CHAPTER 10 LIFE CYCLE

BASIC CONCEPTS OF GROWTH AND DEVELOPMENT Growth–the measurable changes in the physical size of the body and its parts. Development–the behavioral changes in skills and functional abilities. Maturation–the process of becoming fully grown and developed; applies to physiological and behavioral aspects.

PRINCIPLES OF GROWTH AND DEVELOPMENT The exact rate of development for any given individual cannot be predicted. The sequence of development is predictable, but performance of specific skills varies with each person.

PRINCIPLES OF GROWTH AND DEVELOPMENT (continued) Growth and development are orderly and predictable, occurring from: Cephalocaudal (head to toe). Proximodistal (functions near midline develop before those distant). General to specific.

PRINCIPLES OF GROWTH AND DEVELOPMENT (continued) Rate of growth and development: is not consistent. is individual. Each stage has specific characteristics. Certain tasks must be accomplished in each stage. Some are more critical than others.

FACTORS THAT INFLUENCE GROWTH AND DEVELOPMENT Heredity Health status Life experiences Culture

DIMENSIONS AND THEORIES OF HUMAN DEVELOPMENT Physiological Psychosocial Cognitive Moral Spiritual

PHYSIOLOGICAL DIMENSION Consists of the physical size and functioning of the individual. Influenced by the interaction of genetic predisposition, nutrition, central nervous system, and endocrine system.

PSYCHOSOCIAL DIMENSION Consists of feelings and interpersonal relationships. A positive self-concept (including body image, self-esteem, and ideal self) is important part of happiness and success. A person with a positive self-concept is more likely to change unhealthy habits.

PERSONALITY DEVELOPMENT Sigmund Freud–psychosexual theory Erik Erikson–psychosocial theory Harry Stack Sullivan–interpersonal theory

COGNITIVE DIMENSION The way a person thinks and understands the world shapes perception, memory, attitude, action, and judgment and is the basis of cognition theory. Intelligent beings are able to change behavior in response to the demands of an ever-changing environment.

COGNITIVE DIMENSION (continued) Jean Piaget–developed theory of intellectual development. Individuals learn by using three processes: Assimilation Accommodation Adaptation

MORAL DIMENSION A person’s value system. Helps to differentiate between right and wrong. Lawrence Kohlberg established a framework of six stages of moral development.

SPIRITUAL DIMENSION Whatever gives life to a person. Relationships with one’s self, others, and a divine source or higher power. Fowler developed a theory of spiritual development that includes a prestage and six distinct stages of faith development.

HOLISTIC FRAMEWORK FOR NURSING A basic concept of nursing is to provide care to the whole person. Nursing’s holistic perspective recognizes that an individual’s development progresses throughout life.

STAGES OF THE LIFE CYCLE Prenatal Neonatal Infancy Toddler Preschooler School-age Preadolescent Adolescent Young adult Middle adult Older adult

PRENATAL Beginning with conception and ending with birth. Critical time in growth and development. Early prenatal care is essential for a positive pregnancy outcome.

NEONATAL The first 28 days of life following birth. A time of major adjustment to extrauterine life. The neonate (newborn) focuses energy on achieving equilibrium by stabilizing major body systems.

INFANCY From the end of the first month to the end of the first year of life. A period of rapid physiological growth and psychosocial development. Nurse must focus on safety, prevention of infection, and teaching parents about incorporating the child into the family.

INFANCY (continued)

TODDLER Begins at 12 to 18 months of age, when a child begins to walk alone, and ends at approximately 3 years of age. Fear and anxiety can make a hospital experience a negative one. Separation from parent a major stressor. Play can help nurse establish rapport.

PRESCHOOL From ages 3 to 6 years. Physical growth slows. Psychosocial and cognitive development accelerate. Better able to communicate.

PRESCHOOL (continued)

SCHOOL-AGE From the ages of 6 to 10 years. Physical changes are slow, even, and continuous. Their world and social networks enlarge. Communication increases, vocabulary expands and allows the expression of thoughts, needs, feelings.

PREADOLESCENT From the ages of 10 to12 years. The child begins hormonal changes that will result in onset of puberty (the emergence of secondary sex characteristics). This is a time of gender role discovery and increasing independence.

PREADOLESCENT (continued)

ADOLESCENT From ages of 13 to 20 years. Begins with the onset of puberty. Undergoes the transition from child to adult as many physiological changes and rapid growth occur. Psychosocial adjustments must be made. Must establish a personal identity.

ADOLESCENT (continued)

YOUNG ADULTHOOD From the ages of 21 to approximately 40 years. Physical and emotional changes continue at a slower rate than in adolescent. Time of transition from adolescence to adulthood. Usually healthiest time in a person’s life.

YOUNG ADULTHOOD (continued)

MIDDLE ADULTHOOD From the ages of 40 to 65 years. Characterized by productivity and responsibility. Many physiological changes occur. Majority of activity revolves around family and work. Midlife crisis may occur.

OLDER ADULTHOOD From age 65 until death. Psychosocial tasks include: Accepting own life as it is. Finding meaningful activities. Adjusting to any infirmities. Coping with changes and losses. Making preparations for death.