7. Importance of studying child
psychology
Provides information about
Child's behavior and psychological growth
Psychological scales for appraising a child’s developmental
status
Certain norms of behavior and growth for comparative
purposes
Understanding of basic psychological processes like learning,
motivation, maturation and socialization
New trends in child care & training
8. In Dentistry
• To understand the child & know his problem
• To establish effective communication with child and
parents
• To gain confidence of child and parents
• To teach and motivate them about importance of
primary and preventive care
• To plan out effective treatment
• To provide comfortable and satisfactory treatment
9. Theories proposed on Child Psychology
Psychodynamic theories
-Psychosexual theory --- Freud -1905
-Psychosocial theory ---Eric Erikson1963
-Cognitive theory ---Piaget - 1952
Behavioral theories
-Classical conditioning --- Pavlov - 1927
-Operant conditioning --- Skinner - 1938
-Hierarchy of needs --- Maslow - 1963
-Social learning theory --- Bandura – 1954
Miscellaneous theories
-Separation & individualization --- M Mahler
-Attachment theory --- J Bowlby
-Information processing
10. Psychoanalytical theory
Dr. Sigmund Freud 1856-1939
• 1905
• Founder of classic psychoanalysis
• 1887-1897 work on hysterical patients---
to develop psychoanalysis
• Based theory on personal experiences
11. Legendary contributions
• Interpretation of dreams –1900
• Topographic model of mind
• Instinct or drive theory
• Stages of psychosexual development
• Structural theory of mind
• Theory of anxiety
12. Libido : Energy / force by which the sexual instinct is represented in
the mind.
Pleasure principle : goal of life gain pleasure and avoid pain
Instincts: Unreasoning impulse to perform…….without……..of the
end
Ego instincts – nonsexual components
Life & sexual
Death & Aggressive instincts – accounts for aggressive drive to
die or to hurt themselves or others
Herd & social instincts
13. THE DRIVING FORCES OF PERSONALITY TWO POWERFUL
BIOLOGICAL INSTINCTS:
EROS (LIFE) AND THANATOS (DEATH)
Positive, Life-sustaining: Destructive:
Eating, Respiration, Aggression,
Body needs Masochism
(pleasure from pain & suffering)
14. The Structural theory of the mind
THE ID :
Basic structure:
Basic needs:
Ex:
Pleasure principle;
Seeks immediate gratification of Passions,
instincts, emotions, wants
ID is Impulsive, inborn, unconscious.
15. THE EGO :
The Traffic Cop – consciousness
2-6 months
Reality principle
Seeks realistic and acceptable ways
to satisfy the Id (delaying, planning,
modifying impulse);
Deliberate, conscious, rational.
Ex:
16. THE SUPEREGO :
The Judge – moral conscience
Ruled by the internal moral principle and the Culture and
family restrictions
Emerges at 5 yrs
Suppresses all unacceptable desires of id
Perfection principle:
• Internal censor,
• “Ought & Ought nots”
• Judgmental
• Internalized standards, guilt.
18. Oral Stage: Birth to 1.5 year
Infants needs :Mouth, lips, tongue – oral zone
Objective: trusting relation
Interaction with environment:
Oral libidinal / oral aggression
Insufficient / forceful feeding----oral fixation
If fixated after weaned:
Over Dependency
Over Attachment
Symptoms of oral fixation:
smoking, constant chewing of gums, pens, pencils, nail biting,
overeating, drinking, sarcasm ( the biting personality), Excessive
optimism, demandingness, envy and jealousy.
Successful resolution -----trust on others, self reliance and self trust.
19. Anal Stage: 1.5 - 3 years
Neuromuscular Control over sphincters
Intensification
Attempts to achieve autonomy and independence
Toilet training – get to impose societal norms
Self-control & Freedom of action
Anal fixation—
Lenient: Anal expulsive personality - unclean
Strict: Anal retentive personality – very clean
Anal erotism / anal sadism
Successful resolution---
Personal autonomy, Independence, Initiative, Cooperation
20. Phallic Stage: 3 – 5years
Also called:
Primary focus: sexual interest
Genital area & functions -
Interaction with environment -- attraction with opposite sex
parent and envy and fear of same sex parent
Oedipus Complex
Electra complex
Emerging gender identity
Phallic fixation —
Boys ---anxiety and guilt feelings about sex, fear
of castration, narcissism.
