Mod 1 (part 2) (dev. theories, DM purpose)

I (0–1) Infant

Psychosocial Crisis: Trust vs Mistrust; Significant Relation: Mother; Psychosocial Modalities: To get, to give in return; Psychosocial Virtues: Hope, Faith; Maladaptations & Malignancies: Sensory distortion – Withdrawal (Erik Erikson’s Psychosocial Development Theory)

Trust vs Mistrust

Psychosocial crisis of infancy (0–1) involving developing trust or mistrust; Significant relation is the mother. (Erik Erikson’s Psychosocial Development Theory)

Mother

Significant relation for the infant stage. (Erik Erikson’s Psychosocial Development Theory)

To get, to give in return

Psychosocial modality of infancy. (Erik Erikson’s Psychosocial Development Theory)

Hope, Faith

Psychosocial virtues developed during Trust vs Mistrust. (Erik Erikson’s Psychosocial Development Theory)

Sensory Distortion – Withdrawal

Maladaptation and malignancy of infancy. (Erik Erikson’s Psychosocial Development Theory)

IV (7–12 or so) School-Age Child

Psychosocial Crisis: Industry vs Inferiority; Significant Relations: Neighborhood and School; Psychosocial Modalities: To complete, to make things together; Psychosocial Virtue: Competence; Maladaptations & Malignancies: Narrow Virtuosity – Inertia (Erik Erikson’s Psychosocial Development Theory)

Industry vs Inferiority

Psychosocial crisis of school-age child (7–12 or so) involving developing competence or feelings of inferiority. (Erik Erikson’s Psychosocial Development Theory)

Neighborhood and School

Significant relations for the school-age child stage. (Erik Erikson’s Psychosocial Development Theory)

To complete, to make things together

Psychosocial modality of school-age child. (Erik Erikson’s Psychosocial Development Theory)

Competence

Psychosocial virtue developed during Industry vs Inferiority. (Erik Erikson’s Psychosocial Development Theory)

Narrow Virtuosity – Inertia

Maladaptation and malignancy of school-age child. (Erik Erikson’s Psychosocial Development Theory)

V (12–18 or so) Adolescence

Psychosocial Crisis: Ego-Identity vs Role Confusion; Significant Relations: Peer Groups, Role Models; Psychosocial Modalities: To be oneself, to share oneself; To lose and find oneself in another; Psychosocial Virtues: Fidelity, Loyalty; Maladaptations & Malignancies: Fanaticism – Repudiation (Erik Erikson’s Psychosocial Development Theory)

Ego-Identity vs Role Confusion

Psychosocial crisis of adolescence (12–18 or so) involving development of identity or confusion about roles. (Erik Erikson’s Psychosocial Development Theory)

Peer Groups, Role Models

Significant relations for adolescence. (Erik Erikson’s Psychosocial Development Theory)

To be oneself, to share oneself; To lose and find oneself in another

Psychosocial modalities of adolescence. (Erik Erikson’s Psychosocial Development Theory)

Fidelity, Loyalty

Psychosocial virtues developed during Ego-Identity vs Role Confusion. (Erik Erikson’s Psychosocial Development Theory)

Fanaticism – Repudiation

Maladaptation and malignancy of adolescence. (Erik Erikson’s Psychosocial Development Theory)

VI (The 20’s) Young Adult

Psychosocial Crisis: Intimacy vs Isolation; Significant Relations: Partners, Friends; Psychosocial Modalities: To lose and find oneself in another; Psychosocial Virtue: Love; Maladaptations & Malignancies: Promiscuity – Exclusivity (Erik Erikson’s Psychosocial Development Theory)

Intimacy vs Isolation

Psychosocial crisis of young adulthood involving forming intimate relationships or experiencing isolation. (Erik Erikson’s Psychosocial Development Theory)

Partners, Friends

Significant relations for young adults. (Erik Erikson’s Psychosocial Development Theory)

To lose and find oneself in another

Psychosocial modality of young adulthood. (Erik Erikson’s Psychosocial Development Theory)

Love

Psychosocial virtue developed during Intimacy vs Isolation. (Erik Erikson’s Psychosocial Development Theory)

Promiscuity – Exclusivity

Maladaptation and malignancy of young adulthood. (Erik Erikson’s Psychosocial Development Theory)

VII (Late 20’s to 50’s) Middle Adult

Psychosocial Crisis: Generativity vs Self-Absorption; Significant Relations: Household, Workmates; Psychosocial Modalities: To make be, to take care of; Psychosocial Virtue: Care; Maladaptations & Malignancies: Overextension – Rejectivity (Erik Erikson’s Psychosocial Development Theory)

