The document discusses various topics in child development including the role of fathers, stranger and separation anxiety, emotions, socialization, and parental influence. It notes that fathers are now more involved in child rearing and their support is beneficial. Separation anxiety typically involves protest, despair, and detachment phases as infants struggle with parents leaving. Parental influence on socialization includes direct teaching, modeling behavior, and control over the child's environment and activities. Socialization involves learning social and behavioral norms.
Schizophrenia Spectrum & Other Psychotic Disorders for NCMHCE StudyJohn R. Williams
Quick review of the essential points— DSM5 diagnosis criteria, assessments, treatments—of these disorders to better prepare for the National Clinical Mental Health Counseling Exam. This was informed by several exam prep programs, and can be used like flashcards or as a presentation.
In Psychiatry and Psychology, Insight means the recognition of one’s own condition. (mental illness)
It refers to:-
the conscious awareness and understanding of one’s own psychodynamics and symptoms of maladaptive behavior; highly important in effecting changes in the personality and behavior of a person.
insight,
true insight,
impaired insight,
judgement,
mental status examination,
Multi-dimensional model of Insight,
Grades of Insight, intellectual insight
assesment
Prenatal development: germinal, embryonic &fetal period; Factors that can have a serious negative impact on the development of the unborn: maternal health, radiation, maternal nutrition, medication and drugs, age of the parents, diseases in the pregnant woman and the emotional state of the mother.
SCHENIDER FIRST RANK SYMPTOMS
BY DR.WASIM
UNDER GUIDANCE OF
DR.SANJAY.JAIN.
EVOLUTION OF THE CONCEPT OF FRS
CONCEPTS AND DEFINITION
Schneider formulated what he considered to be pathognomic of first rank symptoms of schizophrenia (Schneider, 1959).
THANK YOU
Historical background
Definition
Age of onset
Signs and Symptoms
DSM V Criteria
Comorbidity
Prevelance and Epidemiology
Etiology and Pathogenesis
Treatment
Conclusion
Psychological adaptation to the stress of physical illness, psychosocial assessment factors: social history, level of stress, normal coping pattern, neurovegative changes, patients understanding of illness, mental status, personality style and major issues of illness, psychosocial assessment as the basis of the nursing process and the essential nursing role in the psychosocial assessment.
Schizophrenia Spectrum & Other Psychotic Disorders for NCMHCE StudyJohn R. Williams
Quick review of the essential points— DSM5 diagnosis criteria, assessments, treatments—of these disorders to better prepare for the National Clinical Mental Health Counseling Exam. This was informed by several exam prep programs, and can be used like flashcards or as a presentation.
In Psychiatry and Psychology, Insight means the recognition of one’s own condition. (mental illness)
It refers to:-
the conscious awareness and understanding of one’s own psychodynamics and symptoms of maladaptive behavior; highly important in effecting changes in the personality and behavior of a person.
insight,
true insight,
impaired insight,
judgement,
mental status examination,
Multi-dimensional model of Insight,
Grades of Insight, intellectual insight
assesment
Prenatal development: germinal, embryonic &fetal period; Factors that can have a serious negative impact on the development of the unborn: maternal health, radiation, maternal nutrition, medication and drugs, age of the parents, diseases in the pregnant woman and the emotional state of the mother.
SCHENIDER FIRST RANK SYMPTOMS
BY DR.WASIM
UNDER GUIDANCE OF
DR.SANJAY.JAIN.
EVOLUTION OF THE CONCEPT OF FRS
CONCEPTS AND DEFINITION
Schneider formulated what he considered to be pathognomic of first rank symptoms of schizophrenia (Schneider, 1959).
THANK YOU
Historical background
Definition
Age of onset
Signs and Symptoms
DSM V Criteria
Comorbidity
Prevelance and Epidemiology
Etiology and Pathogenesis
Treatment
Conclusion
Psychological adaptation to the stress of physical illness, psychosocial assessment factors: social history, level of stress, normal coping pattern, neurovegative changes, patients understanding of illness, mental status, personality style and major issues of illness, psychosocial assessment as the basis of the nursing process and the essential nursing role in the psychosocial assessment.
Software is bad. Even software we build is bad. And that has to do with the amount of common sense we put into it. It's surprisingly hard to apply common sense to all aspects of a software project. The talk is going to be about a list of things found in many software projects that defy common sense, and yet many of us do them.
