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Shaban

Theories
What

is a theory?

Orderly set of ideas which describe, explain, and predict behavior.

Why are theories important?

To give meaning to what we observe. Finding ways to improve the lives and education of children.
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 Frauds Psychosexual theory.

Eriksons Psychosocial theory.

Piagets Theory of Cognitive Developmental. Kohlbergs Theory of Moral Development .
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How theories differ on four developmental issues

Maturation or experience? Process or stages? Active or passive role of the child? Broad or narrow focus?

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Psychoanalytical Theories
Beliefs

focus on the formation of personality. According to this approach, children move through various stages, confronting conflicts between biological drives and social expectations.
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Sigmund Freuds Psychosexual Theory

Was based on his therapy with troubled adults. He emphasized that a child's personality is formed by the ways which his parents managed his sexual and aggressive drives. Psychoanalysis made him believe that early childhood experiences form the unconscious motivations for actions in later life. dr.Shaban

Personality Development
According to Freud, personality develops in stages; everyone goes through same stages in same order. Majority of personality is formed before age 6 Erogenous Zone: Area on body capable of producing pleasure Fixation: Unresolved conflict or emotional hang-up caused by frustration
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The Structure of Personality

ID EGO

SUPEREGO

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Freud
The ID seeks pleasure and avoids pain. It is not logical in its searches. The ego is rational. Conscious, and problemsolving The superego is the moral and ethical component.
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Psychodynamics
Conflict

model

Id vs. superego; Individual vs. society Restrain expression of all drives Surplus energy results in anxiety Conflict (Sex and Aggression; Anxiety; Defense Mechanisms).

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Cause of Anxiety
Ego is always caught in the middle of battles between superegos desires for moral behavior and the ids desires for immediate gratification
Neurotic Anxiety: Caused by id impulses that the ego can barely control Moral Anxiety: Comes from threats of punishment from the superego Defense mechanism: a process used by the ego to distort reality and protect a person from anxiety
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DEFENSE MECHANISM
Tactics that reduce or redirect anxiety in various ways, but always by distorting reality.
1.

Repression Regression Reaction formation Projection

2.

3.

Preventing unacceptable feelings from reaching conscious awareness retreating to an earlier, more infantile stage of development the ego unconsciously makes unacceptable impulses look like their opposites

4.

Attributing ones own unacceptable threatening impulses to others (external). offers self-justifying explanations in place of the real, more threatening, unconscious reasons for ones actions shifts sexual or aggressive impulses toward a more acceptable or less threatening object or person,dr.Shaban redirecting anger toward a as when safer outlet

5.

Rationalization

6.

Displacement

Freudian Stages
Birth to 1 yrs Infant 1 to 3 yrs Toddler 3 to 6 years Preschool

6 yrs to puberty (12) School

Puberty onward 12+ Adolescent

Oral Stage Anal Stage

Infants Childs pleasure pleasure Childs centers on focuses on pleasure Mouth anus focuses on genitals

Phallic Stage

Latency Stage

Genital Stage

Id

Ego

Super Ego

Child A time of represses sexual sexual reawakening; interest source of and develops sexual social and pleasure intellectual becomes skills someone outside of the family

Freud: Personality is formed within the first 6 yrs

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Oral Stage (Ages 0-1)

Most of infants pleasure comes from stimulation of the mouth (sucking, chewing, biting). If a child is overfed or frustrated, oral traits will develop. Early oral fixations can cause Oral Dependent Personality: Gullible, passive, and need lots of attention Later oral fixations can cause Oral-aggressive adults who like to argue and exploit others Primary need: Security; Major conflict: weaning

Nursing Implications Provide oral stimulation by giving pacifiers. Do not discourage thumb sucking. Breast feeding may provide more stimulation than formula feeding because it requires the dr.Shaban infant to expend more energy.

Anal Stage (Ages 1-3)

Attention turns to process of elimination. Child can gain approval or express aggression by letting go or holding on. Ego develops. Harsh or lenient toilet training can make a child: Anal Retentive: Stubborn, stingy, orderly, and compulsively clean Anal Expulsive: Disorderly, messy, destructive, Major conflict: toilet training Nursing Implication Help children achieve bowel and bladder control without undue emphasis on its importance.
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Phallic Stage (Ages 3-6) Preschool

Child starts to develop a strong desire to know his own sex identity as well as the other sex identity. Child now notices and is physically attracted to opposite sex parent. Can lead to: Major conflict: Oedipus & Electra Complex Oedipus Conflict: For boys only. Boy feels rivalry with his father for his mothers affection. Boy may feel threatened by father . To resolve, boy must identify with his father (i.e., become more like him and adopt his heterosexual beliefs). Electra Conflict: Girl loves her father and competes with her mother. Girl identifies with her mother more slowly.
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Nursing Implications
Accept child's sexual interest as a normal area of exploration. Help parents answer child's questions about birth or sexual differences. The nurse must provide privacy and clear explanations during any procedures involving the genital area.
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Latency Stage (Ages 6-12) School

Psychosexual development is dormant. Same sex friendships and play occur here Energy directed towards full sexual maturity & function & development of skills to cope with the environment

Nursing Implications

Provide gowns, covers, & underwares at hospital; knock the door before entering.

