Nina Ian John “G” Rachel Mark Jocelle Edo Gienah Jho Kath Aynz Je Glad Nickie Ricobear
Teacher Dadang Niňa Arlene Vivs Paul F. Rico F. Ren Mai Revs Mavis Jepay Yana Mayi Serge Hung Tope Bien Ag
S3 Lec 1: Prenatal - Adolescence
NORMALITY AND MENTAL HEALTH
NORMALITY
 Patterns of behavior or personality traits that are typical or
that conform to some standard of proper and acceptable ways
of behaving and being
 WHO – state of complete physical, mental and social well-
being
DSM – IV – TR
 Diagnostic statistical Manual of Mental Disorders, 4th edition
 Emphasizes that neither deviant behavior nor conflitcts that
are primarily between the individual and society are mental
disorders
MENTAL DISORDER
 DSM –IV – TR: conceptualized as a behavioral or
psychological syndrome or pattern that is associated with
distress or disability
MENTAL HEALTH
 Successful performance of mental functions, in terms of
thought, mood, and behavior that results in productive
activities, fulfilling relationships with others, and the ability to
adapt to change and to cope with adversity
4 FUNCTIONAL PERSPECTIVES OF NORMALITY
NORMALITY AS HEALTH
 Health refers to reasonable, rahter than optimal, state of
functioning. This perspective is basically the traditional
medical psychiatric approach to health and illness. In simplest
form, it views a healthy person as a one who is reasonably
free of undue pain, discomfort, and disability.
NORMALITY AS UTOPIA
 This conceives of normality as that harmonious and opitmal
blending of the diverse elements of the mental apparatus that
culminates in optimal functioning. Apporach in psychiatry is
traced back to waht Sigmund freud stated: “a normal ego is
like normality in general, an ideal fiction”
NORMALITY AS AVERAGE
 This is based on mathematical principle of the bell-shaped
curve, wherein the middle range is condsidered “normal” and
both extremes as “deviant”. Variability is described only within
the context of groups, not within the context of the individual.
NORMALITY AS PROCESS
 This stresses that normal behaviou is the end result of
interacting systems. There are temporal changes/processes to
complete the definition of normality, rather than cross-
sectional definition.
LIFE CYCLE THEORY
A.) Fundamental Assumption of all Life Cycle Theories: development
occurs in successive, clear stages
B.) 2nd Assumption: EPIGENETIC PRINCIPLE
EPIGENETIC PRINCIPLE
 Each stage is characterized by events or crises that must be
resolved satisfactorily for development to proceed smoothly.
o No resolution within a given life period – All
subsequent stages reflect failure in the form of
physical, cognitive, social or emotional adjustment
C.) 3rd Assumption: each phase of life cycle contains a dominant
feature, complex of features, or a crisis point that dinstinguishes it
from the other phases
DEVELOPMENTAL APPROACHES
SIGMUND FREUD
 Postulated that the mind consist of three overlapping subdivision:
o Conscious – experiences that you can recall voluntarily
o Preconscious/Subconscious – experiences that are
partly forgotten and partly remembered
o Unconscious – experiences forgotten
 He is also the one who introduced the structures of personality
o ID – the reservoir of primitive and biologic drives and
urges
o EGO – is the integrator of personality -> balances the
id and superego
o SUPER EGO – conscience
 Psychosexual Theory: behaviour is a result of instinctual drive
(libido). It this theory that helped him classify the developmental
stages into:
o ORAL PHASE – birth to 1 yr
o ANAL PHASE – 1-3yrs
o PHALLIC PHASE – 3-5 yrs
o LATENCY PHASE – 5 and 6 yrs to puberty
ERIK ERIKSON
 Accepted Freud’s theory of infantile sexuality and constructed a
life cycle model consisting of 8 stages that extend up to old age:
o Stage 1: TRUST vs. MISTRUST
o Stage 2: AUTONOMY vs. SHAME and DOUBT
o Stage 3: INITIATIVE vs. GUILT
o Stage 4: INDUSTRY vs. INFERIORITY
o Stage 5: IDENTITY vs. ROLE CONFUSION
o Stage 6: INTIMACY vs. ISOLATION
o Stage 7: GENERATIVITY vs. STAGNATION
o Stage 8: INTEGRITY vs. DESPAIR
JEAN PIAGET
 The person who developed the THEORY OF COGNITION w/c
was divided into 4 stages:
o Sensorimotor
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 o Preoperational o Infancy
o Concrete Operations o Toddler
o Formal Operations o Pre-school
o Middle Age
STAGES OF COGNITIVE DEVELOPMENT (JEAN PIAGET) o Adolescence
BIRTH ORDER
Sensorimotor Object are not perceived as
separate from action, and  1st Born
(Birth to 2 years) gradually the cause and effect o Highly valued than subsequent
develops o Have higher IQ
o More achievement oriented
Preoperational Mental representation of o Authoritarian and tend to be more conservative and
choice develops conformist
(2 to 7 years)  Middle child
o Have tha advantage of their parent’s previous
Concrete operations Rules and classification are
experience
realized
o Learn from other siblings
(7 to 11 years)
o May be resented as they threaten to claim their
Formal operations Reasoning and abstraction parental attention
develop o Usually receive the leat attention in home and may
(11 years to adolescence) develop a strong per reationship
 Youngest
o May receive too much attention to be spoiled
LAWRENCE KOHLBERG o Tend to be independent and rebellious in regard to
 He believed that moral development depends on cognitive family and culutral norm
development
 He integrated Piaget’s concepts and described three levels of
morality:
LEVELS OF MORALITY (LAWRENCE KOHLBERG)

