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Developmental Theories: A Comprehensive Guide for Nurses, Exams of European Computer Driving Licence (ECDL)

Princeton UniversityEuropean Computer Driving Licence (ECDL)

A comprehensive overview of developmental theories, focusing on their relevance to nursing practice. It explores key theories such as erikson's psychosocial theory, freud's psychoanalytic model, kohlberg's theory of moral development, and piaget's theory of cognitive development. The document also includes exercises and questions to help readers understand and apply these theories.

Typology: Exams

2024/2025

Available from 12/20/2024

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Chapter 11: Developmental Theories
Understanding |normal |growth |and |development |helps |nurses |predict, |prevent, |and |detect |deviations |
from |patients' |own |expected |patterns. |Growth |encompasses |the |physical |changes |that |occur |from |the
|prenatal |period |through |older |adulthood |and |also |demonstrates |both |advancement |and |
deterioration. |Young |children |grow |more |quickly |than |older |children, |and |by |adulthood |growth |in |
height |ceases. |In |late |adulthood |there |is |a |loss |of |both |muscle |and |bone, |which |may |cause |a |
decrease |in |height |in |some |people.
Developmental |theories |provide |a |framework |for |examining, |describing, |and |appreciating |human |
development. |For |example, |knowledge |of |Erikson's |psychosocial |theory |of |development |helps |
caregivers |understand |the |importance |of |supporting |the |development |of |basic |trust |in |the |infancy |
stage. |Trust |establishes |the |foundation |for |all |future |relationships. |Developmental |theories |are |also |
important |in |helping |nurses |assess |and |treat |- |VERIFIED |ANSWER |**✔Discuss |factors |influencing |
growth |and |development.
How |our |physical |bodies |grow |and |change |throughout |a |lifetime.
Example: |How |does |the |physical |body |age? |- |VERIFIED |ANSWER |**✔Biophysical |development
the |person |sees |moral |reasoning |based |on |his |or |her |own |personal |internalization |of |societal |and |
others' |expectations |- |VERIFIED |ANSWER |**✔Conventional |reasoning
Theories |of |psychoanalytical/psychosocial |development |describe |human |development |from |the |
perspectives |of |personality, |thinking, |and |behavior. |Psychoanalytical |theory |explains |development |as |
primarily |unconscious |and |influenced |by |emotion. |Psychoanalytical |theorists |maintain |that |these |
unconscious |drives |influence |development |through |universal |stages |experienced |by |all |individuals |
(Berger, |2007). |- |VERIFIED |ANSWER |**✔Describe |and |compare |the |psychoanalytical/psychosocial |
theories |proposed |by |Freud |and |Erikson.
individuals |need |to |accomplish |a |particular |task |before |successfully |mastering |the |stage |and |
progressing |to |the |next |one |- |VERIFIED |ANSWER |**✔Erikson's |theory |of |psychosocial
development
Behavior |Regulators
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Chapter 11: Developmental Theories

Understanding |normal |growth |and |development |helps |nurses |predict, |prevent, |and |detect |deviations | from |patients' |own |expected |patterns. |Growth |encompasses |the |physical |changes |that |occur |from |the |prenatal |period |through |older |adulthood |and |also |demonstrates |both |advancement |and | deterioration. |Young |children |grow |more |quickly |than |older |children, |and |by |adulthood |growth |in | height |ceases. |In |late |adulthood |there |is |a |loss |of |both |muscle |and |bone, |which |may |cause |a | decrease |in |height |in |some |people. Developmental |theories |provide |a |framework |for |examining, |describing, |and |appreciating |human | development. |For |example, |knowledge |of |Erikson's |psychosocial |theory |of |development |helps | caregivers |understand |the |importance |of |supporting |the |development |of |basic |trust |in |the |infancy | stage. |Trust |establishes |the |foundation |for |all |future |relationships. |Developmental |theories |are |also | important |in |helping |nurses |assess |and |treat |- |VERIFIED |ANSWER |✔Discuss |factors |influencing | growth |and |development. How |our |physical |bodies |grow |and |change |throughout |a |lifetime. Example: |How |does |the |physical |body |age? |- |VERIFIED |ANSWER |✔Biophysical |development the |person |sees |moral |reasoning |based |on |his |or |her |own |personal |internalization |of |societal |and | others' |expectations |- |VERIFIED |ANSWER |✔Conventional |reasoning Theories |of |psychoanalytical/psychosocial |development |describe |human |development |from |the | perspectives |of |personality, |thinking, |and |behavior. |Psychoanalytical |theory |explains |development |as | primarily |unconscious |and |influenced |by |emotion. |Psychoanalytical |theorists |maintain |that |these | unconscious |drives |influence |development |through |universal |stages |experienced |by |all |individuals | (Berger, |2007). |- |VERIFIED |ANSWER |✔Describe |and |compare |the |psychoanalytical/psychosocial | theories |proposed |by |Freud |and |Erikson. individuals |need |to |accomplish |a |particular |task |before |successfully |mastering |the |stage |and | progressing |to |the |next |one |- |VERIFIED |ANSWER |**✔Erikson's |theory |of |psychosocial development Behavior |Regulators