Girls ---envy and inferiority
21. OEDIPUS COMPLEX
A boy’s feelings for his mother and rivalries with his father
Psychological defenses against these threatening thoughts and feelings
Tries to imitate father to impress mother
ELECTRA COMPLEX
A girl’s feelings of inferiority and jealousy
Turns affections from mother to father
CASTRATION ANXIETY
Unconscious fear of loss of genitals
Fear of powerful people overcoming them
Fear of revenge of the powerful people
22. Latency Period: 5-11 years of age
Stage of quiescence or inactivity of sexual drives
No erogenous zones
Time between resolution of Oedipus complex and puberty
Interaction with environment and people outside family
-Focus on other aspects of life,
-Mastery over skills
-Time for learning and adjusting to social environment
(school)
-Same sex friendship,
-Sports
Lack of control:
23. Divided into – preadolescent, early adolescent. middle, late,
post adolescent periods
Renewed sexual interest and desire,
Maturation of genital and hormonal system
Intensification of libidinal drives
Social and cultural interactions
Separation from parents, Mature sense of personal identity
No fixation
Successful resolution results in normal sexual relations,
Marriage, Child-rearing.
Genital Stage - Adolescence (11-13yrs)
to Adulthood
24. Limitations of Freud’s Work
Pessimistic and deterministic approach to personality
Over emphasis on infantile sexuality
Overemphasis on differences between men and women
No controlled studies-poor research
It is unconcerned with interpersonal relations, individual identity
and adaptation over one’s lifetime
25. Psychosocial theory-
Eric H. Erikson
Born in 1902 in Frankfurt.
Epigenetic principle --- development occurs in sequential,
clearly defined stages and each stage must be resolved
satisfactorily for development to proceed smoothly
If failure of any stage : physical, cognitive, social, or
emotional maladjustment
Accepted Freud's concepts
Concluded that human personality is determined not only by
childhood experiences but also from those of adulthood
26.
27. Stage 1 - Basic Trust vs. Mistrust
(0-1yrs)
Dependency on mother –
Strong bond between mother & child
Developing basic trust in the world
+ outcome ---secure attachment with parents and environment
Clinical significance:
28. -ve outcome: inattentive mother maternal deprivation syndrome
The balance of trust with mistrust depends largely on the quality
of maternal relationship
Such patients are highly uncooperative & frightened
Development of trust in later life
Maternal deprivation syndrome
Both girls are of age 7 yrs
29. Stage 2 - Autonomy vs. Shame and Doubt
(1-3yrs)
• Moves away from mother and develops a
sense of individual identity
• Toddler learns to talk, walk, use toilets
(control over sphincters) and do things for
themselves ---self control, confidence
• Says no to every parental wishes
• Parents must not overprotective
• Reassurance develops confidence
30. • If denied autonomy, the child will turn angry and shamed
• Parental over control---muscular and anal impotence—doubt
• Separation of mother leaves the child threatened
• Dental visit – provide options to the child & make him feel
more important, let mother be with
• Complex treatment
31. Stage 3 - Initiative vs. Guilt
(3-6yrs)
• Greater autonomy, increased physical activities
• Initiates motor and intellectual activities, planning, and
undertaking tasks.
• Imitates the people he likes / respects
• Depends on how much freedom child will get & intellectual
curiosity is satisfied
• Play with peers and learn to interact with environment
32. • Feels guilt over failure to attain
goals, which makes the child feel
unable to be independent
• Develops sibling rivalry
• The castration complex occurring
in this stage is due to the child's
erotic fantasies.
• Dental visit- more curious about
dentist’s office, they will tolerate
being separated from mother
• Exploratory visit and incremental
treatment
33. Stage 4 - Industry vs. Inferiority
(6-11yrs)
• Achieves mastery on skills
• Enters School ---- organized program of learning, ability to work
• Sets up competition in the competitive world
• The fundamentals of technology are developed
• Learns the pleasure of work completion
• Failure results in isolated, less conscious, inferiority --- if
discriminated, compared in schools
34. • Dental visit : try to please dentist and parents & are easy to treat
• Decrease in influence of parents as role models with simultaneous
increase in peer group influence
• Beginning of orthodontic treatment
• Wear appliance regularly
35. Stage 5 - Identity vs. Role Confusion (or Diffusion")
(12-21yrs)
• Dev of personnel identity
• Who am I ? --- to answer - healthy resolution of earlier
conflicts
• The adolescent is newly concerned with how they appear to
others.
• Ego identity ( confidence that the inner sameness and
continuity) as evidenced in the promise of a career.
36. • Preoccupation with appearance
• Easily influenced by people considered
as idols
• Increased Group identity and peer
group influence
• Inability to separate from peers results
in confusion ,inability to make decision
& choices.
