Replies
Replies:
VERY IMPORTANT NOTE: Could you send me one of this Replies TODAY 91/15/2022) (USA, EASTERN TIME) BEFORE 11PM, PLEASE, PLEASE, PLEASE…the other for tomorrow, no problem
Reply to at least two of your classmates. In your reply to posts, you should compare and contrast your own viewpoints to your peer’s post.
Your response should include evidence-based research to support your statements using proper citations and APA format.
Please, send me the two documents separately, for example one is the reply to my peers Post#1, and the second one is the reply to my other peer Post#2.
-Minimum of 300 words per peer reply.
-Turnitin Assignment.
Background: I live in South Florida; I am currently enrolled in the Psych Mental Health Practitioner Program. I am a Family Nurse Practitioner working in psychiatric area.
Post#1 by Leslie Taylor (Developmental Theories)
According to Bland & Derobertis (2019), humanism is rooted in “the idea that people have an ethical responsibility to lead lives that are personally fulfilling while at the same time contributing to the greater good for all people.” Two of the most well-known proponents of humanistic psychology are Abraham Maslow and Carl Rogers, both of which lived and practiced during the 20th century. Abraham Maslow was an American psychologist who is best known for proposing a hierarchy of human needs in motivating behavior. Maslow’s hierarchy of needs comprises of a 5-tier hierarchy depicted in the shape of a pyramid whereby a person begins from the bottom of the hierarchy and strives upwards from attainment of basic needs to the top hierarchy of self-actualization. The humanistic perspective describes a person’s need for fulfillment and personal growth as a key motivator of all behavior (McLeod, 2015). Humanistic theorists believe that people are continually looking for new ways to grow, to become better, to learn new things, and to experience psychological growth and self-actualization, as depicted by Maslow’s hierarchy of needs. Maslow asserted that so long as basic needs necessary for survival were met, such as food, water, shelter; higher-level needs, such as one’s social needs would begin to motivate behavior. Maslow theorized that the highest-level needs relate to self-actualization, a process by which full potential is reached. Carl Rogers was also an American psychologist who, like Maslow, emphasized the potential for good that exists within all people. Rogers’s focus was to ensure that human developmental processes led to healthier, even more creative, personality functioning. Actualizing tendency is a term coined by Rogers and was a concept that eventually led Abraham Maslow to study self-actualization as one of the needs of humans.
Because humanistic psychology focuses on a holistic view of individuals and believes that humans are inherently good and seek to achieve fulfillment and self-actualization, humanistic psychotherapy is aimed at fostering these goals (Churchill et al., 2010). In contrast to psychoanalysis, humanistic therapists focus on conscious rather than unconscious thoughts. They also emphasize the patient’s present and future, as opposed to exploring the patient’s past or possibilities of an afterlife. According to Zakhari (2021), symptoms are viewed as resulting from inconsistencies between a person’s behaviors or actions and their view of themselves and what they want to achieve. Thus, the goal of person-centered therapy (PCT), created by Carl Rogers (1951), is to create conditions under which “clients can discover their self-worth, feel comfortable exploring their own identity, and alter their behavior to better reflect this identity.” Rogers believed that “all people have the potential to change and improve, and that the role of therapists is to foster self-understanding in an environment where adaptive change is most likely to occur” (Rogers, 1951). Rogers (1951) prescribed a specific strategy that a therapist conducting person centered therapy must display. Namely, a therapist must “display three features to maximize the effectiveness of this approach: unconditional positive regard, genuineness, and empathy.” According to Setiya (2018), this type of therapy is often called “nondirective therapy because the therapist does not give advice or provide interpretations but helps the person to identify conflicts and understand feelings so they can take responsibility for their own direction in life and for their choices.” The therapist actively listens and asks questions in demonstration of their active listening and presence in the conversation which allows the client to feel heard and understood.
As described by Bland & Derobertis (2019), one key advantage of person-centered therapy (PCT) is that it is highly acceptable to patients as people tend to find the supportive, flexible environment of this approach very rewarding. The main disadvantage to PCT, however, is that findings about its effectiveness are mixed, primarily based on unspecific treatment factors (Bland & Derobertis, 2019). The therapeutic techniques of the humanistic or person-centered therapy approach are criticized for the ability to be applied to anyone instead of being individualized and hence providing a more tailored approach to the individual patient and the mental concerns they are seeking help for.