• Explain the concept social stratification
• Explain the concept social class
• Describe the six (6) basic social classes in a society
• Discuss wealth, power and prestige (as classified by Max Weber as categories of importance in social stratification)
The student need to be able to give a historical overview of illness and review the theoretical approaches to health and disease
2. The student should be able to relate the concepts health, disease and illness in understanding how people experience and react to disease and illness patterns and demonstrate an understanding of the therapeutic relationship
"The development tasks of the infant; Motor development; Perceptual development; Language development; Social development; the concept 'attachment': phases of attachment, types of attachment, factors influencing attachment (The mother’s personality, Her general attitude towards children, The quality of the marital relationship, The attitude of her husband towards the child and Her socio-economic situation); the role of the father; The role of care-givers and siblings; Stranger anxiety during infancy; Separation anxiety during infancy; Socialization process during infancy and Parental influence .
Erikson (1968) developed Psychosocial Stages which emphasized developmental change throughout the human life span. At each stage there is a crisis or task that we need to resolve. Successful completion of each developmental task results in a sense of competence and a healthy personality. Failure to master these tasks leads to feelings of inadequacy.
If you have children and are experiencing separation or divorce, typically their wellbeing is one of your highest priorities. In this workshop we discuss how to best support your children through your separation, so as to minimise any adverse impact on them.
Role of nurse in developmental psychology, unit 4, psychology B.sc Nursing.Sumity Arora
Unit 4, psychology ,
Developmental psychology
Physical, psychosocial and cognitive
development across life span – Prenatal
through early childhood, middle to late
childhood through adolescence, early and
mid-adulthood, late adulthood, death and
dying
Role of nurse in supporting normal growth
and development across the life span
Psychological needs of various groups in
health and sickness – Infancy, childhood,
adolescence, adulthood and older adult
Introduction to child psychology and role of
nurse in meeting the psychological needs of children
Abortion and other Causes of Early Pregnancy Bleeding.pdfChantal Settley
Describe common causes of bleeding in early pregnancy.
Describe the clinical classifications of abortion, the legal aspects of abortion in Ethiopia, and the safe methods used in health facilities.
Identify the warning signs and the emergency treatment required before referral for early pregnancy bleeding.
Describe the features of woman-friendly comprehensive post-abortion care, including the post-abortion family planning service
List the advantages of regionalised perinatal care.
Describe the functioning of a perinatal-care clinic.
Communicate better with patients and colleagues.
Safely transfer a patient to hospital.
Determine the maternal mortality rate.
Medical problems during pregnancy, labour and the puerperium.pdfChantal Settley
Diagnose and manage cystitis.
Reduce the incidence of acute pyelonephritis in pregnancy.
Diagnose and manage acute pyelonephritis in pregnancy.
Diagnose and manage anaemia during pregnancy.
Identify patients who may possibly have heart valve disease.
Manage a patient with heart valve disease during labour and the puerperium.
Manage a patient with diabetes mellitus.
Explain the wider meaning of family planning.
Give contraceptive counselling.
List the efficiency, contraindications and side effects of the various contraceptive methods.
List the important health benefits of contraception.
Advise a postpartum patient on the most appropriate method of contraception.
Define the puerperium.
List the physical changes which occur during the puerperium.
Manage the normal puerperium.
Assess a patient at the 6-week postnatal visit.
Diagnose and manage the various causes of puerperal pyrexia.
Recognise the puerperal psychiatric disorders.
Diagnose and manage secondary postpartum haemorrhage.
Teach the patient the concept of ‘the mother as a monitor’.
Uterine contractions continue, although less frequently than in the second stage.
The uterus contracts and becomes smaller and, as a result, the placenta separates.
The placenta is squeezed out of the upper uterine segment into the lower uterine segment and vagina. The placenta is then delivered.
The contraction of the uterine muscle compresses the uterine blood vessels and this prevents bleeding. Thereafter, clotting (coagulation) takes place in the uterine blood vessels due to the normal clotting mechanism.
Identify the onset of the second stage of labour.
Decide when the patient should start to bear down.
Communicate effectively with the patient during labour.
Use the maternal effort to the best advantage when the patient bears down.
Make careful observations during the second stage of labour.
Assess the fetal condition during the time the patient bears down.
Accurately evaluate progress in the second stage of labour.
Manage a patient with a prolonged second stage of labour.
Diagnose and manage impacted shoulders.
Monitoring the condition of the fetus during the first stage of labour.pdfChantal Settley
Monitor the condition of the fetus during labour.
Record the findings on the partogram.
Understand the significance of the findings.
Understand the causes and signs of fetal distress.
Interpret the significance of different fetal heart rate patterns and meconium-stained liquor.
Manage any abnormalities which are detected.