1st level Punishment and obedience to

the parent are determining
Pre-conventional morality factors

2nd level Children try to conform to gain

approval and to maintain good
Morality of conventional role- relationships
conformity

3rd level (highest) Children voluntarily comply

with rules on the basis of a
Morality of self-accepted concept of ethical principles
moral principles and make exceptions to the
rules in certain circumstances

DANIEL LEVINSON
 Focuses on personality development throughout the course of life
and suggests that human life cycle is composed of four major
eras:
o Childhood and adolescence : birth to 22 years Words of wisdom!:D Brought to you by: Luke Psychwalker (RPE-JG)
o Early adulthood: 17 to 45 years
o Middle adulthood: 40 to 65 years
o Late adulthood: 65 years and beyond

MARGARET MAHLER
 Described the separation – individuation process, resulting in a
person’s subjective sense of separateness from the world around
him.
 Her stages are:
o Prenatal

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 INFANCY
Freud Erikson Piaget Kohlberg Play Fear Language and Cognitive Dev’t Emotional and Social Dev’t Sexual Dev’t
Oral Trust vs. Sensorimotor Solitary Stranger LANGUAGE 0-2 mos: attachment behavior; basic trust and
Mistrust (Object Anxiety (6-8 0-2 mos: can make noise (crying) urgent needs are met
Permanence mos.) 2-6 mos: single words 2-6 mos: can imitate the facial movement of
and *2-3 mos: cooing (vowels only) adult care provide; social smile, endogenous
Symbolization) *4-6 mos: babbling (with consonants) smiling occurs spontaneously and unrelated to
6-12 mos: responds to simple words like external stimuli
“no”, “bye-bye” and “give me” *16 wks: exogenous smiling stimulated from
*8-10 mos: complex babbling the outside; usually by mother
*11 mos: first word 6-12 mos:
12 mos: inc number of words; use jargons; *26-32 wks: Stranger anxiety
follow simple commands *10-18 mos: Separation anxiety