• Most orthodontic treatment carried out
in this age – more conscious about
appearance
37. Stage 6 - Intimacy vs. Isolation
(21-40yrs)
Dev of intimacy (attain intimate relationship with others)
Involved in intense and long term relations
Loves to work.
Tries to achieve goals
The avoidance of these experiences leads to isolation and self-
absorption.
Now true genitality can fully develop.
38. The counterpart of intimacy is DISTANTIATION, which is
the readiness to isolate and destroy forces and people
considered as competitors
Inability to develop identity---fear to form a committed
relationship
The danger at this stage is isolation which can lead to severe
character problems.
39. Stage 7 - Generativity vs. Stagnation
(40-65yrs)
Generativity is the concern in establishing and guiding the next
generation. Fruitful parenting
Look outside oneself & care for others
Generativity cant be achieved by Simply having or wanting
children.
Erickson stated that adults need children as much as children
need adults
40. Generativity is expressed through Socially-valued work and
disciples
Creation of living legacy
If not --- self concerned people, isolation, absence of intimacy
all of which results in stagnation
41. Stage 8 - Ego Integrity vs. Despair
(>65yrs)
Ego integrity is the ego's accumulated assurance of his
capacity for order and meaning.
It is the sense of satisfaction of achieving goals or success
Despair is a loss of hope producing misanthropy and disgust
Signified by a fear of one's own death, as well as the loss of
self-sufficiency, and of loved partners and friends.
Erikson : Healthy children,, won't fear life if their elders have
integrity enough not to fear death.
42. Cognitive development
Jean Piaget (1896-1980)
1952
Based on how children think and aquire
knowledge
Genetic epistemology – study of acquisition,
modification & abstract ideas and abilities.
Intelligence is the ability to adapt to the
environment
Cognitive development occurs in a series of
stages ---epigenesis
43. Cognitive organization or adaptation occurs through –
1. assimilation
2. accommodation
Assimilation – people take in new experiences/information
to their own existing system of knowledge
This process is subjective coz :
Ex. All flying objects are birds
44. • Complete dev of intelligence occurs by accommodation /
differentiation :
• Occurs when the child changes his cognitive structure or
mental category to better represent the environment.
Ex : When corrected by someone the child categorizes separate
groups of flying objects as birds, bees, aero plane etc.
Intelligence develops as interplay between assimilation and
accommodation
46. Sensorimotor stage
0-2yrs
Develops rudimentary concepts of objects
Objects in the environment are permanent; do not disappear
when the child is not looking at them.
Communication between a child at this stage and an adult is
extremely limited because of the child’s simple concepts and lack
of language capabilities.
Little ability to interpret sensory data and a limited ability to
project forward or backward in time.
47. Preoperational stage
2-7yrs
Good language development
Capacity to form mental symbols – represent things and events
Children learn to use words to symbolize the objects.
Understand the world in the way they sense it through its
primary senses: sense of vision, earing, smell, taste or feel
Child learns to classify things
Solves problem, but cannot explain how it solved
48. Egocentrism -- child is incapable of assuming another
person’s point of view.
Animism -- investing inanimate objects with life.
Animism can be used to the dental team’s advantage by giving
dental instruments and equipment life –like names and
qualities.
Constructivism – child acquires reality by touching,
exploring, observing
CHARCTERISTICS OF PREOPERATIONAL PERIOD
50. Stage of concrete operations
7-11yrs
• Good answering / reasoning capacity
• Decline of egocentrism
• Decline of animism
• Thinks much more like adults
• Easy to treat
51. Period of formal operations
11yrs & above
• Good communication skill
• Ability to deal with abstract concepts & reasoning
• Child is a teenager & should be treated as adult
• Concept of imaginary audience – constantly on stage
• Easy to treat if interested
• Orthodontic treatment and concept of imaginary audience
52. Behavioral learning theories
• Learning is relatively a permanent change in the behavior that
occurs as a result of experience
• Behavior is the result of an interaction between innate or
instincts and learning after birth
53. Classical conditioning - Ivan Pavlov
Classical conditioning operates by
a simple process of association
of one stimulus with other
Learning by association
Experiment---Presentation of food
to a hungry dog
58. FIRST VISIT
WHITE COAT NO RESPONSE
(neutral stimulus) (no response)
PAIN OF INJECTION FEAR AND CRYING
(unconditioned stimulus) (unconditioned response)
SECOND VISIT
SIGHT OF WHITE COAT
(conditioned stimulus)
FEAR AND CRYING
(conditioned response)
59. Conditioned by previous physician visit
Generalization of dental clinic and physician’s office
Reinforcement --- repeated experiences
Extinction----if not repeated, occurs by discrimination
Discrimination----opposite of generalization
60. OPERANT CONDITIONING:
B.F SKINNER
• Ext of classical conditioning theory
• Complicated theory
• Related to trial and error learning
• A person attempts to solve a problem
by trying different actions until one
proves successful.
