Perkembangan Psikososial Anak

Presentasi berjudul: "Perkembangan Psikososial Anak"— Transcript presentasi:

1 Perkembangan Psikososial Anak
Poli Psikiatri Anak RSCM Departemen Psikiatri FKUI-RSCM * 2014

2 Perkembangan Anak Fisik Psikoseksual Psikososial Kognitif Moral KRISIS
Departemen Psikiatri FKUI-RSCM * 2014

3 Perkembangan Psikososial
Proses perkembangan mental emosional seseorang dalam usaha penyesuaian dirinya dengan lingkungan dan pengalamannya. Departemen Psikiatri FKUI-RSCM * 2014

4 Bayi baru lahir hingga 1 tahun
Kepercayaan vs Kecurigaan Orang tua atau pengasuh Kasih sayang Pemenuhan kebutuhan Rasa aman Kemampuan mengasuh Because an infant is entirely dependent upon his or her caregivers, the quality of care that the child receives plays an important role in the shaping of the child’s personality. During this stage, children learn whether or not they can trust the people around them. When a baby cries, does his caregiver attend to his needs? When he is frightened, will someone comfort him? When these needs are consistently met, the child will learn that he can trust the people that are caring for him. If, however, these needs are not consistently met, the child will begin to mistrust the people around him. If a child successfully develops trust, he or she will feel safe and secure in the world. Caregivers who are inconsistent, emotionally unavailable or rejecting contribute to feelings of mistrust in the children they care for. Failure to develop trust will result in fear and a belief that the world is inconsistent and unpredictable. Departemen Psikiatri FKUI-RSCM * 2014

5 Usia 1-3 tahun Otonomi vs Perasaan malu dan ragu
Tahap ini merupakan tahap anus-otot (anal/mascular stages), masa ini disebut masa balita yang berlangsung mulai usia 1-3 tahun (early childhood). Pada masa ini anak cenderung aktif dalam segala hal, sehingga orang tua dianjurkan untuk tidak terlalu membatasi ruang gerak serta kemandirian anak. Namun tidak pula terlalu memberikan kebebasan melakukan apapun yang dia mau. Pembatasan ruang gerak pada anak dapat menyebabkan anak akan mudah menyerah dan tidak dapat melakukan segala sesuatu tanpa bantuan orang lain. Begitu pun sebalikny, jika anak terlalu diberi kebebasan mereka akan cenderung bertindak sesuai yang dia inginkan tanpa memperhatikan baik buruk tindakan tersebut. Sehingga orang tua dalam mendidik anak pada usia ini harus seimbang antara pemberian kebebasan dan pembatasan ruang gerak anak. Karena dengan cara itulah anak akan bisa mengembangkan sikap kontrol diri dan harga diri Psychosocial Stage 2 - Autonomy vs. Shame and Doubt The second stage of Erikson's theory of psychosocial development takes place during early childhood and is focused on children developing a greater sense of personal control. Like Freud, Erikson believed that toilet training was a vital part of this process. However, Erikson's reasoning was quite different then that of Freud's. Erikson believe that learning to control one’s body functions leads to a feeling of control and a sense of independence. Other important events include gaining more control over food choices, toy preferences, and clothing selection. Children who successfully complete this stage feel secure and confident, while those who do not are left with a sense of inadequacy and self-doubt Departemen Psikiatri FKUI-RSCM * 2014

6 Masa Kanak Awal (3-5 tahun)
Inisiatif vs Perasaan bersalah Tahap ini dialami pada anak saat usia 4-5 tahun (preschool age) Anak-anak pada usia ini mulai berinteraksi dengan lingkungak sekitarnya sehingga menimbulkan rasa ingin tahu terhadap segala hal yang dilihatnya. Mereka mencoba mengambil banyak inisiatif dari rasa ingin tahu yang mereka alami. Akan tetapi bila anak-anak pada masa ini mendapatkan pola asuh yang salah, mereka cenderung merasa bersalah dan akhirnya hanya berdiam diri. Sikap berdiam diri yang mereka lakukan bertujuan untuk menghindari suatu kesalahan-kesalahan dalam sikap maupun perbuatan Psychosocial Stage 3 - Initiative vs. Guilt During the preschool years, children begin to assert their power and control over the world through directing play and other social interaction. Children who are successful at this stage feel capable and able to lead others.Those who fail to acquire theseskills are left with a sense of guilt, self-doubt and lack of initiative. Departemen Psikiatri FKUI-RSCM * 2014