1.1 Define and use correctly all of the key terms
1.2 Describe the signs of true labour and distinguish between true and false labour
1.3 Explain to the mother how to recognise the onset of true labour
1.4 Describe the characteristic features and mechanisms of the four stages of labour
1.5 Describe the seven cardinal movements made by the baby as it descends the birth canal in a normal labour
10.2 Preterm labour and preterm rupture of the membranes.pdfChantal Settley
Define preterm labour and preterm rupture of the membranes.
Understand why these conditions are very important.
Understand the role of infection in causing preterm labour and preterm rupture of the membranes.
List which patients are at increased risk of these conditions.
Understand what preventive measures should be taken.
Diagnose preterm labour and preterm rupture of the membranes.
Manage these conditions.
Understand why an antepartum haemorrhage should always be regarded as serious.
Provide the initial management of a patient presenting with an antepartum haemorrhage.
Understand that it is sometimes necessary to deliver the fetus as soon as possible, in order to save the life of the mother or infant.
Diagnose the cause of the bleeding from the history and examination of the patient.
Correctly manage each of the causes of antepartum haemorrhage.
Diagnose the cause of a blood-stained vaginal discharge and administer appropriate treatment.
Define hypertension in pregnancy.
Give a simple classification of the hypertensive disorders of pregnancy.
Diagnose pre-eclampsia and chronic hypertension.
Explain why the hypertensive disorders of pregnancy must always be regarded as serious.
List which patients are at risk of developing pre-eclampsia.
List the complications of pre-eclampsia.
Differentiate pre-eclampsia from pre-eclampsia with severe features.
Give a practical guide to the management of pre-eclampsia.
Provide emergency management for eclampsia.
Manage gestational hypertension and chronic hypertension during pregnancy.
7.2 New Microsoft PowerPoint Presentation (2).pdfChantal Settley
Welcome the woman and ask her to sit near you and facing you.
Smile and make good eye contact with her.
Reassure her that you will always maintain her privacy and confidentiality
Without her permission, do not include a third person in the meeting.
Use simple non-medical language and terminologies throughout that she can understand, and check frequently that she has really understood.
Actively listen to her, using gestures and verbal communication to show her that you are paying attention to what she says.
Encourage her to ask questions, express her needs and concerns, and seek clarification of any information that she does not understand.
6.4 Assessment of fetal growth and condition during pregnancy.pdfChantal Settley
When you have completed this unit you should be able to:
• Assess normal fetal growth.
• List the causes of intra-uterine growth restriction.
• Understand the importance of measuring the symphysis-fundus height.
• Understand the clinical significance of fetal movements.
• Use a fetal-movement chart.
• Manage a patient with decreased fetal movements.
• Understand the value of antenatal fetal heart rate monitoring.
What possible complications to look for:
Antepartum haemorrhage
Pre-eclampsia
proteinuria and a rise in the blood pressure.
Cervical changes
Symphysis-fundus height measurement
below the 10th centile?
above the 90th centile?
To review and act on the results of the screening or special investigations done at the booking visit.
2. To perform the second assessment for risk factors.
If possible, all the results of the screening tests should be obtained at the first visit.
Assess normal fetal growth.
List the causes of intra-uterine growth restriction.
Understand the importance of measuring the symphysis-fundus height.
Understand the clinical significance of fetal movements.
Use a fetal-movement chart.
Manage a patient with decreased fetal movements.
Understand the value of antenatal fetal heart rate monitoring.
Acute scrotum is a general term referring to an emergency condition affecting the contents or the wall of the scrotum.
There are a number of conditions that present acutely, predominantly with pain and/or swelling
A careful and detailed history and examination, and in some cases, investigations allow differentiation between these diagnoses. A prompt diagnosis is essential as the patient may require urgent surgical intervention
Testicular torsion refers to twisting of the spermatic cord, causing ischaemia of the testicle.
Testicular torsion results from inadequate fixation of the testis to the tunica vaginalis producing ischemia from reduced arterial inflow and venous outflow obstruction.