• Instrumental conditioning:
61. THE BASIC PRINCIPLES:
1.Operant behaviors are voluntary
2.The consequence of a behavior is in itself a stimulus that can
affect future behavior.
3.Teach new behaviors (behavior shaping)
62. STIMULUS RESPONSE CONSEQUENCE
• Classical conditioning - a stimulus leads to a response
• Operant conditioning - a response becomes a further stimulus.
63. Four basic types of operant conditioning:
Positive reinforcement---if a pleasant consequence follows a response
Ex. reward for co-operation
Negative reinforcement---withdrawal of an unpleasant stimulus after a
response
Ex. Stopping treatment if crying
Omission (time out)---removal of a pleasant stimulus after a particular
response
Ex. Taking out of favorite toy
Punishment ---when an unpleasant stimulus is presented after a response
Ex. Sending mother out of operatory
64. 1 & 2 are more suitable for dental office
1. Positive Reinforcers --immediate
Presenting food, candy, toys
Activity which the child likes (permission to leave the dental
chair)
Social reinforcer (giving attention, praise, smiling, )
2. Negative reinforcers
Halting treatment b’coz of behavioral resistance is likely to
reinforce undesirable behavior
65. 3 & 4 should be used sparingly with some caution
(aversive learning) – Punishers
-Voice control, HOME are mild forms of punishments
-Physical restraints
66. Social learning theory
Albert Bandura
1963
• Most complete, clinically useful
• According to him behavior is acquired through observation
and imitation.
• Importance of observing and modeling the behaviors of fav
actor, sportsmen
• General principles
- Observing outcomes of others behavior
- Learning occurs without change in behavior
- Cognition play a role in learning
67. Scope and applications:
1. To understand aggression and psychological disorders
2. Behavior modeling and modifications
Factors influencing-
Role model and characteristics
Child’s psychological ability
Environmental factors
68. Observational learning or modeling
FOUR PROCESSES:
1. Attention – one should perceive & attend to significant
features of modeled behavior
2. Retention – coding the information into long term memory
3. Motor reproduction of the modeled behavior
4. Motivation or reinforcements of the modeled behavior
Types of reinforces
-A model
-Third person
-Imitated behavior itself
-Consequences of model’s behavior
69. Applications in dentistry
• Make him observe other person
showing desired behavior (live or
audiovisual)models
• Allowed to imitate the desired
behavior
• Reinforce the desired behaviour
• Work in open areas with several
chairs
Children have never been good
listeners to elders, but they never
fail to imitate them
70. HIERARCHY OF NEEDS
• Abraham Harold Maslow was born April 1, 1908 in Brooklyn,
New York
• He established Hierarchy of needs by observing basic needs of
individuals.
• He believed that violence exists to fulfill the basic needs
71.
72. Physiological Needs - basic needs - air,
water, food, sleep, sex, etc.- When not
satisfied - feel sickness, irritation, pain,
discomfort
Safety needs – stability & constancy in
a chaotic world. Ex security of home &
family, insurance policies etc
Love & belonging needs / Social needs
– Loving and caring partners, children,
friends, society
73. • Esteem needs –Self esteem– by mastery of tasks
- Respect from others
• The negative version of these needs is low self-esteem and
inferiority complexes.
74. Self actualization
The need for self-actualization is "the desire to become more
and more what one is capable of becoming."
People who have everything can maximize their potential.
They can seek knowledge, peace, self-fulfillment, oneness with
God etc.
They are reality centered, problem centered, respect self and
others accompanied with strong ethics.
76. Normal Autistic Phase
Birth to 1 month
• Maintain physiological homeostasis outside the womb -
monadic system.
• The infant is unable to differentiate between himself and the
outside world.
• Emotional needs are largely physical in nature
• Gratification of those needs the mother which is thought as if it
is occurring by magic (hallucinatory wish fulfillment)
77. Normal Symbiotic Phase
1-5 months
• This phase begins with an increased sensitivity and awareness
to external stimuli on the part of the infant.