7 Masa Kanak Pertengahan (6-12 tahun)
Kompeten vs Merasa rendah diri (inferioritas) Children are at the stage where they will be learning to read and write, to do sums, to make things on their own. Teachers begin to take an important role in the child’s life as they teach the child specific skills. It is at this stage that the child’s peer group will gain greater significance and will become a major source of the child’s self esteem.  The child now feels the need to win approval by demonstrating specific competencies that are valued by society, and begin to develop a sense of pride in their accomplishments. If children are encouraged and reinforced for their initiative, they begin to feel industrious and feel confident in their ability to achieve goals.  If this initiative is not encouraged, if it is restricted by parents or teacher, then the child begins to feel inferior, doubting his own abilities and therefore may not reach his or her potential. If the child cannot develop the specific skill they feel society is demanding (e.g. being athletic) then they may develop a sense of inferiority.  Some failure may be necessary so that the child can develop some modesty. Yet again, a balance between competence and modesty is necessary.  Success in this stage will lead to the virtue of competence. Departemen Psikiatri FKUI-RSCM * 2014

8 Masa Remaja (12-18 tahun) Identitas vs Kekacauan identitas
During adolescence, the transition from childhood to adulthood is most important.  Children are becoming more independent, and begin to look at the future in terms of career, relationships, families, housing, etc. The individual wants to belong to a society and fit in. This is a major stage in development where the child has to learn the roles he will occupy as an adult. It is during this stage that the adolescent will re-examine his identity and try to find out exactly who he or she is.  Erikson suggests that two identities are involved: the sexual and the occupational. According to Bee (1992), what should happen at the end of this stage is “a reintegrated sense of self, of what one wants to do or be, and of one’s appropriate sex role”. During this stage the body image of the adolescent changes. Erikson claims that the adolescent may feel uncomfortable about their body for a while until they can adapt and “grow into” the changes.  Success in this stage will lead to the virtue of fidelity. Fidelity involves being able to commit one's self to others on the basis of accepting other even when there may be ideological differences. During this period, they explore possibilities and begin to form their own identity based upon the outcome of their explorations. Failure to established a sense of identity within society ("I don’t know what I want to be when I grow up") can lead to role confusion. Role confusing involves the individual not being sure about themselves or their place in society. In response to role confusion or identity crisis an adolescent may begin to experiment with different lifestyles (e.g. work, education or political activities). Also pressuring someone into an identity can result in rebellion in the form of establishing a negative identity, and in addition to this feelings of unhappiness. Departemen Psikiatri FKUI-RSCM * 2014

9 Kesimpulan

10 Mengenal Tahap Perkembangan Psikososial Anak
Krisis Tips 1. Bayi Baru lahir hingga 1 tahun kepercayaan vs kecurigaan Merawat dan menjaga bayi dengan kasih sayang serta memenuhi segala kebutuhannya (makan, rasa aman dan nyaman) 2. Batita (1-3 tahun) Otonomi vs malu dan ragu-ragu Memberi dukungan kpd anak untuk mencoba membuat pilihan sendiri (memilih mainan, memakai baju, latihan toilet dll) 3. Masa Kanak Awal (3-6 tahun) Inisiatif vs merasa salah Membebaskan anak untuk berinisiatif, tidak terlalu mengontrol dan mengkritik anak 4. Masa Kanak Pertengahan (6-12 tahun) Kerajinan vs inferioritas Mendukung dan memperkuat inisiatif anak, misalnya dengan memberi pujian atau hadiah setelah anak berhasil mencapai sesuatu 5. Remaja (12-18 tahun) Identitas vs kekacauan identitas Memberi kebebasan dan kepercayaan kepada anak untuk mencari jati diri INI UNTUK FLYER DAN UNTUK KESIMPULAN Mengenal Tahap Perkembangan Psikososial Anak Departemen Psikiatri FKUI-RSCM * 2014

11 Terima Kasih