The prevalence of testicular torsion in adult patients hospitalized with acute scrotal pain is approximately 25 to 50 percent
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
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Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
2. OUTCOMES
• - The role of the father
• - Discuss stranger anxiety during infancy
• - Discuss separation anxiety during
infancy
• - Analyse the following aspect of the
socialisation process during infancy
• - Parental influence
3. The role of the father
• Child minding was often left to mothers
• Fathers did not attend to the birth or take much notice of
the baby
• Mothers need the support of her family and community
during pregnancy
• Having the support of the father is important
• In some cultures the father is not obliged to be involved
in the birth
• But it recognised that when the father is supportive in an
emotional way, there are many positive benefits
4. The role of the father
• When the fathers feel part of the pregnancy and know
what to expect, they often feel a closer bond to the baby
• Fatherhood project initiated by Human Sciences
Research Council in SA encourages men to nurture,
protect and interact positively with their children
• From the time of conception the father’s support is
valuable for both the mother and the infant. Even the
knowledge that the father is thinking about the infant
provides the mother some relief and allows her have
mental time out
• Video- role of fathers
5. Emotions
• Children’s cognitive and social
development contributes toward changes
in their emotional experiences
• Children become more aware of their own
emotions as well as those of others
• They learn to control their emotions
6. The most important emotional
developments
• Happiness
• Expressed through smiling and laughter
• By the end of their second year, babies are able
to express themselves spontaneously
• They will jump up and down, clap their hands,
run, laugh out loud and hug their loved ones to
indicate their joy and excitement
7. The most important emotional
developments
• Happiness
• During the course of the socialisation process,
children are taught to control their emotions
• Children learn that they can be spontaneous at a
birthday party, but learn that they should be
controlled in church
8. The most important emotional
developments
• Fear and anxiety
• Fear: caused by a specific object or situation
• Anxiety: caused by vague feelings
• Both fear and anxiety cause psychological and physical
distress
• Separation anxiety: refers to specific reactions that a
child experiences, such as protest and despair, during
anticipated or actual separation from the parent or care
giver
9. Separation anxiety
• 3 phases: protest, despair, detachment phases
• Protest phase: lasts for about 3 days, children cry a lot and search
for their parents
• Despair phase: increasing despair over the possibility that parents
will not come back. Children’s activity levels drop, they cry less, they
become restrained and tend to withdraw by showing little interest in
their environment. Substitute caregivers then believe that children
have adjusted to their new situations. In reality, they give up hope of
their parents returning. Should the parents return during the first two
phases, children usually react positively.
10. Separation anxiety
• Detachment phase: children start showing interest in
their environment again. Should parents return at this
stage, they will most likely be rejected by the children.
For instance, the child will turn his/her back on the
parent(s), or refuse to greet the parent. However, after a
few hours (or days), children will go through an
ambivalent phase where children will cling to the parent
at one moment and in the next moment be hostile
towards the parent. Examples: divorce, hospitalisation,
starting nursery school or day- care
11. Separation anxiety
• Young children cannot yet understand time, therefore
they do not know when or even if you will ever come
back
• Children at this stage are struggling between feelings of
striking out on their own and yet wanting to stay safe by
a parent or caregiver's side
• Although separation anxieties are normal among infants
and toddlers, they are not appropriate for older children
or adolescents and may represent symptoms of
separation anxiety disorder.
12. Separation anxiety
• To reach the diagnostic threshold for this disorder, the anxiety or
fear must cause distress or affect social, academic, or job
functioning and must last at least 1 month
• Children with separation anxiety may cling to their parent and have
difficulty falling asleep by themselves at night
• When separated, they may fear that their parent will be involved in
an accident or in some other way be "lost" to the child forever. Their
need to stay close to their parent or home may make it difficult for
them to attend school or camp, stay at friends' houses, or be in a
room by themselves. Fear of separation can lead
to dizziness, nausea, or palpitations.
13. Causes of fear and anxiety
• Videos: child anxiety and separation anxiety
• The causes of fear and anxiety are numerous. Some are easily identifiable
while others are difficult to identify. There are many theories about what
causes fear:
• Biologically:
• - fear has a genetic basis
• - there are also indications that specific emotions appear in accordance with
maturation of the central nervous system
• - example fear appears from approximately six months of age, while other
emotions, such as guilt and pride emerge during the pre school years
14. Causes of fear and anxiety
• Psychoanalytic approach:
• - according to this approach, the increase in fear during
early childhood is associated with children’s fear of being
injured and guilt feelings towards their parents
• - children’s fantasies are related to developmental
conflicts
15. Causes of fear and anxiety
• Learning theory:
• - states that fear is learnt
• - learning theorists say that environmental factors, as
well as children’s own personal experiences could
contribute to this
• - factors such as: violent television programmes or
frightening images (monsters etc).
• - also being bitten by a dog previously could establish
fear for dogs
16. Causes of fear and anxiety
• Cognitive Viewpoint:
• - fear develops because of preschoolers’ intense
fantasies and imaginations and their ability to distinguish
between fantasy and reality.
