Transcript Growth and Development

Chapter 8
Human Growth
and Development
© 2009 Delmar, Cengage Learning
8:1 Life Stages
• Growth spans an individual’s lifetime
– Growth= measurable physical changes that occur through out a
person’s life
• Development is the process of becoming
fully grown
– Also refer to changes in intellect, mental, emotional, social and
functional skills
• Health care workers need to be aware of the
various stages and needs of the individual to
provide quality health care
(continues)
© 2009 Delmar, Cengage Learning
Life Stages
(continued)
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Infancy: birth to 1 year
Early childhood: 1–6 years
Late childhood: 6–12 years
Adolescence: 12–20 years
Early adulthood: 20–40 years
Middle adulthood: 40–65 years
Late adulthood: 65 years and older
© 2009 Delmar, Cengage Learning
Growth and Development Types
• Physical
– body growth
• Mental
– mind development
• Emotional
– feelings
• Social
– interactions and relationships
with others
• Four types above occur in each stage
© 2009 Delmar, Cengage Learning
Erikson’s Stages of
Psychosocial Development
• Erik Erikson was a psychoanalysis
– Identified 8 stages of psychosocial development
• A basic conflict or need must be met
in each stage-- See Table 8-1 in text
• His belief– If conflict not resolved you will struggle with the conflict in
later life
• What stage of Erikson development are you in
? Give an example?
© 2009 Delmar, Cengage Learning
Infancy
• Age: birth to 1 year old
• Dramatic and rapid changes
• Physical development
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Muscular & nervous system most dramatic
Muscular development occurs in stages
Nervous system reflexes allow response to environment
Reflexes–
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Moro or startle reflex
Rooting reflex
Sucking reflex
Grasp reflex
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Infancy
• Mental development
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Rapid in the 1st year
Newborns responds to discomforts such as: pain, hunger, cold
Sounds develop by 6 months
12 months many infants can understand and use 1 word in
their vocabulary
• Emotional development– 4-6 months- they show distress, anger, fear, delight
• Social development- is self- centered
– 4 mo. Recognize caregiver, smile, stare
– 6 mo. Shy, withdraw, watch intently, possessiveness
– 12 mo. Mimic, imitate, facial expressions, vocal sounds
© 2009 Delmar, Cengage Learning
Infancy
• Infants are dependent on
others for all of their needs
© 2009 Delmar, Cengage Learning
Early Childhood
• Age: 1–6 years old
• Physical development
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Slows down
@ age 6– average WT is 45 lbs/ Ht 46 in.
Improved muscle coordination
2-3 yrs old- Dentition in place & GI tract can handle most
adult foods
– 2-4 yrs old- most have full bowel & bladder control
© 2009 Delmar, Cengage Learning
Early Childhood
• Mental development
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Rapid during this stage
Vocabulary increases to 2500 words/ age 6
Letter, word recognition
Desire to read & write emerges
• Emotional development
– Vey rapid in this stage
– Increase self confidence & enthusiasm
– Easily frustrated– routine is important
© 2009 Delmar, Cengage Learning
Early Childhood
• Social development
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Expands from self- centered to more social beings
Early on they fear separation
Gradually enjoy playing alongside and then with others
Trust relationship are developing
• The needs of early childhood include routine,
order, and consistency
© 2009 Delmar, Cengage Learning
Late Childhood or Preadolescence
• Age: 6–12 years old
• Physical development
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Slow but steady
Wt increase 4-7 lbs & Ht 2-3 in /year
Muscle coordination – well developed
Permanent teeth
10-12 yr- 2nd sex characteristics develop
© 2009 Delmar, Cengage Learning
Late Childhood or Preadolescence
• Mental development
– Rapid- life revolves around school & learning
– Problem solving
– Begin understanding abstract concepts
• Loyalty-honesty-values-morals
– Active thinking & can make judgments
• Emotional & Social development
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Fears lead to coping skills
Group oriented
Make friends
Begins to lessen their dependency on caregivers
© 2009 Delmar, Cengage Learning
Early Childhood or Preadolescence
• Children in this age group need
parental approval, reassurance, peer
acceptance
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Adolescence
