Beruflich Dokumente
Kultur Dokumente
Submitted To :
Submitted By :
SR. TESSY SEBASTIAN
PRINCIPAL
SRMM CON, SAWANGI (M)
: I YEAR M.SC.NURSING
DATE
VENUE
TIME
PREVIOUS KNOWLEDGE
OF GROUP
:
AIM: At the end of seminar the group will be able to understand importance of
human relation in growth and development and apply knowledge while caring for a
child.
SPECIFIC OBJECTIVES:
At the end of seminar the group will be able to
- Understand the meaning of key terms
Relation
Human relation
Growth
Development
- Differentiate periods of growth
- Describe the principal of growth and development
- List the theories of development.
- Enumerate the principles of human relation.
- Discuss the relation formed during the growth and development.
- Discuss theories related to human relation and growth and development.
- Know the relation between human relation and development of child.
- Identify attitudes of parents towards growth and development.
- Understand the problems of poor family relationship.
MEANING
GROWTH :- It is a change and increase in size. It can be measured quantitatively. Indicators of growth
include height, eight, bone size and dentition. The pattern of physiologic growth is similar for all people.
However growth rates vary during different stages of growth and development . The growth rate is rapid
during the prenatal, neonatal, infancy and adolescent stages and slows during childhood. Physical growth
is minimal during adulthood.
- 0 to 14 days
b) Embryo
- 14 days to 9 weeks
c) Fetus
- 9 weeks to birth.
2) Perinatal period
3) Postnatal period
a) Newborn
b) Infancy
- 1st year
c) Toddler
- 1 to 3 years
4) Preschool child
- 3 t o6 years
- 6 to 12 years
5) Adolescence
- 12 to 20 years
6) Young adulthood
- 20 to 40 years
7) Middle adulthood
- 40 to 65 years
- 65 years to Death
All human follow the same pattern of the growth and development.
The sequence of each stage is predictable, although the time of onset, the length of the
stage and the effect of each stage vary with the person.
Development proceeds from the simple to the more complex or single acts to the
integrated acts.
For e.g. the child must first learn a series of single acts; eye hand coordination, grasping,
hand mouth coordination, controlled tipping of the cup and then mouth, lip and tongue
movements to drink and swallow.
The pace of growth and development is uneven. It is knows that growth is greater during
infancy than during childhood. A synchronous development is demonstrated by rapid
growth of the head during infancy and extremity at the puberty.
THEORIES OF DEVELOPMENT
There are various advanced theories about the stages and aspects of growth and development.
Theories and model about adult development are relatively recent compared with the theories of
infant and child development.
Roger Peck (1968) believes that although physical capabilities and function decrease with old
age, mental and social capacities tend to decrease in the later part of life.
Peck proposes three developmental tasks during old age, in contrast to Eriksons one (integrity
versus despair)
1. Ego differentiation versus work role pre occupation.
2. Body transcendences versus body preoccupation.
3. Ego transcendence versus ego preoccupation.
4) Gould theory (Adult development)
Roger Gould is another theorist who has studied adult development. He believes that
transformation is a central theme during adult hood
Cognitive Theory
Piagets Theory (1896-1980)
Based on his observations and work with children Piaget formulated this theory . He
believed that the childs view of the world is influenced largely by age and maturational
ability.
Moral Theories
Moral development, a complex process not fully understood, involves learning what ought to
be and what ought not to be done. The term moral means relating to right and wrong
1. Kohlberg (1927-1987)
Lawrence Kohlbergs theory specifically addresses moral development in the children
and adult.
According to this theory moral development progress through three levels and six stages.
1st level :- Premoral and preconventional level
2nd level :- Conventional level.
3rd level :- Post conventional, autonomous or principled level.
2. Gillian
Carol Gillian 1982) found that moral development proceed through three level and two
transitions.
Stage 1:- caring for oneself.
Stage 2:- caring for others.
Stage 3:- Caring for self and others.
Spiritual Theories
The spiritual component of growth and development refers to individuals understanding of
their relationship with the universe and their perceptions about the direction and meaning of
life.
Fowlers: James Fowler describe the development of faith as a force that gives the meaning
to person life he gives 7 stages of spiritual development
values, beliefs, ideas, practices: provide a basis for understanding how people behave in
their manmade environment and on how theses behaviour are passed fvrrom one
generation to next generation.
The effect of particular culture on a child begins before birth because the manner in
which the culture view as and treat the members of the pregnants womens family.
After birth the child is cared based on the culturally sanctioned pattern, rearing practices.
Friendships
Over the course of social development, the role of friends and parents changes significantly. As
an adolescent undergoes physical and emotional changes, he or she seeks out relationships that
enhance efforts to adapt to new needs and stresses. Adolescents seek to share their thoughts and
feelings with those who are experiencing similar changes. Intimate interactions increase between
friends during this stage in life because they provide teens with opportunities for selfclarification.
