3. BASI C C ONC EPTS OF PI AG ET’S
L EAR NI NG THEOR Y
• Schemas
• Adaptation
– A ssi m i l ati o n
– A c c o m m o d ati o n
D ev el o p m en tal T h eo r i es
4. S c h em a
A cognitive framework, construct or
concept that helps organize and interpret
information.
5. Adaptation
Assimilation – the integration of new ideas
with existing internal structures.
Accommodation – adjustment of internal
structures to new ideas.
6.
7.
8. BASI C C ONC EPTS OF L EAR NI NG
THEOR Y
• Schemata (Mental Constructs)
• Adaptation
– A ssi m i l ati o n
– A c c o m m o d ati o n
W h at m en tal c o n str u c ts ar e b ei n g ad ap ted b y a b er eav ed c h i l d ?
D ev el o p m en tal T h eo r i es
9. M ental C onstructs
Fam l y
i Fr i ends Jus t i ce
Tr us t God/ Spi r i t ual i t y Deat h
Meani ng Joy/ Laught er
10. BASI C C ONC EPTS FR UED’S THEOR Y
• The Mind
The Conscious Mind
The Preconscious Mind
The Unconscious Mind.
D ev el o p m en tal T h eo r i es
11. The Conscious Mind is what you are aware of at
any particular moment, your present perceptions,
memories, thoughts, fantasies, feelings, what have you.
12. The Preconscious Mind is anything that can easily be
made conscious, the memories you are not at the
moment thinking about but can readily bring to mind.
13. The Unconscious Mind. It includes all the things
that are not easily available to awareness, including many
things that have their origins there, such as our drives or
instincts, and things that are put there because we can't
bear to look at them, such as the memories and emotions
associated with trauma.
14. BASI C C ONC EPTS FR UED’S THEOR Y
• The Mind
• Thoughts and Perceptions
(Conscious and/or Unconscious)
W h at ar e th e t h o u g h ts an d p er c ep ti o n s asso c i ated w i th g r i ef ?
D ev el o p m en tal T h eo r i es
15. Thoughts & Perceptions
“To h a ve a n o r m a l f a m i l y I h a v e t o l i ve wi t h
m y m o m a n d m y d a d .”
“M y f r i en d s d o n o t u n d er stan d m e b ec au se th ey h av e
b o th o f th ei r p ar en ts.”
“It i s n o t f a i r t h a t m y m o m d i ed .”
“I t d o es n o t m atter w h at I d o , b ec au se b ad th i n g s
c an h ap p en to m e an y w ay .”
“If Go d i s go o d , t h en wh y d i d m y d a d d i e?”
“I ’ m af r ai d m y m o m m i g h t d i e to o an d th en w h at w i l l
h ap p en to m e.”
“Wh a t i s t h e p o i n t o f l i vi n g, i f we a r e a l l j u st
go i n g t o d i e a n y wa y .”
16. BASI C C ONC EPTS ER I K SON’S STAG ES
• Crises (Developmental Tasks)
• Virtues
• Maladaptions/Malignancies
D ev el o p m en tal T h eo r i es
17. Erikson’s 8 Stages of Development
Psychosocial Maladaptations &
Stage (age) Psychosocial crisis
virtues malignancies
I (0-1) -- sensory distortion --
trust vs.. mistrust hope, faith
infant withdrawal
II (2-3) -- autonomy vs.. shame impulsivity --
will, determination
toddler and doubt compulsion
III (3-6) -- ruthlessness --
initiative vs. guilt purpose, courage
preschooler inhibition
IV (7-12 or so) -- narrow virtuosity --
industry vs. inferiority competence
school-age child inertia
V (12-18 or so) -- ego-identity vs. role- fanaticism --
fidelity, loyalty
adolescence confusion repudiation
VI (the 20’s) -- promiscuity --
intimacy vs. isolation love
young adult exclusivity
VII (late 20’s to
generativity vs. self- overextension --
50’s) -- middle care
absorption rejectivity
adult
VIII (50’s and
beyond) -- old integrity vs. despair wisdom presumption -- despair
adult
Chart adapted from Erikson's 1959 Identity and the Life Cycle (Psychological Issues vol 1, #1)
18. BASI C C ONC EPTS ER I C K SON’S STAG ES
• Crises (Developmental Tasks)
• Virtues
• Maladaptions
W h at ar e th e d ev el o p m en tal task s o f g r i ef ?
