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…
• Fidelit