Psychoanalytic/psychosocial Development

Starting with oral satisfaction, the infant learns to trust the caregiver as well as self.- Trust is achieved when the infant lets the caregiver out of site without undue distress. Verycrucial to this stage is consistent caregiving.

The child is now becoming accomplished in some basic self-care activities, includingwalking, feeding, and toileting.This ewfound independence is the result of maturation and imitation., The toddler develops his/her autonomy by making choices. Choices typical for thetoddler include activities related to relationships, desires, and playthings.

Children like to pretend and try out new roles.. Fantasy and imagination allow children to further explore their environment., Also, at this time, children are developing their superego or conscience.. anficts often arise between the child's desire to explore and the limit placed onhis/her behavior. These conflicts may lead to feelings of frustration and guilt.. Guilt may also occur if the caregiver's responses are too punitive.

School age children are eager to apply themselves to learning socially productive skillsand tools.. They learn to work and playwith their peers.. School-age children thrive on their accomplishments and praise., Without proper support for learning of new skills or if skills are too difficult, children maythen develop sense of inadequacy and inferiority.. Erikson believed that adult's attitude toward work can be traced to successfulachievement of this task.

Dramatic physiological changes associated with sexual maturation highlight this stage.. There is marked preoccupation with appearance and body image.

lt is during thls stage that the individual is able to seek for the answer to the question,"Who am IT". Acquiring sense of identity is essential for making adut decisions such as choice ofvocation or marriage partner

Young adults, after developing sense of identity deepen their capacity to love others andcare for them.. This is the time to become fully participative in the community, enjoying adult freedomlf the individual has not developed sense of identity, he/she may experience feelings ofand responsibility.isolation from other's and the inability to form meaningfu attachments.

Following the successful development of an intimate relationship, the adult can focus onsupporting the future generations.. The individual pursues expansion of personal and social involvement. He/She should beable to see beyond his/her needs and accomplishments to the needs of society.Dissatisfaction with one's place and achievement often leads to self-a absorption andstagnation.

As the aging process creates physical and social losses the adult may also suffer loss ofstatus and function, such as through retirement or illness. These external struggles arealso met with internal struggles, such as search for meaning in life.. Meeting these challenges creates the potential for growth and wisdom.. f the elderly has achieved integrity,he/she views ife with a sense of wholeness andderives satisfaction from past accomplishments; views death as an acceptablecompletion of life; accepts one's one and only life cycle.. Despair is experienced when the elderly views himself/herself as a failure; believes thathe/she made poor choices during life, and senses that his/her life had been worthless.

Havighurst's main assertion is that development is continuous throughout the entire lifespan,occurring in stages, where an individual moves from one stage to the next by means of successfulresolution of problems or performance of developmental tasks. This theory suggests that we are active tlearners who continually interact with a similarly active social environment. He proposed a bio-zhozcialmodelotdevelapment, wherein the developmental tasks at each stage are influenced by vepsychosoci jndiviC jlogy (physiclogicalmaturation and genetic makeup, his psychclgy [personl values zauand goals), as well as his sociology (specific culture to which the individual belongs).

Learning to walkLearning to control bodily wastesLearning to talkLearning to form relationships with family members

Learning physical skills for playing gamesDeveloping school-related skills such as reading, writing, and countingDeveloping conscience and valuesAttaining independence

Establishing emotional independence from parentsEquipping self with skills needed for productive occupationAchieving gender-based social roleEstablishing mature relationships with peers of both sexes

Choosing a partnerEstablishing a familyManaging a homeEstablishing a career

Maintaining economic standard of livingPerforming civic and social responsibilitiesRelating to spouse as a personAdjusting to physiological changes

Adjusting to deteriorating health and physical strengthAdjusting to retirementMeeting social and civil obligations, Adjusting to death or loss of spouse

According to Erikson's eight stages of life, individuals need to accomplish a particular task beforeiccessfully completing the stage. Each task is framed with opposing conflicts, such as the adolescent'sneed to develop a sense of personal identity challenged by many confusing choices.

psychosexual developmental stages associated with different pleasurable zones serving as thefocus for gratification and bodily pleasure (oral, anal, phallic, latency, genital). This theory believes thattwo internal forces essentially drive psychological change in the child: sexual (ibido) and aggresenergies.

Initially, sucking and oral satisfaction is not only vital to life, but also very pleasurable in its ownright.Later, the infant begins to realize that the mother/parent is something separate from the self.Disruption in the availability of parent (e.g., inadequate bonding or chronic illness) could have animpact on the infant's development.

The focus of pleasure is the anal zone.Children become increasingly aware of the pleasurable sensations of this body region withinterest in the products of their effort.* Through the toilet-training process, the child is asked to delay gratification in order to meetparental and societal expectations.

e ital organs becomethe focus of pleasure. The boy becomes interested in the penis; thegirl becomes aware of the absence of the penis known as penis envy.This is the time of exploration and imagination.The child fantasizes about parent of the opposite sex as his or her first love interest, known asOedipal or Electra complex.' By the end of this stage, the child attempts to reduce this conflict by entifying with the parentof the same sex in a way to win recognition and acceptance.

Sexual urges, from the earlier Oedipal stage are repressed and channeled into productiveactivities that are socially acceptable.' Within the educational and social worlds of the child, there is much to learn and accomplish. Thisis where the child places the energy and effort.

This is the time of turbulence when earlier sexual urges awaken and are directed to an individualoutside the family circle.Unresolved prior conflicts surface during adolescence.Once conflicts are resolved, the individual is then capable of having a mature adult sexrelationship.