Good Morning…

CHILD PSYCHOLOGY
THE 80/20 PRINCIPLE

• Vilfredo pareto’s theory

• 20% of your work fetches your 80% of marks
• 80% of your work fetches the other 20% of your
marks
HOW TO MAKE THE 80% OF WORK
TO GET COMPLETED WITH EASE?
• Voice recorders….
• Record with your own voice what all you feel difficult to revise
and remember
• Replay it when you are in an environment unsuitable for
studying
• 30% of your recall work gets completed
• Use the extra time you have got to learn new stuff
 CLASSIFICATION OF THEORIES OF
PSYCHOLOGY

• Psychosexual theory – Sigmond Freud,1905

Psychodynamic • Psychosocial theory – Erik Erikson,1963
theories (P2C) • Cognitive theory – Jean Piaget,1952

• Social learning theory – Albert

Behavior Bandura,1963
• Operant conditioning – Skinner B.F,1938
learning • Classical conditioning – Ivan Pavlov,1927
theories (SOCH) • Hierarchy of needs – Abraham Maslow,1954
 PSYCHIC STRUCTURE
Pleasure principle
ID
Immediate gratification
Impulsive, primary,
inborn

Reality principle
EGO Acceptable way to
satisfy the Id
Deliberate, rational

Perfection principle
SUPER EGO Internal censor
Judgmental,
internalized standard
 is innate
ID
* The Id is ruled by The Pleasure Principle:
(I WANT, I WANT, I WANT, I WANT!!!!!)
* Pleasure Principle: Cares only about immediate self-
gratification; does not care about deferring, doesn’t care
about others.
* is the source of libidinal energy

* contains basic drives: hunger, thirst, aggression, anger,

destruction
* contains no logic or rational thoughts, just DESIRES
 EGO
• Develops as the Id comes into contact
with reality
• Governed by the reality principle
• uses reasoning in order to come to
conclusions
• serves as a check on the Id--delays
actions until they are “reasonable.”
 SUPEREGO

 Develops as a result of internalizing

parental standards and values

 Has two aspects:

CONSCIENCE EGO IDEAL
 CONSCIENCE
(SUPEREGO)

Tells us what NOT to do and punishes us

if we do something wrong by making us
have feelings of...

GUILT
EGO IDEAL
(SUPEREGO)
Tells us what to do. It is the
POSITIVE aspect of the
superego.

• Provides goals for life

• Is the source of ideals

 Ego defense mechanisms
• Displacement
• Transfer of desires or impulses onto a
substitute person or object

• Projection
• This is where characteristics or desires
that are unacceptable to a person’s ego
are externalized onto someone else
• Reaction formation
• A person displays behavior that is exact
opposite of an impulse that he dare not
express or acknowledge

• Regression
• An individual attempts to avoid current
anxiety by withdrawing to the behavior
patterns of an earlier age
• Repression
• Primary repression – the expulsion of
thought and memories that might
provoke anxiety from the conscious
mind
• Primal repression – the process by which
hidden id impulses are blocked from
ever reaching consciousness.
• Rationalization:
• Attempt to explain our behavior to
ourselves and others in a socially
acceptable way - finding logic to ones
action

• Denial:
• A person may deny some aspect of reality
• Identification
• This is incorporating an external object
into one’s own personality – one may act
and feel like some one else
 FREUDIAN CONCEPTS

PERSONALITY CONSTRUCTS STAGES OF DEVELOPMENT

• ORAL
• SUPER EGO
• ANAL
• EGO • PHALLIC(ODEPIUS)

• ID • LATENCY
• GENITAL
 Oral Stage : Birth to 1.5 year
 Interaction with environment : mother's breast is not only
is the source of food – represents her love and care and
feeling of safety. Satisfy drive of hunger and thirst by
breast or bottle

 Insufficient and forceful feeding----oral fixation

 If fixated after weaned:

Over Dependency
Over Attachment
• Symptoms of oral fixation ---- smoking, constant chewing
of gums, pens, pencils, nail biting, thumb sucking,
overeating, drinking etc.

• Excessive optimism and pessimism, demandingness,

envy and jealousy.

