Developmentalism

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Developmentalism

• Principles
• physiological development drives psycho-social
  development
• time is a major determinant of personality
  development
• stages of development exist stages cannot be
  skipped, missed, or avoided

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Developmental Tasks of Infancy

• Motor Skills
• Emotive Skills
• Cognitive Skills
• Social Skills
• Integrative skills

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I. Stages of Motor Development

• 1 month Lifts head while lying on stomach
• 2 months Lifts chest while lying on stomach
• 3 months Rolls over
• 4 months Sits up with support
• 6-7 months Sits up alone
• 8 months Crawls, stands up with help
• 11 months Stands alone
• 12 months Walks alone
• 17 months Walks up steps

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II. Stages of Emotional Development

• Attachment related to genetically based
  behaviours (crying, sucking, smiling, clinging
  and following)
• Attachment is active and reciprocal
• Separation anxiety caused by absence of the
  attachment figure

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Attachment

• Parents who respond to cries promptly
• Appropriate responsiveness of parent more
  important than time of physical closeness
• Categorization of infants
• Secure Insecure
• Ambivalent-resistant Avoidant

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III. Stages of Cognitive Development

• Piaget
• Sensorimotor
• Pre-operational
• Concrete operational
• Formal Operational

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Sensorimotor Stage

• 0-2 years of age
• Use of senses and motor abilities to understand
  and respond to the world
• Object permanence
• Cause-effect reasoning
• The development of memory

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Pre-operational Stage

• 2-6 years of age
• Ability to hold mental representations
• Pretending, play are possible
• Ego-centric world-view (I vs you)
• Ability to think symbolically
• The Explosion of Words
• Consequential thinking

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Concrete Operations

• 7-11 years of age
• Progressive ego-decentering
• Ability to classify, categorize, draw
  generalizations, stereotype
• Ability to consequentialize and seriate (put
  things in order)
• Able to use inductive and deductive logic

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Formal Operations

• 12 years of age
• Able to form and test mental hypothesis
• Able to deal with abstractions
• Able to understand (though not deal with)
  ambiguity

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IV. Stages of Social Development

• Belenkys Womens Way of Knowing
• Culture Shock Model
• Perrys Development of College-Aged Students

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Eriksons Stages of Human Development
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Eriksons Stages of Human Development
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Stage 1 Infancy (0-1)

• Crisis Trust vs. Mistrust
• Description In early life, infants must rely
  entirely upon adults to meet basic physiological
  needs
• Positive Outcome If needs are met consistently
  and responsively, secure attachment will form

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Stage 2 Toddler (1-2)

• Crisis Autonomy vs. Doubt
• Independence vs. Shame
• Description Toddlers learn to walk, talk, use
  toilets, etc. which represents self-control
• Positive Outcome Confidence to cope with
  situations that require initiative, choices,
  control and independence

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Stage 3 Early Childhood (2-6)

• Crisis Initiative vs. Guilt
• Description Children discover their own power,
  and must learn to control impulses and childish
  fantasies
• Positive Outcome Children learn, with
  consistent discipline to accept without shame
  that certain things are not allowed

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Stage 4 School Years (6-12)

• Crisis Industry/Competence vs. Inferiority
• Description Transition from world of home to
  world of peers and others
• Positive Outcome Pleasure in intellectual
  stimulation, being productive and succeeding in
  competition

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Stage 5 Adolescence (13-20)

• Crisis Identify vs. Role Confusion
• Description With the onset of puberty, children
  struggle to determine their owh characters,
  independent of family
• Positive Outcomes Grounded acceptance and sense
  of self, and ones own strengths and limitations

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Stage 6 Early Adulthood (20-35)

• Crisis Intimacy vs. Isolation
• Description Adults learn to share feelings with
  others and develop intense, mutual
  inter-dependent relationships with others
• Positive Outcomes The ability to relate and
  share emotions and thoughts with others and to
  learn and grow from this

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Stage 7 Middle Adulthood (35-55)

• Crisis Generativity vs. Stagnation
• Description At the peak of their working lives,
  adults need to contribute meaningfully to society
• Positive Outcomes Artefacts, creativity,
  insight, accomplishment, success

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Stage 8 Late Adulthood (55)

• Crisis Integrity vs. Despair
• Description Towards the end of life, adults
  must come to terms with their lives and accept
  all their dreams did not come true
• Positive Outcome Death with dignity

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Developmental Explanation for Emotional Responses

• Rage (anger due to frustrated desire)
• Guilt (self-recrimination due to lack of
  control)
• Self-conciousness
• (fear of negative evaluation by others)
• Embarrassment
• (experiencing negative evaluation by others)
• Shame (enduring state of embarrassment)
• Social Anxiety (avoidant/withdrawal behaviours)

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Behaviours that emerge as a result of emotional
responses

• Denial (distorting reality)
• Downward social comparison
• Self-handicapping
• Self-focus/narcissism
• Rule-boundedness
• Borderline

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Summary of Developmental Perspective

• Stages of development cannot be skipped
• Personality formation is based on successful,
  age-appropriate negotiation of fundamental crises
• Is there a fixed time in which personality or
  traits may be formed?

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Application to Pharmacy Practice

• People cannot understand issues which are
  developmentally beyond them
• Need to meet patient at his/her developmental
  level, not yours
• Observed behaviour is not the end-point reason
  for emergence of behaviour is important