Child and Adolescent Development
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Transcript of Child and Adolescent Development
Child and Adolescent Development
Our personal past Oldest memory Teenager Young child
Foundations of C & YP development
Biological predispositionsPrenatal development
Birth
Cognitive and Language development
Personality and Social development Context/Systems
Challenges for C & YP development
biological
cognitive
psychologicalsocial
moral andspiritual
Biological challenges
Physiological changesSexual Changes
Emotional changes
Cognitive challenges
Abstract thinkingEgocentric thinking
Ability to think about other peopleNew ways of processing information
Ability to think criticallyAbility to think creatively
Psychological challenges
Forming a new identityNew/emerging functions of personal identity
IndividuationEmotional responses
Ethnic /cultural identity
Social challenges
Society expectationsParental expectations
Adolescent expectations
Moral and spiritual challenges
Moral developmentSpiritual beliefs
Human Development Theories
Erikson Psychosocial developmentKlein Object Relations TheoryWinnicott Transitional objectBowlby Attachment Theory
Erikson (1902 – 1994)
• Born to a Jewish mum and a Danish dad (not her husband), he grew up as a tall, blond, blue eyed boy with a Jewish mum (the details of his birth were a secret from him) – His mum having fled to Germany during her pregnancy.
• In Temple he was labelled ‘Nordic’, in school he was labelled as a ‘Jew’.• He was not that academic, in late adolescence, he struggled with identity
(ethnic/religious/national)• When he was 25, he came into contact with Freud in Vienna. Encouraged by daughter, Anna
Freud (who noticed his sensitivity toward children) he began to study Psychoanalysis.• He studied Child Analysis alongside the Montessori method of Education (looking at child
development and sexual stages)• He left Germany in 1938 because of the Nazi rise to power, ending up in the US with his wife
and 2 sons.• 1st Psychoanalysist in Boston. Worked at Mass General, Harvard Med School & Yale University.• 1938 invited to observe education of native Sioux children in South Dakota. This was to prove
significant in the development of his thinking.
Erikson: Psychosocial developmentStage (age) Psychosocial
crisisSignificant relations
Psychosocial modalities
Psychosocial virtues
Maladaptations & malignancies
I (0-1)-- infant trust vs mistrust mother to get, to give in return hope, faith sensory distortion --
withdrawal
II (2-3)-- toddler
autonomy vs shame and doubt parents to hold on, to let go will,
determination impulsivity -- compulsion
III (3-6)-- preschooler initiative vs guilt family to go after, to play purpose, courage ruthlessness -- inhibition
IV (7-12 or so)-- school-age child
industry vs inferiority
neighbourhood and school
to complete, to make things together competence narrow virtuosity --
inertia
V (12-18 or so)-- adolescence
ego-identity vs role-confusion
peer groups, role models
to be oneself, to share oneself fidelity, loyalty fanaticism -- repudiation
Society should provide clear rites of passage - accomplishments and rituals.The distinction between the powerless, but irresponsible, time of childhood and the powerful & responsible time of adulthood, needs to be made clear.
VI (the 20’s)-- young adult intimacy vs isolation partners, friends to lose and find oneself in
a another love promiscuity -- exclusivity
VII (late 20’s to 50’s)-- middle adult
generativity vs self-absorption
household, workmates to make be, to take care of care overextension --
rejectivity
VIII (50’s & beyond)-- old adult integrity vs despair mankind or “my
kind”to be, through having been, to face not being wisdom presumption --
despair
Donald Winnicott (1896-1971)
• To the outside world, Winnicott appeared to have a happy childhood, but the reality was that he was oppressed by his mother’s depression. His father encouraged his creativity.
• During adolescence, he showed considerable self awareness, and described himself as a ‘disturbed adolescent’
• That insight formed the basis of his interest in troubled children & young people.• He trained in Medicine and became a paediatrician/psychoanalysist • He was a contemporary of Anna Freud & Melanie Klein• Became a member of the ‘middle’ group rather than a ‘Kleinian’ or a ‘Freudian’
of the BPS• He worked extensively with evacuees in WW2 as a consultant Psychaitrist• Key concepts ‘holding environment’ ‘transitional object’• Defined ‘Play’ as crucial for emotional/psychological wellbeing not just for
children but for adults too – Art/Hobbies/Sport etc
Winnicott’s Transitional Object
Winnicott’s concept of the ‘transitional object’ is important and the transitional object, or security blanket, “acts as a bridge which connects the inner world of phantasy to the outer world of reality”
The transitional object thus represents the mother ‘out there’ and the ‘inner world’ of self
Winnicott’s theory (1965) of the ‘good enough’ mother concluded that ‘the mother is the place that all other relationships develop from’. Winnicott observed that therapists recreate a ‘holding’ environment which resembles the mother and infant/child.
