2. Developmental Psychology
The study of YOU from womb to tomb.
We are going to study how we change physically,
socially, cognitively and morally over our lifetimes.
3. Nature Versus Nurture
While going
through this unit
always been in
the back of your
head….
Are you who you
are because of:
• The way you were
born- Nature.
• The way you were
raised- Nurture.
4. Psychology of a Child during Infancy
& Early Childhood (0-5 years)
The special features of behavioral pattern at this
age are;
•Dependency on Others: depending on parents and
family members for basic needs. Children expects
to be loved and cared. They require the attention
of parents.
•Self assertion: Children tries to dominate elders
though they are dependent. Children think that
they are always right and all should obey him/her.
5. Psychology of a Child during Infancy
& Early Childhood (0-5 years)
• Period of make believe and fantasy: they live in
their world of creation. Increased fantasy and
limited potentials are seen.
• Selfish and Unsocial: Not sharing the toys with
others. Do not want love of the parents to be
divided. Also thinks that he/she should be only
cared at home.
• Emotionally unstable: violent emotional
experiences can be expected. All the emotional
expression are intense, frequent, and unstable.
Not able to hide any feelings at this age.
6. Psychology of a Child during Infancy
& Early Childhood (0-5 years)
• Mental development: developing curiosity and
questioning attitude. Concrete thinking not
developed. Time concept not developed.
• Sexual Development: though the sexual
organs are not developed the tendency starts
developing. The infant pass through three
stages such as self love, homosexual and
heterosexual. Eg. Sucking the thumb, touching
sexual organs, love for parents etc.
7. Psychology of a Child during later
childhood(6-12 years)
The special features of behavioral pattern at this
age are;
•Craving for Independence: feels more at home
with the world and takes satisfaction by doing his
work with his own efforts. Tries to be independent
from parents and he considers parents as the
people to just provide food and shelter.
•Emotional Stability and control: the child learns
to hide his feelings. learns to express the emotions
an appropriate and socially acceptable manner.
8. Psychology of a Child during later
childhood(6-12 years)
• Developing social tendency: playing in group,
mutual cooperation, team spirit, group loyalties
etc.
• Realistic attitude: accepting the realities of life.
No more believe in the world of fantasy and
fairy-tales.
• Formation of sentiments and complexes: various
sentiments like religious, moral, patriotic etc are
developed in this age
• Sexual development: more friendly with own sex
group as in latency stage. Boys tend to show
9. Psychology of a Child during later
childhood(6-12 years)
• Intellectual development: power of reasoning,
thinking, observation, concentration, perception
imagination are developed.
• Development of interest and aptitude: likes and
dislikes are formed. Such likes and dislikes for
books, television shows. Boys show adventurous
activities while girls shoe softness and feministic
features.
10. Psychology of Adolescents (13-19 years)
• Perplexity with regards to somatic variation: the
flow of blood during menstruation creates
worries among girls and give birth to many fears
and anxieties. It makes them introvert and
secretive. For both bys and girls appearance and
bodily conditions which is not keeping with the
norms of normalcy will cause anxiety. Girls want
to look feminine and be attracted to boys. Boys
want to be manly in order to gain prestige. We
can also observe the secondary sexual
characteristics at this stage.
11. Secondary Sexual Characteristics
• Menarche for girls.
• First ejaculation
for boys.
Widening of the Hips
Deeper Voice Breast Development
Body Hair
12. Psychology of Adolescents (13-19 years)
• Intensification of self awareness: there is an
increased desire that their bodily changes should
be noticed by elders. More attention is given
towards dresses, make-up, manner of talking,
walking, eating etc. want to become the centre of
attraction for the opposite sex and violence also
may be made for it.
• Intensification of sex-consciousness:
menstruation and ejaculation. Beginning of
masturbation and homosexuality.
• Independence Vs Dependence: self decision,
maturity. Require more freedom, thrill and
adventure. Widened social circle.
13. Psychology of Adolescents (13-19 years)
• Peer Group relationship: spend more time with
peer. Increased loyalty towards own group.
• Idealism Vs Realism: thought of reformation of
world. Less religious, questioning the system.
14. Psychology of Early Adult (20-40 years)
• All physical abilities essentially peak by our mid
twenties.
• Jobs and Career.
• Relationship and Marriage.
• Separated from family, less emotional
dependence on the parents.
• Size of the family and education of children.
• Role and status in the community and family.
• More exploration, identification and establishing
self, dreams, vision etc.
15. Psychology of Middle Adult (40-60 years)
• Slow decline in physical strength, energy, and
enthusiasm.
• Irritability, depression, insomnia, and weight
gain.
• Adjust with menopause.
• Feel that clock is ticking faster and a worry
whether I have done my work to satisfaction.
