Please enable JavaScript.
Coggle requires JavaScript to display documents.
Human Growth and Development (indirect methods (defense mechanisms…
Human Growth and Development
Introduction to human growth and development
growth spans on individual lifetime
begins at birth
ends at death
measures physical changes
development
the process of becoming fully grown
refers to the changes in intellectual, mental, emotional, social and functional skills
more difficult to measure, but will proceed from simple tasks to more difficult tasks
healthcare workers need to be aware of the various stages and needs of the individual to provide quality healthcare
life stages
infancy
birth - 1 year
early childhood
1-6 years
late childhood
6-12 years
adolescence
12-20 years
early adulthood
20-40 years
middle adulthood
40-65 years
late adulthood
65 years and older
main types of development
physical
refers to body growth and includes height and weight changes. Muscles and nerve development and changes in body organs
mental and cognitive
refers to intellectual development and includes learning how to solve problems, make judgements, and deal with situations
emotional
refers to feelings and includes dealing with love, hate, joy, fear, excitement, and other similar feelings
social
refers to interactions and relationships with other people
each stage of growth and development builds on each other
it usually goes from a simple task to a more complex one
Erik Erickson
a psychoanalyst
identified 8 stages of psychosocial developments
these are the basic conflicts or needs that must be resolved at each stage
Erickson believed that if an individual is not able to resolve a conflict at the appropriate stage, the individual will struggle with the same conflict later on in life
how must understand that each life stage creates certain needs in people
Infancy
most rapid changes occur during first year of life
physical: body growth
newborn baby usually weighs 6-8 pounds and measures 18-22 inches long
end of first year weight is usually tripled and height is 29-30 inches
reflexes present at birth that allow the baby to respond to environment
moro or startle reflex
loud noise
rooting reflex
slight touch of cheek with turn
sucking reflex
slight touch of lips
grasp reflex
2-4 months
able to lift head, roll side to side, support on arms when prone, and grasp or reach objects
4-6 months
turn body completely around, accept objects handed to them such as bottle and with support hold head while sitting
8-10 months
crawl on hands and knees, pull themselves to sitting or standing position, use good hand mouth coordination
12 months
can walk without assistance, grasp objects with thumb and fingers and throw small objects, usually have 10-12 teeth by end of first year. eye sight poor may see black and white, only close up and by end of year see far away
mental: mind development
respond to discomforts like pain, cold, or hunger by crying
birth-can't speak
2-4 months
cooing or babble when spoken to, laughing out loud, and squeal with pleasure
6 months
understand some words and can make sounds such as mama and dada
12 months
understand many words and use single words in their vocabulary
emotional: feelings
newborns social excitement
4-6 months
distress, delight, anger, disgust, and fear
12 months
elation and affection for adults is evident
social: interactions and relationships with others
4 months
infants recognize their caregivers, smile readily, and stare at others
6 months
watch the activities of others, show signs of possessiveness and may become shy or withdraw in the presence of strangers
12 months
may still by shy around strangers, but socialize freely with familiar people, mimic sound and gestures, facial expressions, and vocal sounds
early childhood
physical development
age 6 average weight 45 pounds
height 46 inches
skeletal/muscle development
legs and lower body develop quicker
learn to write, draw, and use fork and knife
age 2-3 most teeth are in
between 2-4 bowel/bladder control
mental development
vocab of 1500-2000 words by age 6
2 year old short attention span, but like lots of activities
recognize letters and some words
ask frequent questions
make decisions based on logic rather than on trial and error
by age 6, make decisions based on both past and present experiences
emotional development
advances rapidly
1-2 years develop self-awareness and the effect on other people
defy limits that are set around age 2
gain self-confidence and want to learn
feel impatient, anger, tantrums
4-6 years gain more control over emotions
understand the concept of right and wrong
social development
self centered 1 year old to a social 6 year old
fear separation from parents
gradually put self aside and begin to take an interest in others
late childhood
physical developments
weight gain 4-7 pounds
height increases 2-3 inches per year
children engaging in more motor sensory physical activity
primary teeth are lost and permanent teeth
visual acuity is at it's least
10-12 secondary sexual characteristics
also known as preadolescence
mental development
speech skills more complex
reading and writing skills develop
use information to solve problems
memory more complex
understand abstract concepts such as loyalty, honesty, values, and morals
emotional development
emotions under control and dealt with in a more effective manner
10-12 sexual maturation and changes in body can lead to depression with periods of joy
can also leave the child restless, anxious, and hard to understand
social development
