This document summarizes five theories of human development: 1. Freud's psychoanalytic theory focuses on psychosexual stages from birth to adulthood. 2. Sullivan's interpersonal theory emphasizes how relationships shape personality development through stages of infancy to late adolescence. 3. Erikson's psychosocial theory describes eight stages from infancy to late adulthood defined by resolving psychosocial crises through developing relationships and skills. 4. Piaget's cognitive development theory outlines stages from infancy through formal operations centered around developing logical and abstract thinking abilities. 5. Peplau's interpersonal relations theory applies relationships to nursing by outlining nurse-client processes and roles through developmental stages from infancy to late

3. 1. Freud’s psychoanalytic theory
2. Sullivan’s Interpersonal Theory
3. Erikson‘s Psychosocial Development Theory
4. Piaget’s Cognitive Development Theory
5. Hildegard .E.Peplau’s Interpersonal Theory

4. 1. Freud’s psychoanalytic theory[1961]

8. Dynamics of the personality

9. Age Stage Major developmental task Examples of unsuccessful
task completion
Birth –
18 months
Oral Relief from anxiety
through oral
gratification of needs
Smoking, Alcoholism,
Drug Addiction, Nail
Biting
18 months –
3 years
Anal Learning independence
and control, with focus
on the excretory
function
Constipation
3- 6 years Phallic Identification with
parent of same sex ;
development of sexual
identity; focus on
genital organs
Homosexuality,
sexual identity
problems

10. Age Stage Major developmental task Examples of
unsuccessful task
completion
6-12 years Latency Sexually repressed; focus on
relationships with same-sex
peers
Lack of
motivation in
school or job
13-20 years Genital Libido reawakened as
genital organs matures ;
focus on relationships with
members of the opposite
sex
Unsatisfactory
relationships

12. SULLIVAN’S INTERPERSONAL THEORY(1953)

13. SULLIVAN’S INTERPERSONAL THEORY(1953)
Sullivan believed that individual behavior and
personality development are the direct result
of interpersonal relationship. Major concepts
include the following
 anxiety
 satisfaction of needs
 interpersonal security
 self system

14. Major concepts
 anxiety is a feeling of emotional discomfort.
 satisfaction of needs is the fulfillment of all
requirements-
 interpersonal security is the feeling associated
with relief from anxiety
 self system is the security measures adopted by
the individual to protect against anxiety

15. Sullivan’s stages of personality development
Age Stage Major Developmental Task
Birth-18
months
infancy Relief from anxiety through oral
gratification of needs
18 months-6
years
Childhood Learning to experience a delay in
personal gratification without undue
anxiety
6-9 years Juvenile Learning to form satisfactory peer
relationships

16. Sullivan’s stages of personality development
Age Stage Major Developmental Task
9-12
years
preadolescence Learning to form satisfactory
relationships with persons of same sex;
initiating feelings of affection for
another person
12-14
years
Early adolescence Learning to form satisfactory
relationships with persons of the
opposite sex; developing a sense of
identity
14-21
years
Late adolescence Establishing self identity; experiencing
satisfying relationships ; working to
develop a lasting, intimate opposite-sex
relationship

17. -
IMPORTANCE OF INTERPERSONAL THEORY TO
NURSING PRACTICE
Relationship development , which is a major concept of
this theory, is a major psychiatric nursing intervention.
Nurses develop therapeutic relationships with clients in
an effort to help them generalize this ability to interact
successfully with others

19. Erickson studied the influence of social processes on
the development of the personality. Psychosocial
growth occurs in sequential phases, and each
stage is dependent on completion of previous
stage and life task

20. AGE STAGE MAJOR
DEVELOPMENTAL
TASK
EXAMPLES OF
UNSUCCESSFUL
TASK COMPLETION
Infancy[birth-
18 months]
Trust vs.
mistrust
To develop a
basic trust in the
mothering figure
and learn to
generalize it to
others
Suspiciousness,
trouble with
interpersonal
relationships
Early
childhood [18
months -3
years]
Autonomy
vs. shame
and doubt
To gain some self
control and
independence
within the
environment
Lack of self
confidence, Low
self esteem

21. AGE STAGE MAJOR
DEVELOPMENTAL
TASK
EXAMPLES OF
UNSUCCESSFUL
TASK
COMPLETION
Late
childhood[
3-6 years]
Initiative.
Vs. Guilt
To develop a sense
of purpose and the
ability to initiate and
direct own activities
Passive
personality and
strong feelings
of guilt
School
age [6-12
years]
Industry
Vs.
Inferiority
To achieve a sense
of self confidence by
learning, competing,
performing
successfully, and
receiving recognition
from significant
others, peers, and
acquaintances
Unmotivated,
feeling of
personal
inadequacy

22. AGE STAGE MAJOR
DEVELOPMENTAL
TASK
EXAMPLES OF
UNSUCCESSFUL
TASK
COMPLETION
Adolescence
[12-20 years]
Identity Vs
Role
confusion
To integrate the
tasks mastered in
the previous stages
into a secure sense
of self.
Doubt, Confusion
about ones role in
life
Young
Adulthood[
20-30 years]
Intimacy Vs.
Isolation
To form an Intense ,
Lasting relationship
or a commitment to
another person,
cause, institution,
or creative effort
Emotional
immaturity, may
deny need for
personal
relationships

