child psychology -i

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CHILD PSYCHOLOGY

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Psychology -

The word Psychology is made of two ancientGreek words psyche meaning soul and logosmeaning word.

Thus, Psychology pertains to the study of mind,

thought, and behaviour.

Child psychology:

It is the science that deals with the mental power

or an interaction between conscious andsubconscious elements in a child .

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Psychological development is a dynamic process ,which begins at birth and proceeds in an

ascending order through a series of sequentialstages manifesting into various characteristicbehavior.

These changes are governed by genetic, familial,cultural , interpersonal and inter psychic factors.

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IMPORTANCE

To understand a child better

To know the problem of psychological origin To deliver dental services in an effective and

meaningful manner

To establish effective communication with parent andchild

To gain confidence of the child and parent

To have a better treatment planning and interaction .

To produce a comfortable environment for workingon the patient.

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THEORIES:

Psychodynamic theories

Behavioral theories

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Behavioral theories:

Hierarchy of needs Masler

Social learning-Bandura

Classical conditioning Pavlov

Operant conditioning - Skinner

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Psychoanalytical theory [1905]

Given by Sigmond freud

According to this theory behavior is modified byinstinctive needs and sexual behavior .

It is composed of 3 major parts-

1) Theory of the structure of personality

2)Theory of personality dynamics

3) Theory of psychosexual development

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1 . Theory of structure of personality:

Includes id, ego and superego

ID-

It is the basic structure of personality which servesas a reservoir of instincts

Present at birth, impulse ridden and strives forimmediate pleasure and gratification ,example-

hunger, thirst and especially to be sexuallystimulated.

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EGO-

It is governed by reality principle.

It is developed after birth ,in 2nd to 6th month oflife ,expands with age and it delays ,modify and

control ID impulses on a realistic level .

It consists of elaborated ways of behaving andthinking which constitute the executive function

of the person. The ego delays satisfying the id and channels

behavior into more socially acceptable outlets.

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SUPER EGO-

It acts as sensor of acceptability of thoughts ,feelings and behavior

It is determined by regulation imposed uponchild by parent , society and culture

It is the internalized control which producesthe feeling of shame and guilt

It controls Id and ego. 10


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2. Theory of personality dynamics-

Freud stated that all these 3 parts have effects on

each other and this interplay will decide the finaloutcome and have its effects on personality of aperson.

In this interplay, ego acts as mediator between theid- with its blind demands for instant gratification-and the superego-with its rigid, often irrationalrules, prohibitions and ideals.

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Apart from this Freud also explained level ofconsciousness- conscious, preconscious and

unconscious.

At the conscious level, we are aware of certain

things around us and of certain thoughts.

At the preconscious level, are memories or

thoughts that are easily available with a momentsreflection- for eg. What we had for breakfast orour parents first name.

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In contrast, the unconscious level containsmemories,thoughts and motives which cannot beeasily called up.

All the id is unconscious; the ego and superegoinclude material at all 3 levels of consciousness.

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ICEBERG CONCEPT OF FREUD

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3. Theory of psychosexual development

(Freud stages of development)-

Oral

Anal

Phalic

Latency

Genital

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ORAL PHASE:

0-1 YR OF AGE-

Oral cavity serves as erogenous zone

Satisfaction of oral desire

Dependant stage since infant is dependant onadult for getting his oral needs fulfilled .

Objective: Develop trust , when his basic needs arefulfilled

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ANAL PHASE

1-3 yr of age

Maturation of neuromuscular control occurs .

Control over sphincters particularly anal sphinctersresults in increased voluntary activity .

In our society, toilet training is ordinarily the childsfirst encounter with authority and the first time the idmust be brought under control of the emerging ego.

There is development of sense of independence andautonomy.

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PHALIC PHASE:

In 3-5 yr age group-

Freud believed that genitals become the majorfocus of sexual excitement in the phalic stage.

Characterized by : Oedipus complex

Electra complex

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Oedipus complex

It is the tendency of young boy child beingattached more towards mother than father.

Electra complex It is the tendency of the young girl developing an

attraction towards father .

