations (7 to 11 years), The stage of formal operations (11 years and beyond). PIAGET STAGES

9. During the sensorimotor period , infants coordinate their sensory inputs and motor capabilities, forming behavioral schemes that permit them to “act on” and to get to “know” their environment. During the first 2 years, infants develop from refexive creatures with very limited knowledge into planful problem solvers who have already learned a great deal about themselves, their close companions, and the objects and events in their everyday world. Piaget divided the sensorimotor period into six substages that describe the child’s gradual transition from a reflexive to a reflective being.

10. The preoperational period is marked by the appearance of the symbolic function— the ability to make one thing— a word or an object— stand for, or represent, something else. 2- to 3- year- olds can use words and images to represent their experiences, they are now quite capable of reconstructing the past and thinking about or even comparing objects that are no longer present. Language is perhaps the most obvious form of symbolism that young children display. 18 months of age— the point at which they show other signs of symbolism such as inner experimentation— that they combine two (or more) words to form simple sentences.

11. Children’s thinking changes, again dramatically, when they move into the next stage of development, the period of concrete operations , around the age of 7 until about the age of 11 or 12. At this point, the child can attend to much more information than before and therefore can take into account more than one aspect of a situation. Piaget described this aspect of children’s thought as decentered, to draw a contrast with the centered nature of preoperational thought. Concrete- operational children also can pay attention to transformations and not just to initial and final states.

12. The final stage of cognitive development, which begins around puberty, is that formal operations. Adolescents show much more systematic thinking. For instance, when given a number of beakers containing different liquids and asked to determine how they can be mixed together to produce a liquid of a certain color, adolescents do a number of things that younger children do not.

13. PSYCHOSOCIAL DEVELOPMENT Across life span

14. Trust vs Mistrust (0- 1 year) Autonomy vs Shame/Doubt (1- 3 years) Initiative vs Guilt (3- 6 years) Industry vs Inferiority (7- 11 years) Identity vs Role Confusion (12- 18 years) Intimacy vs Isolation (19- 29 years) Generativity vs Stagnation (30- 64 years) Integrity vs Despair (65 and above) ERIKSON’S STAGES

15. Trust vs Mistrust (0- 1 year) - Infants need to develop a sense of security. Become depressed or frustrated when being separated from parents or caregivers if they lack the sense of security. Develop attachment with family members/ caregivers. Autonomy vs Shame/Doubt (1- 3 years) - Do not know how to explain their own feelings and emotions. The most common development in early childhood is to establish self- identity . Feeling of being valuable to friends and family is important. During this period, children join same sex relationship groups. Friendship groups influence values, beliefs and behavior.

16. Initiative vs Guilt (3- 6 years) - The child goes through phases of love and hatred, jealousy and anxiety, and learns to cope with frustration and disappointment to a certain extent as well as how to handle challenges on their own. Industry vs Inferiority (7- 11 years) - For the child to comprehend what behaviour is required of them, they need a safe atmosphere, encouragement, discipline, self- expression opportunities, guidance, and direction. Identity vs Role Confusion (12- 18 years) - Adolescents are more independen t. They have high emotional tension due to hormonal changes, become emotionally unstable and are easily aroused by self- consciousness. They try to build intimate relationships. Peers become more important than family members as they explore new roles and form own identity.

17. Intimacy vs Isolation (19- 29 years) - During this period, developing intimate relationships, establishing families and work are primary concerns. They search for intimate and secure relationships. Separation in intimate relationship or marriage creates severe emotional problems. Generativity vs Stagnation (30- 64 years) - During this period behavior is governed more by intelligence than emotions. Adults adapt easily to social situations, face reality objectively, have normal drive to work or play and act according to one's own age. Adults are vocationally adjusted and are able to think and decide things on their own. Integrity vs Despair (65 and above) - Erikson said that elderly reflect on their lives and feel either a sense of satisfaction or a sense of failure . People who feel proud of their accomplishments feel a sense of integrity and are able to look back on their lives with few regrets. People who are not successful at this stage may have feelings of bitterness, depression and despair.

18. PSYCHOLOGICAL NEEDS 1. Infant and early toddler Fulfillment of basic needs: Consistently meeting biological needs such as nutrition, rest, sleep, comfort of infants are very important. Oral gratification: The satisfaction felt in infancy when the need for food, especially from the mother's breast, is fulfilled. Lack of it can be associated with dysfunctional behaviors as excessive eating, drinking or smoking in later life. Formation of trust: If caregivers provide consistent care, and love to the infant then he/she develop a sense of trust. If there is inconsistency in meeting the child's needs, eventually will lead to mistrust. Sensory stimulation: If play includes any activity that stimulates young child's senses- touch, smell, taste, movement, balance, sight and hearing. Sensory activities facilitate exploration and naturally encourage children to use scientific processes while they play, create, investigate and explore. CONTINU..