23. AGE STAGE MAJOR
DEVELOPMENTAL
TASK
EXAMPLES OF
UNSUCCESSFUL
TASK
COMPLETION
Adulthood
[30-65
years]
Generativity
Vs.
Stagnation
To achieve the
life goals
established for
oneself, while
also considering
the welfare of
future
generations
Inability to show
concern for
anyone but self
Old age
[65 years
to death]
Ego
integrity Vs.
Despair
To review one’s
life and derive
meaning from
both positive and
negative events,
while achieving
sense of self
worth.
Has difficulty
dealing with
issues of aging
and death

24.  Many individuals with mental health problems
are still struggling to achieve tasks from a
number of developmental stages. Nurses can
plan care to assist these individuals to fulfill
these tasks and move on to a higher
developmental level
 Interpersonal growth involves resolution of
critical tasks throughout eight stages of the life
cycle.

25. COGNITIVE DEVELOPMENT THEORY-
PIAGET[1969]

26. JEAN PIAGET explored how
intelligence and cognitive functioning
develop in children. It is based on the
premise that human intelligence is an
extension of biological adaptation or
one’s ability to adapt psychologically
to the environment.

27. STAGES OF DEVELOPMENT THEORY
AGE STAGE DEVELOPMENTAL TASK
Birth-2 years Sensorimotor • Development of a sense of self.
• Object permanence is developed, child
comes to recognize that an object will
continue to exist when it is no longer
visible.
2-6 years Pre-operational • Learning to express self with language,
development of understanding of
symbolic gestures
• Egocentrism occurs during the stage.
Personal experiences are thought to be
universal , and the child is unable to
accept the differing viewpoints of others.

28. STAGES OF DEVELOPMENT THEORY
AGE STAGE DEVELOPMENTAL TASK
6-12 years Concrete
operations
• Learn apply logic to thinking, learn to
differentiate and classify, increased
socialization and application of rules
• Understanding of reversibility and
spatiality. With this ability the child
recognizes that changes in the shape of
objects do not necessarily change the
amount , weight, volume or ability of the
objects to return to its original form.
12 -15+years Formal
operations
• Learn to think and reason in abstract
terms, capability of logical thinking and
reasoning, cognitive maturity achieved.

30. IMPORTANCE OF COGNITIVE
DEVELOPMENT THEORY
This theory assumes that individuals have
the potential for rational and irrational
thinking, which alters behaviors.

31. Theory of interpersonal relations
Hildegard .E. Peplau
1991

32. Theory of interpersonal relations
 Peplau applied interpersonal theory to
nursing practice and most specifically to
nurse-patient relationship development.
Peplau’s theory focuses on the
interpersonal processes and therapeutic
relationship that develops between the
nurse and client.

33. Theory of interpersonal relations
 Interpersonal processes include the nurse- client
relationship, communication, pattern integration
and the roles of the nurse. This theory stressed the
importance of nurses’ ability to understand own
behavior to help others identify perceived
difficulties.
CONCEPTS
# Person
# Environment
# Health
# Nursing

34. Stages of development in interpersonal
theory
age Stage Major developmental task
infancy Learning to
count on
others
Learning to communicate in various ways with the
primary caregiver in order to have comfort needs
fulfilled
Toddlerhood Learning to
delay
satisfaction
learning the satisfaction of pleasing others by
delaying self gratification in small ways
Early
childhood
Identifying
oneself
Learning appropriate roles and behaviors by
acquiring the ability to perceive the expectation of
others
Late childhood Developing
skills in
participation
Learning the skills of compromise, competition, and
cooperation with others; establishment of more
realistic view of the world and a feeling of one’s place
in it

35. Phases of nurse client relationship
1. Orientation :-is the phase during which the client ,
nurse, and family work together to recognize, clarify,
and define the existing problem.
2. Identification:- is the phase after which the client’s
initial impression has been clarified and when she/he
begins to respond selectively to those who seem to offer
the help that is needed.

36. 3. Exploitation:- Is the phase during which the
client proceeds to take full advantage of the
services offered to him/ her.
4. Resolution:- The patient gradually puts aside
old goals and adopts new goals. This is a process
in which the patient frees himself from
identification with the nurse.

37. Roles of nurse
Teacher: who imparts knowledge in reference to a need
or interest
Resource Person : one who provides a specific needed
information that aids in the understanding of a problem
or new situation
Counselors : helps to understand and integrate the
meaning of current life circumstances ,provides
guidance and encouragement to make changes

38. Surrogate: helps to clarify domains of dependence
interdependence and independence and acts on clients
behalf as an advocate.
Leader : helps client assume maximum responsibility
for meeting treatment goals in a mutually satisfying way
Technical expert: understand various professional
devices and possess the clinical skill necessary to
perform interventions.

39. IMPORTANCE OF PEPLAU’S INTERPERSONAL
THEORY IN NURSING
Peplau’s model provides nurses with a framework to
interact with clients. This theory promotes the nurse-
client relationship by applying interpersonal theory to
nursing practice.

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