Multiple Selves
For the first time, an adolescent realizes that his or her personality changes from one situation to
the next. The importance of intimate friendship and romance formed during early adulthood
stems from the valuable and adaptive contribution dialogues made with friends during
adolescence. Personality differences can be identified by capacities to form intimate relationships
characterized by commitment, depth, and partner individuation based on interactions of early
life.
AGE
DEVELOPMENTAL
CRISIS
Infancy
Birth
18 mnth
Trust Vs Mistrust
Early
18 mnth-
Autonomy Vs
DEVELOPMENTAL STRUGGLE
SIGNIFICANT
RELATIONS
childhood
Late
childhood
School age
3 yrs
3 -5yrs
6-12 yrs
Industry Vs
Inferiority
Adolescent
12-20 yrs
Young
adulthood
18-25 yrs
Identity formation
Vs Identity diffusion
Intimacy Vs
Isolation
Adulthood
25-65
years
65 yrs to
death
Maturity
Generativity Vs
Self absorption
Ego integrity Vs
Disgust and
despaired
Basic family
School
Peer Groups
Friends
Household
Mankind
Object permanence: an object or permanence continues to exist even when out of sight.
Casuality: cause and effect: e.g. push the right button, doll will start talking
Time: before and after; e.g. put on clean pajamas after the bath.
Animistic thinking: attributing life to inanimated objects; e.g. dolls have feelings.
Associationistic thinking: things that happen at the same time cause each other.
Perceptually bound: Pay attention to what appears to be obivious without regard to the
constraints of physics: e.g. Santa can be in 2 malls at once.
Centration: attend to one piece of information at a time; only sees that glass is tall and
ignores that it is also wide.
E.g. how much juice there is depends on both the height and width of container.
Perceive the underlying reality (physics); e.g. Santa cannot exist in 2 malls at once.
Classify object base on atleast two properties; e.g. sort cricket cards by team and position.
Abstract thinking: representing reality using symbols that can be manipulated mentally.
e.g. symbolism in Bible stories, x in algebraic equations.
Future oriented.
ROGER GOULDS
Roger Gold is another theorist who has studied adult development. He believes that
transformation is a central theme during adult hood: Adults continue to change over the period of
time considered to be adulthood and developmental phases may be found during the adult span
of life. According to Gould, the 20s is the time when a person assumes new roles; in the 30s,
role confusion often occurs; in the 40s the person become aware of time limitation in relation to
accomplishing lifes goal; and is the 50s, the acceptance of each stage as natural progression of
life marks the path to adult maturity. Goulds study of 524 men and women led him to describe
seven stages of adult development.
Stage 1 (age 16-18): Individual considers themselves part of the family rather than
individuals and want to separate from their parents.
Stage 2 (1ges 18-22): Although individuals have established autonomy. They feel it is in
jeopardy: they feel they could pull back into families..
Stage 3 (age 22-28): Individual feel established as a adults and autonomous from their
families. They see themselves as well defined but still feel the need to prove themselves
to their parents. They see this as the time for growing and building for the future.
Stage 4 (age 29-34): Marriage and careers are well established. Individual questions what
life is about and wish to accept as they are, no longer finding it necessary to prove
themselves.
Stage 5 (age 35-43): This is period of self reflection. Individual question values and life
itself. They see time as finite, with little time left to shape the lives of adolescent
children.
Stage 6 (age 43-50): Personalities are seen as set. Time is accepted as finite. Individuals
are interested is social activities with friends and spouse and desire both sympathy and
affection from spouse.
Stage 7 (age 50-60): This is a period of transformation with a realization of mortality and
concern for health. There is an increase in warmth and a decrease in negativism. The
spouse is seen as a valuable companion.
Attachment Theory
Mother and baby
Attachment theory, originating in the work of John Bowlby, is a psychological, evolutionary
and ethological theory that provides a descriptive and explanatory framework for understanding
interpersonal relationships between human beings. Attachment theorists consider the human
infant to have a need for a secure relationship with adult caregivers, without which normal social
and emotional development will not occur.
Within attachment theory, infant behaviour associated with attachment is primarily a process of
proximity seeking to an identified attachment figure in stressful situations, for the purpose of
survival. Infants become attached to adults who are sensitive and responsive in social
interactions with the infant, and who remain as consistent caregivers for some months during the
period from about six months to two years of age. During the later part of this period, children
begin to use attachment figures (familiar people) as a secure base to explore from and return to.
Parental responses lead to the development of patterns of attachment which in turn lead to
internal working models which will guide the individual's feelings, thoughts and expectations in
later relationships. Separation anxiety or grief following serious loss is normal and natural
responses in an attached infant. An extreme deficit in appropriate parenting can lead to a lack of
attachment behaviours in a child and may result in the rare disorder known as reactive
attachment disorder.
Child
pattern
Secure
Avoidant
Ambivalent
Caregiver
consistently to needs.
low.
encourages independence.
realized it was not only the environment directly affecting the person, but that there were layers
in between, which all had resulting impacts on the next level.