7 year old like to do things by themselves not group work
8-10 years old tend to be more group oriented and will form with same sex
accept opinions of others and learn to form to rules and standards and behavior by others followed in the group
adolescence
physical development
sudden growth spurt can cause rapid weight and height gain
girls 11-13, boys 13-15
muscle coordination slows down and awkwardness or clumsiness
puberty
development of secondary characteristics
mental development
increase in knowledge and sharpening of skills
learn to make decisions and accept responsibility for action
need reassurance, support, and understanding
emotional development
stormy and in conflict
feel inadequate and insecure
worry about appearance, their abilities, relationships with others
social development
spending less time with family and more with peers
seek security in groups of people own age with similar problems
if approval of others develop self confidence become more secure and satisfied
toward the end, move mature associate with adult behavior
needs of adolescence
anorexia nervosa
person drastically reduces food intake or refuses to eat
bulimia
binging and fasts or refuses to eat
bulimarexia
when a person induces vomiting or uses laxatives to get rid of food that had been eating
chemical abuse
the use of substances such as alcohol or drugs and the development of physical or mental dependence on the chemical
can occur at any life stage
reasons for use: anxiety or stress relief, peer pressure, escape from emotional or psychological problems, experimentation with the feelings the chemical produce, desire for instant gratification, hereditary traits, and cultural influences
can lead to physical and mental disorders and diseases
treatment
rehab
Suicide
one of the leading causes of death in adolescents
permanent solution to temporary solution
reasons
depression, grief over a loss, failure in school, inability to meet expectations, influence of suicidal friends or lack of self esteem
risks
major less or disappointment, previous suicide attempts, and or the recent suicide of friends, family, or role model
impulsive nature of adolescents will also increase the risk
most giving warning signs
sudden change in appetitte
withdrawal, depression, moodiness
excessive fatigue or agitation
neglect in person hygiene
alcohol or drug abuse
losing interest in hobbies or aspects of life
preoccupation with death
injuring body parts
giving away possessions
social withdrawal from friends and family
early adulthood
physical development
complete
prine childbearing time
mental development
purse additional education for career
independence, make career choices, establish life style, select marital partner, start family, establish values
emotional development
many emotional stresses related to career, family, and marriage
if strong- can cope with worries
find satisfaction with achievements
learn to accept criticism and profit from mistakes
middle adulthood
physical development
hair begins to thin and turn grey
skin begins to wrinkle
muscle tone decreases
learning loss
visual acuity
weight gain
mental development
mental ability increases
acquire an understanding of life
more confident in making decisions
emotional development
period of contentment and satisfaction or a time of crisis
emotional foundation of previous life stages determine emotional status
social development
depend on relationships, work relationships
late adulthood
physical development
on the decline
all body systems are affected
skin becomes dry, wrinkled, and thin
brown or yellow spots (age spots) appear
hair thins and lacks luster
bones become brittle and porous and more likely to break
cartilage between vertebrae thins and can lead to stooping posture
muscle tone is lost leads to fatigue and poor coordination
decrease in hearing and visual acuity, decrease in tolerance of temperature
memory loss
heart is less efficient
kidney and bladder less efficient
breathing capacity decreases and causes shortness of breath
mental development
more active you are the less you show signs
short term memory fades first
alzheimer's disease
irreversible loss of memory deterioration of intellectual functions, speech and gait disturbances and disorientation
arteriosclerosis
a thickening and hardening of walls of arteries can also decrease mental abilities
emotional development
some cope well, others become lonely, frustrated, withdrawn, and depressed
deal with retirement, death of a spouse, loss of friends, physical abilities decrease, financial problems, loss of independence, and knowledge that life is ending can cause emotional distress
social development
can lead to a low self esteem due to retirement
development of new social contacts is important at this time
senior centers, gold age groups, churches help provide
death and dying
death is the final stage of growth
experienced by everyone and no one escapes
young people tend to ignore it and pretend it doesn't exist
usually it is the elderly, who have lost other, who begin to think about their own death
terminal illness
a disease that cannot be cured and will result in death
people react in different ways
some act in fear and anxiety
fear abandonment and loneliness
fear the unknown
anxious about loved ones and unfinished dreams
anxiety will diminish when they feel they have led full lives and who have strong religious beliefs regarding life after death
Dr. Elizabeth Kubler-Ross
was the leading expert in the field of death and dying and because of her research
