Scribd Logo
Upload

Welcome to Scribd!

  • CH 8

    Uploaded by

    api-262465229
    60 views22 pages

    Original Title

    ch 8

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Report this Document

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    60 views22 pages

    CH 8

    Uploaded by

    api-262465229

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 22
    Human Growth and Development Chapter Objectives irene rt oneness bse Start Sonne ton nee eet Preceions retiea pear kersen remnant ico ondchenlelstuc Sankey Proceed with ra Cauion eee ey Eonar oman Perini crete corcoator RMIT ates eat ane Sete “0 eterno Create examples foreach of Maslow’ Leettoronainy @) Reo snes @) Ree Pee eae eee Orme eceras here rationalization, projection, displacement, Coasters jon, conmnirion sit O} suppression, denial, and withd ‘Pensaber SY CHAPTERS INTRODUCTION LR Human growth and development is a process that begins ar birth and does not end unt death Growth refers to the measurable physical changes that occur throughout @ person life Examples include height. weight, body shape hhead’ cicumference, physical characterise, development of sexual organs, and dentition (dental structure). Development refers 10 the changesin intellectual, mental, emotional, oc ‘and functional skills that occur overtime. Devel ‘opment is more dificult to measure, but usually proceeds trom simple to complex tasks as mate Fation, or the process of becoming fully grown and developed, occurs Duringallstages of grove land development. Individuals have certain tasks that must be accomplished and needs that nust ‘be met. A health care worker must be aware of ‘the various life stages and of individual needs to provide quality health care (gure physiological needs (iz-ce- ‘olde’ projection puberty (pew’-burr-t) rationalization (rash-o1- rnalihzay -shun) represdon right te dle ey UMN TR OU On Life Stages Ben though individual ler greatly, each pr- son passes though certain sages of growth snd development from birth to death These stages fae frequent’ called life stages. A common ‘method of easiying hfe stages ss olows 4 infancy bith 1 year ¢ arty childhood: I-5 yous # Late childhood: 6-12 years 4 adolescence: 12-10 yeas 4 Barty adulthood: 19-40years 4 Iidate adulthood: 40-65 years 4 ate adulthood: 5 year: and older As individuals passthrough these ile stages, four main types of growth and development ‘occur: physical, mental or cognitive, emotional, ‘and social Piysleal refers to body growth end includes height and weight changes, muscle and nerve development, and changes in body orgs, ‘Mental or cognitive refers to intellectual devel- ‘opment and includes learning how to solve prob: Jems. make judgments, and deal wit situations Emotional refers to feelings and inchudes deal ing with love, hate jy,fear.excitement, andoher similar feelings. Soelal refers to interactions and telationships with other people. Each stage of row and development has ts ‘own characteristics and has specific develop: ‘mental tasks that an individual must mater, “These tasks progres from the simple tothe rore ‘complex For example, an individual first terns {sit then crawl then stand then walk, andtten, finally, run. Each stage establishes the founda: tion for the next stage. In this way, growth and development proceeds in an orderly pattern Is Important to remember, however. thatthe progress varies among individuals. Some ‘dren master speech easy others master it ater, Similarly, an individual may experience a sudden ‘growth spurt and then maintain the same heght Fora petod uf une. Enk Erikson, a psychoanalyst, has Mdentied ght stages of psychosocial development. His ‘ight stages of development, the basi conc of heed that must be resolved at each stage, and ways to resolve the conflict are shown in table 8-1 Erikson believes that if am individual Is not able to resolve a confit at the appropriate stage, ‘he individual wil struggle wit laterinife For example, ifatoddlerisnotalloved FIGURE §1” An understanding of le stages is imporant or Ye healthcare warker, no to maivdune of all apse tom the very youn et fe may pode cre aor to learn and become independent by mastering basic tasks, the toddler may develop a sense of doubt in his or he ‘This sense of doubt will interfere with Inter attempts at mastering Independence ‘Health care providers must understand that each ife stage creates certain needs in individ als, Likewise, other factors can affect life stages and needs. An individual's se, race, heredity fac: tors inherited from parents, such as halt color sand body structure) culture, ie experiences, and health status ean influence needs Injury or il. ness usually has a negative effect and can change ‘needs or impale development. Physical Development “The most dramatic and rapid changes in growth nd development occur during the fst year of life. A newoorn baby usually weighs appros- imately 6-8 pounds (27-36 kg) and measures 18-22 inches (46-55 cm) (gure 8-2) By the fend ofthe frst year of lif, weight as usually tipled, ro 21-24 pounds (95-11 kg) and height has increased to approsimately 29-20 inches (74-26). Muscular system and nervous system devel- ‘opments are also dramatic. The muscular and ‘nervous systems are very immature at birth. Car taintflexactions present at birth allow the infant {orespond to theenvironment These include the ‘Moro or stato, alex to aloud noise or sudden CHAPTER TABLE 8-1 Erkson’ Eight Stages of Payehosocial Development auon eee Tst versus Msvust Feeding tatancy Bit 1 Yar Ora Sensory ‘oddler ‘Aulonomy versus Tle Tang 13 ¥ears ShamesDouat usual Preschool ive versus Independence Séyews Gut Loconster ‘School-Age inusry versus Scot 6-12 ¥exs nero, Lateay ‘Adolescence emiy versus Peer 2 18Yews Roe Contuson Young Aduitiood imacyverus Love 1940 eas Islton Rebtonsips ‘ade Advi Geneaiy Parenting 40-65 vas versus Stagraton ‘Olé adstiod Epo neg Fatecton on 5Yearstodeah versus Despar otuie ereased interest fear etn Dooce as Iran develops trast inset, tes, an he rion ment when caregiver responsive to base neds nd provides confor if med at meant becomes uncooperative an aggressive and shows 2 the enviroment Tod sms contra while mastering skis sich as eeig, toting and desig when caregivers rove reassurance but aod overrerton i ‘ees ar ote. tod fel shamed and doubts vm ait, which leds oak of se comic a later stages ‘hia begins fo inte actives i poof ist ‘mang acts; uses maginaion oy ams als alowed ard what nt allowed to develop 2 nsciene; caregivers must alow chlo be responsible whl roving easurce: needs ae Pat me eid eds gulty ahs every he or he does is wrong which ads oa hesitancy tory ew ast in te tapes ‘tl becomes productive by mastering Waring and obaning scrss: ci ars del wih ‘cademis. rou actives, and frends when others ‘show acceptance of acbns and pase sucess, t ‘nes ae ot at, hid evo sesso ner ly an incompetece wien deste raion. hip andthe ality el wi te eens ‘Adolescent serces or sles by making ‘holes about occupa, sexual een este, ‘anda rls on pee ro fr suppor ang ‘assurance to creale a sl-mage separate fom ret eds are ot met, descent exernces ‘oe contusion a sso se beet Young aut iano make 2 persona comment ‘o ters and share evr wih oer se ise aking, al may ter rlatonehips and (sols trom cers ‘lt teks saitcton an olin sess ne by ‘ing aes fami a cnr o prove {or others andthe next generator: fat doesnt rl wit sues. es ack of purpose and Senseo fe ‘Aa cetetson tena peste manner, ls ‘na Aceptncetulient wi his one oum ead accomplish ents, els wi ses, and prepares for dah ‘utes ot, dit es despa set ie nd FIGURE 8-2 A newborn baby usualy weighs approximaely 6-8 pounds and measures 18-22 inches in eng ‘movement; the ting relly, in which a slight touch on the cheek causes the mouth to open and the head to tur; the sucking reflex, caused bye slight touch on the ips: and the grasp elles, {nwhich infantscan grasp an object placed In the ‘hand. Muscle coordination develops in stages At His infants are able to itt the head slighty By 2-4 months. they can usually roll from sige (0 back support themselves on thelr forearms when prone, and grasp or try to reach abject. By 4-8 months, they can turn the body completely faround, accept objects handed to them, grasp Stationary objects such as a bottle, and with sup ort, hold the head up while siting, By 8 ‘months, infants can sit unsupported, grasp mov. ing objects, transfer objects from one hand to the other and crawl onthe stomach. 