• Task of this phase is the formation of the mother-infant bond
and outside world – dyadic system
• Specific smiling response to primary caretaker
• Basic trust towards care taker
78. Subphase I: Differentiation
5-10 months
• Increased curiosity to the external world in close proximity to
mother
• Begins increasing exploration of mother, face in particular,
skin as well.
• Fascinated by inanimate objects that mother is wearing -
jewelry, hair, glasses.
• "Checking back" behavior
• Stranger anxiety
• Emotional wellbeing until mother’s presence & cannot
withstand mothers absence.
SEPARATE INDIVIDUATION PROPER
79. Subphase II: Practicing
10-16 months
• This phase begins when the baby can physically leave the
mother
• Starts crawling or climbing & upright locomotion.
• Separation anxiety
• Engage in action until mother is in sight
• Emotional refueling
• The infant begins to show intense interest in inanimate objects,
examining them with mouth and hands.
“Psychological birth or hatching”
80. Subphase III: Rapprochement
16 to 24 mnths
• Begins to appreciate himself as a separate being,
• Social interaction
• Tries to actively engage mother – wooing
• Ambitendency – rejection as well clinging to mother
• Temper tantrums
81. Subphase IV: Consolidation and Object Constancy
24-36 months
The child develops increased comfort with mother's absence
because he knows she will return (object constancy).
Engages with others in mothers absence & views mother &
itself as separate beings
82. Attachment Theory
John Bowlby
Attachment:
Emotional tone b/w children and their caregivers as evidenced by
infants seeking & clinging to care giver
PHASE I ( 0 to 8-12weeks)
– Discriminates people –by olfactory & auditory stimuli
– Any person in vicinity, infant will
• Orient to that person
• Have tracking movements of the eyes
• Grasp & try to reach
• Smile
• Babble
• Stop crying on hearing voice / seeeing face
83. PHASE II (8-12wks to 6mnths)
– Continuation of phase I
– Marked relation to mother
PHASE III (6mnths to 2yrs)
– Attachment to mother
– Greets her on her return
– Uses mother as base to explore the world
– Treating strangers with caution, alarm, withdrawal
PHASE IV (24mnths beyond)
– Mother is seen as independent being
– Object permanence
– Insight into mothers feelings & motives
– Observes mothers behavior & influences on it
84. Monotropic:
Infants tend to attach to one person –Usually to stronger, wiser
and able to reduce anxiety & stress
Attachment / security
– Skin to skin, eye contact, voice
Signal indicator :
Infant’s signs of distress that elicit a behavioral response in mother
Crying (hunger, anger, pain)
Smiling
Cooing
Looking
86. DISORDERS OF ATTACHMENT:
Psychosocial dwarfism
Separation anxiety disorder
Avoidant personality
Depressive disorder
Academic problem
Borderline intelligence
87. Environmental factors influencing
child
Parents & Home influence
• Mother influence
• Father influence
Educational Institute
• School life
• Child – teacher
Peer group
• Function of peer group
• Function of play
88. Mother attitude
Over protectiveness
Excessive contact of the parent and child
Prolongation of dependence
Not able to built other interest
Low level of ego strength,low level of frustration
Lose confidence
Excessive sensitive to criticism
Overprotective –overindulgent
Aggressive, demanding, display temper tantrums
Obstinate, stubborn, spoilt
Try to dominate over dentist
89. Under affectionate
Well behaved, well adjusted
Shy
Rejecting mother (physical violence or verbal ridicule)
Impair growth
Sense of security- loss
Inc sense of helplessness
Undermines his self-esteem
Bed-wetting, feeding diff, nailbitting
Anti-social behavior - aggression, cruelty, stealing
90. Acceptance
Resourceful, cooperative, self-reliant
Well adjusted in social situation
Sense of responsibility
Dominating
Child- honest, polite, shy, self-conscious, submissive
Feels Inadequate, inferior, inhibited
Not able to built up- proper peer relationship
Submissive
Every wish – fulfilled – boss over
Disobedient & irresponsible
Aggressive, antagonist & careless
91. Father influence
Socialization effect of father:
Influence on child’s social growth
Father determines mother’s attitude towards home
Constitutes the court of highest appeal for any desire
fulfillment
Interacts – direct & affectionate manner off school hours
92. Effect of school life
• Attitudes, behavior pattern of cooperation, Initiation, fair play,
social maturity, self-reliance, honesty
• School life : complex combination of diff factors – good/bad
• School – lab in which he makes many of his experimental
approaches to social living
93. Role of Teacher
Key role – “social climate”
Helps changing attitude, behavior
pattern
Teacher – primary source of approval
& disapproval in classroom
Appreciation – good – self confidence
Punishment – shame – disappointment
94. Function of peer group
Young infant – perceives others as disturber of his relationship
with his mother or father
2 ½ - 3 yrs – share things:
• Shift from solitary, independent play to parallel activity
Peer group – develop & practice skills of cooperation,
competition, autonomy, independence & leadership,
96. DEPRESSION
Aged 6 to 12,
These children cannot escape their feelings of sadness for long time.