16. Psychology of Late Adult (60 onwards)
• Deterioration in physical health: DM, HTN, Heart
diseases, etc.
• Changes in perception: lack of vision, hearing,
smell etc.
• Changes in cognitive dimension: memory loss,
dementia etc.
• Changes in social dimension: more solitary, loss of
spouse, etc
• Changes in emotionality and temperament: more
irritable, short tempered, fearful, anxiety,
feeling of isolation.
17. Erik Erikson
• A neo-Freudian
• Worked with Anna
Freud
• Thought our personality
was influenced by our
experiences with others.
• Stages of Psychosocial
Development.
• Each stage centers on a
social conflict.
18. Trust v. Mistrust
• Can a baby trust the
world to fulfill its
needs?
• The trust or
mistrust they
develop can carry on
with the child for
the rest of their
lives.
19. Autonomy V. Shame & Doubt
• Toddlers begin to
control their bodies
(toilet training).
• Control Temper
Tantrums
• Big word is “NO”
• Can they learn
control or will they
doubt themselves?
20. Initiative V. Guilt
• Word turns from
“NO” to “WHY?”
• Want to understand
the world and ask
questions.
• Is there curiosity
encouraged or
scolded?
21. Industry v. Inferiority
• School begins
• We are for the first
time evaluated by a
formal system and our
peers.
• Do we feel good or bad
about our
accomplishments?
• Can lead to us feeling
bad about ourselves for
the rest of our lives…
inferiority complex.
22. Identity v. Role Confusion
• In our teenage years
we try out different
roles.
• Who am I?
• What group do I fit
in with?
• If I do not find
myself I may develop
an identity crisis.
23. Intimacy v. Isolation
• Have to balance
work and
relationships.
• What are my
priorities?
• Marriage: At least a
5 to 1 ratio of
positive to negative
interactions is a
clear indicator of a
healthy relationship.
24. Generativity v. Stagnation
• Is everything going
as planned?
• Am I happy with
what I created?
• Mid –life crisis!!!
27. Vulnerability: It is the susceptibility of being
physically or emotionally wounded.
These are the individuals more vulnerable or
exposed to the possibility of being attacked,
harmed or wounded either physically or
psychologically.
28. Psychology of such vulnerable individuals is
explained here under following headings-
1.Sick/ailing persons.
2.Women.
3.Challenged individuals.
29. SICK
•Their dependence on others may make them to
feel humiliated and small in the eyes of the
members of their families and care giving relatives
or friends.
•They may turn into chronic victims of anxiety,
worries, fear and phobias.
•They may become suspicious about their care and
treatment.
•They have a tendency to complain about
everything such as food, comfort.
30. SICK
• Patients suffering from physical diseases will
have a lot of anxiety, worry, tensions, doubts
about their disease, quality of treatment, cost of
treatment and improvement in conditions.
• Similarly patients with psychological disorders
whether the disease is of mild or of severe nature;
need sympathy, warmth, concern of nurses. These
things will help them a lot in forgetting their
worries and to get early cure and relief.
• They have loss of self image and self confidence.
• Their interest and attitude also may be changed.
31. WOMEN
Education and employment of women have brought
several changes.
Legislations have altered rights of women in terms
of inheritance, opportunities and rights have radically
altered roles of women.
Still there is a gap between what is legally possible,
and the reality, there are signs of change.
But still in country like India where traditions are
dominating the lifestyle of people, the gender
differences and stereotypes are continuing. Women
are considered as homemakers and nurturers.
32. WOMEN
Women’s total dependence on men has decreased. Men
are yet to accept these changes in role relationships.
Even women may find it difficult to adjust to new roles.
They Are Expected To be Passive, Submissive and
Dependent.
All these things have created a different women
psychology. She may not be expressing her feelings,
emotions, needs and other things so openly like men.
There are intrinsic differences between males and
females based on their genes or reproductive physiology,
which confer differential risks of morbidity.
33. WOMEN
The main health problems of women are identified as
High maternal mortality rate
High maternal morbidity rate
Low life expectancy at birth
Menstrual disorders
Mental disorders
High suicide rate
Malnutrition etc.
This situation is to a great extent the result of family
structure and the relatively low socioeconomic status,
discrimination and disregard of female health even
during illness.
34. CHALLENGED
This is generally applied to individuals who are
facing problems regarding their adjustment,
development and well being on account of their
disabilities, abnormalities or malfunctioning.
They could be broadly classified into 2 groups:
(a)Motor disabilities
(b) Sensory disabilities.
35. Children with motor disabilities are
orthopedically handicapped, having physical
defect or deformity that causes interference
with the normal functioning of the bones, joints
and muscles.