COGNITIVE
0-2 mos: habituate to familiar and
increases their attention when stimulus
changes; can recognize similar facial
expression when they appear on different
faces
2-6 mos: interact with other things apart
from mother; start to explore their body
6-12 mos: object permanence
>12 mos: object exploration accelerates
TODDLER
Anal Autonomy vs. Sensorimotor Preconventional Parallel (e.g Cont of LANGUAGE -Shows exploratory excitement, assertive -sexual roles are
Shame and (this ends push-pull Separation -speak in two-word sentence and can pleasure, and pleasure in discovery and in initiated by
Doubt when the child toys, building Anxiety understand a two step command “pick up developing new behavior parents
starts to utter blocks your toys and put it in the box” -“social referencing” -gender indentity
a specific - listens to explanation: Mommy will say” -sphincter control (toilet traning) begins at 18
word) why did you do that?, then explain > daytime urination: 2 ½ year old completed mos and fixed
- vocabulary 200-300 words > nighttime urination and bowel control: 4 yr by 24-30mos
- negativism old completed -gender role
- has capacities for an organized demonstration
COGNITIVE of love and of protest
-originality -increased comfort with family and
- indulgin in symbolic activites apprehension with strangers
- varied capacities for concentration and -sleep difficulties
self-regulation -parenting is a balance between punishment
- object permanence is clearly tested and permissiveness, and set realistic limits on
a toddler’s behavior
-demands for exclusive possession, and if
unresolved, leads to jealous competitiveness in
relationship with peers and lovers

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 PRESCHOOL
Phallic Initiative vs. Pre- Preconventional 3y/o: Fear of -individual words have regular and -can express complex emotion
Guilt Operational Associatve; Castration or consistent meanings at the beginning of -emotion are still easily influenced by somatic
4y/o: Body Mutilation the period events (e.g. tiredness and hunger)
Cooperative -Egocentric thinking – cannot place -they have relatively stable emothions by the
(e.g. house themselves in the position of others end of this stage
keeping toys, -Animistic Thinking – attribution of -capacities for empathy and love are developed
paint, conscious life to natural objects but triangle and easily lost in presence of
doctors kit, -Phenomalistic Causality competitive/jealous strivings
coloring book -thinks intuitively and prelogically and does -3-6 yrs: aware of their bodies, their genitalia,
not understand causal relations and of difference between sexes
-doctor-nurse games: allow children to act out
sexual fantasies
-Band-Aid Phase
-conscience is established at the end of this
stage
-Immanent justice: violation of rules calls for
absolute retribution
-Imaginary companion
MIDDLE YEARS
Latency Industry vs. Concrete Preconventional Cooperative Fear of -language expresses complex ideas -peer interaction seems assumes major -sex play and
Inferiority Operational to Conventional (e.g magic displacement or -logical exploration tends to dominate importance curiosity are
tricks, table replacement in fantasy -special relationship exist with the same-sex common; boys
games, school -increased interest in rules and orderliness parent (ideal role model) compare
sports) -loss of privacy -conceptual skills develop -at 9-10: well developed capacities for love, genitals and
-fear of death -thinking becomes organized and logical compassion and sharing sometimes
-9 or 10 yrs: ability to concentrate is well -long term stable relationship (e.g bestfriend) engage in group
established -excitement or shyness to opposite sex or sexual
-Chum (Harry Stack Sullivan) masturbation
-School Refusal
ADOLE
SCENT
Genital Identity vs. Formal Post Cooperative Fear of Early Adulthood (puberty) 11-14y/o
Role Operational Conventional (e.g. sports) deviation in -conceptual abstract, future oriented -self concept -inc interest in
Confusion their -NEGATIVISM – “I can’t do it” -peer group sex
Identity appearance; -Adolescent Turmoil: psychological -heterosexual
diffusion- behavior, upheaval, personality disorganization, crushes
failure to Code-dress mood and behavior changes
develop self
awareness
Middle Adulthood 14-17y/o
same Use of drugs -sexual
abortion experimentation
-dating
-homosexual

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 experimentation
-pregnancy
Late Adulthood 17-20 y/o
Well-defined sense of morality Prostitution
Choice of occupation
Parenting

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