W h at ar e th e p o ssi b l e v i r tu es an d /o r m al ad ap ti o n s (m al i g n an c i es)?
D ev el o p m en tal T h eo r i es
19. Tasks of Grief
Worden’s 4 Tasks of Mourning
– To accept the reality of the loss
– To work through the pain of grief
– To adjust to all of the changes
the loss brings
– To emotionally reinvest in life
(With death: emotionally relocate the
deceased in present life)
Worden, J.W. Grief Counseling & Grief
Therapy: A handbook for the mental health
practitioner. (3rd ed). New York: Springer
Publishing
20. Developmental Tasks
C o n g r u en c y b etw een I d eal s
an d R eal i ty (A c c ep tan c e).
Rec o gn i z i n g a n d a c c ep t i n g
t h e Ro l e o t h er s p l a y i n o u r l i f e.
B eg i n n i n g th e p r o c ess o f
c o m i n g to ter m s w i th th e
r eal i ty o f d eath .
Ad a p t i n g t o l i f e wi t h o u t
t h e p er so n wh o d i ed .
L ear n i n g to l i v e w i th su f f er i n g /p ai n .
Fi n d i n g sec u r i t y a n d sa f et y
Wi t h o u t t h e p er so n wh o d i ed .
21. Developmental Tasks
Ad a p t i n g y o u r sc h em a o f f a m i l y .
I n v esti n g i n N ew R el ati o n sh i p s
Al l o wi n g m y sel f t o ex p er i en c e j o y .
I d en ti f y i n g m y r o l e i n th e
l i v es o f o th er s.
In c o r p o r a t i n g m em o r i es o f t h o se wh o h a ve d i ed
i n t o m y p r esen t r ea l i t y .
22. Assessment & Setting Goals
… M en t al C o n str u c ts
… T h o u g h t s an d P er c ep ti o n s
… D ev el o p m en tal T ask s
… B eh av i o r s
… S tr en g th s w i t h i n th e F am i l y
… P er so n al an d F am i l y S tr ateg i c P l an n i n g
23. Strategic Planning
… W h at ar e y o u d o i n g th at i s w o r k i n g w el l ?
… W h at ar e y o u d o i n g th at y o u sh o u l d p r o b ab l y sto p d o i n g ?
… W h at ar e y o u n o t d o i n g th at m i g h t b e g o o d to star t d o i n g ?
… W h at h av e y o u sto p p ed d o i n g th at y o u w an t to star t d o i n g
ag ai n ?
… W h at h av e y o u sto p p ed d o i n g th at y o u d o n o t ev er w an t to d o
ag ai n ?
24. Assessment & Setting Goals
A p er so n ’s g o al s b ec o m e th ei r task s…
B r en d a’s G o al s –
• C r eati n g r eg u l ar , r o u ti n e, r i tu al i sti c ti m e f o r f am i l y
to g eth er n ess.
• S eek i n g p r o f essi o n al h el p f o r d ep r essi o n .
• O r g an i z i n g an d c l ean i n g h er h o m e.
• S h ar i n g h er g r i ef w i th o th er s w h o h av e h ad si m i l ar l o sses.
• B e a g r an d m o th er to al l h er g r an d c h i l d r en .
25. Assessment & Setting Goals
S h ay l a’s G o al s –
4. S p en d ti m e w i th h er au n t, u n c l e an d b ab y si ster .
5. T o d o m ak e g o o d g r ad es.
6. T o n ev er f o r g et h er m o th er an d tel l h er si ster ab o u t h er m o th er .
26. ROLE OF THE HELPER
Fa c i l i t a t e i n t er a c t i o n wi t h o t h er s.
Li st en t o t h em t el l t h ei r st o r y .
Ed u c a t e & En c o u r a ge t h em a n d
t h ei r c a r egi v er .
Of f er a sa f e p l a c e f o r v en t i l a t i o n o f f eel i n gs
a n d eva l u a t i o n o f i d ea s.
Ac t a s a MIRROR
