THEORY OF PSYCHOSEXUAL STAGES OF HUMAN GROWTH

 Sigmund Freud- Father of Psychoanalysis

 Believed that all human beings pass through a series of psychosexual stages
 Each Stage is dominated by the development of sensitivity in a particular erogenous of pleasure-giving spot
in the body. (Erogenous Zone)
 Each Stage possess for individuals a unique conflict that they must resolve before they go the next higher
stage
 If individuals are unsuccessful in resolving conflict, the resulting frustration becomes chronic and remains
central feature of their psychological make-up
 Fixation is the tendency to stay at a particular.

STAGE AGE RANGE CHARACTERISTICS NURSING

IMPLICATIONS
Oral First year of Life Marks infants need for Provide oral stimulation by
gratification from the giving pacifiers; do not
mother discourage thumb
Center of pleasure is the sucking.
mouth
An infant’s sucking,
eating, chewing do not
only satistfy hunger, but
also give pleasure
Anal Toddler Reflect the toddler’s need Help children achieve
for gratification along the bowel and bladder control
rectal area. without undue emphasis
Emphasis on TOILET on its importance.
TRAINING
Phallic Preschooler Concentrates on the Accept children’s sexual
preschooler’s gratification interest, such as fondling
involving the genitals. his or her own genitals, as
Oedipus Complex- young a normal area of
boys experience rivalry exploration.
with their father for their
mother’s attention and
affection and regards
father as rival
Electra Complex-young
girls see their mothers as
a rival for father’s
attention
Latency School-Age During this stage, sexual Help children have
desires are repressed and positive experiences with
the entire child’s available learning so their self-
libido is channeled into esteem continues to grow
socially accepted activities
(learning, play) Child’s personality
development appears to
be nonactive or dormant.
 Genital Adolescent onwards Aim of sex instinct is
reproduction
Characterized by the
maturation of the
reproductive system,
production of sex
hormones and
reactivation of the genital
zone as the area of
sensual pleasure
Provide appropriate
opportunities for the child
to relate with opposite and
own sex relationships.
Adolescent develops
sexual maturity and learns
to establish satisfactory
relationships with others.

PSYCHOSOCIAL THEORY

 Erik Erikson
 Erikson has formulated eight major stages of development
 Each stage poses a unique development task and simultaneously presenting individual with a crisis that he
must struggle through

STAGE AGE DEVELOPMENTAL TASK VIRTUE NURSING IMPLICATION

RANGE
Trust vs Infant Developmental task is to form a sense of Hope Provide a primary caregiver. Provide
Mistrust trust versus mistrust. Child learns to love and experiences that add to security.
be loved.

**If infants needs are met, cuddled, fondled

and shown genuine affection evolve a sense
of world as a safe and dependable place.
Autonomy vs Toddler Developmental task is to form a sense of Will Provide opportunities for independent
Shame and autonomy versus shame. Child learns to be decision making, such as choosing
Doubt independent and make decisions for self. own clothes.

**When parents are patient, cooperative,

encouraging, children acquire a sense of
independence and competence.
**When children are not allowed such
freedom and over-protected, they develop an
excessive sense of shame and doubt.
Initiative vs Pre-school Developmental task is to form a sense of Purpose Provide opportunities for exploring
Guilt initiative versus guilt. Child learns how to do new places or activities. Allow free-
things (basic problem solving) and that doing form play.
things is desirable.

**Parents who give their children freedom to

do things like running, riding, etc., are
allowing them to develop initiative
**Parents who curtails this freedom are
giving children a sense of themselves as
nuisances and inept intruders in the adult
world. Rather than being active, they
become passive.
Industry vs School-Age Developmental task is to form a sense of Competence Provide opportunities such as allowing
Inferiority industry versus inferiority. Child learns how child to assemble and complete a
to do things well. short project.

**Elementary years- children concerned with

how things work and how they are made
**Children learn to win recognition by being
productive and they learn to persevere.
**Parents, teachers who support, reward and
praise children are encouraging industry.
**Those who ignore, rebuff, deride children’s
effort are strengthening feelings of inferiority.

Identity vs Adolescent Developmental task is to form a sense of Fidelity Provide opportunities for an
Role identity versus role confusion. Adolescents adolescent to discuss feelings about
Confusion learn who they are and what kind of person events important to him or her. Offer
they will be. support and praise for decision
making.
Individual has to develop an integral and
coherent sense of self. He seeks to answer
the question “who am I”
**To find identity, adolescents try on many
new roles as they grope with romantic
involvement, vocational choice and adult
statuses.
**When an adolescent fails to develop the
centered identity he/she becomes trapped in
either role confusion a “negative identity”.
**Role confusion implies uncertainty of
appropriate behavior
Intimacy vs Early Intimacy—capacity to reach and make Love
Isolation Adulthood/ contact with other people and to fuse one’s
Late identity with that of others. Capable of
Adolescent experiencing the intimacy of enduring
(20-40 friendship and marriage.
years)
Central to Intimacy is the ability to share with
and care about another person without fear
of losing oneself in the process.

Fear of self-abandonment results in a feeling

of isolation.
Generativity Middle Individual is able to work productively and Care
vs. Adulthood creatively.
Stagnation (40-65
years) Generativity- parental responsibility, interest
of producing and guiding next generation.
Entails selflessness.
 Stagnation- condition in which indivuals are
preoccupied with their material possessions
of physical well-being
Ego integrity Late Stage of faculty reality, recognizing and Wisdom
vs Despair Adulthood accepting it. Individual take stock of the
(Old Age to years that have gone before.
Death)
Some feel a sense of satisfaction with their
accomplishment.

Others experience despair, the feeling that

the time is too short for an attempt to start
another life and to try out alternative roads to
integrity

PIAGET’S THEORY OF COGNITIVE DEVELOPMENT

Piaget defined four stages of cognitive development, within the stages of growth, then finer units or
schemas. To progress from one period to the next, children reorganize their thinking processes to bring
them closer to adult thinking.
The Sensory Motor Period
Sensorimotor Stage. Piaget’s first stage of intellectual; developmental in which the child moves from the reflexive
activities of reading, grasping, and sucking to more highly organized forms of activity.
OBJECT PERMANENCE. Piaget’s term for children’s understanding that objects continue to exist even when they
are out of sight.
With increased development, intentional behavior emerges, in which infants try to solve simple problems.

The pre-operational stage

Pre-operational stage is the second stage in Piaget’s theory of cognitive development in which the lack of logical
operations forces children to make decisions based on their perceptions
Piaget’s term pre-operational stage because the child has not yet mastered the ability to completely manipulate these
symbols mentally.
Piaget described the pre-operational child’s thinking as EGOCENTRIC. That is, the pre-operational children cannot
put themselves in other’s shoe or see someone else’s perspective.
EGOCENTRISM- tendency of young children to assume that everyone views that world in the same way they do and
that they are, quite literally, the center of everything.
CENTRATION- the tendency to focus on one perpetual aspect of an event to the exlcusions of others.
CONSERVATION- Piagetian term for realization that certain properties of an object (ex. Weight and length) remain
the same regardless of changes in its other properties. (ex shape and position)
ANIMISM- children’s tendency to attribuite life to inert objects.
TRANSDUCTIVE- reasoning feature of pre-operations in which the child neither reasons deductively nor inductively.