Id |reaction |with |impulse Ego |self |awareness | Superego |your |consuiness |- |VERIFIED |ANSWER |✔Freud's |psychoanalytical |model |of personality |development expands |on |Piaget's |cognitive theory; |Kohlberg |interviewed |children, |adolescents, |and |eventually |adults |and |found |that |moral | reasoning |develops |in |stages. |From |an |examination |of |responses |to |a |series |of |moral |dilemmas, |he | identified |six |stages |of |moral |development |under |three |levels |- |VERIFIED |ANSWER |✔Kohlberg's | theory |of |moral development includes |four |periods |that |are |related |to |age |and |demonstrate |specific |categories |of |knowing |and | understanding. |Piaget |believed |that |individuals |move |from |one |stage |to |the |other |seeking |cognitive | equilibrium |or |a |state |of |mental |balance |- |VERIFIED |ANSWER |✔Piaget's |theory |of |cognitive development the |person |finds |a |balance |between |basic |human |rights |and |obligations |and |societal |rules |and | regulations |(Kohlberg) |- |VERIFIED |ANSWER |✔Postconventional |reasoning a |behavioral |style |that |affects |an |individual's |emotional |interactions |with |others |- |VERIFIED |ANSWER | **✔Temperament

  • |Nurses |administer |care |for |individuals |at |various |developmental |stages. |Developmental |theory | provides |a |basis |for |nurses |to |assess |and |understand |the |responses |seen |in |their |patients.
  • |Humans |continue |to |develop |throughout |their |lives. | |Development |is |not |limited |to |childhood |and |adolescence; |persons |grow |and |develop |throughout | their |life |span.
  • |Theory |is |a |way |to |account |for |how |and |why |people |grow |up |as |they |do. |Theories |provide |a | framework |to |clarify |and |organize |existing |observations |to |explain |and |try |to |predict |human |behavior.
  • |Growth |refers |to |the |quantitative |changes |that |nurses |measure |and |compare |to |norms.

concrete |operations |period |- |VERIFIED |ANSWER |✔Industry |vs. |inferiority formal |operations |period |- |VERIFIED |ANSWER |✔Identity |vs. |role |confusion Temperament |is |a |behavioral |style |that |affects |the |individual's |emotional |interactions |with |others. |- | VERIFIED |ANSWER |✔Define |temperament. a. |Easy |child |(regular |and |predictable) b. |Difficult |child |(highly |active, |irritable, |and |has |irregular |habits) c. |Slow-to-warm-up |child |(reacts |negatively |with |mild |intensity |to |new |stimuli) |- |VERIFIED |ANSWER | ✔Identify |the |three |basic |classes |of |temperament |and |briefly |explain |each. a. |Tasks |that |surface |because |of |physical |maturation b. |Tasks |that |evolve |from |personal |values c. |Tasks |that |are |a |result |of |pressures |from |society. |- |VERIFIED |ANSWER |✔Havinghurst's |stage: | crisis |theory |incorporates |three |primary |sources |for |developmental |tasks, |which |are: A |contemporary |life-span |approach |considers |the |individual's |personal |circumstances, |how |the |person |views |and |adjusts |to |changes, |and |the |current |social |and |historical |context |in |which |the |individual |is | living. |- |VERIFIED |ANSWER |✔Contemporary |life-span |approach |considers: a. |Period |I: |Sensorimotor |(birth-2 |years) b. |Period |II: |Preoperational |(2-7 |years) c. |Period |III: |Concrete |operations |(7-11 |years) d. |Period |IV: |Formal |operations |(11 |years |to |adulthood) |- |VERIFIED |ANSWER |**✔Identify |the |four | periods |of |Piaget's |theory |of |cognitive |development. Level |I: |The |person |reflects |on |moral |reasoning |based |on |personal |gain. a. |Stage |1: |Punishment |and |obedience |orientation |(in |terms |of |absolute |obedience |to |authority |and | rules)