SYMPTOMS:
• Sadness
• Hopelessness
• Feelings of worthlessness
• Change in appetite and sleep patterns
• Loss of interest in activities
• Recurring thoughts of death or suicide
• Loss of energy
• Helplessness
• Low self-esteem
• Inability to concentrate
97. Some key behaviors-:
• A sudden drop in school performance
• Inability to sit still
• Pulling or rubbing the hair, skin, clothing or other objects;
In contrast:
• Slowed body movements, monotonous speech or muteness
• Outbursts of shouting or complaining or unexplained irritability
• Crying
• Expression of fear or anxiety
• Aggression, refusal to cooperate, antisocial behavior
• Use of alcohol or other drugs
98. Attention-Deficit Disorders (ADD)
• Has difficulty finishing any activity that requires concentration
at home, school or play
• Shifts from one activity to another.
• Doesn't seem to listen to anything said to him or her.
• Acts before thinking,
• Is excessively active
• Often is very restless even during sleep.
99. Anxiety
• Children have fears that adults often don't understand.
• At certain ages children seem to have more fears than others.
• Nearly all children develop fears of the dark, monsters,
witches, or other fantasy images.
• Over time, these normal fears fade.
• But when they persist or when they begin to interfere with a
child's normal daily routine, he or she may need the attention
of a mental health professional.
100. Simple Phobias
• Overwhelming fears of specific objects such as an animal, or
situations such as being in the dark, for which there is no
logical explanation. These are very common among young
children.
• These fears go away without treatment
• However, a child deserves professional attention if he or she is
so afraid
Ex: he or she is afraid of dogs and fears to go outside
regardless of whether a dog is nearby.
101. Separation Anxiety Disorder
• Diagnosed when children develop intense anxiety, as a result of
being separated from a parent or other loved one.
• Appears suddenly in a child who has shown no previous signs of a
problem.
• Interferes with children's normal activities.
• Refuse to leave the house alone, visit or sleep at a friend's house,
go to camp.
• At home, they may always cling to their parents
102. • They may have heart palpitations and feel dizzy and faint.
• Trouble falling asleep and may try to sleep in their
parents' bed.
• When they are separated from a parent, they become
preoccupied with morbid fears that harm will come to
them, or that they will never be reunited.
103. Conduct Disorder
Children who have demonstrated at least 3 of the following behaviors over 6 months :
Stealing
Consistently lying
Often truant from school/ absent from work
Has broken into someone's home, office or car
Destroys the property of others.
Has been physically cruel to animals and/or to humans
Has forced someone into sexual activity with him or her
Has used a weapon in more than one fight
Often starts fights
104. AUTISM:
Infants, don't cuddle and may even stiffen and resist affection.
Don't look at their caregivers and may react to all adults with the
same indifference.
Fail to develop normal relationships with anyone, not even their
parents.
105. Repetitive body movements such as twisting their hands,
flapping their arms or banging their heads.
They may not seek comfort even if they are hurt or ill,
Fail to develop friendships and generally they prefer to play
alone.
106. Infancy 0-1.5yrs
Oral phase
Basic trust vs. basic
mistrust
-Careful introduction to dental office
-Dentist must be confident and experienced
-Lap to lap
Early childhood 1.5-
3yrs
Anal phase
Autonomy vs. shame
and doubt
-Requires an introductory visit ( fear of unknown )
-Able to sit still – for 10-20 min
-Understands simple instructions and explanations
for TSD
-Praise the child’s abilities
-Parent may remain near
Summary
107. Late childhood 3-5yrs
Phallic stage
Initiative vs. guilt
Able to Concentrate for 30 min
Understands instructions and explanations for TSD
Praise the child’s abilities & appearance
Parent may remain near
Early school age
5-12yrs
Latency
Industry vs. inferiority
Realistic view of treatment
Explain the procedure
Reassure
Adolescence
12-and above
Genital stage
Identity vs. role
confusion
Motivation
Peer influence
