Theories of child psychology.

THEORIES OF CHILD PSYCHOLOGY

1. THEORIES OF CHILD
PSYCHOLOGY
Dr.Tinet Mary Augustine. BDS,MDS
Pediatric Dentist
Dr.Tinet’s Pedorayz, Pediatric And Early Age
Orthodontic Dental Clinic

DR.TINET MARY AUGUSTINE.BDS.MDS 1

2. CONTENTS
Introduction
Early theories of child development
Psychodynamic theories
Psychosexual theory – Sigmund Freud - 1905
Psychosocial theory – Erik Erikson – 1963
cognitive theory – Jean Piaget – 1952

DR.TINET MARY AUGUSTINE.BDS.MDS 2

3. Behavioral learning theories
1. Classical conditioning – Ivan Pavlov - 1927
2. Operant conditioning – Skinner B.F. - 1938
3. Social learning theory – Albert Bandura - 1963
4. Hierarchy of needs – Abraham Maslow – 1954

Other theories
1. Separation and individualization – Margaret Mahler.
2. Attachment theory – John Bowlby.
3. Theory of moral development – Kohlberg L.
4. Childrenese – Haim Ginott

Conclusion
References


DR.TINET MARY AUGUSTINE.BDS.MDS 3

4. INTRODUCTION

DR.TINET MARY AUGUSTINE.BDS.MDS 4

5. DEFENITIONS
•Psychology – study of human mind and its
functions. It can be defined as ‘Science dealing
with human nature, function and phenomenon
of his soul in the main’.


•Child psychology - Science that deals with the
mental power or an interaction between the
conscious and subconscious element in a child.
DR.TINET MARY AUGUSTINE.BDS.MDS 5

6. •Emotion – instinctive feeling as contrasted
with reasoning - A feeling or mood
manifesting into motor and glandular activity.

• Behavior -is any change observed in the
functioning of the organism

DR.TINET MARY AUGUSTINE.BDS.MDS 6

7. Psychology
- Science of behavior
- Concerned with studying
and predicting behavior
Behavior
-It is the general term for any
type of action.
-Behavior follows psychology.
DR.TINET MARY AUGUSTINE.BDS.MDS 7

8. IMPORTANCE
•PROVIDE A RICH BACKGROUNG ABOUT A CHILD’S
BEHAVIOUR
•PROVIDE PSYCHOLOGICAL SCALES
•PROVIDE GENERAL PRINCIPLES AND NEW TRENDS
•OFFERS PRACTICAL SUGGESTIONS
•STAGEWISE UNDERSTANDING OF A CHILD
DR.TINET MARY AUGUSTINE.BDS.MDS 8

9. IN-DENTISTRY
•KNOW HIS PROBLEMS IN THE WAY HE EXPLAINS
•FOR EFFECTIVE COMMUNICATION
•TO DELIVER TREATMENT EFFECTIVELY
•TO DEVELOP CONFIDENCE ON DENTISTRY
•TO DESIGN THE PREVENTIVE CARE STRATEGY
•FOR DELIVERING AN EFFECTIVE TREATMENT
•TO CREATE A COMFORTABLE ENVIORNMENT
DR.TINET MARY AUGUSTINE.BDS.MDS 9

10. PSYCOLOGICAL GROUPING OF
CHILDREN BASED ON CHRONOLOGY
GERMINAL:FIRST TWO WEEKS AFTER CONCEPTION

EMBRYO:2-6 WEEKS AFTER CONCEPTION

FETUS:6WEEKS AFTER CONCEPTION UNTILL BIRTH

NEONATES-FIRST 2 WEEKS AFTER BIRTH

INFANTS-FIRST TWO YEARS AFTER BIRTH
DR.TINET MARY AUGUSTINE.BDS.MDS 10

11. •PRESCHOOL CHILD:2-6 YEARS OF AGE

•PRIMARY SCHOOL CHILD:6-9 YEARS

•INTERMEDIATE SCHOOL CHILD:9-12 YEARS

•JUNIOR HIGH SCHOOL CHILD: 12-14 YEARS
DR.TINET MARY AUGUSTINE.BDS.MDS 11

12. THEORIES
Psychodynamic theories
Psychosexual theory – Sigmund Freud - 1905
Psychosocial theory – Erik Erikson – 1963
Cognitive theory – Jean Piaget – 1952




DR.TINET MARY AUGUSTINE.BDS.MDS 12

13. Behavioral learning theories
1. Classical conditioning – Ivan Pavlov - 1927
2. Operant conditioning – Skinner B.F. - 1938
3. Social learning theory – Albert Bandura - 1963
4. Hierarchy of needs – Abraham Maslow – 1954



DR.TINET MARY AUGUSTINE.BDS.MDS 13

14. OTHER THEORIES
1. Separation and individualization – Margaret
Mahler.
2. Attachment theory – John Bowlby.
3. Theory of moral development – Kohlberg L.
4. Childrenese – Haim Ginott.