Children with sensory disabilities will have
handicaps such as blindness, mutism and
deafness. This lead to poor development of
intelligence due to lack of stimulation.
36. Psychologically these physically challenged may show many
maladaptive reactions such as
self pity
stubbornness
shyness
refusal to use prosthetic devices
inferiority feelings
demanding extra attention
using handicap as an excuse
feeling of helplessness
jealousy/sibling rivalry
negative emotions like anxiety and depression.
Children sometimes blame themselves or their parents for
their problems.
37. Such children need to be counselled to accept
their disability to handle the negative
emotions.
Getting them involved in support group.
Developing positive attitude towards
prosthetic device is essential.
Remedial teaching or training may be
necessary to over come weaknesses.
Children will have to be taught effective
conflict resolution skills and social skills.
Confidence building will help them
overcome feelings of inferiority and shyness.
38. MENTALLY CHALLENGED
Mentally challenged is the term used in place of
mentally retarded.
Mentally challenged children are those with
subnormal level of intelligence.
They will have low power of thinking, reasoning,
learning and understanding.
They will have limited interests and aptitudes but
no creativity.
Usually the children having below 70 IQ level are
considered mentally challenged.
39. It will be appropriate to consider the treatment or
remedial measures for the adjustment, rehabilitation
and education of the mentally retarded.
Psychological treatment in the form of individual
and group therapy is found to be useful.
Children can be helped in solving problems of
emotional and social adjustment and resolving their
mental conflicts through psychological measures.
It is very important that, parents be given training to
take proper care of such children.
Provisions may be made for special education
and training.
40. SOCIALLY CHALLENGED
•These includes delinquents, criminals, drug
addicts, alcoholics etc.
•They fell inferior, isolation and hesitation.
•They are always in war with self and society.
•We may expect anti-social and unethical behavior
from them.
41. ROLE OF NURSE
•Showing tolerance and patience.
•Learning skilled way of dealing with vulnerable.
•Providing needed guidance and counseling.
43. Group is defined as Collection of two or more inter-
dependent individuals who usually fee, think and
act together.
Characteristics:
• Existence of two or more than two members.
•Interdependence in relationship.
•Common Goal.
•Group Loyalty.
•Definite set of values or norms.
•Demonstration of group behavior.
44. TYPES OF GROUPS
• We-group and Others-group.
• Primary group (intimate) and Secondary group
(professional groups).
• Organized and spontaneous.
• Formal (rigid rules, values and norms) and
Informal(liberty, freedom of action and informal
relationship).
45. GROUP DYNAMICS
• It is the interactive psychological relationship in
which the members of a group develop a
common perception based on feelings and
emotions. These inter - simulative relationship
may be described by the term group dynamics.
46.
47. FORMING
Group members look to the leader for direction.
Members are sizing each other up – checking out
personalities and talents of other members.
Members focus their discussion on the task at
hand, not worrying about relationships.
Feelings going through members include
insecurity, nervousness. They are asking
themselves “do i belong?”, “Will i be accepted by
the group?”
48. STORMING
• This stage is characterized by tension,
competition, and conflict among group members.
• Questions arise about who is responsible for
what and what the rules are.
• Some members may remain silent while others
attempt to dominate.
• Some members question authority and
competency of the group leader
• The group leader has to raise the conflict issue
and deal with it.
49. NORMING
• Conflicts are resolved and there is a
stronger sense of belonging to the group.
• Creativity is high.
• People know where they fit in and what is
expected of them.
50. PERFORMING
• Now the group is in high gear and highly
productive. The need for group approval is past.
• Group members can now focus on the task and
care for other members of the group.
• Group identity is complete, group morale is high,
and group loyalty is intense.
51. ADJOURNING/ RE-FORMING
• This stage occurs when the tasks are completed
• And there no longer need for the group to exist.
• This stage includes
• Recognition for participation (awards)
• And an opportunity for group members to say
good bye. (Closure)
• With the dissolving of the group, new leaders are
needed to take on the new tasks, so a new group
forms.
52. Principles of Formation of Group
• Physical proximity or closeness.
• Interaction among individuals.
• Similarity in attitudes.
• Similarity in interests.
• Similarity in purpose.
• Group attraction.
• Serving specific purpose.
• Similarity in occupation or means of livelihood.
• Distress or stressful situations.
• Security.
53. Factors influencing group behaviour
• Sympathy: it helps in perceiving psychological
state of another person. It helps in feeling
together. It acts as persuading for many group
activities.
• Suggestion: suggestion helps in collective
thinking. A group requires support as well as
opposition from the same group. Suggestions
helps in it.
• Imitation: this is explained as following group
members in common actions. The superior or
leader makes others to follow him/her
