Professional Documents
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PSYCHOLOGY
Presented by,
Mahesh. S. Wangi.
B.V.V.’S INSTITUTE OF
NURSING SCIENCES ,
BAGALKOT
This branch of psychology describes the processes and factors
that influence the growth and development in relation to the
behaviour of an individual from birth to old age.
It is further subdivided into branches like-
Child psychology,
Adolescent and adult,
Infancy:
The period of infancy begins with birth and lasts for 1 year.
The infant is called a neonate for the first 4 weeks after birth.
During the first 12 months the infant shows very rapid motor
development and learns to sit, stand and begins to walk.
Children in Hospital :
Bowlby (1951) argued strongly that disturbances in mental health
and personality development resulted from maternal deprivation
(lack).
Robertson, 1970; Howthorn, 1974, There is strong evidence that
very small children suffer from a sense of loss, mourning and
grief( intense sorrow) when away from their mothers.
Clarke and Clarke, 1976, At first the child may be fearful or
angry; later there is a stage of resignation with lack of interest and
an apparent inability to accept love or return affection. How much
this affects the child’s development and his/her ability to form
relationships with other people later on in life, depends to some
extent on the nature and duration of the separation from his/her
mother and on the mother child relationship before separation.
Rutter (1981) argues that the concept ‘maternal deprivation’
has been used to cover a wide range of different childhood
experiences, which have different effects on development.
The child will expect the nurse to share her time and attention with
him.
Adolescence (12 to 19 Years)
Adolescence is a period of rapid physical, intellectual, emotional and
social growth—a period of growing up.
Changes can be seen in height and weight, shape of the body, sound
of the voice, presence of pubic and facial hair and other external sex
characteristics.
Status,
Independence,
The adult too like the child and adolescent needs security, self-
realization and recognition.
Open awareness.
In closed awareness:
The patient and his family may be unaware of the impending death and
may even lack a full appreciation of the illness.
It may be that the relatives know but have decided that the patient
should not be told. Conversely, the patient may know the truth but does
not know if his closest relatives do.
This creates problems for both the patient and his family and a dilemma
for the nursing staff who may feel that the patient’s trust in them may
be threatened by less than honest communications.
In mutual pretence :
The patient, his family and the caregivers know that the prognosis is
mortal but choose not to discuss the subject.
Such mutual pretence is often motivated by concern to protect against
distress but in reality may lead to a sense of discomfort and burden
created by the absence of anyone in whom to confide.
In open awareness
All concerned know the truth and feel able to acknowledge and
discuss the impending death.
By doing so, the patient in particular is able to express his needs and
desires and experiences a continuing sense of belonging and
participating.
It must be said, however, that open awareness is not an easy option
and many still avoid it; some may feel able to discuss practical
arrangements but need support and understanding to come to terms
with their emotional responses.
Kubler-Ross (1969) having done extensive research with terminally
ill patients identified five stages of feelings and behaviour that
individuals experience in response to a real, perceived or anticipated
loss:
Stage I- Denial
Stage II- Anger
Stage III- Bargaining
Stage IV- Depression
Stage V- Acceptence
Stage I-Denial:
This is a stage of shock and disbelief.
The response may be one of “No, it can’t be true!”
Denial is a protective mechanism that allows the individual to cope
within an immediate time-frame while organizing more effective
defense strategies.
Stage II-Anger:
“Why me?” and “It is not fair!” are comments often expressed during
the anger stage.
Anger may be directed at self or displaced on loved ones, caregivers
and even God.
Stage III-Bargaining:
“If God will help me through this, i promise i will go to temple every
Monday and volunteer my time to help others”.
During this stage, which is generally not visible or evident to others, a
bargain is made with God in an attempt to reverse or postpone the loss.
Stage IV-Depression:
During this stage the full impact of the loss is experienced.
This is a time of quiet desperation and disengagement from all
associations with the lost entity.
Stage V-Acceptance:
The final stage brings a feeling of peace regarding the loss that has
occurred. Focus is on the reality of the loss and its meaning for the
individuals affected by it.
All individuals do not experience each of these stages in response to a
loss, nor do they necessarily experience them in this order. In some
individuals grieving behaviour may fluctuate and even overlap between
stages. However, it is desirable to help the patient to reach a state of
acceptance rather than die in despair. The nurse has to cope with the
emotions of dying patients and their relatives and accept the feelings
they express.
Mourning
When death eventually occurs friends and relatives go through a
period of mourning (sorrowing).
Grieving relatives may feel at times an obligation to suppress their
fears, appear tolerant, calm and unaffected.
Adult mourners sometimes feel that children should be protected
from discussions about death.
Some bereaved persons never establish a satisfactory life for
themselves after the death of spouse, parent or child.
They continue a life that becomes progressively more isolated and
depressed.
Worden (1983) described four tasks of bereaved.
Accepting the reality,
Accepting the pain that grief causes,
Adjusting to life without the loved one and
Able to reinvest emotions in other relationships.
Psychology of Groups:
The basic unit of study in social psychology is the group, which is
made up of two or more persons who Psychology for Nurses
regularly relate with each other. Members of a group are united by
social relations.
Values are the ideals of group, which decide whether something is good or
bad.
Norms are very closely related to values. If we behave according to cultural
norms we will be approved by others in that culture, called conformity.
The behaviour of a person who refuses to confirm to major social and cultural
norms is called antisocial behaviour.
Roles are behaviour patterns expected from people in certain social positions.
Each person in a society takes on different roles in daily life and behaves
according to the expectations of other people.
Our behaviour changes as we change our role.
Groups are crucial for the development of individuals and for some individuals
changes in health are possible to achieve with group support and
encouragement.
Health behavior is influenced greatly by the groups to which people belong and
for which they value membership.
People in groups work together and have definite objectives and goals, in
counselling, groups are formed with specific goals and intentions.
In a group, performance is enhanced by mutual support.
Certain factors, which help for better functioning of a group are: group
cohesion (uniformity of opinion) group facilitation (being flexible) and group
morale (positive group feeling).
Group Therapy
In group therapy several unrelated people meet with a therapist to discuss
some aspects of their psychological functioning.
People typically discuss their problems with the group, which is often centered
around a common difficulty such as alcoholism or lack of social skills.
The other members of the group provide emotional support and describe how
they have coped effectively with similar problems.
In group therapy several people are treated simultaneously, it is a much more
economical means of treatment than individual therapy.
Group is effective in changing the thinking, attitude and feelings of group
members. Interaction with other members in the group will help a patient to
develop an insight and to overcome many feelings.
REVIEW QUESTIONS
Long Essays
1. Describe psychological needs at different age levels —Role of a nurse.
2. Describe psychological needs of patients—Role of a nurse.
Short Essays
1. Vulnerable individuals. (Mar 2012)
2. Psychological development during adolescence. (Mar 2011)
3. Developmental stages of an individual. (Mar 2009)
4. Explain the stages of development. (Sept 2009)
Short Answers
1. Geriatric Problems. (Mar 2012)
2. Psychological needs of infants.
3. Grief. 4. Mourning and loss .