DR.TINET MARY AUGUSTINE.BDS.MDS 14

15. PSYCHO-ANALYTICAL THEORY
DR.TINET MARY AUGUSTINE.BDS.MDS 15

16. SIGMUND FREUD(1856-1939)







FOUNDER OF PSCYCHOANALYSIS
“Personality is controlled by our subconscious
thoughts and shaped by our experience”








DR.TINET MARY AUGUSTINE.BDS.MDS 16

17. WORKS OF FREUD
•TOPOGRAPHIC MODEL OF MIND
•INSTINCT OR DRIVE THEORY
•STAGES OF PSYCHOSEXUAL DEVELOPMENT
•STRUCTURAL THEORY OF MIND
•THEORY OF ANXIETY
DR.TINET MARY AUGUSTINE.BDS.MDS 17

18. TOPOGRAPHIC MODEL







•INTERPRETATION OF DREAMS 1990
DR.TINET MARY AUGUSTINE.BDS.MDS 18

19. DEFENITIONS
Unconscious
• contains all the feeling, urges or instinct that are beyond our
awareness but it affect our expression, feeling, action (e.g. Dreams,
wishes)
Preconscious
• Facts stored in a part of the brain, which are not conscious but are
available for possible use in the future (e.g. Home address
Conscious
•only level of mental life that are directly available to us • the
awareness of our own mental process (thoughts/feeling)

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20. REVIEW
DEFENCE MECHANISM
UNCONSCIOUS NEED OF PUNISHMENT
DR.TINET MARY AUGUSTINE.BDS.MDS 20

21. INSTINCTS
•Libido –pleasure principle – goal of life gain
pleasure and avoid pain
•Ego instincts – nonsexual components
•Life and Death instincts– EROS AND
THANATOS
DR.TINET MARY AUGUSTINE.BDS.MDS 21

22. STRUCTURAL THEORY OF MIND-
PSYCHIC TRIAD

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23. ID







DR.TINET MARY AUGUSTINE.BDS.MDS 23

24. EGO







•REALITY PRINCIPLE
•LOGICAL/PRACTICAL
•DEFENSIVE BEHAVIOUR
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"The ego is not sharply separated from the id; its lower portion merges into it....
But the repressed merges into the id as well, and is merely a part of it. The
repressed is only cut off sharply from the ego by the resistances of repression; it
can communicate with the ego through the id." (Sigmund Freud, 1923)
.

25. SUPER EGO






•MORAL RULES/CULTURAL BANS
•OEDIPUS COMPLEX
DR.TINET MARY AUGUSTINE.BDS.MDS 25

26. DEFENSE MECHANISM
DR.TINET MARY AUGUSTINE.BDS.MDS 26

27. REPRESSION
DR.TINET MARY AUGUSTINE.BDS.MDS 27

28. DISPLACEMENT
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29. RATIONALIZATION
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30. DENIAL
DR.TINET MARY AUGUSTINE.BDS.MDS 30

31. REGRESSION
DR.TINET MARY AUGUSTINE.BDS.MDS 31

32. REACTION FORMATION
DR.TINET MARY AUGUSTINE.BDS.MDS 32

33. PROJECTION
DR.TINET MARY AUGUSTINE.BDS.MDS 33

34. PSYCHO SEXUAL DEVELOPMENT
•Oral Stage (0- 1.5 yrs)
•Anal Stage (1.5- 3 yrs)
•Phallic Stage (3 - 5 yrs)
•Latency Period (5 – puberty)
•Genital Stage (puberty(11-13 ) onwards
DR.TINET MARY AUGUSTINE.BDS.MDS 34

35. ORAL STAGE(0-1.5 YEARS)
The earliest stage of development in which the
infant's needs, perceptions, and modes of
expression are primarily centered in the mouth, lips,
tongue, and other organs related to the oral zone.