• Age: 12–20 years old
– Traumatic life stage
• Physical development
– Growth spurt
– Increase of Wt 25 lbs/ Ht several inches per month
– Puberty• Secretion of sex hormones leads to menstruation in girls &
sperm production in boys
© 2009 Delmar, Cengage Learning
Adolescence
• Mental development
– Increase in knowledge
– Decision making & acceptance of responsibilities of actions
– Period of great conflict
• Emotional development
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Stormy
Identify versus independence
Peer become central
Self –identity should be establish by the end of this stage
© 2009 Delmar, Cengage Learning
Adolescence
• Social development
– Less time with family- more time with friends
– Security in groups
– Goal--Develop adult like behaviors and patterns
• Adolescents need reassurance, support,
and understanding
© 2009 Delmar, Cengage Learning
Adolescent Challenges
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Eating Disorders
• Often develop from an excessive concern
for appearance
• Anorexia nervosa
• Bulimia
• More common in females
• Usually, psychological or psychiatric
intervention is needed to treat either
of these conditions
© 2009 Delmar, Cengage Learning
Chemical Abuse
• Use of alcohol or drugs with the
development of a physical and/or mental
dependence on
the chemical
• Can occur at any life stage, but frequently
begins in adolescence
• Can lead to physical and mental disorders
and diseases
• Treatment towards total rehabilitation
© 2009 Delmar, Cengage Learning
Reasons Chemicals Used
• Trying to relieve stress or anxiety
• Peer pressure
• Escape from either emotional or
psychological problems
• Experimentation
• Seeking “instant gratification”
• Hereditary traits or cultural influences
© 2009 Delmar, Cengage Learning
Suicide
• One of the leading causes of death
in adolescents
• Permanent solution to temporary problem
• Impulsive nature of adolescents
• Most give warning signs
• Call for attention
• Prevention of suicide
© 2009 Delmar, Cengage Learning
Reasons for Suicide
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Depression
Grief over a loss or love affair
Failure in school
Inability to meet expectations
Influence of suicidal friends or parents
Lack of self-esteem
© 2009 Delmar, Cengage Learning
Increased Risk of Suicide
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Family history of suicide
A major loss or disappointment
Previous suicide attempts
Recent suicide of friends, family, or role
models (heroes or idols)
© 2009 Delmar, Cengage Learning
Early Adulthood
• Age: 20–40 years old
– Most productive stage in life
• Physical development
– Complete
– Sexual development at peak
– Prime childbearing years
• Mental development
– Formal education--- College- careers
– Family establishment
© 2009 Delmar, Cengage Learning
Early Adulthood
• Emotional development
– Stability
– Stress related to career, family, marriage
– Accept criticism and profit from mistakes
• Social development
– Move away from peers, family
– Selection of a mate
– Assimilation into traditional patterns of society
© 2009 Delmar, Cengage Learning
Middle Adulthood (Middle Age)
• Age: 40–65 years of age
• Physical development
– Graying of hair, wrinkles, decrease muscle tone, visual &
hearing acuity changes, wt gain
– Menopause & male climacteric
• Mental development
– Formal education common
– Understanding of life- cope well with stressors
– Excel making decisions & analyzing situations
© 2009 Delmar, Cengage Learning
Middle Adulthood
• Emotional development
– Contentment & satisfaction
– Job stability-financial success- end of child rearing-good health
– Common stressors include:
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Aging parents
Children
Job loss
Marital problems
Loss of youth
• Social development
– Decline- children move on
– Marital relationship often strengthen
– Friendships emerge
© 2009 Delmar, Cengage Learning
Late Adulthood
• Age: 65 years of age and older
– Elderly, Seniors,, golden age,
• Physical development
– Decline of body systems
– Occur slowly
• Mental development
– Vary
– Reduction in short term memory
– Alzheimer's disease- irreversible memory loss
© 2009 Delmar, Cengage Learning
Late Adulthood
• Emotional development
– Some cope well– others do not
– Withdrawn- depression
• Social development
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Retirement
Death of spouse- friends
Financial changes
Loss of independence
• The elderly need a sense of belonging,
self-esteem, financial security, social
acceptance, and love
© 2009 Delmar, Cengage Learning
Death & Dying
