Psychosocial Childhood Injuries
As each development correspond with each other, psychosocial development goes right along with the group. Psychosocial is the social relationship or communication development that changes over time in humans. Many individuals build social relationships based on others behavior, attitude, and physical appearance. Pretoriust & Van Niekerk (2015) give a prime example of the psychosocial development of fatal injured children in their childhood. Many who survive a serious injury are left with disabilities, at times with life-long personal and social consequences. The main cause of childhood injuries are from road traffic, drowning, burns, falls, or poisoning injuries. Erikson’s psychosocial stages describe common childhood injury in regard to the
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The lifelong principles express the development of an individual that begins during the infant/birth stage and does decline until the end of their time (death). As an individual age, their physical activities, cognitive thinking, psychosocial relationships, different language spoken words will change over their life. A 39 year old individual will not be crawling and saying “Mama” and “Dad” the way they use to as a baby. Overtime, individuals learn new things by remembering the basics and added to their collection as they come across different things in life. This is how one enhance their learning, but always remembering the basics. For example, learning how to add 5+3 and advancing to solve problems like 4x+ 6c- 9h( 78-4d)= 347 is an academic learning step in math for school age children. Cognitive development is very important because individuals take the new ideas through a “thinking” process for a better understanding and be able to use it again. Baltes’ lifelong process will keep individuals enhanced in learning or experiencing different things prior to the appropriate age level. Applied to parenting, as mothers observe their child’s development, they are aware of certain physical actions and enhance their knowledge as McGowan et.al constructed for the young at-risk mothers. Lastly, psychosocial development will expand over time throughout one’s life as they disconnect and connect with others,
The lifelong principles express the development of an individual that begins during the infant/birth stage and does decline until the end of their time (death). As an individual age, their physical activities, cognitive thinking, psychosocial relationships, different language spoken words will change over their life. A 39 year old individual will not be crawling and saying “Mama” and “Dad” the way they use to as a baby. Overtime, individuals learn new things by remembering the basics and added to their collection as they come across different things in life. This is how one enhance their learning, but always remembering the basics. For example, learning how to add 5+3 and advancing to solve problems like 4x+ 6c- 9h( 78-4d)= 347 is an academic learning step in math for school age children. Cognitive development is very important because individuals take the new ideas through a “thinking” process for a better understanding and be able to use it again. Baltes’ lifelong process will keep individuals enhanced in learning or experiencing different things prior to the appropriate age level. Applied to parenting, as mothers observe their child’s development, they are aware of certain physical actions and enhance their knowledge as McGowan et.al constructed for the young at-risk mothers. Lastly, psychosocial development will expand over time throughout one’s life as they disconnect and connect with others,