11, 12 Life Cycle I and II Flashcards
Define a transitional object.
Donald Winnicott:
Object that a child forms an attachment with to aid in self-soothing. Represents mother.
Infancy
Age, primary task, parent task, and behavioral problem.
Birth to 18 months.
Primary task: establish a secure attachment, leading to basic trust.
Neurological development is critical factor.
Parent task: sensitive and attuned parenting to create symbiotic attachment and build self-efficacy.
Behavioral problems: inability to keep rules, lack of guilt, craving for attention.
Transient exuberance
Brain begins to process every new experience (rapid at birth-4yo)
Hatching
Age, primary task, parent task, and behavioral problem.
5-10 months.
Primary task: Shift attention to outside, including “quiet times,” and pleasure in stim from outside world.
Parent task: Balance - not too intrusive or withdrawn, help build confidence.
Behavioral problems: Fears loss of mothering parent, stranger anxiety.
Stranger anxiety
Distress with unfamiliar persons, begins at 6 months, peaks at 10 months.
Requires ability to remember mother’s face, compare with others and realize difference.
Peek-a-boo
Important. 7 months.
Pt has control over appearance/disappearance of figures - lowers anxiety.
Develops object permanence.
Practicing
Age, primary task, parent task, and behavioral problem.
10-16 months.
Primary task: Developing walking, separation from mother, autonomy and mastery.
Parent task: Build self esteem, minimize shame/humiliation, manage parental delight and frustration.
Behavioral problems: loss of transitional object.
Separation Anxiety
Fear of being left by caretaker.
Begins at 8-9 months, peaks at 14 mos.
Self-Awareness experiment
15-18 months.
“Rouge and Mirror” Experiment showed children above 12 months reacted to rouge mark on nose.
Rapprochement
Age, primary task, parent task, and behavioral problem.
16-24 months. Toddler.
Primary task: Increased autonomy, sense of omnipotence, internalize rules.
Parent task: Support dependency needs while encouraging freedom.
Behavioral problems: Loss of parents’ love or loss of self assertion results in significant loss.
Terrible 2’s
Age, primary task, parent task, and behavioral problem.
Primary task: Assertion.
Parent task: Ignore temper tantrums, never reinforce by giving (forms manipulative behavior), don’t take oppositional behavior personally.
Self-Assertion/Comparative power
Positive outcome = intentional direction of one’s self and body, independent of external authority.
Developmental goal of Intentionality and WIll
Exercising will, but also relaxing one’s will in order to be spontaneous, experience abandon, listen/comply/submit
Winnicott, Pre-school
3-5yo. Pleasure and pride, guilt, conscience, sex role identity.
Parental tasks: encourage talking about feelings and thoughts, respect child’s needs, foster curiosity, take child’s perspective seriously.
Sex differences
Biological
Gender differences
Cultural differences in behavior and roles of males and females
Age 3: know male vs. female diff. are for life.
Age 4: toys and roles.
Age 2-5: preference for same-sex play.
Pre-school: confuse sex and gender.
Age 6: Prefer own sex.
Pre-School
Imagination and play.
Assimilate reality into fantasies.
School-age
Child is influenced by outside forces, world is a place of laws and customs to be learned and internalized.
Childhood
Age, primary task, parent task, and behavioral problem.
Major tasks: become capable and competent, challenged to move away from parents and learn/achieve in the world.
Parent task: Let go, be supportive, neither too-involved or under involved.
School developmental tasks
New physical skills, gender roles.
Learn positive self concept, language development, gender roles, conscience, independence.
Learn restraint and self-regulation, increase attention span. Concrete operations.
Automization
Well-practiced mental activities, like riding a bike, playing instrument.
Moral development
consequences -> emphasis on rules -> consider intent -> seek social approval
Childhood Key areas of Health Risk
Chronic conditions, injuries, learning/attention problems, anxiety.
Risk = defined by medical/behavioral issues.
Factors precipitating behavioral “disorders”
May be normal, stress-induced, reflect parent-child conflict, or indicative of maturational changes.
*Behavior of child can reflect emotional state of a parent.