b. |Stage |2: |Instrumental |relativist |orientation |(more |than |one |right |view) Level |II: |Sees |moral |reasoning |based |on |his |or |her |own |personal |internalization |of |societal |and |others' |expectations a. |Stage |3: |Good |boy-nice |girl |orientation |(good |motives, |showing |concern |for |others, |and |keeping | mutual |relationships) b. |Stage |4: |Society-maintaining |orientation |(expand |their |focus |from |a |relationship |with |others |to | societal |concerns) Level |III: |Balance |between |human |rights |and |obligations |and |societal |rules |and |regulations a. |Stage |5: |Social |contract |orientation |(follows |the |societal |law |but |recognizes |the |possibility |of | changing |the |law |to |improve |society) b. |Stage |6: |Universal |ethical |principle |orientation |(right |by |the |decision |of |conscience |in |a |- |VERIFIED | ANSWER |**✔Kohlberg |identified |six |stages |of |moral |development |under |three |levels. |Briefly |describe | each. Level |I: |Preconventional |level: Stage | 1 Stage | 2 Level |II: |Conventional |level: Stage | 3 Stage | 4 Level |III: |Postconventional |level: Stage | 5 Stage | 6 Concrete |operations Rationale:

Rationale: Level |I: |Preconventional |reasoning. |Stage |1: |Punishment |and |obedience |orientation |- |VERIFIED | ANSWER |**✔According |to |Kohlberg, |children |develop |moral |reasoning |as |they |mature. |Which |of |the | following |is most |characteristic |of |a |preschooler's |stage |of |moral |development?

