Summary: Child and Adolescent Development Objectives • Define theories of child development and identify how they can be useful in working with young children and their families • Explore how knowledge of developmental theories can guide you in your interactions with children (and parents) • Identify the thought leaders in developmental psychology • Identify the major psycho-social milestones for each age group • Learn about things that may thwart development • Identify protective factors for healthy development • Conceptualize behaviors as goal-driven in order to better understand their purpose and provide appropriate redirection Approach • Feelings are accompanied by physiological responses and behavioral urges which are mediated by • Parenting and getting needs met (biological, safety, belonging(Maslow & Erikson)) • Social learning (Home, school, media (Bandura, Watson and Skinner)) • Cognitive development (Piaget) • The environment (Brofenbrenner & Vygotsky) Psychosocial Theory • Erikson • Believed that development is life-long. • Emphasized that at each stage, the child acquires attitudes and skills resulting from the successful negotiation of a psychological conflict. • Basic trust vs mistrust (birth – 1 year) • Autonomy vs shame and doubt (ages 1-3) • Initiative vs guilt (ages 3-6) • Industry vs inferiority (ages 6-11) • Identity vs identity confusion (adolescence) • Intimacy vs isolation (young adulthood) • Generativity vs stagnation (middle adulthood) • Integrity vs despair (the elderly) Erickson's Stages Psychosocial Development • The stages • Hope: Trust vs. Mistrust (Infants, 0 to 1 year) • Interferences • Child does not have basic food, shelter, safety, love needs met • Manifestations • Inability to trust self or others • Reliance on others to tell them what they need • Lack of a sense of worthiness for basics • Discomfort with and craving of attention • Irritability/anxiety • Establishment/Re-Establishment • Consistency • Compassion • Care (Ensure basic needs are met) Psychosocial Development cont… • Will: Autonomy vs. Shame & Doubt (Toddlers, 2 to 3 years) • Interferences • Overly permissive or overly strict parents • Lack of praise for exploration and experimentation • Manifestations • Low self-esteem/need for external validation • Lack of motivation • Establishment/Re-Establishment • Encourage child to explore and experiment • Praise child for trying even if he fails • Reassure child that you love him for who he is Psychosocial Development cont… • Purpose: Initiative vs. Guilt (Preschool, 4 to 6 years) • Interferences • Overly strict/enmeshed parents • Lack of encouragement to take risks • Manifestations • Low self-esteem/need for external validation • Difficulty making or maintaining friends • Unclear what he likes, wants, feels • Establishment/Re-Establishment • Encourage child to explore and experiment • Praise child for trying even if he fails • Reassure child that you love him for who he is • Encourage children to develop friendships with a variety of people Psychosocial Development cont… • Competence: Industry vs. Inferiority (Childhood, 7 to 12 years) • Interferences • Lack of consistent support and encouragement • Manifestations • Low self-esteem/need for external validation • Lack of motivation • Establishment/Re-Establishment • Encourage child to develop skills in areas in which he can excel • Praise child for trying even if he fails • Reassure child that you love him for who he is Psychosocial Development cont… • Fidelity: Identity vs. Role Confusion (Adolescents, 13 to 19 years) • Interferences • Lack of support for individual wants, needs or goals • Lack of stable, consistent relationships • Manifestations • Low self-esteem/need for external validation • Lack of motivation • Establishment/Re-Establishment • Encourage child to develop skills in areas in which he can excel • Provide support when the child’s world seems chaotic • Reassure child that you love him for who he is Behaviorism • Developed as