17. Expected fears at certain age groups
Age Fear
0-6 months Loss of support; loud sounds
7-12 months Strangers; heights; sudden objects
1 year Separation from parents, toilet training
2 years Loud sounds(vacuum), animals,
darkness
3 years Masks, the dark, animals
4 years Separation from parents, noise, the
dark
5 years Animals, ‘bad people’, the dark
6 years Supernatural creatures, the dark,
physical injury
7-8 years Supernatural creatures, thunder and
lightning, being alone
9-12 years Tests and exams at school, school
performance, physical injury
Teenager Social performance, sexuality
18. Guidelines to decreasing fear
and anxiety
• Children should be encouraged to talk about their fears
• The feared object or situation should be neutralised by
associating it with something positive
• Children should see other people handling the object or
situation that they fear, without fear. The child who fears
dogs for example, should see someone play with a dog
• The child could gradually be brought into contact with the
feared object or situation
• By explaining the feared situation, certain fears could be
overcome. Eg thunder
19. Guidelines to decreasing fear
and anxiety
• Situations that could cause fear, such as hospitalisation or starting
nursery school, could become less fearful when the hospital or
school is visited beforehand
• In the event of a divorce, the reasons should be explained to the
child
• Until they are old enough to distinguish between fantasy and reality,
children who have irrational fears of monsters and other fantasy
creatures should not be allowed to watch too many television
programmes or reading books that contain this kind of material
• Parents should provide a secure haven by dealing with their
children’s fears in a sympathetic, patient and comforting manner
20. Stranger anxiety
• Refers to the fear some babies show in the presence of
strangers
• Eg a baby suddenly crying without any traumatic event
happening
• Generally occurs during 2nd
half of 1st
year
• Reaches climax at 8-12 months and gradually
diminishes at 12-25 months
• Not all babies at 6-12 months develop a stranger anxiety
21. Socialisation
• Babies’ developmental abilities and skills that enable
them to move more freely and to explore environment.
• Become increasingly more able to manipulate objects
and to solve problems in new ways.
• During this period parents start to socialise with their
children
• Socialisation refers to process in which child learns to
conform to moral standards, role expectations and
requirements for acceptable behavior.
• E.g. not be noisy at table, not play with food, not jump up
+down on bed, start to control excretion functions.
22. Socialisation
• Socialization is a learning process that
begins shortly after birth.
• Early childhood is the period of the most
intense and the most crucial socialization.
• It is then that we acquire language and
learn the fundamentals of our culture.
• It is also when much of our personality
takes shape.
23. Influence of parents on
socialisation of their children
1. Through direct teaching , by showing them, e.g. , how
to Eat and how to dress themselves.
2. Parents act as important role models through their
interaction with their children.
- Parents who are loving, warm and responsive will have
children who are warm and responsive toward others.
3. Parents control certain aspects of child’s life that could
have an influence on their social development, such as
neighborhood in which they live ,and which friend to
visit, and when to visit.
24. 3Types of techniques parents
use to control child
1. Induction- includes reasoning ,
explaining and the setting of clear limits.
2. Power assertion- physical punishment ,
forceful commands and the removal of
objects and privileges.
3. Love withdrawal- parent ignores the child
and react coldly towards his/her
behaviour.
25. • Induction (authoritative parenting
style) leads to more acceptable
behaviour in children.
• Assertion of power (authoritarian style)
leads to aggressive behaviour in children.
• Withdrawal of love is never recommended.
26. • Most important stages in socialisation is the acquisition
of toilet skills.
• Generally accepted that toilet training should begin
before children have reached the necessary level of
neuromuscular maturity.
• This level of development is usually not reached until
child is 18months old.
• Toilet training before this age and before the necessary
level of maturation has reached will subject the child to
too much biological and psychological pressure.
• The later toilet training begins, the faster the child will
learn the desired behaviour (20-24 months)
27. • The way parents deal with the process is far more
important than the age at which training starts.
• Parents should make ensure their children experience
the situation as a source of pride, as achievement of
greater self-control and new skills, and not as a power
struggle between them and their parents.
• During toilet training children often test their parents’
limits.
• A relaxed , supportive and accepting attitude – with
sufficient positive reinforcement each time the child
achieves success- is more likely to produce positive
results
• Ideal age for complete control is 2½ - 3yrs.
• Girls achieve faster than boys due to earlier
physiological maturation
28. References
• http://www.aucklandtherapy.co.nz/Articles/FathersContribution.htm
• Louw, D.A, Van Ede, D.M.& Louw, A.E (1998). Human
development. 2nd
edition. Cape Town. Kagiso.
• Louw, D.A & Edwards, D.J.A (2008) Psychology: An introduction for
students in South Africa. 2nd
edition. Cape Town: Heinemann Higher
and Further education.
• Middleton, L. Nicholson, G. & O’Neill, V. Juta’s Nursing
Psychology. Applying Psychological concepts to Nursing Practice
• http://www.psychologytoday.com/conditions/separation-anxiety