DR.TINET MARY AUGUSTINE.BDS.MDS 35

36. ANAL STAGE(1.5-3YEARS)
The stage of psychosexual development that is prompted
by maturation of neuromuscular control over sphincters,
particularly the anal sphincters, thus permitting more
voluntary control over retention or expulsion of feces. DR.TINET MARY AUGUSTINE.BDS.MDS 36

37. URETHRAL STAGE
•This stage was not explicitly treated by Freud,
but is envisioned as a transitional stage
between the anal and the phallic stages of
development. It shares some of the
characteristics of the preceding anal stage and
some from the subsequent phallic stage.

DR.TINET MARY AUGUSTINE.BDS.MDS 37

38. PHALLIC STAGE(3-5 YEARS)
The phallic stage of sexual development begins
sometime during the third year of life and continues
until approximately the end of the fifth year
DR.TINET MARY AUGUSTINE.BDS.MDS 38

39. LATENCY PHASE(5-PUBERTY)







The stage of relative quiescence or inactivity of the
sexual drive during the period from the resolution of
the Oedipus complex until pubescence (from about 5-6
years until about 11-13 years).
DR.TINET MARY AUGUSTINE.BDS.MDS 39

40. GENITAL PHASE(PUBERTY ONWARDS)









The genital or adolescent phase of psychosexual
development extends from the onset of puberty from
ages 11-13 until the person reaches young adulthood.
DR.TINET MARY AUGUSTINE.BDS.MDS 40

41. CONTRIBUTION
-First personality & psychotherapy theory
-Emphasis on sexuality as influence
-Importance of early childhood experience
-Concept of unconscious
-Animal nature of man
-Scientific approach to mental health
DR.TINET MARY AUGUSTINE.BDS.MDS 41

42. LIMITATION
-Pessimistic and deterministic approach to
personality
-Pathology based theory
-Over emphasis to infantile sexuality
-No controlled studies-poor research
-Overemphasis on differences between men and
women
-Unconcerned with interpersonal relations,
individual identity and adaptation over one’s
lifetime

DR.TINET MARY AUGUSTINE.BDS.MDS 42

43. PSCHYCOSOCIAL THEORY(ERIK
ERIKSON-1950)







•CHILDHOOD AND SOCIETY


DR.TINET MARY AUGUSTINE.BDS.MDS 43

44. DR.TINET MARY AUGUSTINE.BDS.MDS 44

45. STAGE 1-TRUST VS MISTRUST
INFANCY-0-1YEAR
DR.TINET MARY AUGUSTINE.BDS.MDS 45

46. STAGE 2-AUTONOMY VS DOUBT
TODDLER(1-2YRS)
DR.TINET MARY AUGUSTINE.BDS.MDS 46

47. STAGE 3-INITIATIVE VS GUILT
EARLY CHILDHOOD(2-6YRS)
DR.TINET MARY AUGUSTINE.BDS.MDS 47

48. STAGE 4 –INDUSTRY VS INFERIORITY
MIDDLE SCHOOL YEARS(6-12YRS)
DR.TINET MARY AUGUSTINE.BDS.MDS 48

49. STAGE 5- IDENTITY VS ROLE
CONFUSION(ADOLESCENCE -12-18YRS)
DR.TINET MARY AUGUSTINE.BDS.MDS 49

50. STAGE 6- INTIMACY VS ISOLATION
YOUNG ADULTHOOD(19-40YRS)
DR.TINET MARY AUGUSTINE.BDS.MDS 50

51. STAGE 7-GENERATIVITY VS
STAGNATION(MIDDLE ADULTHOOD-
40-65YRS)
DR.TINET MARY AUGUSTINE.BDS.MDS 51

52. STAGE 8- EGO INTEGRITY VS DESPAIR
LATE ADULTHOOD(65-DEATH)








WAS LIFE MEANINGFUL?????


