Theorist rf order 2


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Mental Health Fall '12

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Theorist rf order 2

  1. 1. Theorists
  2. 2. Many health professionals base their practice on a conceptual model of psychiatric treatment. A model is a way of organizing a complex body of knowledge, such as concepts related to human behavior.Models help clinicians by suggesting: 1. Reasons for observed behavior 2. Therapeutic treatment strategies 3. Appropriate roles for patient & therapist
  3. 3.  The developmental process is unique for each person, and what develops in the future depends on what has already happened General theories of developmental behavior provide a foundation for examining the characteristics of the life cycle. Understanding the relative norms for important stages of development in the life cycle enables a nurse to assess whether a patient has made satisfactory progress within expected boundaries.
  4. 4. Freud’s Stages of Psychosexual Development Sigmund Freud (1856-1939) is probably the most well known theorist when it comes to the development of personality. Freud’s Stages of Psychosexual Development are, like other stage theories, completed in a predetermined sequence and can result in either successful completion or a healthy personality or can result in failure, leading to an unhealthy personality. Considered the father of psychoanalysis, described psychosexual development through adolescence.
  5. 5.  Oral Stage Anal Stage Phallic Stage Latency Stage Genital Stage
  6. 6. Oral Stage (Bir th to 18 months). During the oral stage, the child if focused on oral pleasures (sucking). Too much or too little gratification can result in an Oral Fixation or Oral Personality which is evidenced by a preoccupation with oral activities. This type of personality may have a stronger tendency to smoke, drink alcohol, over eat, or bite his or her nails. Personality wise, these individuals may become overly dependent upon others, gullible, and perpetual followers. On the other hand, they may also fight these urges and develop pessimism and aggression toward others.
  7. 7. Anal Stage (18 months to three years). The child’s focus of pleasure in this stage is on eliminating and retaining feces. Through society’s pressure, mainly via parents, the child has to learn to control anal stimulation. In terms of personality, after effects of an anal fixation during this stage can result in an obsession with cleanliness, perfection, and control (anal retentive). On the opposite end of the spectrum, they may become messy and disorganized (anal expulsive)
  8. 8. Phallic Stage ( ages three to six) The pleasure zone switches to the genitals. Freud believed that during this stage boys develop unconscious sexual desires for their mother. Because of this, he becomes rivals with his father and sees him as competition for the mother’s af fection. During this time, boys also develop a fear that their father will punish them for these feelings, such as by castrating them. This group of feelings is known as Oedipus Complex ( af ter the Greek Mythology figure who accidentally killed his father and married his mother).
  9. 9.  Latency Stage (age six to puber ty).  It’s during this stage that sexual urges remain repressed and children interact and play mostly with same sex peers. Genital Stage (12 to adult)  The final stage of psychosexual development begins at the star t of puber ty when sexual urges are once again awakened. Through the lessons learned during the previous stages, adolescents direct their sexual urges onto opposite sex peers, with the primar y focus of pleasure is the genitals. 
  10. 10.  A person’s personality consists of three parts:  Id: the unconscious mind, operates instinctively and without control  Ego: The conscious mind, maintains contact with reality, examining all environmental and physiologic changes experienced by the person  Superego: the human conscience that directs and controls thoughts and feelings
  11. 11.  Problems in adulthood can all be traced back to strong fixations at psychosexual stages Individual differences in personality due to what happened during the first five years.
  12. 12.  Jean Piaget (1896-1980) was a biologist who originally studied molluscs (publishing twenty scientific papers on them by the time he was 21) but moved into the study of the development of childrens understanding, through observing them and talking and listening to them while they worked on exercises he set.
  13. 13.  Sensori-motor Stage (Birth-2 years)  Differentiates self from objects  Recognizes self as agent of action and begins to act intentionally: e.g. pulls a string to set mobile in motion or shakes a rattle to make a noise   Achieves object permanence: realizes that things continue to exist even when no longer present to the sense  
  14. 14.  (Pre-conceptual 2-4yrs) Learns to use language and to represent objects by images and words  Thinking is still egocentric: has difficulty taking the viewpoint of others  (Intuitive phase 4-7yrs) Classifies objects by a single feature: e.g. groups together all the red blocks regardless of shape or all the square blocks regardless of color. Expands expressive language. 
  15. 15.  Can think logically about objects and events  Achieves conservation of number (age 6), mass (age 7), and weight (age 9)  Classifies objects according to several features and can order them in series along a single dimension such as size
  16. 16.  Can think logically about abstract propositions and test hypotheses systematically  Becomes concerned with the hypothetical, the future, and ideological problems 
  17. 17.  Lawrence Kohlberg (1969) modified and elaborated Piagets work, and laid the groundwork for the current debate within psychology on moral development. Consistent with Piaget, he proposed that children form ways of thinking through their experiences which include understandings of moral concepts such as justice, rights, equality and human welfare. Kohlberg followed the development of moral judgment beyond the ages studied by Piaget, and determined that the process of attaining moral maturity took longer and was more gradual than Piaget had proposed.