88-10 months, they can crawl using their knees and hands, pal themselves toa sitting oF standing position, and use good hand-mouth coordination to put things {in their mouths. By 2 months infants hequently an walk without assistance, grasp objects with ‘he thumb and fingers and throw small objets, Other physical developments are also dra- ‘matic. Most infants are born without teeth, but ‘Human Growth and Development Usually have 10-12 teeth by the end of the fist year cf life. At birt, vision i poor and may be limited to black and white, and eye movements ‘are not coordinated. By 1 year of age, however, close wsion is good, in color, and can readily focus on small objects. Sensory abilities such as ‘those of smell, taste, sensitivity to hot and cold, land hearing, while good at birth, Become more feflned and exact Mental Development ‘Menta! development i also rapid during the fst Year. Newborns respond to discomforts such as Pain cold or hunger by crying, As thelr needs ae Met they gradually become more aware of theit surroundings and begin to recognize individuals sssocsted with thelr care. AS infants respond to simul inthe environment, leaming activities ‘row: A birt, they are unable to speak: By 2-4 ‘months, they coo or babble when spoken to laugh ‘out loud, and squeal with pleasure, By 6 months of age. infants understand some words and can ‘make basic sounds, suchas “mama” and “dada By 12 months, infants understand many words and use single words in thelr vocabularies Emotional Development ‘Emotional development is observed atl in if, NNewboms show excitement. By 4-6 months of age. disivess, delight. anger disgust, and fear can ‘often be seen. By 12 months of age, elation and affection fr adults evident Events hat occur in the fistyear of fe when these emotions ate fist exhibited can have strong influence on an ind viduals emotional behavior during adulthood. Social Development Social development progresses gradually from the selfcenteredness concept ofthe newborn tothe ‘recognition of others tn the environment. By 4 ‘months of age, infants recognize their caregivers smile realy, and stare intently at others igure 8-3). By months of age. infants watch the activi. ties of ohers, show signs of possessiveness. and may become shy of withdraw when in the pees ence of strangers BY 12 months of age infents ‘may sillbe shy with strangers, but they socialize freely wits familiar people. and mimie andimicate ‘Besturs, facial expressions, and voeal sounds. CHAPTER ® FIGURE 8:3. By 4 ments of 299, nants recop- ‘ze thei careivers and sar telat oor, Needs Infants are dependent on others for all needs Food, cleanliness, andes are essential for physi cal growth. Love and security are essential for femotional and social growth, Stimilation 1s sential for mental growth, LUA ey Physical Development ‘During early childhood, fom 1-6 years of age, pysical growth is shower than during infancy 8) ‘age 6, the average weight is 45 pounds (20.4 kg) the average height is 46 inches (116 cr) Steletal and muscle development help the child ‘assume a more adult appearance, The legs and owerbody tend to grow more rapidly than do the head, arms, and ‘chest. Muscle coordination ‘lows the child o run, climb, and move rely. AS :musces of the fingers develop, the child learns to wie, draw, and use a fork and knife. By age 2 or S.most teeth have erupted, and the digestive sys. {em ismature enough tohandle most adult foode, ‘Between 2and 4 years of age, most children learn bladder and bowel contrat Mental Development Mental development advances rapidly during aly childhood. Verbal growth progresses from ‘the use of several words 3: age 1 to vocabulary ‘0 1.500-2,500 words acage 6 Two-year olds have attention spans but are interested in many ‘diferent active igure 8-4), They ean remem FIGURE 8-4. One to mo-yoar-ots ae retested In many tere actos, bth have short attonen spans. ber details and begin to understand concepts. Four-year-olds ask frequent questions and us ally ecognize letters andsome words Taey begins fo make decisions based onlogie rather than on tal and error. By age 6, children are very verbal land want toleam how to reed and write Memory hhas developed tothe point where the :hild can ‘make decisions based on both past and present ‘experiences Emotional Development Emotional development also advances rapidly At ‘ages 1-2, children begin to develop sef-aware- ness and to recognize the effect they have on ‘other people and things Limits are usualy estab lished for safer. leading the 1- or 2-yex-old to ‘either acceptor defy such mit. By age 2, most children begin (o gain sell-confidence and are enthusiastic about learning new things (igure 8:5). However children can feel impatent and ‘rusrated as they try to do things beyond theit ables. Anger often in the form of temper tan- ‘ums. oceurs when they cannot perform a5 Sesired, Children at thisage also like routine and become stubborn, angry. or frustrated wien ‘changes occur. From ages #6, children 2egin to gain more contol over thelr emotiors They Understand the concept of ight and wreng. and because they have achieved more independence they are not frustrated as much by ther lack of abit. By age 6, most children also show less faniety when faced with new experiences, because they have learned they can eal with ew situations. FIGURE 8-5 By ago wo, most exten begin to 99° some sel-confdnce and are enthusiastic About earning new tings. Social Development Social development expands from asell-centered year-old (0 a sociable &-yea-old In the carly years, children are usually strongly atteched to ‘hei parents (or to the individuals who provide their car), and they fear any separation. They bevinto enjoy the company of others, but are stl very possessive. Playing alongside other children 4s more common than playing with other chil. dren (gure 8-6). Gradually children learn to pul “self” aside and begin to take more ofan interest {in others. They learn to tust other people and ‘make more ofan effort to please othersby becom lng more agreeable and social. Friends of theit ‘own age are usualy important vo 6year-olds Needs: ‘The needs of early childhood stil include food, rest, shelter, protection, love, and. security In Addition, children need routine, order, and con sistency in their dally Ives, They must be taught {tobe responsibleand must learn how to conform to rules, This can be accomplished by making Feasonable demands based on the childs ability ocomply. FIGURE 5-6 Playing alongside and wih ober Chilaren alone preschooler to learn how to iraet wih others. | LATE CHILDHUOD Physical Development ‘The late childhood life stage, which covers ages 6-12,isalso called preadolescence. Physical deve. ‘opment is slow but steudy. Weight gain averages 47 pounds (23-3248) per yeas and height usu ally increases approximately 2-3 inches (5-75, em) er year. Muscle coordination is well devel. ‘oped, and children cen engage in physical ac. ties "that require complex" motor-sensory ‘coordination. During this age, most ofthe pel ‘ary teeth are lost, and permanent teeth