Generativity vs Self-Absorption

Psychosocial crisis of middle adulthood involving creating, caring for, and contributing to others. (Erik Erikson’s Psychosocial Development Theory)

Household, Workmates

Significant relations for middle adulthood. (Erik Erikson’s Psychosocial Development Theory)

To make be, to take care of

Psychosocial modality of middle adulthood. (Erik Erikson’s Psychosocial Development Theory)

Care

Psychosocial virtue developed during Generativity vs Self-Absorption. (Erik Erikson’s Psychosocial Development Theory)

Overextension – Rejectivity

Maladaptation and malignancy of middle adulthood. (Erik Erikson’s Psychosocial Development Theory)

VIII (50’s and Beyond) Old Adult

Psychosocial Crisis: Integrity vs Despair; Significant Relations: Mankind or “My Kind”; Psychosocial Modalities: To be, through having been, to face not being; Psychosocial Virtue: Wisdom; Maladaptations & Malignancies: Presumption – Disdain (Erik Erikson’s Psychosocial Development Theory)

Integrity vs Despair

Psychosocial crisis of old adulthood involving acceptance of one’s life or despair. (Erik Erikson’s Psychosocial Development Theory)

Mankind or “My Kind”

Significant relation for old adulthood. (Erik Erikson’s Psychosocial Development Theory)

To be, through having been, to face not being

Psychosocial modality of old adulthood. (Erik Erikson’s Psychosocial Development Theory)

Wisdom

Psychosocial virtue developed during Integrity vs Despair. (Erik Erikson’s Psychosocial Development Theory)

Presumption – Disdain

Maladaptation and malignancy of old adulthood. (Erik Erikson’s Psychosocial Development Theory)

Birth to Onset of Language

Primary need for bodily contact and tenderness; Prototaxic mode dominates (no relation between experiences); Primary zones are oral and anal; If needs are met, infant has sense of well-being; unmet needs lead to dread and anxiety. (Harry Sullivan’s Stages of Healthy Interpersonal Development)

Primary Need for Bodily Contact and Tenderness

Main developmental feature from birth to onset of language. (Harry Sullivan’s Stages of Healthy Interpersonal Development)

Prototaxic Mode

No relation between experiences. (Harry Sullivan’s Stages of Healthy Interpersonal Development)

Primary Zones: Oral and Anal

Main bodily zones during birth to onset of language. (Harry Sullivan’s Stages of Healthy Interpersonal Development)

Sense of Well-Being

Develops when infant needs are met. (Harry Sullivan’s Stages of Healthy Interpersonal Development)

Dread and Anxiety

Result when infant needs are unmet. (Harry Sullivan’s Stages of Healthy Interpersonal Development)

Language to 5 Years

Parents viewed as source of praise and acceptance; shift to parataxic mode; primary zone is anal; gratification leads to positive self-esteem; moderate anxiety leads to uncertainty and insecurity; severe anxiety results in self-defeating patterns of behaviors. (Harry Sullivan’s Stages of Healthy Interpersonal Development)

Parataxic Mode

Experiences are connected in sequence to each other. (Harry Sullivan’s Stages of Healthy Interpersonal Development)

Positive Self-Esteem

Results from gratification during language to 5 years stage. (Harry Sullivan’s Stages of Healthy Interpersonal Development)

Moderate Anxiety

Leads to uncertainty and insecurity. (Harry Sullivan’s Stages of Healthy Interpersonal Development)

Severe Anxiety

Results in self-defeating patterns of behaviors. (Harry Sullivan’s Stages of Healthy Interpersonal Development)

5–8 Years

Shift to the syntaxic mode begins; opportunities for approval and acceptance of others; learn to negotiate own needs; severe anxiety may result in a need to control or restrictive, prejudicial attitudes. (Harry Sullivan’s Stages of Healthy Interpersonal Development)

Syntaxic Mode

Thinking about self and others based on analysis of experiences in a variety of situations. (Harry Sullivan’s Stages of Healthy Interpersonal Development)

8–12 Years

Move to genuine intimacy with friend of the same sex; move away from family as source of satisfaction in relationship; major shifts to syntaxic mode; capacity for attachment, love, and collaboration emerges or fails to develop. (Harry Sullivan’s Stages of Healthy Interpersonal Development)

Genuine Intimacy

Develops with friend of the same sex during 8–12 years. (Harry Sullivan’s Stages of Healthy Interpersonal Development)

Attachment, Love, and Collaboration

Capacities that may emerge or fail to develop. (Harry Sullivan’s Stages of Healthy Interpersonal Development)

Puberty to Adulthood

Lust is added to interpersonal equation; need for special sharing relationship shifts to opposite sex; new opportunities for social experimentation lead to consolidation of self-esteem or self-ridicule; areas of concern expand to include values, ideals, career decisions, and social concerns. (Harry Sullivan’s Stages of Healthy Interpersonal Development)

Lust

Added to interpersonal equation during puberty to adulthood. (Harry Sullivan’s Stages of Healthy Interpersonal Development)

0–2 Y.O.

