Chapter 1 (Personal Needs and Development across Lifespan) Flashcards
Growth and Development in HOLISTIC HEALTH
Physical:
- Growth changes appearance, body shape and weight
- Develop GROSS motor skills (e.g. running) and FINE motor skills (e.g. writing)
Intellectual:
- Develop ability to memorise/analyze and make rational decisions
(Including language development and cognitive delvelopment)
Emotional:
- Develop ability to recognize and express emotions
- Develop ability to cope with stress/worries/depression in daily life
Social:
- Develop ability to establish and maintain good relationships with others
Holistic development in (INFANCY)
Physical:
- Growth in the first year is marked quick (e.g. height and weight)
- Upper body grows faster
- Learn to control body and movements
Intellctual:
- Language develops from single/combined words to simple/short questions/sentences
- Understand world through senses/motor actions (e.g. crawling)
- Think objects don’t exist if don’t see it
Emotional:
- Need to develop sense of security
- Become depressed/frustrated when separated from parents/care givers if lack sense of security
Social:
- Develop attachment with family members/care givers
Holistic development in (CHILDHOOD)
Physical:
- Control body movement/develop better balance
- Muscle grows with better coordination
- Improper postures can cause skeletal deformities
Intellectual:
- Simple reasoning to figure out how/why things work/happen
- Only able to understand familiar situations/concrete examples
- Logical problems only if concrete examples are given
Emotional:
- Don’t know how to explain their own feelings/emotions
- Feelings of self-worth and self-esteem
- Feeling of being valuable to friends and family is important
Social:
- Same-sex friendship groups
- Friendship groups influence values, beliefs and behavior
Holistic development in (ADOLESCENCE)
Physical:
- Rapid growth of the skeletal and muscular systems
- Maturity of the reproductive organs which increases hormone production
- Girls show puberty signs earlier
Intellectual:
- Imaginative and more able to understand abstract ideas
- Develop problem solving skills like adults
- Need to learn decision making skills
Emotional:
- High emotional tension due to hormonal changes
- Become emotionally unstable and easily aroused by self-consciousness
Social:
- More independent
- Peers become more influential than family members
- Try to build intimate relationship
Holistic development in (ADULTHOOD)
Physical:
- 20 to 30 is the golden period
- By 40, there are signs of decline of metabolism and deteriorating body functions
- Menopause from 45 to 55
Intellectual:
- Wisdom accumulates through experience
Emotional:
- Search for intimate/secure relationship
- Separation in intimate relationship/marriage creates severe emotional problems
Social:
- Establish own social networks
- Marriage and parenthood
- Adapt to different roles/relationships (e.g. being a partner, parent and an employee)
Hoistic devlopment in (ELDERLY)
Physical:
- Deterioration of body systems/senses
- Changes in appearance (e.g. wrinkles, grey hair)
- Poor balance due to weak muscles (risk of falling)
- Being harder for the body to keep warm
Intellectual:
- Wisdom accumulated
- Due to deteriorating health, elderly are less able at solving problems/coping with intellectual challenges
Emotional:
- Positive attitude: after retirement, spending more time with people and enjoying life
- Negative attitude: stereotyped by others as useless/a burden of the family
- Negative impact on emotion and self-esteem
Social:
- Taking care of grandchildren
- Expand social network
- Disabled/poor health condition elderly may not maintain a healthy social life
- Death of relatives/spouse
Maslow’s Hierarchy of Needs (Basic Human Needs)
Physiological needs:
- Essential for survival
- Needs for food, water,air and shelter
- Until this need is met, no other need prominent
Safety needs:
- Need for comfort, being secure and safe
- Avoidance of pain, diseases and threats
Love and belonging needs:
(human social needs)
- The sense of belonging/being loved by others
- Which forms/shapes the character/personality
- help attain esteem needs next
Esteem needs:
- Need to feel better/ superior in certain aspects
- Being valued/ gain respect form others
- Have self-confidence/self- respect in first instance
Need for self-actualisation:
- Realization of one’s potential
- Strive/stretch own potential for noble reasons (e.g. bravery) rather than materialistic reasons (e.g. money)
- People are more open/considerate/tolerant/willing to accept things
Piaget’s theory of (Cognitive Development)
-AGE+DEFINTION-
Sensorimotor:
(AGE 0-2)
- Baby understands world
- Senses vision/ hearing/ touch/ motor actions (e.g. sucking)
Preoperational:
(AGE 2-7)
- Uses symbols to think/communicate
- Understand immediate situation/explain the reason of an action
- Is self-centered
- Use personification to understand/explain things.