erupt. ‘The eyes are well developed, and visual acuity is atits best. During ages 10-12, secondary sexual charactersties may begin to develop ih some. childven. Mental Development Mental development increases rapidly because ‘much of the childs Ufe centers around school, Speech sks develop more completely, and reed- ing and writing sil are learned. Children learn to Use information to solve problems. and the ‘memory becomes more complex. They begin to understand more abstract concepts such as loy alty, honesty, values, and morals Children se ‘ore active thinking and become move adept at making judgments (igure 8-7), FIGURE 8-7 Intateentchood (ages 6-12), ‘horen become more adopt at maki judgments Emotional Development Emotional development continues © help the Shldachieve a rester independence nse ast peony age chase re ea tigenet and ncaa as ey beget easing parents and suces i seoat Sop Sion le Sltconence Cay ea tereplaced yt sty coe Eats t Sint bough under cont ant dea at tore efecve manner By ag 10-1 seta iatrton and change bey anton a ed ert of epson flowed by pees Offs fs ens change an eee ae ‘Eentoborests anno an diets ander and Social Development Social changes are evident during these years Seven-year-olds tend tlie activites they can do by themselves and do not usually like group, activities. However, they want the approval af ‘thers especially their parents and friends Chil. sien from ages 8-10 tend to be more group ori. erted, and they typically form groups with ‘members oftheir own sex. They are mote teady toaccept the opinlons of others and learn to con. form to rules and standards of behavior followed ‘bythe group. Toward the end ofthis period, chil dren tend to make friends more easly, and they begin to develop an increasing awareness of the ‘opposite sex. AS children spend more time with ‘others their ov age their dependency on thelt arent(s) lessens, as does the time they spend with heir parents. Needs Needs of eilren in this age group include the ‘same basic needs of infancy andearlychildhood, {together with the need for reassurance, parental approval, and peer acceptance. ihn Physical Development Adolescence, ages 12 1018, i often a traumatic life stage. Physical changes occur most drama cally in the early period. A sudden “growth spurt™ «an cause rapid increass in weightand height A weight gain of up to 25 pounds (11 kg) and a height increase of several inches can oecur in @ Period of months. Muscle coordination does not ‘sdvance as quickly. Thiscan lead to awkwardness ‘orclumsiness in motor coordination. This growth spurtusually occurs anywhere from ages 111013, In gies and ages 13 to 1° n boys ‘The most obvious physical changes in ado lescents relate to the development ofthe sexual organs and secondary sexual characteristics. fe- quently called puibert. Secretion of sex hor ‘ones leads tothe onset of menstruation in gs {andthe production of sperm and semen In boys Secondary ‘sexual characteristics in. females include growth of pubse hair, development of breasts and wider hips, and distribution of body fat leading tothe female shape. The male devel ‘ps a deeper voice: thins more muscle mass land broader shoulders; and grows pubic facial, and body hat Mental Development Since mos of the foundstions have already been ‘established. mental cevelopment primarily involves an increase in Inowiedge and'a sharp ning of skis. Adolescent learn to make dec sions andto accept responsibilty for thelractios, AC times, this causes conflict Because they are treated as both children and adults, or are told to "grow up” while being reminded that they are “sul hildren.” Emotional Development Emotional development is often stormy and in conflict ASadolescents try toestabish thelr iden ties and independence, they areofen uncertain and fel inadequate and insecure. They worry about their appearance, their abilities, and thelt ‘elationships with others. They. frequently ‘respond more and more o peer group influences, At times, this leads to changes in attitude and behavior and conflict with values. previously ‘established. Toward the end of adolescence, sell ‘identity has been established. At this point, ten ‘agers feel more comfortable with who they ate and um attention toward whatitheymay become ‘They gain more control of thelt feelings and become more mature emotionally. Social Development Soctal development usually involves spending Jess time with family and more time with pet groups. As adolescents attempt to develop sel. Sdentyy and independence, they seek security in groups of people ther own age who have sim. he problems and confets (igure 8-8 If these Beet relationships help develop self-confidence {hough the approval of others, adolescents become more secure and saisied. Toward the end of this tage, adolescens develop a more mature atttude and begin to develop paters of FIGURE 8-8 Adoiescons us ne pes goup as a saely net as toy ty testa her Gonos and Independence Human Growth and Development behavior tha they associate with adult behevior Needs Imadditon to basicneeds, adolescents need reas- surance, support, and ‘understanding. Many problems that develop duting ths life stage ean be traced to the conflict and feelings of inade~ ‘quacy and insecurity thet adolescents exper ence. Examples include eating disorders, drug and alcohol abuse, and suicide. Even though these types of problems also occur in earlier and later life stages, they are frequently associated with adolesoence, Eating disorders often develop from an exces sive concem with appearance. Two common eat- (ng disorders are anorexia nervosa and bulla, Anorexia nervosa, commonly called anorexia 's a psychological disorder in which person, drastically reduces food intake or refuses to ea at. al This results in metabolic disturbances, exces: sive weightloss, weakness, and if not tweeted. death, Bullmla Is a psychological disorder in which a person alternately binges (eats exces: sively and thenfasts,orreRises teat at all When person induces vomiting or uses laxatives to get dof food that has been eaten, the condition 5 called bullmaresta. All three conditions ave ‘more common in female than male Individuals Prychological or psychiatric help is usually needed fo reat these conditions, ‘Chemical abuse is the use of substances such a alcohol or drugs and the development of ‘ physical and/or mental dependence on these chemicals. Chemical abuse ean occur in any life Stage. but It frequently begins in adolescence Reasons for using chemicals include anxiety of sires relief, peer pressure, escape fiom emo. tional or psychological problems, experimenta ‘on with feelings the chemicals produce, deste for “instant gratiieation.” hereditary tats. and influences, Chemical abuse can lead to physical and mental disorders and disease. Treat ‘ment is directed toward tote rehabilitation that allows the chemical abuser‘o return ta produ tive and meaning life. Salelde, found in many life stages. is one of the leading causes of death in adolescents. Sul ide is always a permanent solution toa tempo. rary problem, ‘Reasons for suicide inchide depression, grief over a loss or love afar, failure {in school, inability to meet expectations, fla CHAPTERS: nce of suicidal fiends, or lack of self-esteem, ‘The risk for suicide increases witha family hiss {ory of suicide, a major loss or disappointment, previous suicide attempts, and/or the ecent sui fide of friends, family. or role models (heroes or ol). The impulsive nature of adolescents also Increases the possibility of sulide, Most indivi tals who are thinking of sueide give warning signs suchas verbal statements lke Ti rather be ead” or “Yould be better off without me Other ‘warning signs include: 4 sudden changes in appetite and sleep habits 4 withdrawal, depression, and