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LATENCY PHASE:

7-11 yrs-

Resolution of any defect

Phase ends in puberty

Ego maturation takes place

Characteristic: child gain better sense of initiativeand starts adapting to the adverse environment

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Objective:

Further development of personality

Pathology:

Lack of inner control of or excessive inner controlresult in a pathological trait like decreasedevelopment of skills

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GENITAL PHASE


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GENITAL PHASE-

From 11- 13 yrs onwards-

Sense of identification develops

Matured personality

Sense of reproduction and survival

Objective:

-Helps to separate from the dependence onparents.

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Social and behavioral development

1) Development of learning-

. Classical conditioning by PAVLOV

. Operant conditoning by SKINNER

2) Emotional development-

.Eriksons stages of development3) Cognitive development-

.Piagets stages of development

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Classical conditioning [Pavlov, 1927]

Based on stimulus response reflex

It was developed through experiments with dogs

When 2 stimuli occur together at the same timeresulting in a response , this response can also beobtained by stimulating any one of the originalstimuli .

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Principles involved in the process are-

Acquisition: learning a new response from theenvironment by conditioning.

Generalisation: wherein the process of conditioning isevoked by a band of stimuli centered around aspecific conditioned stimulus .

Eg. a child who has a had a painful experience with a

doctor in a white coat always associates any doctor inwhite coat with pain.

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Extinction:

-The conditioned behavior results if the associationbetween the conditioned and unconditioned response

is not reinforced .Eg. In the above mentioned example subsequent visitsto the doctor without any unpleasant experiencesresults in extinction of fear.

Discrimation-

- It is the opposite of generalization.

- If a child is exposed to clinic settings which aredifferent to those associated with the painfulexperiences, the child learns to discriminate betweenthe two clinics and even the generalized response to

any office will be extinguished. 26


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Principle of classical conditioning can be used in -

Developing good habits

Breaking habits

Elimination of conditional fear

Developing positive attitudes

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Operant conditioning [Skinner,1938]

According to this theory , consequence ofbehavior itself acts as a stimulus and affects futurebehavior .

Since behavior acts upon the environment it iscalled as an operant .

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Four basic types-

Positive reinforcement:-occur if a pleasant

consequence follows the response, eg. A childrewarded for good behavior following dentaltreatment.

Negative reinforcement:-involves removal of anunpleasant stimuli following a response , eg. If theparent gives in to the temper tantrums thrown by the

child, he reinforces this behavior.

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Omission: refers to removal of the unpleasant

response after a particular response, eg. If the childmisbehaves during the dental procedure, hisfavourite toy is taken away for a short time resultingin the omission of the undesirable behavior.

Punishment :involve introduction of an aversivestimulus into a situation to decrease the undesirable

behavior, eg. Use of palatal rake in correction oftongue thrusting habit.

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Psychosocial theory

In 1963, given by Eric erikson

Modified freuds theory

Postulates that society responds to the childsbasic needs or developmental tasks .

Described into 8 stages ,5 during childhood andadolescence, rest 3 in later part of life .

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Stages :-

Basic trust versus mistrust [0-12 month]

-Basic needs are met by the person whom hetrusts,when these are not met he develops mistrust.

So if necessary to provide dental treatment at thisearly age, it is preferable to do with the parent presentand preferably with parent holding the child.

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Autonomy versus shame, doubt[2-3yrs]

A time of gaining mastery over issues of self controlfar beyond bowel and bladder control

Failure leads to doubt or shame

Principle anxiety is loss of love and fear ofseparation during this period.

At this stage as the child takes pleasure in doingtasks by himself; dentist must obtain co-operation

from him by making him believe that the treatmentis his choice not of the dentist/parent.

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Initiative versus guilt[4-5 yrs]

Child deals with issue of curiosity about the anatomic

differences between the sexes ,body integrity andgender identity.

Primary fear is of bodily injury.

Industry versus inferiority [6-12 yrs]-

-Mastery over academic achievements and

integration into the world of children

-Child become industrious-Failure leads to sense of inferiority.

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Identity versus role confusion[13-18yrs]

- period of adolescence

- Mental and physiological maturation is present

- Impatient ,idealistic , who believes that it is easy torealize a ideal as it is to imagine it

- Consolidation of sense of achievement

- Importance of parents is more direct .

- Eg. Any orthodontic treatment should be carried outif child wants it and not parents as at this stage,

parental authority is being rejected. 35


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Intimacy vs role confusion

19-25 yr

Adult realizes the need for one truly intimaterelationship .