19. PSYCHOLOGICAL NEEDS 2. Early childhood Taking solids : Early exposure to little amounts of food and a gradual increase in variety may help the newborn to develop a taste for different textures and flavours. If the infant is given enough opportunity to learn, the infant's ability to use a chair, cup, spoon, and dishes should increase as the period progresses. Physical control: Improving coordination and neuromuscular control plays an important part in the child's adjustment since it promotes confidence in handling himself in a variety of home situations. Experimentation with climbing, walking, running and dancing plays a part in this. Understanding communication: Learning and using verbal communication is an important step toward self- expression and social adjustment. Learning toilet control: Learning to regulate one's bladder and bowels is a common late- childhood issue. The success of toilet training is determined by neuromuscular ability and strong emotional bonds with the mother. CONTINU..

20. PSYCHOLOGICAL NEEDS Promoting self- assertion: The first step is to discover one's own personality, including likes and dislikes, as well as preferences and relationships with parents, siblings, and others. 3. Late childhood (5- 12 years) Knowledge in school subjects: learning the fundamentals of school such as reading, spelling, writing, and arithmetic, to maturity. More is critical at this stage of development. Recognizing social roles: Recognizing individual differences is essential for the development of effective relationships with parents and others. The child investigates and evaluates others and their social roles. The child is willing to learn appropriate behaviour and manners for his or her roles and sex, as well as to relate to the roles of others. CONTINU..

21. PSYCHOLOGICAL NEEDS Emotional control: Self- control is typically applied to one's feelings, emotions, and drives at this age. He investigates and employs acceptable methods of releasing the energies of negative emotions. In this way, the child promotes his personality acceptance level. Character building: It's helping young people learn to become respectful, reliable and considerate of other's needs. Social world expansion: They are constantly doing, planning, playing, getting together with friends, and achieving. This is a very active time, and a time when they needs to gain a sense of how they measure up when compared with peers Group formation: From around age three upwards, play becomes more overtly social as the child joins with others in associative play. At this stage children engage, communicate, and begin the process of learning how to negotiate and get on with each other. CONTINU..

22. PSYCHOLOGICAL NEEDS 4. Adolescents (12- 18 years) Bodily control: Pubescent development results in a loss of the child's elegance, as well as a droop and physical discomforts. Regaining control of the body becomes a continuous task for the pubertal individual. External interests and activity: Pubertal children are extremely self- centered. He or she must learn a lot through activity and participation at this time, as well as experiment with his or her own endowments to use and analyse them for current and future needs. Peer identification: There is intense desire to have best impression on others specially peers. He/she learns the patterns of group to identify himself as a group. Self- reorganization: The changing interactions with parents and peers, awakening sexuality and a mature body, and developing new emotions, moods, dreams, and interests, all contribute to the total personality restructuring. CONTINU..

23. PSYCHOLOGICAL NEEDS 5. Early and Middle adulthood (18- 60 years) Developing positive self- image: Our self- image guides how we react emotionally, socially and spiritually to the different situations and people in our lives. A positive self- image can boost physical being. mental, social, emotional, and spiritual well being. Developing: self- confidence: It is important for mental well- being and can boost resilience and lower anxiety. Confidence helps one to feel ready for life's experiences. When a person is confident, they are more likely to move forward with people and opportunities Realistic perception: Becoming aware of the process of self perception and the various components of our self- concept will help us to understand and improve self- perceptions. Occupational growth: Career development increases motivation and productivity. Attention to career development helps a person become attract valued employees. CONTINU..

24. PSYCHOLOGICAL NEEDS Achievement of life goals: Ability to identify and prioritize activities that lead to a goal. Those with a capacity for goal achievement can execute a plan to get the desired results Enhancing self- realization: It is process of focusing on the present moment and pay attention to thoughts and feelings. It helps person to become better decision makers. It gives more self- confidence, so as a result they communicate with clarity and intention. It allows person to understand things from multiple perspectives. Other needs Marital adjustment Adjustments to parenthood Setting the pattern of life Achieving independence and responsibility Establishing the home CONTINU..

25. PSYCHOLOGICAL NEEDS 6. Late Adulthood (60+) Interpersonal relationship: The elderly has a basic need to remain connected to family members, friends, and like- minded seniors This is psychologically beneficial because such connections can minimize issues with depression and loneliness and boost emotional stability. Social activities: Older adults tend to be in a better place emotionally if they're able to remain active in familiar communities in ways that are meaningful. Developing sense of purpose: Maintaining a sense of purpose later in life can include community activities, but it's a need that can also be met by exploring new or lapsed hobbies, developing new interests, mentoring and doing other meaningful things for others, and setting realistic and achievable personal goals. CONTINU..

