Dynamics of Care in Society Human Growth & Development

1. Dynamics of Care in Society Human Growth & Development

2. Human Growth & Development Objectives …List factors influencing growth & development in humans. …Describe major developments for each stage of life. …Explain Kubler-Ross Stages of Grief …Compare Developmental Theories of Erikson, Havighurst & Freud …Describe the levels of Maslow Hierarchy of basic human needs. …Recognize and describe the stages of grief

3. DEVELOPMENTAL MILESTONES • Embryo (0-8 weeks gestation) • Fetus (8 weeks – birth) • Neonate (birth to 1 month) • Infant (1 month to 1 year) • Toddler (1-3 years) • Preschool child (3-6 years) • School-aged child (6-12 years) • Adolescent (12-18 years) • Young adult (18-40 years) • Middle-aged adult (40-65 years) • Older adult (>65 years)

5. Factors Influencing Growth and Development Heredity Prenatal factors (ex: mother’s age/health/nutrition during pregnancy) Caregiver factors (ex: physical or mental illness, support system) Individual differences (ex: vision & hearing impairments) Child’s health or illness and access to health care Environment (ex: culture, poverty, climate) Nutrition Other relationships (siblings, extended family, friends, teachers…)

6. THEORIES • OF • DEVELOPMENT

7. ErikErikson • Successful completion of a prior phase is necessary to transitioning into a subsequent one. • Each of 8 stages is characterized by key issues that must be resolved • These goals are influenced by environment & significant others • Each stage is also characterized by a life-stage virtue, which is the outcome when this occurs successfully. Ex: Adam presently is at Erikson’s “infant stage.” The challenges it presents are “basic trust” versus “mistrust” of primary caregivers. The child must have confidence that caregivers are reliable and will respond to her/his needs. When successfully resolved this stage results in “hope.”

8. ErikErikson • https://www.youtube.com/watch?v=dGFKAfixHJs

9. RobertHavighurst • Believed that • Living & growing are based on learning • A person must learn continuously in order to adjust to changes in society • Learned behaviors are noted as developmental tasks at certain periods of life.

10. Robert Havighurst Six Major Stages in human life Infancy & early childhood (Birth - 6 years old) Middle childhood (6–13 years old) Adolescence (13–18 years old) Early Adulthood (19–30 years old) Middle Age (30-60years old) Later maturity (60 years old and over)

11. Robert Havighurst Three sourcesfor Developmental Tasks: Tasks that arise from physical maturation: Learning to walk, talk, control of bowel and urine, behaving in an acceptable manner to opposite sex, adjusting to menopause. Tasks that arise from personal values: Choosing an occupation, figuring out ones philosophical outlook. Tasks that have their source in the pressures of society: Learning to read, learning to be responsible citizen.

12. SigmundFreud (1856-1939) • Identified that underlying human behavior is sexuality (aka “Libido”) • His series of developmental stages are based on sexual motivation.

13. During each stage, an unsuccessful completion means that a child becomes fixated on that particular erogenous zone and either over– or under-indulges once he or she becomes an adult. Freud’s Stages of Psychosexual Development

14. Maslow’s hierarchy of needs Psychologist Abraham Maslow (1908-1970) Basic needs must be met, at least at a minimum level, before other needs can be considered…

17. Changes to the original five-stage model are highlighted & expanded in the 1970s 1. Biological and Physiological needs - air, food, drink, shelter, warmth, sex, sleep, etc. 2. Safety needs - protection from elements, security, order, law, limits, stability, etc. 3. Social Needs - Belongingness and Love, - work group, family, affection, relationships, etc. 4. Esteem needs - self-esteem, achievement, mastery, independence, status, dominance, prestige, managerial responsibility, etc. 5. Cognitive needs - knowledge, meaning, etc. 6. Aesthetic needs - appreciation and search for beauty, balance, form, etc. 7. Self-Actualization needs - realizing personal potential, self-fulfillment, seeking personal growth and peak experiences. 8. Transcendence needs - helping others to achieve self actualization

18. THE FIVE STAGES OF GRIEFwas first introduced by Elisabeth Kübler-Ross in her 1969 book, On Death and Dying. • Denial "I feel fine."; "This can't be happening, not to me." Denial is usually only a temporary defense for the individual. • Anger "Why me? It's not fair!"; "How can this happen to me?“ • Bargaining "Just let me live to see my children graduate."; "I'll do anything for a few more years."; "I will give my life savings if..."

19. THE FIVE STAGES OF GRIEF continued • Depression "I'm so sad, why bother with anything?"; "I'm going to die... What's the point?"; "I miss my loved one, why go on?“ • Acceptance "It's going to be okay."; "I can't fight it, I may as well prepare for it." The individual begins to come to terms with their mortality or that of their loved one. • Kübler-Ross originally applied these stages to people suffering from terminal illness, later to any form of catastrophic personal loss (job, income, freedom). • These steps do not necessarily come in the order, nor are all steps experienced by all patients. • Often, people will experience several stages in a "roller coaster" effect—switching between two or more stages - before working through it.

20. Death & Dying Clip