© 2009 Delmar, Cengage Learning
8:2 Death and Dying
• Death is “the final stage of growth”
• Experienced by everyone and no one escapes
• Young people tend to ignore it and pretend it
doesn’t exist
• Usually it is the elderly, who have lost
others, who begin to think about their own
death
© 2009 Delmar, Cengage Learning
Terminal Illness
• Disease that cannot be cured and will result
in death
• People react in different ways
• Some patients fear the unknown while others
view death as a final peace
© 2009 Delmar, Cengage Learning
Research
• Dr. Elizabeth Kübler-Ross was the leading
expert in the field of death and dying and
because of her research
– Most medical personnel now believe patients should
be informed of approaching death
– Patients should be left with some hope and know
they will not be left alone
– Staff need to know extent of information known
by patients
(continues)
© 2009 Delmar, Cengage Learning
Research
(continued)
• Dr. Kübler-Ross identified five stages
of grieving
• Dying patients and their families and friends
may experience these stages
– Stages may not occur in order
– Some patients may not progress through them all,
others may experience several stages at once
© 2009 Delmar, Cengage Learning
Stages of Death and Dying
• Denial—refuses to believe
• Anger—when no longer able to deny
• Bargaining—accepts death, but wants
more time
• Depression—realizes death will come soon
• Acceptance—understands and accepts the
fact they are going to die
© 2009 Delmar, Cengage Learning
Caring for the Dying Patient
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Very challenging, but rewarding work
Supportive care
Health care worker must have self-awareness
Common to want to avoid feelings by
avoiding dying patient
© 2009 Delmar, Cengage Learning
Hospice Care
• Palliative care only
– Comfort measure only
• Often in patient’s home
• Philosophy: allow patient to die with dignity
and comfort
• Personal care
• Volunteers
• After death contact and services
© 2009 Delmar, Cengage Learning
Right to Die
• Ethical issues must be addressed by the
health care worker
• Laws allowing “right to die”
• Under these laws specific actions to end
life cannot be taken
• Hospice encourages LIVE promise
• Dying Person’s Bill of Rights
© 2009 Delmar, Cengage Learning
Summary
• Death is a part of life
• Health care workers must understand death
and dying process and think about needs of
dying patients
• Then health care workers will be able to
provide the special care these individuals
need
© 2009 Delmar, Cengage Learning
Human Needs
© 2009 Delmar, Cengage Learning
8:3 Human Needs
• Needs: lack of something that is required
or desired
• Needs exist from birth to death
• Needs influence our behavior
• Needs have a priority status
• Maslow’s hierarchy of needs
(See Figure 8-15 in text)
© 2009 Delmar, Cengage Learning
Altered Physiological Needs
• Health care workers need to be aware
of how illness interferes with meeting
physiological needs
• Surgery or laboratory testing
• Anxiety
• Medications
• Loss of vision or hearing
(continues)
© 2009 Delmar, Cengage Learning
Altered Physiological Needs
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Decreased sense of smell and taste
Deterioration of muscles and joints
Change in person’s behavior
What the health care worker can do
to assist the patient with altered needs
© 2009 Delmar, Cengage Learning
Meeting Needs
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Motivation to act when needs felt
Sense of satisfaction when needs met
Sense of frustration when needs not met
Must prioritize when several needs are felt
at the same time
• Different needs can have different levels
of intensity
© 2009 Delmar, Cengage Learning
Methods for Satisfying Needs
• Direct methods
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Hard work
Set realistic goals
Evaluate situation
Cooperate with others
(continues)
© 2009 Delmar, Cengage Learning
Methods for Satisfying Needs
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• Indirect methods
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Defense mechanisms
Rationalization
Projection
Displacement
Compensation
Daydreaming
© 2009 Delmar, Cengage Learning
Methods for Satisfying Needs
(continued)
• Indirect methods (continued)
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Repression
Suppression
Denial
Withdrawal
© 2009 Delmar, Cengage Learning
Summary
• Be aware of own needs and patient’s needs
• More efficient quality care can be provided
when needs are recognized
• Better understanding of our behavior and that
of others
© 2009 Delmar, Cengage Learning