26. PSYCHOLOGICAL NEEDS Mental stimulation: An aging brain needs to remain stimulated and engaged to reduce the risk of the type of cognitive decline that can affect behavior and increase susceptibility to depression and other mental health problems. Safety and security: Seniors need to feel emotionally safe and secure as they get older, which sometimes involves addressing practical needs related to aging. Easing fears of this nature may involve: Mitigating fall risks in the home Using a medical alert system to minimize health- related fears a Installing door monitors if there's concern about wandering due to dementia Making appropriate home modifications Expression of thoughts and feelings: Just like anyone else, older adults have a psychological need to express their thoughts and feelings.

27. ROLE OF NURSE IN SUPPORTING NORMAL GROWTH AND DEVELOPMENT ACROSS THE LIFESPAN

28. DURING CHILDHOOD Ensuring adequate antenatal care to the mother, educating her regarding the adverse effects of irradiation, drugs and prematurity. Ensuring timely and efficient obstetrical assistance to guard against the ill- effects of anoxia and injury to the newborn at birth. Ensuring that the mother has support from her family/community in seeking care at time of delivery/postnatal/lactation period. Imparting prenatal education about child's growth and development, motor, personal, social and language skills. Teaching mothers and family members on how to identify clinical signs and seek health centers in case of any deviations from normal. Promoting exclusive breastfeeding, immunization, timely care during illness all contribute to child's healthy growth and development. CONTINU..

29. Ensuring that children are not only receiving adequate amount of micronutrients but also consuming iodized salt at the household level. Promoting mental and social development through talking, playing and providing a stimulating environment. Implementing interventions to prevent diseases which include immunization, safe waste disposal, appropriate handwashing, appropriate home treatment for infections, appropriate actions to prevent and manage child injuries and accidents CONTINU..

30. DURING ADOLESCENT Advising parents of teenagers to avoid inappropriate comparison, which can cause teenage stress and ensuing behavioural issues, as well as to recognise that each child is unique. Reaching out to the adolescents in the community, at home, school and religious gatherings so as to provide intense education on developmental processes of adolescents, sexual and reproductive health as well as societal expectation during this period. Providing information on personal hygiene, menstrual hygiene, adequate nutrition, exercise and ill effects of illicit use of drugs, matters related to puberty and sexuality. Liaisoning with the schools to provide a safe and conducive physical, emotional and social environment for adolescents. CONTINU..

31. DURING ADULTHOOD Encouraging positive health behaviors such as wearing seat belt to prevent vehicle injuries, immunization for preventable diseases such as COVID vaccine, tetanus vaccine, etc., regular exercise program, healthy diet, dietary modifications, stress management, weight management, smoking and drinking cessation, disease control for existing diseases, regular screening for chronic diseases, etc. Educating on special programs related to substance use, sexually transmitted infection, educational and vocational skills, suicide prevention and mental health. Identifying individuals with high disease risk factors through screenings and regular care. Conducting outreach programs to screen for various chronic illnesses CONTINU..

32. DURING LATE ADULTHOOD/OLD AGE Assessing functional, mental and emotional status of the elderly. Early identification of complex comorbid physical and mental conditions. Assisting and training the elderly for daily living activities such as hygiene, toileting, medication management and nutritional needs. Preventing prevent risk of falls, malnutrition and other health problems. Encouraging physical exercises, yoga and other brain stimulating activities such as crossword puzzles or Sudoku. Facilitating connections with family members and loved ones who may be living in other parts of the country or abroad through video calls or messaging apps. Encouraging participation in traditional social events and cultural activities such as festivals or religious ceremonies. Providing training and motivation to patients and caregivers to handle age related conditions. Counseling on recommended self- care practices. Guiding older adults on their wellness journey.

33. INTRODUCTION TO CHILD PSYCHOLOGY ROLE OF NURSE IN MEETING PSYCHOLOGICAL NEEDS OF CHILDREN

34. CONTEXTS OF CHILD PSYCHOLOGY Cultural Context: The cultural values, customs and ways of living influence the development throughout the lifespan. Culture may play a role in how children relate to their parents, the type of education they receive and the type of childcare that is provided. Social Context: Relationships with peers and adults have an effect on how children think, learn and develop. Families, schools and peer groups all make up an important part of the social context. Socioeconomic Context: Social class can also play a major role in child development. Socioeconomic status is based upon a number of different factors including how much education people have, how much money they earn, the job they hold and where they live. CONTINU..