most medical personnel now believe patients should be informed of approaching death
patients should be left with some hope and know they will not be left alone
staff need to know extent of information known by patients
Dr. Kubler-Ross identified 5 stages of grieving
dying patients and their family and friends may experience these stages
stages may occur in order
some patients may not progess through them all, others may experience several stages at once
denial
refuses to believe. "No, not me" stage. The person is told of a terminal illness and cannot accept the reality of death or when the person feels loved ones cannot accept the truth. Healthcare workers should listen to patients and try to provide support without confirming or denying
anger
when no longer able to deny. "Why me?" or "It's your fault." The patient may strike out at anyone who come in contact with them and they can become hostile and bitter. They blame themselves, loved ones, and healthcare workers. It is not a personal attack; it's anger. Provide understanding and support
bargaining
accepts death, but wants more time. Patients turn to religion and spiritual beliefs. The will to live is strong, they want to see children graduate or get married, so they make promises to God to obtain more time
depression
realizes death will come soon and will no longer be with family and friends. May express regrets and withdraw and become quiet. Healthcare workers need to be patients and know that it's ok to be depressed. Provide quiet understanding, support, and a simple touch will allow patients to cray and express grief
acceptance
understand and accepts the fact they are going to die. Patients may complete unfinished business and try to help those around them deal with the death at the end they are at peace and die with dignity. They still require support and presence or others. Touch is important
Hospice
palliative care only (care that provides support and comfort)
often in patients home but can be in hospital, or nursing home
hospice is not limited to a specific time period in patient life usually when dr states less than 6 month. Don't need a dr to write a script; a family member can call hospice to get the ball rolling
Philosophy
allow patient to die with dignity and comfort
provide hospital equipment (bed, wheelchair, bedside commodes, offer psychological help spiritual, social and financial counseling, and provide free or less expensive medications
personal care in hospital it is by staff, in the home, it is provided by home health aides
volunteers are very important, stay with patient after family leaves, provide support for their patients
after death contact and services remain with the family during time of intial mouring
Right to die
ethical issue must be addressed by healthcare workers
laws allowing "right to die"
under these law, specific actions to end life cannot be taken
hospice encourages LIVE promise
Learn about end of life service and care
Implement plans or advanced directives to ensure wishes are honored
Voice decisions
Engage others in conversation about end of life care options
dying person's bill of rights
death is a part of life
heathcare worker must understand death and dying process and think about needs of dying patient
then, heathcare worker will be able to provide the special care these individuals need
Maslow's hierarchy of needs
a noted psychologist developed these and stated the lower needs need to be met first before a person can strive to meet higher needs
needs: lack of something that is required or desired
needs exist from birth to death
needs influence our behavior
needs have a priority status
meeting the needs
motivation to act when needs felt, if the action is satisified then you have a
sense of satisfaction when needs met
sense of frustratio when needs not met
must prioritize when several needs are felt at the same time
different needs can have different levels of intensity. The more intense then need is the greater the desire is
direct methods
all these methods are direct toward meeting the need
students who constantly fail tests and want to pass have a need for sucess
hard work
listening more in class, asking questions when not understanding studying longer
realistic goal
work on 1 aspect at a time, study and look at notes 3-5 times a night
situation evaluation
ask yourself why are you not doing well, quit doing the same thing and expect different results
cooperation
work with others, ask for assistance, have people quiz you, get a tutor
indirect methods
these reduce the need and help relieve the tension created by the unmet need
the need is still present, but it's intensity just decreases
defense mechanisms
unconscious acts that help a person deal with an unpleasant situation
provide methods for maintaining self esteem and relieving discomfort
rationalization
reasonable excuse for the behavior to avoid the real reason
projection
placing the blame of one's actions on someone else
displacement
transferring feelings about a person to someone else
compensation
substituting one goal for another to achieve success
repression
transferring of unacceptable or painful ideas, feelings, or thoughts into the unconscious, mind-forget
suppression
individual is aware of the unacceptable feelings and refuses to deal with them
denial
disbelief of an event or idea to shocking for a person to cope with
withdrawal
avoids a conflict
daydreaming
dreamlike process that occurs when a person is awake because not satisfied with reality
Shelby Kutchey