moodiness 4 excessive fatigue or agitation 4 neglect of personal hygiene 4 alcohol or drug abuse 4 losing interest in hobbies and other aspect of te * preoccupation with death 4 Injuring one’s body # ving away possessions 4 social withdrawal fom famlly and friends ‘These individuals are calling out fr attention and help, and usually respond fo efforts of assis: tance, Their direct and Indirect pleas should ‘ever be ignored. Support. understanding. and psychological or psychiatric counseling are used. te prevent suicide. INO ETT Physical Development Early adulthood, ages 19-40, is frequently the ‘must productive if stage. Physical development ‘sbasially complete, muscles are developed and stong. and motor coordination isatits peak This, {also the prime childbearing time and usually piduces te healthiest abies (figure ®-9). Both male and female sexual development is at its peak, Mental Development Mental development usually continues through- (ou this stage. Many young adults pursue add ‘ional education to establish and progress in their chosen careers. Frequent, formal education jit FIGURE 8-9 Early adulthood isthe prims ci Dearing tne and usualy produces th heahest babs. Continues for many years The young adult often ‘also deals with independence, makes career choices, establishes lifestyle selects @ marital Partner, stars «family. and establishes values, all ‘of which Involve making many declions and orming many judgments: Emotional Development Emotional development usually involves pre- serving the stability established during previous sages. Young adults ae subjected to many emo- sional stresses related to career, marsage. family and other similar situations. femotioral struc. ture is strong. most young adults can cope with ‘hese worties. They find satisfaction in theit achievements, take responsiblity for thelr ac- tions, ad learn to aeeept eis and to profit, from mistakes, Social Development Social development frequently involves moving. ‘sway from the peer group. Instead. yourg adults tend to associate with others who have similar ambitions and interests, regardless of age. The young adult often becomes involved with a mate ‘and forms a family Youngadults do not necessat- Ay accept traditional sex roles and frequently ‘adopt nontraditional roles. For exampie, male individuals fil postions as nurses and secretar: ies, and female individuals enter administrative oF construction positions. Such choics. have caused and will continue to eause changes in the ‘taditonal patens of acieny, LEST I) Physical Development “Midale adulthood, ages 0-65, sfrequentiycalled ‘middle age. Physical changes begin to occur du ing these years. The har tends to gray and thin, the skin begins to wrinkle, muscle tone tends (0 decrease, hearing loss stars, visual acuit declines and weight gla oceurs Women exper- fence menopause, or the end of menstruation, along with decreased hormone production that ‘causes physical and emational changes. Men also ‘experience a slowing ef hormone production, This can lead to physical and psychological ‘changes, a period frequently reerred to as the ‘mate climacteric. However, except in cases of Injury, disease, or surgery: men never lose the ablity to produce sperm aro reproduce. Mental Development Mental ability can continue to increase during middle age. a fact that nas been proved by the ‘many individuals in this life stage who seek for. mal education. Middle adulthood is a period ‘when individuals have acquired an understand Ing of ie and have leamed to cope with many diferent stresses. This dlows them to be more confident in making decisions and to excel analyzing situations, Set FIGURE 8-10 Jb stability and enjyrent ‘during miste aduthood contibute toometienal ‘Salsfacion “Human Grovth and Development, Emotional Development ational mld age can be period of con. tentment and wsacton or can bea tise of {le The emotional foundation of previous ie Stages and the stuaons that occur during mi ae age determin emtina sit rig ths Period b say, nan succes thet of hl earn an good helt anal cnibte to emotonti sausacion gure 8-10, Stes Crete byl fb fea of ping, los youth td valine, marital problems or prob: lem wt chile raging parents can cont tetoemotonaleingsaerstion asec tnety. and even anger Tween cmon Sat varesinei ago andar dtr ‘ined evens tha occur Gung tis pei Social Development Social relationships also depend on many factors Family relationships often see a decline as chil dren begin lives of their own and parens die. Work relationships frequently” replace family. Relationships between husband and wife can ‘becomestrongeras they have more ime together land opportunities 10 enjoy success. However, divorce rates are also high In this age group. 2 couples who have remained together “Tor the childrens sake" now separate, friendships are usually with people who have the same interests and lifestyles USE OT Physical Development ate adulthood ag 6 nd older, has many at ferent terme associated wh fe Thse lode ‘elle "senior etizen "golden ager” and “tied ize” ‘Much adenion “hs, been directed foward tl fe sage in recent Years Seatte peaplearelving long and tne uber at peoe nhs age group increasing daly ‘Pisa development ison the deine. All body nates are woul fected. The sen Decors dy winked. and thinnet. Brow ot Yelow spot raqunty called age spot) Siyen. Toe a Cocomes thin and regucny insist orshine Bonesbecome brie and oro and are more lly to ecu or break Earlage between the vertebrae ths anc ‘CHAPTERS lead to stooping posture. Muscles lose tone and strength, which can lead to fatigue and poor coor- dination. A decinein the function ofthe nervous system leads to hearing loss, decreased visual acuity, and decreased tolerance for temperatures that are (00 hot oF too cold. Memory loss can ‘occur. and reasoning ability can diminish. The hearts less efficient, and circulation decreases, ‘The kidney and bladder are less eficient. Breath ing capacity decreases and causes shortness of breath: However, itisimportanttonote that these ‘changes usually occur slowly over a long period. ‘Many individuals, because of beter health and living conditions, do not show physical changes ofaging unl their seventies and even eighties Mental Development “Mental abilities vary among individuals. Elderly people who remain mentally active and are wil: Ing to learn new things tend to show fewer signs ofdecreased mental ability (igure8-11). Although ‘Some 0-year-ois remain alertand elioriente, ‘other elderly individuals show decreesed mental ‘capacities at much earlier ages. Short-term mem- ‘ory is usually ist to decine. Many elderly indl- vidualscancleariyremembereventsthatoceurred 20 years ago, but do not remember yesterdays events Diseases such as Alzhelmer’s disease ‘an lead torreversibleossof memory deteriora tion of intellectual functions. speech and gait isturbances, and disorientaion. Arterlosele- rosls, a thickening and hardening ofthe walls ‘ofthe arteries, can also decrease the blood Sup ply to the brain and cause a decrease in mental FIGURE 8-111 Elderly acs who are wing to learn now tings show fewer signe of decreased ‘menial aby ables, These diseases are discussed in greatet ‘etal Chapter 104 Emotional Development Emotional stability also varies among individuals in this age group. Some elderiy people cope well with the stresses presented by aging and remain happy and able to enjoy if. Others become lonely, frustrated, withdrawn, and depressed, Emotional adjustment Is necessary throughout this cycle, Retirement, death of @ spouse and fiends, physialdisbiltes, nancial problems, loss of independence, and knowledge that ife ‘must end all can cause emotional distress. The adjustments that the individual makes during this life stage are similar to those made through ‘out ie Social Development Social adjustment also occurs during late adult hhood,Retrementean lead los ofsel-esteer, especially if work strongly associated with self: Identity: “lam a teacher” instead of"Tam Sandra Jones" Less contact with coworkers and a more limited circle of friends usually occur. Many elderly adulls engage in other activities and con- tinue (0 make new social contacts (igure 8-12) (Others limit thei social relationships. Death of spouse and fiends. and moving to a new envi- onment ean also cause changes in socal rla- — A FIGURE 8-12 Scat contacts and activites are tenportan durngiate aduhoos, Lionships. Development of new socal centacts i ‘important at this time. Senior centers, galden age ‘groups, churches, and many other organizations help provide the elderly with the opporuiity to find new social roles. Needs "Needs ofthis if tage are the same as those ofall other life stages. In addition to basie neds. the elderly need a sense of Belonging, self-esteem, financial security social acceptance, ndlove STUDENT: Go 10 she workbook and complete ‘he asignment sheet for 8, LifeStages EAs Death and Dying Death is often refered to as “the final stage of ‘rowih. Is experienced by everyone and can ‘ot be avoided. In our society the youngtend to ‘gnore its existence is usualy th ede, hav lng lost spouses and/or friends, who begin to think of er ow deaths ‘When a patient is (oid that he or she has a ‘terminal itinese, disease that cannotte cured and wil result in death the patient may seat in diferent ways, Some patents react with ar and anxiety They fear pan, abandonment, ad lone lines. They fear theunknown. They become an tous about their loved ones and about unfinished ‘work or dreams. Anxiety diminishes in atients who fel dey have had fll ves and weo have Seong religious bel regarding lie ates death. Some patients view death as a final peac. They now it will bring an end to loneliness, pan, and sullerng RCS TN AND DEATH De. Elizabeth Kabler-Ross has done extensive research on the process of death and dyirg. and known asaleading experton this topic Bscause ‘of her research, most'medical personnel now ‘believe patients should be tld of their approach. {ng deaths. However, patients should be lt with “some hope" and the knowledge that they wil ‘ot be left alone” Its important that al staff Human Growth and Development ‘members who provide care to the dying patient know both the extent of information given tothe patient and how the patient reacted. Dr. Kibler-oss has identied five stages of aieving that dying patents and their families) fiends may experience in preparation for death ‘The stages may not occur in order, and they may ‘overlap orbe repeated severaltimes Some patients ‘may not progress dhrough all ofthe stages before death occurs. Other patients may be in several Mages at the same time. The stages are denial, anger, bargaining depression, and acceptance. ‘Denial the No, not me!” stage, which usu ally occurs when a person is fist told ofa termi ral illness. It occurs when the person cannot ‘accept the realty of death or when the person feels ioved ones cannot accept the truth. The pe son may make statements such a8 “The doctor doesnot know wiat he stalking about” of "The teats have tobe wrong” Some patients seek sec ‘ond medical opinions or request additonal tests Others refuse todiscusstheirsituaions and vold any references to their illnesses. It is important for patients to discuss these feelings, The heath ‘are worker should listen to a patient and try 19 provide suppor without confirming or denying ‘Statements such as “Ie must be hard for ou" oF “You feel additional ests will help” willallow the patient to expres felings and move on to the est stage, “Anger occurs when the patent is no longer able to deny death. Statements such as "Why met” or "ls your fault” are common, Patients ‘may strike out at anyone who comes ia contact With them and become hostile and bite. They ‘may lame themselves, theirloved ones, orhealth ‘are personnel for ther illnesses. Ii important {forthe health care worker to understand that this ‘angers nota personal attack the anger is caused by the situation the patient is experiencing. Pro: Viding understanding and support listening, and ‘making every atempt to respond tothe patient's demands quickly and with Kindness is essential during this stage. This stage continues until the lange is exhausted or the patient must attend to other conceens ‘Bargaining occurs when petients accept death but want more time olive Frequently. this is a petiod wen patients curn to religion and. spiritual beliels. At this point, the will o ive i Srong, and patients fight hard to achieve goals set They want to see thei children graduate ot ‘et married, they want time to arrange care for |CHAPTERE ‘helt families, they want to hold new grandchil- dren, of other similar desires. Patients make promises toGod to obtain more time Heal care workers must again be supportive and be good listeners. Whenever pessible, they should help Datients meet ther goal ‘occuts when patients realize that death willcome soon and they wil no longer bbe with their families orbe able tocomplete their ‘oals. They may expres these regret, or they nay withdraw and become quiet (figure 813), They experience great sadness and. at times, ‘overwhelming despair. is important for health are workers tet patients know that itis “OK to be depressed. Providirg qulet understanding, Support. and/or a simple touch, and allowing Patients to cry or expres ger are important dur, Ing this stage ‘Acceptance isthe ial stage Patients under stand and accept the ft that they are going to die, Patients may compete unfinished business ‘and ty to help those around them deal withthe ‘oncoming death. Gradually, patients separate therseives from the world and other people. At the end, they are at peace and can die with dig: ‘ity During this final sage, patents still need ‘emotional support and the presence of others, ‘even iitis just the touch ofa hand igure 8-14), HO: eis Providing care to dying patients can be very df Aeut, but very rewarding. Providing supportive caze when families and patients require e most PC A FIGURE 5-13. Dopressoncan be @ normal sage of grewing n a dying patent, a FIGURE 514 Ine suppor and presence ot ‘thesis mportant othe dng person «an be one ofthe greatest satisactions a health ‘are worker can experience. Tobe able to provide this care, however, health care workers must fist understand their own personal felings about death and come to terms with these fedlings Feelings of fear, frustration, and uncertainty bout death can cause workers to avoid dying Patients or provide superical, mechanical care With experience, health care workers can find ‘ways to deal with thei feelings and learn to peo de the supportive care needed by the dying Hosplee care can play an important role in ‘meeting the needs of the dying patient Hospice ‘ate offers palliative cae, or eae that provides support and comfort. It ean be offered in hospi. tals, medical centers, and special fale, but ‘most frequently iis offered inthe patientshome Hospice care is not limited to a speciic ume Period in a patient’ ife. Usually it fs not started Until a physician declares that the patient hes 6 months or less to live, but it ean be started sooner. Most often patients and their families are reluctant to begin hospice care because they fel ‘that this action recognizes the end of life They ‘seem to fel that if they do nat use hospice care ‘un later, death will no be as near as it actually 's.Thephilosophy behind hospice careis to allow the patient ro die with ignityand comfort. Using palliative measures of care and the philosophy of Seath with dignity provides patients and families With many comfortsand