The fundamental belief of humanistic psychology is that people are innately good and that mental and social problems result from deviations from this natural tendency rather than looking at religious, divine, or spiritual matters for explanations and guidance. It is theorized that people can solve their own problems in a type of environment that fosters a supportive, and non-judgmental vibe as the patient strives for self-actualization.
References
Bland, A. & Derobertis, E. (2019). The humanistic perspective in psychology. Encyclopedia of Personality and Individual Differences. Retrieved January 11, 2022, from: https://doi.org/10.1007/978-3-319-28099-8_1484-2.
Churchill, R., Davies, P., Caldwell, D., Moore, T. H., Jones, H., Lewis, G., & Hunot, V. (2010). Humanistic therapies versus other psychological therapies for depression. The Cochrane Database of Systematic Reviews, 9, CD008700. https://doi.org/10.1002/14651858.CD007800
McLeod, S. A. (2015). Humanism. Simply Psychology. Retrieved January 12, 2022, from: www.simplypsychology.org/humanistic.html
Rogers, C. R. (1951). Client-centered therapy: Its current practice, implications, and theory. American Psychological Association (APA). Retrieved January 13, 2022, from: https://psycnet.apa.org/record/1952-01516-000
Setiya, K. (2018). Humanism. Journal of the American Philosophical Association, 4(4), 452-470. https://doi.org/10.1017/apa.2018.38
Zakhari. R. (2020). The Psychiatric-Mental Health Nurse Practitioner Certification Review Manual. Danvers, MA. Springer Publishing. ISBN: 978-0826179425
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DEVELOPMENTAL THEORIES 4
Developmental Theories
Student Name: Luis S. Cabrera
Course Name: Family Psychiatric Ment.Hlth I
Course Number: NU-664C-03-22
Instructor’s Name: Nicole Walters
Institution: Regis College
Date of Submission: 1/11/2022
Developmental theories
Understanding and applying developmental theories is one of the most essential aspects of the PMHNP role. Thus, it is crucial for psychiatric-mental health nurse practitioners to effectively understand these theories to promote their utilization in practice. Piaget’s cognitive theory is one of the major developmental theories that focuses mainly on the development of an individual’s thought processes (Babakr, Mohamedamin & Kakamad, 2019). Specifically, the theory focuses on how the thought processes affect or influences the understanding and interaction of an individual with the world (McLeod, 2018). This cognitive theory seeks to describe and explain the steps and sequence of an individual’s intellectual development (McLeod, 2018).
According to this theory, the sensorimotor stage is the initial stage of development that is characterized by simple and limited motor responses that are associated with sensory stimuli, and it occurs in children aged two years and below (McLeod, 2018). During this stage, the child’s knowledge of the environment is limited to their motor activities and sensory perceptions while their behaviors are also limited to the motor responses associated with sensory stimuli (Carpendale, Lewis & Müller, 2019). The pre-operational stage is the second stage of development that usually occurs in children aged between two and six years. This stage is characterized by learning the use of language among children. However, children in this stage do not understand the mental manipulation of information or concrete logic, and they are unable to comprehend the viewpoints of other individuals (McLeod, 2018). The concrete operational stage is the third stage of development that occurs in children aged between seven and eleven years. During this stage, the children can carry out mental operations, and they start to think logically concerning events (McLeod, 2018). However, children in this stage experience various difficulties in understanding or comprehending hypothetical concepts. Formal operational is the fourth stage that occurs between the age of twelve years up to adulthood. Individuals in this stage can think logically and plan their events systematically. This stage is associated with the development of the various skills that include; deductive reasoning, logical thought as well as systematic planning (McLeod, 2018).
According to this theory, interruptions that may occur in any of the developmental stages may affect the achievement of specific goals associated with each stage leading to developmental and behavioral problems (McLeod, 2018). For instance, interruptions that may occur in the concrete operation stage might affect the child’s ability to think logically and solve problems. Each of these stages has its vulnerabilities that might affect an individual’s development and behavior and increases the likelihood of developing mental health problems. Some of the developmental vulnerabilities that might lead to the development of mental problems include; negative cognitive style and dysfunctional attitudes.
References
Babakr, Z. H., Mohamedamin, P., & Kakamad, K. (2019). Piaget’s Cognitive Developmental Theory: Critical Review. Education Quarterly Reviews, 2(3), 517-524.
Carpendale, J. I., Lewis, C., & Müller, U. (2019). Piaget’s Theory. The Encyclopedia of Child and Adolescent Development, 1-11.
McLeod, S. (2018). Jean Piaget’s theory of cognitive development. Simply Psychology, 1-9.
