HUMAN DEVELOPMENT THROUGHOUT the LIFECYCLE

HUMAN DEVELOPMENT THROUGHOUT the LIFECYCLE Dr. Tuti Wahmurti AS, dr.,SpKJ(K)

Reference Sadock BJ and Sadock VA, Kaplan & Sadock’s Synopsis of Psychiatry Behavioral Sciences / Clinical Psychiatry, 10th edition, 2007 , p.12 - 60

LIFE CYCLE THEORY (1) • The life cycle represents the stages through which all humans pass from birth to death. • The fundamental assumption of all life cycle theories : 1. Development occurs in successive, clearly defined stages. This sequence • Is invariant. • Occurs in a particular order in every person’s life.

LIFE CYCLE THEORY (2) 2. Epigenetic principle : - Each stage is charachterized by events or crises that must be resolved satisfactorily for development to proceed smoothly. - If resolution is not achieved within a given life period, all subsequent stages reflect that failure in the form of physical, cognitive, social, or emotional maladjustment.

LIFE CYCLE THEORY (2) • Each phase of the life cycle contains a dominant feature, complex of features, or a crisis point that distinguishes it from phases that either preceded or will follow it.

FACTORS THAT ACCOUNT FOR THE PHASIC NATURE OF THE LIFE CYCLE(Theodore Lidz) • The acquisition of many abilities must wait for the physical maturation of the organism. • Cognitive development plays a significant role in creating phasic shift. • Society establishes roles and sets of expectations for persons of different ages and statuses.

FACTORS THAT ACCOUNT FOR THE PHASIC NATURE OF THE LIFE CYCLE(Theodore Lidz) • Children attain many attributes and capacities for directing the self and controlling impulses by internalizing parental characteristics to overcome gradually the need for surrogate egos to direct their lives and provide security.

FACTORS THAT ACCOUNT FOR THE PHASIC NATURE OF THE LIFE CYCLE(Theodore Lidz) • Time itself is a determinant of phasic changes, not only because of the need to move into age- appropriate roles, but because changes in physical make-up at puberty and old age require changes in self-concepts and attitudes.

The stages of development • Infancy ( 0-2 years ). • Childhood • Adolescence ( 11/12 – 18/20 years ). • Adulthood • Old age ( late adulthood ) • Toddler period ( 2- 3 years ). • Preschool period ( 3 – 5/6 years ) • Middle period ( 6 – 10/11 years ) • Young adulthood ( 20 – 40 years of age ). • Middle adulthood ( 40 – 65 years of age ). • Young old : 65 – 74 years. • Old – old : 75 - ….

INFANCY( 0 – 2 years of age ) • Reflexes and survival systems at birth + 2 years : voluntary actions. • Language and cognitive development : 0-8 months : can make noises but not vocalize, guttural or babbling sounds. 11 months : uses single word (18 months : his / her vocabulary up to 20 words) 12-24 months : uses 2 words 3 words uses language to ask for need

INFANCY( 0 – 2 years of age ) • Emotional and social development : • Smiling : endogenous smiling ( spontaneously ) • exogenous smiling • In the 1st year : infant’s mood intimately related to internal status such as hunger. • related to external social cues

TODDLER PERIOD( 2 – 3 years old ) Marked by accelarated motor and intellectual development : • The ability to walk control over their own actions. • Can name a few objects. • Begin to listen to explanations tolerate delay. • Engage in symbolic activities : using words and playing with dolls (e.g. feeding sequence). • Exploratory excitement pleasure in discovery and in developing new behavior. • Has capacities for demonstration of love and protest. • Can control of daytime urination.

PRESCHOOL PERIOD( 3 – 5/6 years ) Marked by physical and emotional growth : • + 3 years of age : reach half their adult height. • 20 baby teeth by the end of the stage they begin to fall out. • They have mastered the task of primary socialization : to control their bowels & urine, to dress and feed themselves, to control their tears and temper outbursts. Ready to enter school

PRESCHOOL PERIOD( 3 – 5/6 years ) • Can express such complex emotions as love, unhappiness, jealousy, envy. • Their emotions can easily influenced by somatic events (tiredness, hunger). • The tone for the moral sense of right and wrong. • Have many relatively stable emotions. • Capacities for empathy and love are developed but fragile.

MIDDLE YEARS OF CHILDHOOD( 6 – 10/11 years ) Children enter elementary school • Language expresses complex ideas. • Logical exploration tends to dominate fantasy. • Show an increased interest in rules and orderliness. • Show an increased capacity for self-regulation. • Thinking becomes organized and logical, and by the end of this period : to think in abstract terms. • The ability to concentrate is well established by age 9 / 10.