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Genital Stage (Puberty-12+) Adolescent

Realization of full adult sexuality occurs here; sexual urges re-awaken Nursing Implications
Provide appropriate opportunities for the individual to relate with opposite sex Allow individual to verbalize feelings about new relationships.
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Evaluation of Psychoanalytic Theory

Freud overemphasized sexuality and placed little emphasis on other aspects of the childs experience.

Freuds theory is largely untestable. Particularly, the concept of the unconscious is unprovable. According to Freud, the only way that people in psychological distress can get relief is to undergo length therapy, to identify unresolved conflicts from infancy and childhood.
Freuds view of people is overly negative and dr.Shaban pessimistic.

Psychosocial Theory Erik Erikson

Personality development is a psychosocial process Personality development is a lifelong experience and is influences by three interrelated forces
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Eriksons forces:
The individuals biological and physical strengths and weaknesses the persons unique life circumstances and developmental history, including early family experiences and degree of success in resolving earlier development crises; and the particular social, cultural, and historical forces at work during the individuals lifetime
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Psychoanalytic Perspective
Ericksons Theory of Psychosocial Development
Comparing Erickson with Freud

Children are active explorers, not passive slaves to biological urges Emphasis on cultural influences, less on sexual urges
Eight Life Crises (Psychosocial Stages)

Emerge at a time dictated by biological maturation and social demands Must be resolved successfully for satisfactory resolution at next stage Extend throughout life
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Eriksons Psychosocial Theory

Ages 65+ Ages 30 - 65 Ages 20 - 30 Integrity vs. Despair Generativity vs. Stagnation Intimacy vs. Isolation Identity vs. Role confusion Industry vs. Inferiority Initiative vs. Guilt Autonomy vs. Shame/Doubt Trust vs. Mistrust Ages 6 - 12

Ages 12 - 20

Ages 3 - 6 Ages 1 - 3

Ages 0 - 1
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Stage 1 (Birth1) Trust vs. Mistrust

Children are completely dependent on others Erikson proposes that our first major conflict is encountered in the first year Trust vs. Mistrust Consistent and dependable care giving and meeting infant needs leads to a sense of trust; safe; secure & attachment Infants who are not well cared for will develop mistrust & withdrawal

Nursing Implications:
Provide a primary caregiver. Provide experiences that add to security, such as soft sounds and touch. Provide visual stimulation for active child involvement
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Stage 2 (13 years)

Autonomy vs. Shame and Doubt

Children are discovering their own independence (doing things for themselves); The child explores the environment and seeks the independence to do so. Those given the opportunity to experience independence will gain a sense of autonomy Children that are overly restrained (protective) or punished will develop shame and doubt

Nursing Implications:

Provide opportunities for decision making, such as offering choices of clothes to wear or toys to play with.
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Stage 3 (35 years) Initiative vs. Guilt

Children are exposed to the wider social world and given greater responsibility The child starts to show initiative in play and control over emotions. The child also begins to gain a sense of what is right and wrong based on their experiences. Initiative: Parents reinforce via giving children freedom to play, use imagination, and ask questions Guilt: May occur if parents criticize, prevent play, or discouragedr.Shaban a childs questions

Stage 4 (512 years) Industry vs. Inferiority

Stage of life surrounding mastery of knowledge and intellectual skills Industrious children build a sense of competence and self-confidence. When childrens caregiver do not appreciate their work, it will develop a sense of inferiority rather than pride.

Nursing Implications:

Provide opportunities such as allowing child to assemble and complete a short project so that child feels rewarded for accomplishment.
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Stage 5 (Adolescence) Identity vs. Confusion

Developing a sense of who one is and where one is going in life Identity: For adolescents; problems answering, Who am I? Role Confusion: Occurs when adolescents are unsure of where they are going and who they are

Nursing Implications:

Provide opportunities for an adolescent to discuss feelings about events important to him or her. Offer support and praise for decision making dr.Shaban

Stage 6 (Young adulthood) Intimacy vs. Isolation

Time for sharing oneself with another person Ability to care about others and to share experiences with them & capacity to hold commitments with others leads to intimacy Failure to establish commitments leads to feelings of isolation
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Stage 7 (Middle adulthood) Generativity vs. Stagnation

Generativity: Interest in guiding the next generation & caring for others in family, friends, and work leads to sense of contribution to later generations Stagnation: When one is only concerned with ones own needs and comforts
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Stage 8 (Late adulthood to Death) Integrity vs. Despair

Integrity: Self-respect; developed when people have lived responsibly Successful resolutions of all previous crises leads to integrity and the ability to see broad truths and advise those in earlier stages Despair arises from feelings of helplessness and the bitter sense that life has been incomplete or/and occurs when previous life events are viewed with regret; experiences heartache dr.Shaban

Psychoanalytic Perspective
Ericksons Psychosocial Theory Contributions and Criticisms Rational, adaptive Social conflicts Vague about causes Descriptive

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