Development proceeds from reflex activity to representation and sensory motor solutions to problem. (Jean Piaget’s Theory of Cognitive Development) Sensorimotor Stage

2–7 Y.O.

Problems solved through representation; language development; thoughts and language both egocentric; cannot solve conversation problems. (Jean Piaget’s Theory of Cognitive Development)

Egocentric Thought and Language

Thoughts and language are centered on oneself; cannot solve conservation problems. (Jean Piaget’s Theory of Cognitive Development)

7–11 Y.O.

Reversibility attained; can solve conservation problems; logical operation developed and applied to concrete problems; cannot solve complex verbal problems. (Jean Piaget’s Theory of Cognitive Development)

Reversibility

Ability to understand that actions or processes can be reversed. (Jean Piaget’s Theory of Cognitive Development)

Concrete Logical Operations

Logical operations applied to concrete problems. (Jean Piaget’s Theory of Cognitive Development)

11 Y.O. to Adulthood

Logically solves all types of problems; thinks scientifically; solves complex problems; cognitive structures mature. (Jean Piaget’s Theory of Cognitive Development)

Level 1: Obedience Orientation and Punishment

Reflexes cause actions: “I must follow the rule otherwise I will be punished.” (Lawrence Kohlberg’s Development of Moral Reasoning)

Level 2: Instrumental Relativist Orientation (Individualism, Instrumentalism and Exchange)

Conforms to obtain rewards or favors: “I must follow the rules for the reward and favor it gives.” (Lawrence Kohlberg’s Development of Moral Reasoning)

Level 3: Good-Boy-Nice Girl Orientation

Seeks good relations and approval of family group; orientation to interpersonal relations of mutuality: “I must follow rules so I will be accepted.” (Lawrence Kohlberg’s Development of Moral Reasoning)

Level 4: Society-Maintaining Orientation

Obedience to law and order in society; maintenance of social order shows respect to authority: “I must follow rules so there is order in the society.” (Lawrence Kohlberg’s Development of Moral Reasoning)

Level 5: Social Contract Reorientation

Concerned with individual rights and legal contract; social contract; utilitarian lawmaking perspective: “I must follow rules as there are reasonable laws for it.” (Lawrence Kohlberg’s Development of Moral Reasoning)

Level 6: Universal Ethical Principle Orientation (Principled Conscience)

Higher law and conscience orientation; orientation to internal decisions of conscience but without clear rationale or universal principles: “I must follow rules because my conscience tells me.” (Lawrence Kohlberg’s Development of Moral Reasoning)

Therapeutic Nurse-Patient Relationship

Concept developed by Hildegard Peplau which includes four phases: orientation, identification, exploitation, and resolution. During these phases, the client accomplishes tasks and the relationship changes, which helps the healing process. (Hildegard Peplau: Therapeutic Nurse-Patient Relationship)

Orientation Phase

Directed by the nurse and involves engaging the client in treatment, providing explanations and information, and answering questions. (Hildegard Peplau: Therapeutic Nurse-Patient Relationship)

Identification Phase

Begins when the client works interdependently with the nurse, expresses feelings, and begins to feel stronger. (Hildegard Peplau: Therapeutic Nurse-Patient Relationship)

Exploitation Phase

The client makes full use of the services offered. (Hildegard Peplau: Therapeutic Nurse-Patient Relationship)

Resolution Phase

The patient no longer needs professional services and gives up dependent behavior. (Hildegard Peplau: Therapeutic Nurse-Patient Relationship)

Compensation Purpose

To gain superiority or to overcome weaknesses and achieve success.

Projection Purpose

Protects self-image.

Rationalization Purpose

Cope with inability to meet certain standards.

Identification Purpose

To avoid self-devaluation.

Denial Purpose

It isolate a person from the impact of a traumatic experience.

Displacement Purpose

Allows feeling to be express from less harmful objects or people.

Intellectualization Purpose

It shields a person from traumatic stress or events.

Sublimation Purpose

It shields a person from behaving in irrational and impulsive ways.

Introjections Purpose

Helps person avoid social retaliation and punishment.

Regression Purpose

Allows a person to return to a point in development when nurturing and developing reaction.

Reaction Formation Purpose

It allows a person’s feelings to be acted out in a more acceptable way.

Undoing Purpose

Helps a person to relieve his guilty feelings.

Substitution Purpose

To hasten frustration in life aids in meeting goals.