Generativity vs stagnation 26-50 yr

Adult rears children or performs creative act

failing which stagnation occurs .

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Ego Integrity vs Despair: Above 50 yr

Adult integrates earlier stages and achieves senseof integrity .

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COGNITIVE THEORY

Jean Piaget, 1952

He emphasized that childhood developmentproceeds from an egocentric position through apredictable , step like consistent expansion by

incorporation of learned experiences.Sequence of development has been categorized into4 major stages:

Sensorimotor stage[ 0-18 months]

Preoperational period[18months-7yrs]

Period of concrete operations[7-12yrs]

Formal operation periods[12-18yrs] 38


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Sensorimotor stage[ 0-18 months]:

Learn to interrelate the sensory modalities and able

to look forward and reach for an objectives,desires .

The child does not yet have the capacity to representobjects or people to himself, that is, out of sight, out

of mind.

As maturation progresses the simple reflexes begin

to be coordinated, eg. Looking along with armmovements resulting in hand watching.

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Pre operational period: [18months-7yrs]

It is a transitional period from the sensorimotorperiod to period of concrete operation .

Concept of time,number and logical order

acquired

Uses symbols in language and play

Learns to classify things

Solves the problem ,but cannot explain.

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Constructivism the child likes to explore thingsand make own observations, eg. Child surveys the

dental chair, airway syringe.

Animism eg. Explaining about radiograph as

tooth picture.

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Period of concrete operation [7-12yrs]:

Thinking process becomes logical

Develop the ability to solve complex mental operationsas addition and subtraction

Able to understand other point of views .

Centering- allowed to hold the mirror to see what is

being done on his teeth.

Ego- centerism: child has achieved the level ofunderstanding and gets involved in the treatment, eg.

Holds the suction tip by himself. 42


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Formal operational period[12-18yrs]:

Logical operation abstract thinking and hypotheticalreasoning.

He can consider a hypothetical situation.

Uses inductive or deductive logic to make decisionsand solve problems.

Peer influence and abstract thinking increase.

- This can play an important role in orthodonticappliances and braces.

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Hierarchy of needs [Masler ,1954]: Self actualisation theory

This theory explains personality developmentbased on individual priority of needs andmotivation .

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Level1-physiologic needs [hunger ,thirst]

Level 2- security [ need for shelter and

employment] Level 3 social [need to be loved and have a sense

of belonging]

Level 4- esteem [competency and skills needs, tofeel wanted]

Level 5 self actualization

[ realization of self]

.Lower levels of needs have to be fulfilled for thefunctioning of higher level of needs .

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Social learning theory [Bandura, 1963]:

Principle of this theory is that behavior is

learned by reinforcement.

The infant quickly learn in a reflexive manner

that certain behavior on his part elicit responsefrom his parents .

If these responses are rewarding and pleasing

to the child , the initial behavior will be repeatedover and over and eventually become a part ofhis behavior and personality .

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Th l i f b h i i ff d b f


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The learning of behavior is affected by fourprincipal elements:

1) Antecedent determinants- the conditioning isaffected if the person is aware of what is occuring.

2) Consequent determinants- persons perceptionand expectancy determine behavior.

3) Modeling learning through observationeliminates the trial- error search.

. It is not an automatic process but requires

cognitive factors and involves 4 processes whichare:

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Attentional processes


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- Attentional processes

- Retention processes

- Reproduction processes- Motivational processes

4) Self regulation this system involves a process ofself- regulation, judgement and evaluation ofindividuals responses to his own behavior.

.eg. If a young child observes an older siblingundergoing dental treatment without complaint,he/she is likely to imitate this behavior.

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THANKS
http://images.google.co.in/imgres?imgurl=http://www.hsc.wvu.edu/eastern/som/images/eastdiv/Dental/ChildrenSmiles.JPG&imgrefurl=http://www.hsc.wvu.edu/eastern/eastdiv/eddunnli.asp&usg=__nbG8SYJBO2tWDmQD0gNGYnVlXWk=&h=734&w=732&sz=387&hl=en&start=34&tbnid=UqTQn02e0lEc9M:&tbnh=141&tbnw=141&prev=/images%3Fq%3DCHILDREN%26gbv%3D2%26ndsp%3D20%26hl%3Den%26sa%3DN%26start%3D20

child psychology -i

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