DR.TINET MARY AUGUSTINE.BDS.MDS 52

53. COMPARISON
•DEVELOPMENTAL STAGES
PERIOD
NUMBER
KEY SOCIAL AGENTS
DRIVING FORCES
DR.TINET MARY AUGUSTINE.BDS.MDS 53

54. THEORY OF COGNITIVE DEVELOPMENT







Cognitive theory is an approach of psychology that
attempts to explain human behavior by understanding
your thought processes.(1952)

DR.TINET MARY AUGUSTINE.BDS.MDS 54

55. •ASSIMILATION-THE PROCESS BY WHICH CHILDREN
INTERPRET NEW EXPERIENCES BY INCORPORATING
THEM INTO THEIR EXISTING SCHEMAS

•DISEQUILIBRIUM-IT IS THE IMBALANCE OR
CONTRADICTION BETWEEN ONES THOUGHT
PROCESS AND THE ENVIORNMENTAL EVENT

•ACCOMODATION-IT IS THE PROCESS BY WHICH
CHILDREN MODIFY THEIR EXISTING SCHEMAS IN
ORDER TO ADAPT TO NEW EXPERIENCES AND
SOLVE THE EQUILIBRIUM

DR.TINET MARY AUGUSTINE.BDS.MDS 55

56. •ORGANISATION-IT IS THE PROCESS BY WHICH
EXISTING SCHEMAS HAVE COMPLETELY BEEN
UPGRADED TO HIGHER MORE COMPLEX SCHEMAS
WHICH ENTER INTO EQUILIBRIUM

•EQUILIBRIUM-BALANCE BETWEEN THE
ASSIMILATION AND ACCOMODATION

DR.TINET MARY AUGUSTINE.BDS.MDS 56

57. STAGES
DR.TINET MARY AUGUSTINE.BDS.MDS 57

58. SENSORIMOTOR STAGE
DR.TINET MARY AUGUSTINE.BDS.MDS 58

59. STAGE OF REFLEX ACTIVITY (0-1)
DR.TINET MARY AUGUSTINE.BDS.MDS 59

60. PRIMARY CIRCULAR REACTIONS(2-5
MONTHS)
DR.TINET MARY AUGUSTINE.BDS.MDS 60

61. SECONDARY CIRCULAR REACTIONS(5-9
MONTHS)






DR.TINET MARY AUGUSTINE.BDS.MDS 61

62. CO-ORDINATION OF SECONDARY
SCHEMAS(8-12 MONTHS)






DR.TINET MARY AUGUSTINE.BDS.MDS 62

63. TERTIARY CIRCULAR REACTION(1-1 ½
YEARS)

DR.TINET MARY AUGUSTINE.BDS.MDS 63

64. SYMBOLIC PROBLEM SOLVING
STAGE(18-24 MONTHS)
DR.TINET MARY AUGUSTINE.BDS.MDS 64

65. PREOPERATIONAL PERIOD(2-7YEARS)
DR.TINET MARY AUGUSTINE.BDS.MDS 65

66. PRE CONCEPTUAL STAGE(2-4)
EMERGENCE OF SYMBOLIC THOUGHT
DR.TINET MARY AUGUSTINE.BDS.MDS 66

67. PRETEND PLAY
DR.TINET MARY AUGUSTINE.BDS.MDS 67

68. ANIMISM

DR.TINET MARY AUGUSTINE.BDS.MDS 68

69. •TRANSDUCTIVE REASONING-
PENDULUM STRIKE 6-DARKNESS COMES





DR.TINET MARY AUGUSTINE.BDS.MDS 69

70. INTUITIVE PERIOD(4-7 YEARS)
CONSERVATION INABILITY
INABILITY TO RECOGNIZE THE STRUCTURE
CHANGES WITH ITS APPEARENCE
DR.TINET MARY AUGUSTINE.BDS.MDS 70

71. CLASS INCLUSION INABILITY
DR.TINET MARY AUGUSTINE.BDS.MDS 71

72. EGOCENTRISM

DR.TINET MARY AUGUSTINE.BDS.MDS 72

73. MAGIC(ARTIFICIALISM)

DR.TINET MARY AUGUSTINE.BDS.MDS 73

74. DENTAL IMPLICATION
•CONSTRUCTIVISM-EXPLORE THINGS
•ANIMISM-CORRELATION
•COGNITIVE EQUILIBRIUM-ALLOW TO DEAL
WITH INSTRUMENTS