Pre or delinquent behaviour may be related to a sense of loss/ or a cry for help. A search for holding not previously found within the family itself.
What does Transitional Object mean to a child?
• Mother substitute:When a mother (or primary carer) leaves an infant, they can easily become upset by the disappearance of their primary care-giver. To compensate and comfort for this sense of loss, they imbue some object with the attributes of the mother.• Not-me:The transition object also supports the development of the self, as it is used to represent 'not me'. By looking at the object, the child knows that it is not the object and hence something individual and separate. In this way, it helps the child develop its sense of 'other' things (and self).
Transitional Object: Key attributes
Key attributes of the transition object include:• The infant has total rights over it.• The object may be cuddled, loved and mutilated (by the
infant).• It must never be changed, except by the infant.• It has warmth or some vitality that indicates it has a reality of
its own.• It exists independently of 'inside' or 'outside' and is not a
hallucination.• Over time, it loses meaning and becomes relegated to a kind
of limbo where it is neither forgotten nor mourned.
Melanie Klein (1882 – 1960) Object Relations Theory• Born in Vienna, of Jewish parentage – invited to London in 1926 by
British psychoanalyst Ernest Jones• 1st person to use psychoanalysis with children, she observed troubled
children play with objects – dolls, animals etc and attempted to interpret specific meaning of play. Like FREUD, she emphasised the significant role parents play in children’s fantasy life, but unlike Freud, she felt the SUPEREGO was present from birth.
• Klein felt that babies has no sense of ‘self’, that they are utterly dependant on their mother for sense of ‘self’ – that the mother is the baby’s ego.
• Klein had a difference of opinion with Anna Freud in London in 1938 which led to many controversies – referred to as CONTROVERSIAL DISCUSSIONS which split the British Psycho – Analytic society into 3.
Freud’s stages of development
John Bowlby (1907 – 1990)
• Born to an upper class British family, Bowlby rarely saw his mother and was cared for by a nanny who left him when he was 4, at 7 he went way to ‘board’ at school, which Bowlby observed was ‘emotionally impoverished’
• During WW2, after qualifying as psychoanalysist, he worked extensively with children who had been separated from their parents. This gained him significant evidence on which to base his theory.
• While working for the WHO in 1951, he wrote widely on maternal deprivation, in 1956, he began his defining work on ‘Attachment’. This 3 volume body of work was published between 1969 and 1974.
• Bowlby felt that the theory of Attachment is essentially an evolutionary mechanism designed to protect the vulnerable infant from predators.
• Along with Mary Ainsworth, he created the theory of the ‘secure base’ – a position of safety from which the infant can explore their world and return to their secure base ( generally their mother) for reassurance.
• Much of Bowlby’s work looked at the effects of poor Attachment, which is particularly noticeable when in crisis.
Bowlby’s cycle of arousal
In order to promote good attachment, the significant carer needs to be: • Accessible• Responsive• Consistent
Cycle of despair
Protest – crying, distress, pursuit of mother, searching
for mother, temper tantruming
Despair, Depression, quiet
withdrawal, refused to be comforted by
a stranger, disinterest in play
or exploration
Detachment – Lack of interaction with primary caregiver
after reunion, active avoidance of pcg,
failure to recognise pcg
Types of Attachment
• Type A – Insecure Avoidant (casually avoids, nonchalantly ignores caregiver on return)
• Type B – Secure (displays secure behaviour on return of parent)
• Type C – Insecure Ambivalent (distressed & inconsolable upon return of parent)
• Type D – Disorganised – Disorientated (conflicting, approach/flee, dazed, freezing on parent’s return – ‘frozen watchfulness’) (Fahlberg 1980)
Positive working model
• About him/herself:1. I am worthwhile/wanted2. I am safe3. I am capable• About his/her caregiver:1. They are available2. They are responsive3. They meet my needs
Negative working model
• About him/herself:1. I am worthless2. I am unsafe3. I am impotent• About his/her caregiver:1. He/she is unresponsive2. He/she is unreliable3. He/she is threatening/dangerous/rejecting