Concrete operational:
(AGE 7-11)
- Begins to think logically
- Becomes capable of solving problems
- Can’t imagine things which they haven’t encountered before
Formal operational:
(AGE 11-16)
- Begins to manipulate ideas/ think hypothetically
- Manage variety of “what-if” questions, analysis/recall things
- Manage abstract ideas/logical thinking
Freud’s theory of (Psychosexual Development)
-AGE+DEFINTION-
Oral Stage:
(AGE Birth to 12-18 months)
- Mouth/Oral activities is the principal source of pleasure
- Derive it from sucking/biting/swallowing
Anal Stage:
(AGE 12-18 months to 3 years)
- Defecation produces pleasure
- But they need to learn to postpone/delay it
- Capacity for self-control
Phallic Stage:
(AGE 3 to 5-6 years)
- Pleasure shifts to genitals
- The desire of the child goes to the parent of opposite sex
Latency Stage:
(AGE 5-6 years to Adolescence)
- The sex instinct is dormant/ temporarily subliment
(E.g. in school activities, hobbies, sports, develope friendship with same sex peers)
Genital Stage:
(AGE Beyond Adolescence/ 13 years)
- Becoming physiologically mature
- Adolescents conform to taboos concerning sexual expression
- Sexual desires can be partially satisfied through socially acceptable substitutes/intimate relationship
Erikson’s theory of (Psychosocial Development)
-AGE+DEFINITION-
Resolved/Unresolved
Trust versus mistrust:
(AGE Birth to 1)
Resolved
- Caregivers respond appropriately to baby’s physical needs/provide affection, love and security, so infants will develop a sense of trust
Unesolved
- Caregivers are rejecting/inattentive/inconsistent, so the infants may mistrust/suspicious/fearful/anxious.
Autonomy versus shame and doubt:
(AGE 1-3)
Resolved
- Able to exercise choices/experience the power of their autonomous which helps build self-confidence
Unesolved
- Caregivers frustrate their children’s attempts to exercise independence (e.g.in toilet training) the children develop feelings of self-doubt and a sense of shame
Initiative versus guilt:
(AGE 3-6)
Resolved
- Children desire to take initiative in activities
- Caregivers guide them with love/understanding
- Children will acquire an awareness of what is right and wrong
- Initiative channelled toward realistic/socially acceptable behaviours.
Unesolved
- Caregivers punish the children, the children develop persistent guilt feelings that affect self-directed activities throughout life
Industry versus inferiority:
(AGE 6 to Puberty)
Resolved
- Learn industrious
work/study habits to get praises/satisfaction from successfully completed a task
Unesolved
-If scolded/ridiculed/rejected, they can feel of inferiority/inadequacy
Identity versus role confusion:
(AGE Adolescence)
Resolved
- Have strong sense of self-identity
- Are equipped to face adulthood with certainty/confidence
Unesolved
- Exhibit a confusion of roles
- They don’t know who/ what they are/ where they belong/where they want to go.
Intimacy versus isolation:
(AGE Early Adulthood)
Resolved
- Have feelings of caring/commitment and display the emotions openly
- Develop intimacy/ Connect with someone without losing one’s self
Unesolved
- If unable to develop intimacy/feel of isolated/avoid social contacts/reject people, can become aggressive
Generativity versus stagnation:
(AGE Middle Adulthood)
Resolved
- Are actively involved in teaching/guiding the next generation
Unesolved
- Cannot or won’t find an outlet for generativity
- Overwhelmed by emotional difficulties such as stagnation/boredom
Integrity versus despair:
(AGE Elderly)
Resolved
- Look back with a sense of fulfillment/satisfaction, believing that they have coped with life’s victories/failures
Unesolved
- Review life with a sense of frustration/angry about missed opportunities
- Regretful of mistakes that cannot be rectified
Kohlberg’s theory of (Moral Development)
-LEVEL+STAGES+DECISION MAKING/MEANING-
Pre-conventional Level:
(Determined by consequences)
Stage 1 = Punishment-obedience orientation
- Obey in order to avoid punishment
Stage 2 = Instrumental-relativist orientation
- Focuses on receiving rewards/satisfying personal needs
Conventional Level:
Stage 3 = Interpersonal-concordance orientation
- Determined by social approval
- Wants to maintain/win the affection/get praised by others
Stage 4 = Authority and social order-maintaining orientation
- Determined by social rules and laws
- Believes that rules and laws maintain social order that is worth preserving
Post-Conventional Level:
Stage 5 = Social-contract legalistic orientation
- Determined by individual rights
- Right action is a matter of personal values and opinions
- Change the law in terms of rational considerations of social utility
Stage 6 = Universal ethical principle orientation
- Determined by one’s self-chosen ethical principles of conscience
- Universal principles of justice and equality of the human rights
- Respect for the dignity of human beings
The 3 Dimensions of SELF-CONCEPT
The perception of self is developed through the interaction with others
- Self-image – How one perceives and understands oneself
(May be affected by family and cultural background) - Ideal self – A person that one would like to be
(May be influenced by the media, parents, teachers and peers) - Self-esteem – How one feels and judges oneself
(Can be affected by comparison of self-image/judgments about oneself
What is Socialisation
A lifelong process of acquiring values, skills and behaviours expected of individuals as a member of a particular society
3 Types of Socialising Agents
- Primary Socialisation – family, with parents, siblings and relatives
- Secondary Socialisation – friends or peers outside home
- Tertiary Socialisation – other formal groups in the society
2 types of LIFE EVENTS
- Anticipated
• Childhood and adolescence：education
• Adulthood：employment、change of job、promotion and resignation
• Elderly：retirement - Unanticipated
• Illnesses leading to disabilities
• Separation and reunion
• Bereavement/Grief from death