DR.TINET MARY AUGUSTINE.BDS.MDS 74

75. CONCRETE OPERATIONAL PERIOD(7-11
YEARS)
DR.TINET MARY AUGUSTINE.BDS.MDS 75

76. REVERSIBILITY
DR.TINET MARY AUGUSTINE.BDS.MDS 76

77. SERIATION
DR.TINET MARY AUGUSTINE.BDS.MDS 77

78. DECENTERING
DR.TINET MARY AUGUSTINE.BDS.MDS 78

79. CLINIC IMPLICATIONS
•CAN GIVE CONCREATE INSTRUCTIONS

DR.TINET MARY AUGUSTINE.BDS.MDS 79

80. FORMAL OPERATIONAL STAGE(AFTER
11 YEARS)






•IMAGINARY AUDIENCE
•PERSONAL FABLE:WHY SHOULD OTHERS ARE
INTERESTED IN MY MATTERS
DR.TINET MARY AUGUSTINE.BDS.MDS 80

81. CLINICAL VARIATIONS
•COGNITIVE INABILITY

DR.TINET MARY AUGUSTINE.BDS.MDS 81

82. COMPARISON
DR.TINET MARY AUGUSTINE.BDS.MDS 82

83. LEARNING THEORIES

(PART 2)
DR.TINET MARY AUGUSTINE.BDS.MDS 83

84. CONTENTS
Introduction
Early theories of child development
Psychodynamic theories
Psychosexual theory – Sigmund Freud - 1905
Psychosocial theory – Erik Erikson – 1963
cognitive theory – Jean Piaget – 1952

DR.TINET MARY AUGUSTINE.BDS.MDS 84

85. Behavioral learning theories
1. Classical conditioning – Ivan Pavlov - 1927
2. Operant conditioning – Skinner B.F. - 1938
3. Social learning theory – Albert Bandura - 1963
4. Hierarchy of needs – Abraham Maslow – 1954

Other theories
1. Separation and individualization – Margaret Mahler.
2. Attachment theory – John Bowlby.
3. Theory of moral development – Kohlberg L.
4. Childrenese – Haim Ginott

Conclusion
References


DR.TINET MARY AUGUSTINE.BDS.MDS 85

86. CLASSICAL CONDITIONING (IVAN
PAVLOV-1972)
DR.TINET MARY AUGUSTINE.BDS.MDS 86

87. DEFENITIONS
•NEUTRAL STIMULI-NO ASSOCIATION WITH
THE RESPONSE IN AN INDIVIDUAL

•MEANINGFUL STIMULUS-STIMULUS THAT
ELICT A RESPONSE


DR.TINET MARY AUGUSTINE.BDS.MDS 87

88. PRECONDITIONING PHASE
DR.TINET MARY AUGUSTINE.BDS.MDS 88

89. CONDITIONING PHASE
DR.TINET MARY AUGUSTINE.BDS.MDS 89

90. POST CONDITIONED PHASE
DR.TINET MARY AUGUSTINE.BDS.MDS 90

91. STIMULUS GENERALISATION,
DISCRIMINATION, RESPONSE
EXTINCTION
DR.TINET MARY AUGUSTINE.BDS.MDS 91

92. OPERANT CONDITIONING
DR.TINET MARY AUGUSTINE.BDS.MDS 92

93. B.F SKINNER (1938)
“Consequences of a behaviour is in itself a stimulus
that can affect future behaviour”
DR.TINET MARY AUGUSTINE.BDS.MDS 93

94. DEFENITIONS
OPERANT-
BEHAVIOUR THAT CONTROLS THE ENVIORNMENT

REINFORCER-
THE CONSEQUENCE OF THE ACT THAT INCREASE THE PROBABILITY TO
RECUR

PUNISHMENT-
CONSEQUENCE OF THE ACT THAT SUPPRESS OR DECREASE THE
PROBABILITY TO RECUR

CONTINGENCY-
RELATION BETWEEN OPERANT AND CONSEQUENCES THAT FOLLOW
THEM

DR.TINET MARY AUGUSTINE.BDS.MDS 94

95. EXPERIMENT
DR.TINET MARY AUGUSTINE.BDS.MDS 95

96. REINFORCERS
•POSITIVE
VS
NEGATIVE REINFORCES

DR.TINET MARY AUGUSTINE.BDS.MDS 96

97. POSITIVE REINFORCEMENT
DR.TINET MARY AUGUSTINE.BDS.MDS 97

98. NEGATIVE REINFORCEMENT
DR.TINET MARY AUGUSTINE.BDS.MDS 98

99. TYPES OF REINFORCERS
•LEARNED REINFORCERS
•TOKEN REINFORCERS
•ACTIVITIES
•SOCIAL REINFORCERS
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100. AVERSIVE LEARNING
•OMISSION(negative punishment)
•PUNISHMENT
DR.TINET MARY AUGUSTINE.BDS.MDS 100