SPHERES OF INFLUENCE
MicroMicrosystems consist of individual or interpersonal features and those aspects of groups that
comprise the social identity (Gregson, 2001) which may include roles that a person plays (i.e.
mother, father, sister, brother, child, etc.) or characteristics they have in common. These
interpersonal attributes are strong as to how an individual perceives oneself. These qualities and
factors can be learned, as in membership to a group, but many are ingrained (e.g., ethnicity,
gender). In the interpersonal sphere, there are also many components of the individual, including
psychological and cognitive factors, like personality, knowledge, beliefs (Gregson, 2001). The
individual in his or her own microsystem is constantly shaped, not only by the environment, but
by any encounter or other individual they come in contact with. This shaping is well explored in
child development, as it would be unreasonable to believe a child is solely a product of the
societal environment. There are multiple, simultaneous influences in child behavior and learning
including culture, school, teacher, parental support and education level, involvement in
extracurricular activities, etc. Examples of microsystems outside the self also include groups of
friends, family, unorganized athletics, or social clubs.
MesoMesosystems are the organizational or institutional factors that shape or structure the
environment within which the individual and interpersonal relations occur (Gregson, 2001).
These aspects can be rules, policies, and acceptable business etiquette within a more formal
organization. There are some organizations that foster entirely different atmospheres than other
corporations, i.e. Google, where employees may wear pajamas to the office. The organizational
component is especially influential with younger, more impressionable employees, as it helps to
shape the ethics and expectations of a typical organization for these individuals. Examples
include schools, companies, churches, and sports teams. Mesosystems are essentially the norm
forming component of a group or organization, and the individual is an active participant in this
group or organization. Bronfenbrenner (1979) also claimed that the richer the medium for
communication in this system, the more influential it is on the microsystem.
ExoExosystems refer to the community level influence, including fairly established norms,
standards, and social networks (Gregson, 2001). There will likely be many organizations and
interpersonal relationships that compose the community, and this web of organizations and
relationships creates the community. The community is larger than the meso-; however, it is
considerably smaller than the respective nation or culture it composes. The community level in a
geographic sense, for example, may be Midwestern or Iowan, while the next level up (macro)
would be an American. However, it does not have to be associated with any physical or spatial
relationships. Another example could be membership in special interest groups or political
affiliations. Exosystems are essentially any setting which affects the individual, although the
individual is not required to be an active participant (Bronfenbrenner, 1979).
MacroMacrosystems are the cultural contexts (Bronfenbrenner, 1979), not solely geographically or
physically, but emotionally and ideologically. These influences are more easily seen than the
other factors, mainly due to the magnitude of the impact. Examples of significant intercultural
effects include Communism, Western culture, Military, Islam, and Christianity. For instance, the
macrosystem of Communism is a Marxist philosophy that believes that wealth should be shared
in the macrosystem. A Communist country, such as Cuba (exo), governs and regulates the
environment within which corporations (meso) and society or individuals (micro) exist. Media
plays a significant role on all levels, as it communicates information and assists in the
development of expectations for all individuals in the respective culture.
concerning their behaviour and to workout their belief systems on their own. These parents do
not consider themselves role model for their children. They would prefer to have the children
approach them if they need guidance.
Young children are likely to experience great psychological damage from poor family
relationship. The harm will be worse for them than for other family members because
their lives are centered in the home. It is the Childs one and only means of stability and
security.
There are three common forms of psychological damage to young children that poor
family relationship cause,
1. They affect childrens attitude towards people outside the home. It also affect the way the
children treat them. The young child who develops an angry attitudes towards a strict,
authoritarian parents is likely develop an unfavorable attitudes towards all adults.
2. Poor relationship with the family result in personality traits that often lead to poor
adjustments as children grow older. Feeling unsolved and unwanted in the family. For
e.g. may lay the foundations for an inferiority complex.
3. Unfavorable family relationships make children unhappy . such children can and often do
develop the habits of being unhappy.
As children grow older they have more chance to be with the people outside the home. This
keeps them from being as upset by unfavorable family relationships as when they were younger.
Many children who have poor relation ship with members of their families are not popular with
other children. They tend to carry out in to the play group many form of unsocial behavior they
learned in their relationship with members of their families.
BIBLIOGRAPHY:
Dorthy R. Marlow, Barbara A., textbook of pediatric Nursing, Elsevier Publication, 6th
edition, Pp. 94 - 95.
Illingworth R.S., The development of the infant and young child, Elsevier Publication, 9th
edition
Kathleen M., Grrowth and development through life span, slack incorporated publication,
Pp. 4-11
Neeraja K.P., Textbook of growth and development for nursing students, Jaypee Brother
Publication, 1st edition, Pp.12-13.
Willy and Wongs, Essentials of Pediatric Nursing, Harcourt ( India ) private limited,
Edition 7th , Pp:
www. google.com
www.msn.com
www.medline.net