• Successful resolution-----trust on others, self reliance and

self trust.
 Anal Stage: 1.5 - 3 years
Neuromuscular Control: Pleasure of reducing tension is by
defecating
control over sphincters

Toilet training – is the first and prototype cooperative

activity seen b/w child and parent.
– Self-control
– Freedom of action
Objectives – attempts to achieve autonomy and
independence
• Anal fixation—
- anal expulsive personality - unclean
- anal retentive personality – very clean
obsessive compulsive neurosis

• Successful resolution---
- personal autonomy
- independence
• - initiative
- co-operation
 URETHRAL STAGE
• Transitional stage btn anal and phallic
stages
• Similar traits of anal stage
 Phallic Stage: 3 – 6 years

 The child's central interest shifts to genital region -- the

child is attracted to the opposite sex parent and envies
same sex parent.
Oedipus Complex
Electra complex

 gender identity emerges during this phase i.e child

differenciates b/w female and males
 Phallic fixation—
Boys ---anxiety and guilt feelings about sex, fear of
castration, narcissism.
Girls ---envy and inferiority
• Oedipus Complex
- A boy’s develops attraction towards his mother and
enemity towards his father

- the male child recognizes his fathers superiority and

hence attempts to become more like a man.
Castration Anxiety
$ Unconscious fear of loss of genitals
$ Fear of powerful people overcoming them
$ Fear of revenge of the powerful people
Resolution – occurs when the child identifies himself with his
father

- castration anxiety diminishes.

• Electra complex

 Here the girls develop attraction towards the father and

her mother becomes the enemy.

 They also realize the morphological diff b/w boys & girls.

 A girl’s feelings of inferiority and jealousy

 Latency Period: 5-11 years of age
• No erogenous zones
• Time between resolution of Oedipus/electra complex
and puberty

• Interaction with environment ---

- focus on other aspects of life, mastery of skills
- time for learning and adjusting to social environment
(school)
- same sex friendship
- Involves themselves in sports
Genital Stage - Adolescence (11-13yrs)
to Adulthood
 Divided into – preadolescent, early adolescent.
middle, late, post adolescent periods

 Renewed sexual interest and desire, the child

makes contact with opposite sex

 Separation from parents, Mature sense of

personal identity

 Social and cultural interactions

 Psychosocial theory
Also known as theory of developmental tasks

Founder – Erik Erikson

He said that society(environment) influence

child behavior and how child react to society
leads to personality development

Acc to him, child passes through 8 stages

In each stage child faces various developmental

tasks

If child copes with them successfully leads to

positive outcome and if not negative outcome will
result
 Basic trust Vs Basic mistrust (Birth-18
months)
Introduction:
• Dependent on mother or mother substitute for his
nutritional, emotional and physiologic needs

• Child-mother bond should develop to allow child to

develop trust in the world

Positive outcome:
• If needs are met by parents, infants develop a
secure attachment with parents but also learn to
trust their environment as well

Negative outcome:
• If needs are not met infant will develop mistrust
towards people, environment and even towards
themselves
 AUTONOMY V/S DOUBT
Introduction:
Child start moving away from mother
Child learn to walk, talk, use toilets and
develop sense of autonomy

Positive outcome:
If parents encourage child and reassure
him when he make mistakes, the child will
develop confidence to cope with future
situations that require choice, control and
independence

Negative outcome:
If parents do not encourage the child when
he makes mistakes child feels ashamed of
his behavior and will have too much doubt
of his abilities
 Initiative Vs guilt (3-5yrs)
Introduction:
Child begins to develop more freedom, motor
skills, increase physical activity and motion,
extreme curiosity and questioning

Major task for parents or teachers to channel

the initiatives of child

Positive outcome:
If encouraging parents help the child to learn
to accept the concept of right and wrong

Negative outcome:
If child initiative are constantly curtailed by
parents, he may develop a sense of guilt and
may come to believe that its wrong to be
independent.
 Industry Vs Inferiority(6-11yrs)
Introduction:
• Child works to acquire academic and social
skills to compete in environment, set up his
industry in competitive world

• School is important at this stage, child learn to

make things, use tools and acquire skills

Positive outcome:
• Children discover pleasure in being productive,
seeking success, will develop a sense of
competence

Negative outcome:
• If not productive or being compared to children
who are academically, socially, physically better,
can develop a sense of inferiority and
uselessness
 Identity Vs Role confusion(12-
18yrs)
Introduction:
This is the time when child question himself
‘Who Am I’
Child search for his own identity which
includes both a feeling of belonging to
larger group and a realization that one can
exist outside family

Positive outcome:
Child emerge out with strong
personality/identity and ready to plan for
future

Negative outcome:
Confused adolescent emerge out, unable
to make decisions and choices about
vocation, sexual orientation and his role in
life as such
CLINICAL IMPORTANCE
Most orthodontic treatment is carried out during
the adolescent period

External motivation is from pressure from

others
Internal motivation is provided by individual’s own
desire for treatment to correct a defect.