  18. 18.  Kohlberg identified six stages of moral reasoning grouped into three major levels. Each level represented a fundamental shift in the social-moral perspective of the individual. At the first level, the preconventional level (premoral level) a persons moral judgments are characterized by a concrete, individual perspective. As in Piagets framework, the reasoning of Stage 1 is characterized by ego-centrism and the inability to consider the perspectives of others.
  19. 19.  Individuals at the conventional level of reasoning, however, have a basic understanding of conventional morality, and reason with an understanding that norms and conventions are necessary to uphold society. They tend to be self-identified with these rules, and uphold them consistently, viewing morality as acting in accordance with what society defines as right.
  20. 20.  The post conventional level (level of principled moral reasoning) is characterized by reasoning based on principles, using a "prior to society" perspective. These individuals reason based on the principles which underlie rules and norms, but reject a uniform application of a rule or norm.
  21. 21.  Like Piaget, Erik Erikson (1902-1994) maintained that children develop in a predetermined order. Instead of focusing on cognitive development, however, he was interested in how children socialize and how this affects their sense of self. Erikson’s Theory of Psychosocial Development has eight distinct stage, each with two possible outcomes. According to the theory, successful completion of each stage results in a healthy personality and successful interactions with others. Failure to successfully complete a stage can result in a reduced ability to complete further stages and therefore a more unhealthy personality and sense of self. These stages, however, can be resolved successfully at a later time.
  22. 22.  From ages birth to one year, children begin to learn the ability to trust others based upon the consistency of their caregiver(s). If trust develops successfully, the child gains confidence and security in the world around him and is able to feel secure even when threatened. Unsuccessful completion of this stage can result in an inability to trust, and therefore an sense of fear about the inconsistent world. It may result in anxiety, heightened insecurities, and an over feeling of mistrust in the world around them.
  23. 23.  Between the ages of one and three, children begin to assert their independence, by walking away from their mother, picking which toy to play with, and making choices about what they like to wear, to eat, etc. If children in this stage are encouraged and supported in their increased independence, they become more confident and secure in their own ability to survive in the world. If children are criticized, overly controlled, or not given the opportunity to assert themselves, they begin to feel inadequate in their ability to survive, and may then become overly dependent upon others, lack self-esteem, and feel a sense of shame or doubt in their own abilities.
  24. 24.  Around age three and continuing to age six, children assert themselves more frequently. They begin to plan activities, make up games, and initiate activities with others. If given this opportunity, children develop a sense of initiative, and feel secure in their ability to lead others and make decisions. Conversely, if this tendency is squelched, either through criticism or control, children develop a sense of guilt. They may feel like a nuisance to others and will therefore remain followers, lacking in self-initiative.
  25. 25.  From age six years to puberty, children begin to develop a sense of pride in their accomplishments. They initiate projects, see them through to completion, and feel good about what they have achieved. During this time, teachers play an increased role in the child’s development. If children are encouraged and reinforced for their initiative, they begin to feel industrious and feel confident in their ability to achieve goals. If this initiative is not encouraged, if it is restricted by parents or teacher, then the child begins to feel inferior, doubting his own abilities and therefore may not reach his potential
  26. 26.  During adolescence, the transition from childhood to adulthood is most important. Children are becoming more independent, and begin to look at the future in terms of career, relationships, families, housing, etc. During this period, they explore possibilities and begin to form their own identity based upon the outcome of their explorations. This sense of who they are can be hindered, which results in a sense of confusion ("I don’t know what I want to be when I grow up") about themselves and their role in the world.
  27. 27.  Occurring in Young adulthood, we begin to share ourselves more intimately with others. We explore relationships leading toward longer term commitments with someone other than a family member. Successful completion can lead to comfortable relationships and a sense of commitment, safety, and care within a relationship. Avoiding intimacy, fearing commitment and relationships can lead to isolation, loneliness, and sometimes depression.
  28. 28.  During middle adulthood, we establish our careers, settle down within a relationship, begin our own families and develop a sense of being a part of the bigger picture. We give back to society through raising our children, being productive at work, and becoming involved in community activities and organizations. By failing to achieve these objectives, we become stagnant and feel unproductive.
  29. 29.  As we grow older and become senior citizens, we tend to slow down our productivity, and explore life as a retired person. It is during this time that we contemplate our accomplishments and are able to develop integrity. If we see our lives as unproductive, feel guilt about our pasts, or feel that we did not accomplish our life goals, we become dissatisfied with life and develop despair, often leading to depression and hopelessness.