Post#2 by Ivan Oliva (Developmental Theories)
The developmental theory that I chose for this discussion is Erik Erikson’s psychosocial developmental theory. This biological, developmental theory centers on psychosocial development rather than psychosexual. Various stages that makeup Erikson’s developmental theory are as follows.
The first stage is trust vs. mistrust. After a child is born, this takes place between birth to one year. During this stage, the child is dependent primarily on the adult for survival, including getting food, warmth, safety, and nurturing (Maree, 2021). Children who are granted safety and security by their caregivers thrive. Whereas those rejected by their parents/caregivers develop trust issues and fear of the world.
The second stage is autonomy vs. shame. This stage occurs when a child is in their early childhood (2 to 3 years) (Erskine, 2019). At this stage, children start gaining independence. Those that their parents support end up becoming confident in themselves. In contrast, those shamed for their accidents are left without a sense of self-control.
The third stage is initiative vs. guilt. This stage occurs during the pre-school years (3 to 5 years). At this stage, children start to gain power over the world via directing plays and other social interactions (Erskine, 2019). Children who are successful in this stage develop a sense of purpose, whereas those who experience disapproval create a sense of guilt.
The fourth stage is industry versus inferiority. This stage occurs when a child is between 5 to 11 years. During this period, children develop a sense of pride in everything they do. Children commended by their parents/caregivers develop a sense of pride in their accomplishments and abilities (Maree, 2021). Those that receive minimal motivation from their teachers, parents, caregivers, or peers start to doubt their abilities.
The fifth stage is identity vs. confusion. This stage occurs when a child is between 12 years to 18 years. It is a crucial stage because it determines the future of an individual. Teens who can explore their identity develop a strong sense of self and independence during this stage. Those who cannot define their identity become insecure and confused for themselves and the future.
The sixth stage is intimacy versus isolation. This stage occurs during young adulthood (19 to 40 years). Individuals at this stage try to create intimate and loving relationships with other people (Maree, 2021). Those that can build intimacy develop close and committed relationships with other people. Those who cannot create these relationships end up in loneliness and isolation.
The seventh stage is generative vs. stagnation. This stage occurs during middle adulthood when between 40 to 65 years. Individuals need to create things that will outlast them for the rest of the years. During this stage, individuals build their lives and focus on their careers and family. Those that accomplish this stage feel productive in their home and community. Whereas those that are unable to complete it successfully feel unproductive and uninvolved.
The eighth stage is integrity vs. despair. This is the last stage of the Erikson developmental theory, and it takes place when an individual is between 65 years to death. During this stage, successful individuals feel satisfied with their lives and are ready to face their death. Those who look backs and see that they have not achieved their wishes regret the things they have not accomplished.
Interruptions in the achievement of developmental stages can affect individuals by altering their perception of themselves and influencing their lifelong health and learning. To have good health and develop full potential, individuals must feel safe, secure and have access to medical care, good relationships with other people, responsive parenting, and high-quality opportunities both at home and school (Knight, 2017). Interruptions in any developmental stage can affect their learning and mental health; if a child is not complemented during the initiative vs. guilt stage, they are likely to feel guilty in everything they do, thus losing a sense of pride. Such children may also develop other mental issues such as depression and anxiety.
Finally, according to my theory (Erik Erikson psychosocial developmental theory), various developmental vulnerabilities that could precipitate mental health symptoms are lack of support and poor decision making. When children lack support from their parents/caregivers, teachers, or even peers, they might develop various vulnerabilities that could lead to mental issues. For example, children that may be shamed for their accidents during the autonomy vs. shame stage may be left without a sense of self-control, which may later cause distress and anxiety in their lives. Besides, poor decision-making when a child is developing could lead to mental health symptoms. For example, a teen that may make wrong decisions during the identity vs. confusion stage can produce a false sense of identity, eventually feeling insecure and confused about themselves and the future (Knight, 2017). This, as a result, could precipitate mental symptoms including hopelessness, confusion, fears or worries, extreme mood changes, and withdrawal from friends, among many more.
References
Erskine, R. G. (2019). Child development in integrative psychotherapy: Erik Erikson’s first three stages. International Journal of Integrative Psychotherapy, 10, 11-34.
Knight, Z. G. (2017). A proposed model of psychodynamic psychotherapy is linked to Erik Erikson’s eight stages of psychosocial development. Clinical psychology & psychotherapy, 24(5), 1047-1058.
Maree, J. G. (2021). The psychosocial development theory of Erik Erikson: a critical overview. Early Child Development and Care, 191(7-8), 1107-1121.