provides an opportunity ‘ofind closure. Some ofthe camforts provided by hhospice may include providing hospital equip. ‘ment such as beds, wheelchairs, and bedside commodes; offering piychological, spiritual, social, and financial counseling: and providing lice or less expensive pain medication. Pain Is ‘controlled so that the patent ean remain active as long as possible. In medical fclites personal ‘care ofthe patient is provided by the staf inthe hhome situation, this care Is provided by home health aides and other healthcare professionals. Specially trained volunteers are an important part of many hospice programs. They make regu- Jar visits tothe patient and family stay with the patient while che family leaves the home fr brief periods oftime, and help provie the support and understanding thatthe patient and family need, When the me for death arive, the patient allowed to die with dignity andin peace Alter the death of the patient, hespice personnel often ‘maintain contact with the family during the ini tial period of mourning. ‘The right to die is another issue that health care workers must tinderstand, Because healthcare workers are etically concerned with promoting if, allowing patients to die can cause Contlict. However, large numberof surveys have shown that most people feel that an individ ‘who has a terminal lness. with no hope of being cured, should be allowed io refuse measures that ‘would prolong life. This is called the right to die. ‘Mos states have passed, o: are now creating, laws {hat allow adults who have terminal illnesses to instrict their doctors, n writing. to withhold tweatments that might prolong life. Most of the laws involve the use of alvance directives, dis: cussed in Chapter 5:4 Under these laws, spociic action to end life cannot >e taken. However, the tse of respirators, pacemakersand other medica devices can be withheld, andthe person can be allowed to de with igalty Hospices throughout the nation are encour- aging individuals to make theirend-of life wishes ‘known through the LIVE promise. This promise encourages individuals tor 4 Learn about end-of-life services and care Amplement plans or advanced directives 10 ensure wishes are honored. # Voice decisions 4 Engage others in conversations about end-of- lite care options ‘Human Growth andDevelopment Health care workers must bo aware that a ‘dying person has rights that musi be honored. A Dying Person’ Bill of Rights was created at @ ‘workshop sponsored by the South Western Mich: jgan Inservice Education Council This bill of Ihave te right tobe treated asaliving human, being unui die. ‘ Lhave the right ro maintain @ sense of hope- fulness, however changing its focus may be, ‘ Lave the right to be cared for by those who ‘can maintain a sense of hopefulness, however challenging this might be. I have the right to express my feelings and «emotions about my approachiag death in my own way, 1 have the right to participa in decisions foncerning my care. 4 have the right to expect continuing medical and nursing attention even though “cure” {goals must be changed o “comfort” goals. 4 Thave the right not to die alone Ihave the right tbe fee from pain, 4 Ihave the right tohave my questions answered honesty 4 Thave the ight not tobe deceived, 4 Thhave the eight to have help from and for my {amily in accepting my death, Ihave the right to die in peace and with dig- nity. 4 Thave the right to maintain my individuality and not be judged for my decisions, which ‘may be contrary to the beliefs of others, Lave the right to expect thatthe sanctity of the human body will be respected after death, Ihave the right tobe cared for by caring sen- sluve, knowiedgeable people wh will attempt ‘o understand my needs and wil be able 10 ‘ain some satisfaction in helping me face my ‘death. ‘ Thave the right to discuss and enlarge my reli ious and/or spistual experiences, whatever these may mean toathers Health care workers deal with death and with dying patients because death sa part of life. By ‘understanding the process of deathand by think [CHAPTERE {ng about the needs of dying patients, the health care worker wil be able to provide the special ‘care needed by these individuals STUDENT: Go 10 she workbook and complete ‘the assignment sheet for 82, Death and Dying. SEEN Human Needs "Needs are frequently defined asa lack of some- ‘thing that is required ot desied” From the ‘moment of birth fo the moment of death, every hhuman being has needs. Needs motivate the ind vidual to behave oract so that these needs willbe ‘met, fat all posible, Certain needs have priority over other needs, For example, at times a need for food may take Priority over a need for social approval. the approval of others ifindividuals have been with. ‘ut food fora period of ime, they wil direct most of their actions toward vbiaining food. Even ‘hough they want social approval and the respect ‘of others. they may steal for food. knowing that stealing may cause a loss of socal approval of respect. a LSC gaa Abraham Maslow. a noted psychologist, devel ‘oped a hierarchy of noeds (figure 8-15). Accord ing to Masiow, te lower needs should be met before an individual ean strive to meet higher ‘needs, Only when satisfaction has been obtained atone level is an individual motivated toward ‘meeting needs at a higher level, The levels of needs include physological needs, safety aflec- tion, esteem, and seleactualization Physiological Needs Physlological needs are often called “phys al? “biological” o baie’ neds These peas ermquledby ever himanbeingt susan ite ‘They inde oo, water oxygen simination of waste materi, sleep and protection fom exteme tempertures These needs must be mr fore wo continue If any of these needs goes unmet death occur Even among these nes 2 prosy ext. For example, beenue ack of Sxygen wl cuse death in & mater of rant, theneed for onygen as pion over hence ot Soren Ser Se congested contac, recone nie ear ee nwa FIGURE 8-15 Masiow’s Herarchy of Needs! the lner needs shoud be me elere the ing ean Fy to ‘mest higherneeds, food, A patient with severe lung disease who i ‘sping for every breath wall not be concerned ‘With food intake This individual's main concern willbe to obtain enough oxygen to lve through the next minute Other physiological needs include sensory ‘and motor needs. If these needs are not met, Individuals may nat die, but their body functions willbe affected. Sensory needs include hearing, seeing, feeling, smelling tasting, and mental Stimulation. When these needs are met they allow the individual to respond tothe environ ‘ment these needs are not met the person may lose contact withthe environment or with eal. iy. An example is motor needs, which indude the ability to move and respond othe individu als environment. If muscles are not stimulated, they wil atrophy waste away) and faction vl belost Many of the physiological needs are auto ‘matically controlled by the body. The process of breathing is usually not part of the Conscious ‘thought process ofthe individual until something ccurs to interfere with bresthing, Anothet example isthe functioning ofthe urinary blag dr. The bladder ils automatically, andthe ind ial only becomes aware ofthe ladder when it {full Ite individual does nat respond and go {0 the restroom to empty the bladder, eventually control willbe lost and the bladder will empty Isat Health care workers must be aware of how an llness interferes with meeting physiological ‘eds. A patient scheduled for surgery o labora: tory tests may not be allowed to et or drink before the procedure. Anxiety about an illness ‘may interfere witha patients sleep of elimina ‘ion pattems. Medications may affect a patients appetite Elderly individuals are even more likely ‘o have difficulty meeting physiological needs. A