35. ROLE OF NURSE IN MEETING CHILD’S NEEDS Shorten medical procedure time Improvement of sleeping and rest time Friendly attitude Entertainment Communication Family support

36. PSYCHOLOGY OF VULNERABLE GROUPS

37. CHALLENGED PERSON Poor frustration tolerance: Due to underlying fears and concerns tolerance for frustration has been decreased. Low self esteem: Feeling of social rejection and social inadequacies leads to low self esteem. Poor body image: Defects of personal identi appearance give more worry to the disabled than defects which are not visible. Anxiety: It may be exacerbated by repeated failures growing out of or related to the disability. Inferiority: The inability to fully participate empathically in the larger social environment may increase sensitivity, sense of non- belonging and inferiority. Poor self concept: Individual fined themselves inadequate and incapable which may leads to poor self concept. Denial/refusal to use prosthetic devices: This may be a first reaction to any trauma in which individual is not accepting loss. CONTINU..

38. Aggression: This emotional reaction may be expression of incapability, poor self esteem and poor self concept. Blaming: Individual may blame others or self for adverse life events. Intense conflict: As a result of disability, there may be increased sensitivity towards body. It may lead to magnifying bodily defects. The handicapped resent sympathy but seek understanding: They have sense, need to be understood and fully accepted in the social world. CONTINU..

39. WOMEN Gender influence: In general, females are more susceptible to hormonal fluctuation. Women have lower serotonin levels than men and process the chemical more slowly, which can contribute to mood swings. Socio- cultural influences: Despite the fact that gender roles have shifted in culture, with women pursuing more powerful careers and men staying at home to care for children, Women are still faced to a lot of stress. This stress could lead to depression and panic attacks. Sexualization: Females have unfortunately been the object of sexualization throughout history. Negative sexualization can interfere with females' healthy development, self- esteem, and self- image. These factors can cause not only a negative self- image but also shame, depression, anxiety, and stress. Violence and sexual abuse: are two additional important factors that influence women's psychology. over a lifetime, the prevalence of violence against women is estimated to be between 16 and 50 percent. CONTINU..

40. Lack of assertiveness : Women are less likely than men to share their emotions or problems with others. Historically, women have viewed themselves as inferior and have been less confident. Maternal psychology: Around 10% of pregnant women and 13% of new mothers worldwide experienced a mental disorder, primarily depression. This figure is even higher in developing countries, where it is 15.6 percent during pregnancy and 19.8 percent after childbirth. Mothers' suffering may be so severe in severe cases that they commit suicide. Anxiety: Anxiety disorders are the most common mental health problems among women. Abuse: Abuse is classified into four types: physical, sexual, emotional, and neglect. Abused women may face difficulties, domestic problems, prostitution/sexual exploitation, adolescent pregnancy, suicide attempting self- harm, alcohol and drug abuse, and eating disorders. CONTINU..

41. SICK PERSON Inferiority Anxiety, Fear Violence and phobias Poor self- confidence Distorted self- image Dependency Depression Stigma and discrimination Aggression CONTINU..

42. CAREGIVER DURING ILLNESS Denial: This is a first reaction to illness, loss and grief. Individual denial the reality of disease, loss and grief. Blaming: Caregivers may blame themselves for the sick conditions of family members. Displacement : They may displace their anxieties and fear to others such as health personals Aggression: Aggressive feelings may be developed due to chronic conditions of family members. Anxiety: Caregivers may have anxieties due to sickness of family members and poor prognosis of family members. Depression: Caregivers of chronic patients may glimpse into depression. Feeling of helplessness and hopeless leads to depression. CONTINU..

43. LOSS AND GRIEF Kübler- Ross proposed five stages of the grieving process. Stage I:- Denial: Denial is the rejection to recognise facts, information, reality, and so on, whether consciously or unconsciously. In this scenario, for example, a person diagnosed with cancer, frequently refuses to accept the diagnosis. Stage II:-Anger: Anger may develop when a person begins to live in 'actual' reality rather than 'favourable' reality, i.e., denial, anger may emerge. People in emotional distress may be angry with themselves and/or others, especially those close to them. CONTINU..

44. Stage III:- Bargaining: This stage is called false hope, and it occurs when a person falsely believes that he or she can avoid grief through some sort of negotiation. This could include attempting to bargain with whatever 'God' the person believes in. For example, a wife may say, "If you heal my husband, I will strive to be the best wife" (bargaining with God). Stage IV:-Depression: This stage is characterised by feelings of grief and regret, as well as fear and uncertainty. This indicates that the individual has begun to accept the reality of the loss. Stage V:- Acceptance: Emotional detachment and objectivity are represented by this level. The grieving individual is starting to accept their loss and tries to move on with their lives.