# Presentation: 037900

## MODULE 5Using Human Development in Prevention

**Why?**
**Recognize the relevance of incorporating human development theories into prevention program planning.**

## Changes

**•****	****Did your changes seem to occur around certain ages, or were they spaced across your lifetime?**
**•****	****Do you think major changes occur more at certain ages than others?**
**•****	****What implications does this have for prevention strategies?**

## Maslow

**Maslow introduced the Hierarchy of Needs in the 1960s.**

## Maslow Hierarchy of Needs

## Maslow (cont’d)

**•****	****“ ‘****Deficiency Needs’ are deficits in the organism, empty holes, so to speak, which must be filled up for health’s sake and furthermore must be filled from without by human beings other than the subject.”**
**•****	****“****Growth Needs” (also called “Being Needs”) involve a drive toward self-actualization.  The individual may seek tension.**
**(Maslow, 1968)**

## Maslow (cont’d)

**•****	****“****Self-actualizers” achieve a level of success in the world beyond the satisfaction of basic physiological or emotional needs.**
**•****	****“****Peak Experience” is a mystical or transcendental experience.**
**•****	****“****Plateau Experience” is low key, less intense, and offers a more enduring sense of sacredness and unity.**

## Piaget’s Stages of Cognitive Development

**•****	****Sensorimotor (birth - 2 years): infant “thinking with body”**
**•****	****Preoperational (2 - 7 years): true social behavior begins**
**•****	****Concrete Operations (7 - 11 years): based on concrete physical reality**
**•****	****Formal Operations (11 - 15 years): abstract, logical, hypothetical**

## Piaget (cont’d)

**Cognitive development is a process through which an individual’s thinking is progressively freed from dependence upon the immediate concrete situation in which the individual finds him/herself.**

## Erik Erikson

**•****	****Divided lines into discrete stages**
**•****	****Each stage has a task to be completed**
**•****	****Face challenges in life and cope with complex world**
**•****	****Getting stuck has psychological implications**

## Erik Erikson (cont’d)

**Birth - 18 months**
**	****Basic Trust vs. Mistrust**
**18 Months - 3 Years**
**	****Autonomy vs. Shame and Doubt**
**3 - 5**
**	****Initiative vs. Guilt**
**5 - 12**
**	****Industry vs. Inferiority**
**(Erickson, 1950)**

## Erik Erikson (cont’d)

**12 - 18**
**	****Identity vs. Identity Diffusion**
**18 - 35**
**	****Intimacy vs. Isolation**
**35 - 65**
**	****Generativity vs. Stagnation**
**65 and over**
**	****Integrity vs. Despair**
**(Erickson, 1950)**

## Erik Erikson (cont’d)

**Basic Trust vs. Mistrust (birth - 18 months)**
**•****	****Basic needs**
**•****	****Primary Caretakers**
**•****	****Fear of abandonment**
**•****	****Consistent care-giving**
**•****	****Mistrust, inability to bond, self-care issues**

## Erik Erikson (cont’d)

**Autonomy vs. Shame and Doubt**
**(18 months - 3 yrs.)**
**•****	****Shame when comparing self to “competent giants”**
**•****	****Caregivers**
**•****	****Opposition, testing limits, defiance, anger - “no”**
**•****	****Offer safe and simple choices**
**•****	****Difficulty setting personal limits, making healthy choices, meeting self needs**

## Erik Erikson (cont’d)

**Initiative vs. Guilt (3 - 5 yrs.)**
**•****	****Learn more about identity**
**•****	****Family**
**•****	****Compliance and defiance**
**•****	****Unconditional love when they are in need or acting imperfectly**
**•****	****Not lovable or valuable**

## Erik Erikson (cont’d)

**Industry vs. Inferiority (5 - 12 yrs.)**
**•****	****“****My way”**
**•****	****Social groups**
**•****	****Defiance and compliance**
**•****	****No judgment**
**•****	****Fear of expressing self/people pleasing**

## Erik Erikson (cont’d)

**Identity vs. Identity Diffusion (12 - 18 yrs.)**
**•****	****Separate, independent person**
**•****	****Personalized view of the world through self and other assessment**
**•****	****Broadening social contacts**
**•****	****“****Who am I?”**
**•****	****Sexual maturity**
**•****	****Social adult**

## Erik Erikson (cont’d)

**Identity vs. Identity Diffusion (12 - 18 yrs.) (cont’d)**
**•****	****Vocational choices**
**•****	****Peer groups**
**•****	****Neediness/ defiant independence**
**•****	****Engage youth as adults with appreciation for their changing identifies**
**•****	****Offer appropriate independence**
**•****	****Dependent/ isolative/ rebellious**

## Adolescent Thinking

**•****	****Imaginary Audience**
**•****	****Personal Fable**
**•****	****Thinking About Thinking**
**Elkind, 1984**

## ATOD Interferes with Growth

**•****	****Obscures differences between work and play**
**•****	****Promotes a false sense of reality**
**•****	****Reinforces a sense of being special or having limitless possibilities**
**•****	****Avoidance of realistic expectations**
**•****	****Obscures social reality, rules, and mores**
**•****	****Maintains homeostasis while appearing to be moving toward independence and separation**
**Baumrind & Moselle, 1985**

## Erik Erikson (cont’d)

**Intimacy vs. Isolation (18 - 35 years)**
**•****	****Lifework and mentors**
**•****	****Similarly aged people - peers and romantic relations**
**•****	****Setting life patterns**
**•****	****Meaningful work life**
**•****	****Alienation and despair**

## Erik Erikson (cont’d)

**Generativity vs. Stagnation (35- 65 years)**
**•****	****Change, turmoil, crisis**
**•****	****Family-centered or broader perspective**
**•****	****Family and career changes**
**•****	****It’s normal**
**•****	****Self-absorption**

## Erik Erikson (cont’d)

**Integrity vs. Despair (65 and older)**
**•****	****Life has meaning**
**•****	****Loss/ dependence**
**•****	****Loss of social, health, and economic status**
**•****	****Improve the status of this group within youth-oriented society**
**•****	****Resilient**
**•****	****Misuse and abuse due to physiological changes, incorrect use of medications, drug interactions**

## Medicine Wheel

## Activity

**•****	****Use the prevention program for which you wrote a Logic Model in the previous section**
**•****	****Identify the development stage of the program’s focus population**
**•****	****Look at the Information Sheet, *****Planning Developmentally Appropriate Prevention and Education***** on p. 5.24**
**•****	****Think of ways to make the program more developmentally appropriate by integrating some of the information you have learned in this section**
**•****	****Take 30 minutes to prepare your ideas**

## Stages of Groups

**•****	****Getting Acquainted**
**•****	****Trust**
**•****	****Task**
**•****	****Intimacy**
**•****	****Termination**

## Excitabilities

**•****	****Physical**
**•****	****Social**
**•****	****Intellectual**
**•****	****Aesthetic**
**•****	****Imaginational**

## Learning Pyramid

## Using Human Development in Prevention

**Why?**
**Recognize the relevance of incorporating human development theories into our prevention program planning.**

## Questions and Discussion