101. OMISSION
DR.TINET MARY AUGUSTINE.BDS.MDS 101

102. POSITIVE PUNISHMENT

DR.TINET MARY AUGUSTINE.BDS.MDS 102

103. DR.TINET MARY AUGUSTINE.BDS.MDS 103

104. CRITICISMS
•THE USE OF FORCE IN DENTISTRY
DR.TINET MARY AUGUSTINE.BDS.MDS 104

105. SOCIAL LEARNING THEORY
BANDURA(1963)
DR.TINET MARY AUGUSTINE.BDS.MDS 105

106. •ALBERT BANDURA
•Behaviour is largely motivated by social needs and
reinforcemnt is a powerful method
•Humans are active information processors-
behaviour pattern result from learning

DR.TINET MARY AUGUSTINE.BDS.MDS 106

107. BOBO DOLL EXPERIMENT

DR.TINET MARY AUGUSTINE.BDS.MDS 107

108. SOCIAL LEARNING THEORY






•BRIDGE BETWEEN BEHAVIOUR LEARNING AND
COGNITIVE LEARNING THEORIES
DR.TINET MARY AUGUSTINE.BDS.MDS 108

109. ATTENTION PROCESS
DR.TINET MARY AUGUSTINE.BDS.MDS 109

110. RETENTION PROCESS
DR.TINET MARY AUGUSTINE.BDS.MDS 110

111. MOTORIC REPRODUCTION
DR.TINET MARY AUGUSTINE.BDS.MDS 111

112. REINFORCEMENT VS MOTIVATION
DR.TINET MARY AUGUSTINE.BDS.MDS 112

113. COGNITIVE FACTORS IN SOCIAL
LEARNING
•ATTENTION
•EXPECTATION
•MODELING
DR.TINET MARY AUGUSTINE.BDS.MDS 113

114. EFFECT OF MODELLING ON
BEHAVIOUR
•TEACHES NEW BEHAVIOUR
•CAN INFLUENCE FREQUENCY OF PREVIOUSLY
LEARNED BEHAVIOUR
•INCRESE FREQUENCY OF SIMILAR BEHAVIOUR
•ROLE MODEL
•EXPECTED CONSEQUENCE OF BEHAVIOUR
DR.TINET MARY AUGUSTINE.BDS.MDS 114

115. NEGATIVE IMPACTS
•TELEVISIONS
•FAMILY CONFLICT
•SOCIAL MEDIAS

DR.TINET MARY AUGUSTINE.BDS.MDS 115

116. CRITICISMS
•UNETHICAL STUDY PATTERN
•DOES NOT CONSIDERED THE INDIVIDUALS
BIOLOGIC STATE
DR.TINET MARY AUGUSTINE.BDS.MDS 116

117. HIERARCHY OF NEEDS- ABRAHAM
MASLOW(1943)
DR.TINET MARY AUGUSTINE.BDS.MDS 117

118. •“A THEORY OF HUMAN MOTIVATION”






“Person doesn’t feel a higher need untill the need of
current levels has been satisfied”

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119. DR.TINET MARY AUGUSTINE.BDS.MDS 119

120. HIERARCHY OF NEEDS
DR.TINET MARY AUGUSTINE.BDS.MDS 120

121. DEFECIT NEEDS
DR.TINET MARY AUGUSTINE.BDS.MDS 121

122. BIOGRAPHIC ANALYSIS
•Reality centered
•Problem centered
•Different perception of means and ends
•Spontaneous and simple-natural
•Acceptance of self and others
•Humility and respect
•Freshness of appreciation
•Creative
•Peak experience than average person
DR.TINET MARY AUGUSTINE.BDS.MDS 122

123. CRITICISM
•Population for his study was a small group

•Self actualization(2%) and acquires rarely by
young while many like Roger considered
babies as example for human self actualization
DR.TINET MARY AUGUSTINE.BDS.MDS 123

