© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Chapter 8 Growth and Development

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Growth Physical changes in body –Height –Weight –Motor sensory adaptation –Development of sex organs

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Development Increase in mental, emotional, and social capabilities –Intellectual (cognitive) ability –Variety in expression of emotions –Ability to cope with complex situations –Social and interpersonal skills

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Key Terms Physical –Growth of body Psychosocial –Psychological and social development Cognitive –Intellectual processes

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Key Concepts Human needs vary throughout lifespan Generalizations helpful –But not absolute Consider each patient unique

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Question If a patient is anxious, which concept of growth and development is being demonstrated? A.Physical B.Psychosocial C.Cognitive

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Answer B. Psychosocial Psychosocial includes both psychological and social –Psychological Emotions –E.g., love, hate, fear, anxiety

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Answer B. Psychosocial Physical –Growth of body Cognitive –Intellectual processes

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Life Stages Time frames for studying growth and development Start at conception and end with death Certain changes and needs characterize each stage

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Life Stages 1950: Erik Erikson’s stages of psychosocial development –Do not include physical aspects –Conflicts encountered in each stage –Resolving these conflicts advances person to next stage

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Life Stages Psychosocial development can be delayed if conflict not resolved Process continuous over lifespan Stress can cause regression to earlier stage Baby boomers

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Prenatal Conception to birth Zygote Embryo stage Fetus Rapid physical growth No psychosocial stage

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Infancy Birth to 1 year Neonate Infant Physical growth Cognitive skills Trust versus mistrust

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Toddler 1 to 3 years Physical changes Motor sensory ability Cognitive skills Autonomy versus shame and doubt

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Preschooler 3 to 6 years Physical changes Motor sensory ability Cognitive skills Initiative versus guilt

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. School-Age Child 6 to 12 years Physical changes Motor sensory ability Cognitive skills Industry versus inferiority

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Adolescence 12 to 20 years Physical changes Motor sensory ability Cognitive skills Identity versus role confusion

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Question Which of the following stages does a toddler fall within according to Erik Erikson’s stages of psychosocial development? A.Autonomy versus shame or doubt B.Trust versus mistrust C.Initiative versus guilt

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Answer A. Autonomy versus shame or doubt Toddler –Autonomy versus shame or doubt Infancy –Trust versus mistrust Preschooler –Initiative versus guilt

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Young Adulthood 20s and 30s Physical changes Motor sensory ability Cognitive skills Intimacy versus isolation

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Middle Adulthood 40 to 65 years Physical changes Motor sensory ability Cognitive skills Generativity versus stagnation Chronic illness more likely to appear

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Later Adulthood Young-old –65 to 74 years Middle-old –75 to 84 years Old-old (frail elderly) –85 years to death

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Later Adulthood Physical changes Motor sensory ability Cognitive skills Ego integrity versus despair

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Care Considerations Do not assume Do not stereotype Each stage has different care needs All need respect, compassion, and empathy

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Question Which of the following age groups would include the care consideration of giving explanations along with the rationale? A.Toddler B.Preschooler C.Adolescent

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Answer C. Adolescent Adolescent would benefit most by giving rationales –Toddler and preschooler not as cognitively developed

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Future Trends Change in viewing and caring for later adulthood patients Older people healthier, more active, and more verbal

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. William H. Thomas Does not assign specific ages Cyclic nature of aging –Infant –Adolescent –Adult –Senescence –Elderhood

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Question True or False: –Dr. William Thomas breaks the life span into five groupings with a specific assigned age range for each.

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Answer False Dr. William Thomas has five groupings –But does not assign specific age ranges

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Death and Dying Terminal illness Natural process –Last stage of human development Elisabeth Kübler-Ross Need for open communications Life review

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Stages of Dying Denial Anger Bargaining Depression Acceptance

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Question True or False: –Moving away from the family home to go to school can result in a process similar to the death and dying stages identified by Elisabeth Kübler-Ross.

© 2012 Cengage Learning. All Rights Reserved. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part. Answer True When any loss perceived, suffering and grieving process initiated