Approval of the group is extremely important

 Intimacy Vs Isolation

Introduction:
Stage begin with attainment of intimate
relationships with others

Positive outcome:
Development of intimate relationships needs
compromises and sacrifices, so person learn to
adapt to the society

Negative outcome:
Child will be isolated, fear commitment, unable to
depend upon anybody in this world
• Generativity vs. Transmitting something positive to the
Stagnation next generation
Middle Adulthood
Life review and retrospective evaluation
of one’s past
• Integrity vs. Despair
Late Adulthood
FOCUS

• We are all consumed by our tiny white screens

• Leave groups
• 90/90/1 rule
• For next 90 days spend the first 90 minutes of your work day
on the single most important immediate goal of your life
• Tight bubbles of total focus
• Install your environments
• Be hard to reach
• We spend 2.1 hrs in our distractions
• It takes 21 mins to get back to the same focus
• Go device free
• Choose your peer group really really well
• People with the same goals
• Mirror mirror on system in brain
• We always model the behavior of the dominant person
in the group
• Emotional contagiousness
• Learned minimalism
• Secret to being a genius is not complexity, its simplicity
• Be a world class on just a few things
• Keep one or two goals
• Rather than being in lots of whatsapp groups, just be in one or
two which is of your level
• Deal with few issues
 Cognitive development- Jean Piaget
•This theory is based on ways that
children think and acquire
knowledge

•Every individual is born with

capacity to adjust or adapt to
both physical and socio-cultural
environment in which he has to live

•Environment does not shape child

behavior – child and adult actively
seek to understand environment
 Process of adaptation
• Adaptation occurs through two complimentary process:
• Assimilation
• Accommodation
• Equilibration
• E.g a child knows that things which flies in air is a bird,
but when he/she sees a helicopter he/she cannot
assimilate it to a bird.
The parents then provide the new word helicopter and
explain the diff b/w the two. This is process of
accommodation.
• Now as assimilation & accommodation has occurred the
child is in cognitive equilibrium.
 Sensorimotor stage (0 – 2 yrs)
• New born – dependent on reflex activity

• Foundation of language and simple reflexes coordinated

• Permanence of object.

• Communication between child and adult extremely

limited.
• Simple modes of thought - foundation of language
development
• Little ability to interpret sensory data
Preoperational stage (2 – 6 yrs)
• symbolic activity starts in this stage
• Capacity to form mental symbols and words
representing things not present.
• Animism: investing inanimate objects with life.
symbolic fantasy, play and language
Giving dental instruments and equipment, life

• Egocentrism.: child is incapable of assuming another

person’s point of view

• Understand language in concrete or literal sense

• Logical reasoning limited and child’s thought process
are dominated by immediate sensory impressions
 Concrete operational stage(6 – 12 yrs)
1. After a yr of preschool-improved ability to reason
2. Develops ability to use complex mental operations: like
addition,substraction
3. Understanding based on concrete objects

4. INSTRUCTIONS ILLUSTRATED WITH

CONCRETE OBJECTS
Eg: This is your retainer. Put it in your mouth like
this, and take it out like that. Put it in every
evening right after dinner before you go to bed, and
take it out before breakfast every morning. Brush
it like this with an old tooth brush to keep it clean.
CONSERVATION:
is the ability to recognize that, although
the shape of objects may change, the
objects still maintain or conserve other
characteristics

REVERSIBILITY: is the capacity to

understand the relation between things,
to realize that one thing can turn into
another and back again-
Eg: ice and water.
 Formal operation stage (11 to 15 yrs)

1. Child can now deal with abstract reasoning

2. Child treated as an adult
3. The child is INFLUENCE OF PEER PRESSURE
AND feel that they are CONSTANTLY
BEING OBSERVED.(imaginary audience)
 CLASSICAL CONDITIONING THEORY
IVAN PAVLOV

This mode of learning is referred as learning by association.

 UNCONDITIONED
STIMULI
PAIN OF INJECTION

FEAR & CRYING

FIRST DENTAL VISIT WHITE COAT ( NEUTRAL
(RESPONSE)
STIMULI)

FEAR AND CRYING

SECOND DENTAL VISIT SIGHT OF WHITE COAT
( RESPONSE)
( CONDITONED STIMULI)
 CLINICAL IMPLICATION
• EXTINCTION OF
CONDITIONED BEHAVIOUR: if
the association between a
conditioned and an unconditioned
stimulus is not reinforced, the
association b/w them will be less
strong & slowly will no longer
exist.
• This extinction can be done by:
Desensitization e.g. tell show do
technique
Relaxation , breathing exercises.
• DISCRIMINATION:
e.g. A child is conditioned to hospital setting
( place where painful things happen)