124. OTHER THEORIES
DR.TINET MARY AUGUSTINE.BDS.MDS 124

125. SEPERATION AND INDIVIDUALIZATION
DR.TINET MARY AUGUSTINE.BDS.MDS 125

126. •BIOLOGIC BIRTH VS PSYCHOLOGICAL BIRTH
DR.TINET MARY AUGUSTINE.BDS.MDS 126

127. NORMAL AUTISTIC PHASE
(birth -1month)
•Monadic system
DR.TINET MARY AUGUSTINE.BDS.MDS 127

128. NORMAL SYMBIOTIC PHASE
(1-5months)
•Dydadic system
DR.TINET MARY AUGUSTINE.BDS.MDS 128

129. SUBPHASE1:DIFFERENTIATION/
HATCHING(5-10 MONTH)







•Exploration
•Checking back
•Stranger anxiety



DR.TINET MARY AUGUSTINE.BDS.MDS 129

130. SUBPHASE 11-PRACTICING
(10-16MONTH)





•Seperation anxiety
•Emotional refueling
•Pshycological birth/Hatching

DR.TINET MARY AUGUSTINE.BDS.MDS 130

131. SUBPHASE 111-RAPPROCHMENT
(16-24 MONTHS)
•BEGINNING
•CRISIS
•SOLUTION




Seperation anxiety
DR.TINET MARY AUGUSTINE.BDS.MDS 131

132. SUBPHASE 1V-CONSOLIDATION AND
OBJECT CONSTANCY
(24-36 months)

DR.TINET MARY AUGUSTINE.BDS.MDS 132

133. CRITISICM
•Name given for each stage

•Growth in infant resaerch reveals evidences of
infant awareness of their enviornmentand
ability to respond to external enviornment
DR.TINET MARY AUGUSTINE.BDS.MDS 133

134. ATTACHMENT THEORY(1969)
DR.TINET MARY AUGUSTINE.BDS.MDS 134

135. (1907-1990)
Attachment is the emotional tone between children
and caregivers and evidenced by an infant’s seeking
and clinging to the care giving person ,usually the
mother
DR.TINET MARY AUGUSTINE.BDS.MDS 135

136. Attachment Is a 'lasting psychological
connectetness between human beings.'


DR.TINET MARY AUGUSTINE.BDS.MDS 136

137. ASOCIAL (0-6WEEKS)


•LIKELY TO BE WITH MOTHER
•TRACKING MOVEMENT OF EYE
•SMILE
•BABBLE
•STOP CRYING ON SEEEING FACE





DR.TINET MARY AUGUSTINE.BDS.MDS 137

138. INDISCRIMINATE ATTACHMENT(12
WEEK TO 7MONTHS)

•MORE BONDING TO MOTHER
•FROM 3 MONTHS INFANTS SMILE MORE AT FAMILIAR FACES
•CAN BE EASILY COMFORTABLE BY A REGULAR CAREGIVER.
DR.TINET MARY AUGUSTINE.BDS.MDS 138

139. SPECIFIC ATTACHMENT(7-9 MONTHS)
ATTACHMENT TO MOTHER FIGURE EVIDENT
SEPARATION ANXIETY
STRANGER FEAR

DR.TINET MARY AUGUSTINE.BDS.MDS 139

140. MULTIPLE ATTACHMENT(10 MONTHS
ONWARDS)
•MOTHER FIGURE IS SEEN AS INDEPENDENT
•ATTACHMENT ALSO THOSE WHO RESPONDED
ACCURATELY TO BABYS SIGNAL(SENSITIVE
RESPONSIVENESS)
DR.TINET MARY AUGUSTINE.BDS.MDS 140

141. ATTACHMENT
•SHOULD BE WARM,INTIMATE AND
CONTINUOUS RELATIONSHIP

•MONOTROPIC

•GIVES FEELING OF SECURITY
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142. BONDING
•MOTHERS FEELING OF HER INFANT

•SKIN-SKIN CONTACT
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143. SIGNAL INDICATORS
•INFANTS SIGN OF DISTRESS







HUNGER /ANGER/PAIN
SMILING/COOING/LOOKING
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144. ANXIETY
ANY STIMULUS THAT ALARMS A CHILD AND CAUSE FEAR

SEPERATION ANXIETY (isolation from mother/caretaker
(10-18 months)

STRANGER ANXIETY
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145. ATTACHMENT DISORDERS
•FAILURE TO THRIVE SYNDROMES
•PSYCHOSOCIAL DWARFISM
•SEPERATION ANXIETY DISORDER
•ACADEMIC PROBLEMS
•BORDERLINE INTELLIGENCE
•ANACLITIC DEPRESSION(HOSPITALISM)
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146. THEORY OF MORAL DEVELOPMENT
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147. •FOLLOWER OF JEAN PIAGET





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148. THEORY OF MORAL DEVELOPMENT
•PRECONVENTIONAL
•CONVENTIONAL
•POST CONVENTIONAL
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149. PRECONVENTIONAL
•OBEDIENCE AND PUNISHMENT

WILL I BE PUNISHED……?