MIDDLE YEARS OF CHILDHOOD( 6 – 10/11 years ) • Improved gross motor coordination and muscle strength write fluently and draw artistically. • Make new identification with other adults (teachers, counselors). • Peer interaction assumes major importance.

ADOLESCENCE( 11/12 – 18/20 years ) • Is the period of maturation between childhood and adulthood. • Marked by the physiological signs and surging sexual hormons of puberty. • Is a transitional period in which peer relationship deepen • Autonomy in decision-making grows • Intelectual pursuits and social belonging are sought. • Is largerly a time of exploration and making choices. • A gradual process of working toward an integrated concept of self. • Characterized by increasing ability for mastery over complex chalenges of academic, interpersonal, and emotional tasks, while searching for new interests, talents, and social identities.

EARLY ADOLESCENCE( 11/12 - 14 years ) • Adolesence seages consist of early, middle, and late adelesence • Growth spurts often begin in these years for boys, whereas girls may have already had rapid growth for 1 – 2 years. • Have a greater awareness of style and appearance. • Exhibit interest in the opposite sex. • Some adolescents begin to experiment with cigarettes, alcohol, and marijuana. • Moral development as a gradual process parallel to cognitive development.

MIDDLE ADOLESCENCE( 14 – 16 years ) • Sexual behavior intensifies, making romantic relationship more complicated. • Self esteem becomes a pivotal influence on positive and negative risk – taking behaviors. • Tends to identify with a group of peers. • Their sense of “omnipotence” mixed with drive to be autonomous frequently cause conflict with parental requests and expectations.

LATE ADOLESCENCE( 17 – 20 years ) • Continued exploration of academic pursuits, musical and artistic tastes, athletic participation, and social bonds. Greater - definition of self - sense of belonging to certain groups/ subcultures within midstream society well adjusted adolescents Can be comfortable with current choices of activities, tastes, hobbies, friendship.

YOUNG ADULTHOOD( 20 – 40 years ) • Characterized by peaking biological development - the assumption of major social roles - the evolution of an adult self and life structure • Developmental tasks : - establishing a self that is separate from parents. - this shift away from the parents continues long after marriage parenthood

YOUNG ADULTHOOD( 20 – 40 years ) Complex social, psychological, and interpersonal interactions : • Work identity • Developing adult friendship • Marriage and sexuality • parenthood

MIDDLE ADULTHOOD( 40 – 60 years ) • Middle adulthood is the golden age of adulthood : - physical health, emotional maturity. - competence and power in the work situation - gratifying relationship with spouse, children, parents, friends, and colleagues. A normative sense of satisfaction and well – being • Is the period characterized by decreased biological & physiological functioning ( climacterium ).

MIDDLE ADULTHOOD( 40 – 60 years ) Developmental tasks : • Marital and family status • Economic level • Setting goals for the future • Reassessing commitments to family, work, and marriage. • Dealing with parental illness and death. • Attending to all the developmental tasks without losing the capacity to experience pleasure or to engage in playful activity E. Erikson : - Generativity : the process by which the person guide the oncoming generation or improve society - Stagnant : a person stop developing.

OLD AGE (LATE ADILUTHOOD) • Begin at age 65 • Is characterized by a gradual decline in the functioning of all the body’s system • Many older persons retain their cognitive abilities and physical capacities to remarkable degree,

Developmental Tasks of Old Age • To maintain the body image and physical integrity • To conduct the life review • To maintain sexual interests and activities. • To deal with the death of significant loved ones. • To accept the implications of retirement • To accept the genetically programmed failure of organ systems • To divest oneself of the attachment to possesions • To accept changes in the relationship with grandchildren

NORMALITY • Normally has been defined as : Patterns of behavior or personality traits that are typical or that conform to some standard of proper and acceptable ways of behaving and being. • Normal behavior is the end result of interacting systems. • Most psychoanalysts view a capacity for work and enjoyment as indicating normality

Sigmund Freud Erik Erikson Melanie Klein Laurence Kubie Otto Rank The ability to love and to work (an idealized fiction) The ability to master the periods of life. The capacity to deal with conflicting emotions, The ability to experience pleasure without conflict, The ability to love The ability to learn by experience, to be flexible, to adapt to a changing environment. The capacity to live without fear, guilt or anxiety, and to take responsibility for one’s own actions Some Psychoanalytic Concepts of Normality

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HUMAN DEVELOPMENT THROUGHOUT the LIFECYCLE