Child is taken to a setting different from the

hospital setting e.g. dental clinic( painful
injections does not necessarily occur)

This causes discrimination b/w two diff

settings and thus the generalized response
to any office as a place where painful things
occur will be extinguished
• Latest study – 66 days of practice needed to form a habit
•CHANGE
• Hard at the beginning
• Messy in the middle
• Gorgeous at the end
 Operant conditioning-
B.F. Skinner
Extension of classical conditioning
It relies on 3 main laws:
1. Law of the effect :means that a response
will be strengthened or weakened, depending
on the positive or negative consequences
that accompany it.

2. Law of exercise: means that patterns are strengthened

through repetition until this pattern becomes a habit.

3. Law of readiness: means that when a organism is ready

for a particular activity, the performance of that activity
is satisfying whereas the Inhibition of it is annoying.
• Behavior depends on two basic type of
consequence: reinforcement and aversive learning

• REINFORCEMENT: If a response results in

obtaining a goal, this response is rewarded.
Increases the likelihood that response will be
repeated.

• AVERSIVE LEARNING: To suppress an undesired

behavior.
Operant behaviors are voluntary and not
a reflexive response
Consequence of behavior is itself a
stimulus that effects future behavior
IN CLASSICAL CONDITIONING A
STIMULUS LEADS TO A RESPONSE
IN OPERANT CONDITIONING A
RESPONSE BECOMES A FURTHER
STIMULUS
Behavior shaping – it is building response
by reinforcing its components in a step by
step manner
FOUR BASIC TYPES OF OPERANT CONDITIONING
(distinguished by nature of consequence) :
• POSITIVE REINFORCEMENT:
If pleasant consequence follows
response.
Reinforcements are of three types
social: pat, hugs and praise
token: golden star, well done badges.
unlearned rein forcers: toys, food.
.
NEGATIVE REINFORCEMENT:
Involves removal withdrawal of
unpleasant stimuli following response.
eg. The child is showing temper
tantrums and the treatment is stopped
OMISSION (Time-out):
Involves removal of pleasant stimulus
after a particular response
eg.Favorite toy of a child is taken away who throws temper tantrums for short
time probability of similar behavior decreased.
PUNISHMENT: Introduction of unpleasant stimulus is
presented after response the probability that the behavior
that prompted the punishment will occur in future is reduced.
e.g.. Use of palatal rake in correction of tongue thrusting habit,
hand over mouth technique and physical restraints.
NOTE :

• Positive and negative reinforcements are most suitable

types of operant conditioning for use in dental office

• Older children are just as susceptible to positive

reinforcement as younger ones
• The other two types of operant conditioning – sparingly
used.

• Techniques such as – voice control, HOME, some physical

management tech. – k/n as AVERSIVE CONDITIONING –
USED WITH CAUTION.

• Operant conditioning that occurs in one situation can be

generalized to similar situations.
• Connect with your loved ones
• Ask them how much they believe that you can
achieve your goal
 BEHAVIOURAL LEARNING THEORY
Given by ALBERT BANDURA ( 1967)

The foundation of social learning theory is

that behavior is acquired through imitation of
behavior observed in a social context

American actor JAMES BALDWIN said “

children have never been good listeners to
their elders, but they never failed to imitate
them”.

Behavioral shaping involves making the child to

observe models who behave appropriately in a
particular situation.
Models can be: patient modeling or audio visual
filming.
STAY INSPIRED

• You cannot be a legendary if you don’t have energy

• The power of circulation
• Meet people who have already achieved
• Get different thoughts
• Conversations are very educative
 Hierarchy of needs
• Given by ABRAHAM MASLOW
• He laid out five broader layers. The
physiological needs, the need for safety
and security, the need for love and
belonging, the need for esteem, and the
need to actualize the self, in order.
• Maslow’s hierarch of needs was an
alternative to the depressing
determinism of Freud and skinner.
• MOTIVATION ARISES FROM NEEDS

• When one need is satisfied another higher level of need

emerges – lower level of need does not act as a motivator

• People deprived of lower needs may defend themselves

by violent means – this behavior is not because they
enjoy doing so

• SOME NEEDS TAKE PRECEDENCE OVER OTHERS

E.g. If a person is hungry and thirsty – one tends
to take care of thirst first.
OVERCOMING FRUSTRATION

• We don’t see perfect people around us

• We always like to see perfect people around us
• We never see the imperfections of our own selves
• The idea of perfection sows the seed for
frustrations