loss of vision orhearing due to aging may make it lilfcut for an elderly person to communicate With others. A decreased sense of smell and taste ‘can affect appetite. Deterioration of muscles and joints cantead o poor coordination and difculty {m walking. Any of these factors can cause a change ina person's behavior. Ifhealth care work. rs are aware that physiological needs are not being met, they can provide understanding and Support to the patient and make every effort to help the patient satisfy the needs. ‘Human Growth and Development Safety Satety becomes important when physiological needs have been met, Safety needs include the need tobe fee rom ansiety and fear, and tte ‘eed to feel secure in the envizonment. The need for onder and routine is another example of individuals efforttoremaln sae and secu. Ind \idualsoftenpreferthefamiliarovertheunkiowa ‘New environments, a change In routine, marital problems, job los. injury. disease and others ‘Warevents can threaten an individual’ safety. ness is @ major threat to an individuals security and well-being. Health care workers ae familias with laboratory tests, surgeries, medics tions, and therapeutic treatments Patients are Usually frightened when they are exposed ther and their sense of security is threatened. If health ‘are workers explain the reason forthe tests cr freatments and the expected outcomes to the patient, this can frequently alleviate the patients anxieties. Patients admitted toa health care fect: ly oF tong.term care facility must adapt to & strange and new environment. They frequent ‘experience anxiety or depression. Patients may sso experience depression over the loss of health ‘or loss of @ body function. Health caze workers -must be aware ofthe threats (o safety and secu tity that patents are experiencing, and make every elfort to explain procedures, provide sup- Portand understanding. and help patients dap tothe situation. Love and Affection ‘The need for love and affection, « warm and lender feeling for another person, occupies the third level of Maslow’s Hlerarchy of Needs, When tn individual feels safe and secure, and afterall physiological needs have been met, the individ- Lal next strives for socal acceptance, endship, and to beloved. The need to belong o relate (0 thers, and to win approval of others motivates, ‘an individual’ actions at this point. The tndivid- Ual may now attend a social function that was avoided when safety was more of a priority. Ind Viduals who feel safe and secure are more willing to accept and adapt to change and ate more wil Ingto face unknown situations. The need for love and affection is sitisfied when friends are made, social contacts are established, acceptance by fl = thers i recelved, and the individual i able to toth give and receive affection and love (gute B16) ‘Maslow states that sexuality i both a part of the need for love and affection, aswell asa physi- logical need. exualltyin his contettis defined by people’ feelings concerning their masculine! feminine natures, their ables to give and receive love and affection, and finaly, thelr roles in reproduction ofthe species. I's Important to ‘ote that in all three of these areas, sexuality Involves a person’ feelings and attitudes not just the persons sexual relationships. ‘tis equally important to note that a person's sexuality extends throughout the life eycle. At conception, a persons sexual organs are deter ‘ined, Following birth, a person i given a name, atleast generally associated withthe persons sex. ‘Studies have shown that children receive teat. ‘ment according to gender from eal childhood and frequently are rewarded for behaviot that ‘deemed "gender appropriate” With the onset of puberty adolescents become more aware of thei ‘evergingsexvality andof the standards that soci ety places on them. During both childhood and acolescence, much of what is leamed about sex tality comes from observing adult role models. ‘As the adolescent grows into young adulthood, society encourages a reexamination of sexuality land the role plays in helping to full the need for love and affection. In adulthood, sexuality develops new meanings according to the roles that the adult takes on: Sexuality needs do not FIGURE 8-16 Inaviduaie of a ages need ove _andaliecion.(Couroay of Sandy ark) cease in late adulthood. Long-term cae facilities ‘are recognizing ths fact by allowing married cou ples to share aroom, instead of separating people according ose. Even after the deathofa spouse, ‘an individual may develop new relationships Determining what role sexuality wil play in & ‘person ifeisa dynamic process that allows peo. ple to meet thelr need for love and affection {throughout thei ite Seiualty, in addition to being related to the satislacton of needs i also directly related to an individual’ moral values, (sues such a. the appropriateness of sex before marriage, the Use ‘of birth control, how to dea with pregnancy, and ‘how to deal with sexually transmitted diseases ll ‘quire indivdualsto evaluate their moral belies. ‘These beliefs then serve a8 guidelines to help people reach decisions on thelr behaviors. Some individuals use sexual elationships a5 substitutes forlove and affection. individuals who seek to meet their needs only inthis fashion can. ‘ot sucessfully complete Maslow’ third level Esteem Maslow’ fourth level includes the need for ‘esteem. Esteem includes feling important and ‘worthwhile, When others show respect, approval, land appreciation. an individual begins to feel esteem and gains self-respect. The self-concept. orbeliefs values, and felings people have about themselves, becomes positive. individuals vil ‘engage in activities that bring achievement, suc cess, and recognition in an efrt to maintain their need for esteem, Fllure in an activity can cause a loss of confidence and lack of esteem, When esteem needs are met, individuals gain confidence in themselves and begin to direct their actions toward becoming what they want tobe. Ilness can have a major effect on esteem, ‘When self-reliant individuals, competent at mak: Ing decisions, find themselves ina healthcare faclity and dependent on others for basi care such a8 bathing. eating, and elimination, they can experience a severe oss of esteem. They may also worry about lack of income, posible job oss, the wellbeing of thee family and/or the Possibility of permanent disability or death Patients may become angry and frustrated oF Quiet and withdrawn. Healthcare workers must recognize this loss of esteem and make every attempt to listen to the patient, encourage as ‘much independence as possible, provide sup- Portive care, and allow the person to express anger or feat Self-Actualization SelF-actulizaton, frequently called selfrealiza- tion, fs the final need in Masiow’s hierarchy. All ‘other needs must be met, atleast in par, before selfactualzaton can occur Self-actualization ‘means that people have obtained thelr fll poten- tials,or that they are what they want tobe. People a tis level are confident and walling to express ‘heirbeliefsandsticktothem. They feelsostrongy about themselves that they are willing to reach ‘out to others to provide assistance and suppor. | MEETING NEEDS ‘When needs are fl, individuals are motivated (stimulated) to act. Ifthe action i successful and the need is met, satisfaction, or a feeling of pleasure or fulfilment, oeurs Ifthe need isnot ‘met, tenalon, or frustration, an uncomfortable inner sensation or feeling occurs. Several needs can be felt atthe same time, so individuals must ‘decide which needs ar stronger. For example. it Individuals need both food and sleep, they must decide which need is most important, because fn individual cannot eat and sleep at lime! Individuals fel needs at different levels of