  1. |The |rules |of |correct |behavior |are |obeyed.
  2. |Behavior |that |pleases |others |is |considered |good.
  3. |Showing |respect |for |authority |is |important |behavior.
  4. |Actions |are |determined |as |good |or |bad |in |terms |of |their |consequences. Animism |- |VERIFIED |ANSWER |**✔The |nurse |is |aware |that |preschoolers |often |display |a |developmental |characteristic |that |makes |them |treat |dolls |or |stuffed |animals |as |if |they |have |thoughts |and |feelings. | This |is |an |example |of:
  5. |Logical |reasoning.
  6. |Egocentrism.
  7. |Concrete |thinking.
  8. |Animism. Difficult |- |VERIFIED |ANSWER |**✔An |18-month-old |child |is |noted |by |the |parents |to |be |"angry" |about | any |change |in |routine. |This |child's |temperament |is |most |likely |to |be |described |as:
  9. |Slow |to |warm |up.
  10. |Difficult.
  11. |Hyperactive.
  12. |Easy. Feelings |of |inferiority |- |VERIFIED |ANSWER |**✔Nine-year-old |Brian |has |a |difficult |time |making |friends | at |school |and |being |chosen |to |play |on |the |team. |He |also |has |trouble |completing |his |homework |and, | as |a |result, |receives |little |positive |feedback |from |his |parents |or |teacher. |According |to |Erikson's | theory, |failure |at |this |stage |of |development |results |in:
  13. |A |sense |of |guilt.
  14. |A |poor |sense |of |self.
  15. |Feelings |of |inferiority.
  1. |Mistrust. Initiative |versus |guilt |- |VERIFIED |ANSWER |**✔The |nurse |teaches |parents |how |to |have |their |children | learn |impulse |control |and |cooperative |behaviors. |This |would |be |during |which |of |Erickson's |stages |of | development?
  2. |Trust |versus |mistrust
  3. |Initiative |versus |guilt
  4. |Industry |versus |inferiority
  5. |Autonomy |versus |sense |of |shame |and |doubt Object |permanence |- |VERIFIED |ANSWER |**✔When |Ryan |was | 3 |months |old, |he |had |a |toy |train; |when | his |view |of |the |train |was |blocked, |he |did |not |search |for |it. |Now |that |he |is | 9 |months |old, |he |looks |for | it, |reflecting |the |presence |of:
  6. |Object |permanence.
  7. |Sensorimotor |play.
  8. |Schemata.
  9. |Magical |thinking. Preparing |the |child |through |play |with |a |doll |and |toy |medical |equipment |- |VERIFIED |ANSWER | **✔When |preparing |a |4-year-old |child |for |a |procedure, |which |method |is |developmentally |most | appropriate |for |the |nurse |to |use?
  10. |Allowing |the |child |to |watch |another |child |undergoing |the |same |procedure
  11. |Showing |the |child |pictures |of |what |he |or |she |will |experience
  12. |Talking |to |the |child |in |simple |terms |about |what |will |happen
  13. |Preparing |the |child |through |play |with |a |doll |and |toy |medical |equipment Postformal |thought |- |VERIFIED |ANSWER |**✔A |35-year-old |woman |is |speaking |with |you |about |her | recent |diagnosis |of |a |chronic |illness. |She |is |concerned |about |her |treatment |options |in |relation |to |her | ability |to |continue |to |care |for |her |family. |As |she |considers |the |options |and |alternatives, |she | incorporates |information, |her |values, |and |emotions |to |decide |which |plan |will |be |the |best |fit |for |her. | She |is |using |which |form |of |cognitive |development?
  14. |Conventional |reasoning
  1. |Writing |an |essay |about |patriotism Imaginary |audience |- |VERIFIED |ANSWER |**✔Allison, |age | 15 |years, |calls |her |best |friend |Laura |and |is | crying. |She |has |a |date |with |John, |someone |she |has |been |hoping |to |date |for |months, |but |now |she |has |a |pimple |on |her |forehead. |Laura |firmly |believes |that |John |and |everyone |else |will |notice |the |blemish | right |away. |This |is |an |example |of |the:
  2. |Imaginary |audience.
  3. |False-belief |syndrome.
  4. |Personal |fable.
  5. |Personal |absorption |syndrome. Sense |of |invulnerability |- |VERIFIED |ANSWER |**✔Elizabeth, |who |is |having |unprotected |sex |with |her | boyfriend, |comments |to |her |friends, |"Did |you |hear |about |Kathy? |You |know, |she |fools |around |so | much; |I |heard |she |was |pregnant. |That |would |never |happen |to |me!" |This |is |an |example |of adolescent:
  6. |Imaginary |audience.
  7. |False-belief |syndrome.
  8. |Personal |fable.
  9. |Sense |of |invulnerability. Selective |optimization |with |compensation |- |VERIFIED |ANSWER |**✔Teaching |an |older |adult |how |to | use |e-mail |to |communicate |with |a |grandchild |who |lives |in |another |state |is |an |example |of | ____________, |which |aids |cognitive |performance |by |using |new |approaches.
  10. |Cognitive |development
  11. |Activity |theory
  12. |Selective |optimization |with |compensation
  13. |Formal |operations It |is |difficult |to |determine |Dave's |developmental |stage |since |most |people |report |overall |satisfaction | with |their |lives |in |all |stages |- |VERIFIED |ANSWER |**✔Dave |reports |being |happy |and |satisfied |with |his | life. |What |do |we |know |about |Dave?
  14. |He |is |in |one |of |the |later |developmental |periods, |concerned |with |reviewing |his |life.
  1. |He |is |atypical, |since |most |people |in |any |of |the |developmental |stages |report |significant | dissatisfaction |with |their |lives.
  2. |He |is |in |one |of |the |earlier |developmental |periods, |concerned |with |establishing |a |career |and | satisfying |long-term |relationships.
  3. |It |is |difficult |to |determine |Dave's |developmental |stage |since |most |people |report |overall |satisfaction |with |their |lives |in |all |stages. Social |contract |orientation |- |VERIFIED |ANSWER |**✔You |are |working |in |a |clinic |that |provides |services | for |homeless |people. |The |current |local |regulations |prohibit |providing |a |service |that |you |believe |is | needed |by |your |patients. |You |adhere |to |the |regulations |but |at |the |same |time |are |involved |in | influencing |authorities |to |change |the |regulation. |This |action |represents which |stage |of |moral |development?
  4. |Instrumental |relativist |orientation
  5. |Social |contract |orientation
  6. |Society-maintaining |orientation
  7. |Universal |ethical |principle |orientation