•INDIVIDUALISM/EXCHANGE

WHAT’S IN IT FOR ME…?
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150. CONVENTIONAL
•GOOD BOY/GOOD GIRL

HOW DO I GET THE ACCEPTANCE OF OTHER
PEOPLE...?

•LAW AND ORDER

IS THIS LEGAL…?
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151. POST CONVENTIONAL
•SOCIAL CONTRACT

IS THERE A GREATER GOOD THAT CAN COME FROM THE
ACTION I DO…?

•PRINCIPLED CONSCIENCE(ETHICAL PRINCIPLES)

IS THIS THE TRULY RIGHT THING TO DO…?

DO TO OTHERS AS YOU WOULD WANT PEOPLE TO DO TO
YOU
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152. CRITICISM
•GENDER BIAS

•WESTERN VALUES
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153. CHILDRENESE

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154. ACKNOWLEDGE THE CHILDS EXPERIENCE

MAKE THE CHILD BELIEVE THAT WE UNDERSTOOD
HIS PROBLEMS AND FEARS
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155. CHILDREN ARE EQUAL IN DIGNITY

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156. PRAISE THE EFFORT AND

ACCOMPLISHMENT-BEHAVIOUR

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157. GIVE CHIDREN CHOICES:OFFER
THEM OPTIONS
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158. ACKNOWLEDGING CORRECTNESS-
GIVE THEM CREDITS
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159. CHILDREN NEED TO BE LIKED
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160. OVERVIEW OF CHILD PSCHYCOLOGIC
THEORIES
INFANCY BEHAVIOUR DENTAL VISIT
Oral phase
Trust vs mistrust
Sensorimotor stage
Normal autistic
Symbiotic phase
Limited vocabulary
Pre co operative stage
Fear of falling
Seperation anxiety
Careful introduction to dental
office
-Dentist must be confident
and experienced
-dental chair should not be
lowered or tilted with out
telling.
-bright light should be limited.
-treated on the lap with the
help of mother
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161. EARLY CHILDHOOD(1.5-
3YRS)
BEHAVIOUR DENTAL VISI
Anal phase
-Autonomy vs. shame and
doubt
- Preconceptual Stage (Two
to Four yrs)
-Consolidation and object
constancy
-Rapprochement


Up to 2.5 yrs:
Same as above
3 yrs:
-can communicate
-great desire to talk
-concentrates on
movements of dentist.
-tend to do things she/he
told not to do.
separation anxiety
Requires an introductory
visit
-Attained treatment
maturity
-Able to sit still – for 10-20
min
-Understands simple
instructions and
explanations for TSD
-Praise the child’s abilities
-Non-verbal communication
-speak positively
-Indicators of discomfort
(some control over
situation)
-Parent may remain near
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162. Late childhood
3-5yrs
behaviour Dental visit
-Phallic stage
-Initiative vs. guilt
-Intuitive stage (4-7)

Listens to verbal directions
-have lively minds
-great talkers
-separation anxiety to
some extent.
-fear of bodily injury, prick
of needle, sight of blood.
-cognitive equilibrium
-Animism
-Egocentrism
-Centration
-Able to Concentrate for 30
min
-Understands instructions
and explanations for TSD
-Praise the child’s abilities
& appearance
-Non-verbal
communication
-Parent may remain near-
-Indicators of discomfort
(some control over
situation)
- reinforces

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163. Early school age
5-12yrs
behaviour Dental visit
-Latency
-Industry vs.
inferiority
-Formal operation
stage

ready to accept community
experiences
-little to no fear of
separation
-proud of their possessions
- Egocentrism
-8-12yrs- understands the
procedure.
- desires to be obedient
and tolerate procedures to
some extent.


Realistic view of treatment
-Explain the procedure in
simpler terms.
-Reassure
-Indicators of discomfort
(some control over
situation)
-social reinforces work
here
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164. Adolescence
12-and above

behaviour Dental visit
Genital stage
-Identity vs. role
confusion
-Concrete operation
stage
Imaginary audience
-Personal fable
Motivation
-Peer influence
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165. CONCLUSION

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166. THANK YOU
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