Intensity. The more intense a need. the greater the desire tomeet or reduce the need, Also when an individva fist experiences a eed, the indi- Vue may deal wit t by trying different actions in a uial-and-eror manner, a type of behavior frequently seen in very young children. As they ‘row older, children learn more effective means ‘of meeting the need and are able to stisty the heed easly. METHODS OF USA em ON) aay) "Needs can be satisfied by direc or indirect meth- ‘ods. Direct methods work at the need and obtaining saustiction. Indirect methods ‘Human Growth and Development \workatreducing the need or rellevingthe tension and frustration created by the unmet need. Direct Methods Direct methods include hard work realistic goals ¢ situation evaluation cooperation with others ‘All these methods are directed toward meeting the need. Students who constantly fal tests but ‘who want to pass a course have a need for sue ‘ess. They can work harder by listening more in class, asking questions on points they do not understand, and studying longer for the tests Thay can se realistic goal that wil allow them find success. By working on one aspect of the course a atime, by concentrating on new mate Hal forthe nest test, by planning to study a litle cach night rather than studying only the night before a test, and by working on other things th ‘wil enable them to pass, they can establish goals they can achieve. They can evaluate the situation ‘o determine why they are falling and to try &0 Find other ways to pass the course, They may termine that they are always tied in lags and. that by geting more sleep, they will be able to eam the materia. They ean cooperate with ath- ers By asking the teacher to provide extra assis- tance, by having parentsar friends question them ‘on the material, by asking a counselor to help them learn better study habits, or by having a {tor provide extra hep, they may learn the mate Fal pass the tess, and achieve satisfaction by esting their need, Indirect Methods Indrect methods of dealing with needs usually reduce the need and hep relieve the tension cre ated by the unmet need, The need stil presen. ‘but its intensity decreases. Defense mecha: flsas, unconscious acts that help a person deal with an unpleasant situation or socaly unac- Cceprable behavior are the main indirect methods used. Everyone uses defense mechanisms to some degree. Defense. mechanisms provide ‘methods for maintaining self-esteem and reliev- Ing discomfort Some use of defense mechanisms CHAPTER @ {helpful because it allows individuals to cope vith certain situations. However defense mecha nisms can be unhealthy if they afe used all the time and individuals substitute them for more ffective ways of dealing with situations Being aware ofthe use of defense mechanisms and the ‘reason for using them sa healthy use This allows the individual to relieve tension while modifying habits, leanning o accept reality, and striving (0 Find more efficient ways to meet needs ‘Examples of defense mechanisms include: # Rationalization: This involves using a rea- sonable excuse or acceptable explanation f elnvior wo avoid the real feason or te mot. vation. For example, a patient who fees hav ing laboratory tests performed may tell the health worker, T eant take time of from my job rather than admit fear. ¢ Projection: This involves placing the blame for ones own actions oF inadequacies on Someone ese or on circumstances rather than Accepting responsibilty forthe ations. Exam. ples include, “The teacher failed me because she doesnt Uke me,” rather than “I flled because I didn't do the work’ and “Ii late because the alarm clock didnt go off” rather than “I forgot to set the alarm clock, and | ‘overslept" When people se projection to blame others. they avoid having to admit that they have made mistakes, # Displacement: This involves transferring feelings about one person to someone else Displacement usually occurs because individ: uals cannot direct the feelings toward the per Son who is responsible. Many people fear Aiecting hostile or negative feelings toward their bosses or supervisors because they fear job loss. They then direct this anger toward ‘oworkers and/or family members, The clas sic example's the man who is mad at his boss ‘When the man gets home, he yells at his wife br children. In such a case, a constructive talk ith the boss may solve the problem Ifnotot At this is not possible, physical activity can help work off hostile or negative feelings '# Compensation: This involves the substi tion of one goal for another goal to achieve suceess fa substitute goal meets needs, his an be a healthy defense mechanism. For ‘example, Joan wanted to be a doctor but she ‘Gd not have enough money for a medical + ‘education. So she changed het educational plans and became a physician’ assistant Compensation wasan efficient defense mech. anism because she enjoyed her work and found satisfaction, Daydreaming: This is « dreamlike thought process that oecurs when a person is awake Daydreaming provides a means of escape ‘when a person isnot saisied with reality fit allows.a person toestablish goals forthe ature and leads toa course of action to accomplish ‘those goals. iti & good defense mechanism, However if daydreaming is a substitute for sealty, and the dreams become mote satisfy Ingthan actual life experiences, ean contib- lute toa poor adjustment to life. For example, {fa person dreams about becoming a dental Fnygenist and takes courses and works toward {his goal, daydreaming i effective. Ifthe per- Son dreams about the goal but is satisfied by the thoughts and takes no action, the person, will not achieve the goal ands simply escap Ing from reality. Repression: This involves the transfer of lunacceptable or painful ideas, felings, and thoughts into the unconscious mind, An in vidual is not aware that this s occuring. When feelings or emotions become to0 patiful oF frightening for the mind to deal with, epres sion allows the individual to continue func. tioning and to “forget” the fear or feling, Repressed feelings do not vanish, however, “They can cesurface in dreams or affect behav lor For example,a persons terrifed of heights ‘but does not know why. It possible that « frightening experience tegarding heights hap. pened in enly childhood and thatthe exper lence was represed, Suppression: This is similar to repression. ‘but the individualis aware of the unacceptable feelings or thoughts and refuses to deal with them. The individual may substitute work, & ‘hobby, ora project to avold the situation. For ‘example, «woman ignores lumpin het beast land refuses to go toa doctor. She avoids think. Ing about the lump by working overtime and joining a health club to exercise during her spare time. This ype of behavior crests exces sive stress. and eventually the individual will be force to deal with the situation Denial: This involves disbelief ofan event or idea that is too frightening or shocking for a ‘Human Growth and Development, NBA ASIA To HOO RS PT cet Teen eee eer ene Bie Gece crite eater a Racecar oe skeen Tet a ae tae ee een eee el eco er ee eee erent PG oC ene sa aen a tier eer eet ae ae Pcie Une een a eee a eer etre Seas OUT eee cs OFA SSO acct ate aT eT ee een SO heat soften the polymer sleeve and the spring loosens, Thisallowstheere meat Bessa one MT aes ae TP a PU raar ara ert Pe Eee Coe neem cee ere Doses unre oan ene een ec ea renee Person to cope with. Often, an individual is ot aware that denial is oceuering Denial fe ‘quently occurs when aterminalilinessis dag. ‘nosed. The individual wil say thatthe doctor {wrong and seek another opinion. When the individual is ready to deal withthe event or ‘ea, denial becomes acceptance. Withdrawal: There are two main ways with-

    You might also like