Age stage and development crisis of children and adolescents
Natural crisis and interpersonal crisis in the process of growth
Psychological reaction after crisis (PTSD, CPTSD, PTG, self-injury and suicide)
Coping and transformation of psychological crisis (reducing negativity, promoting enthusiasm, preventing self-injury and suicide)
I. Theoretical viewpoints
(A) Freud's concept of psychological development
1. In the first few years of life, parents' management of their children's original drive (instinct) is of great value to the growth of their healthy personality.
2. In early childhood, the relationship among ID, ego and superego determines the basic personality of individuals.
(1) id (id, instinctive self)
It is the only natural component, the repository of instinctive psychological energy, and it is completely unconscious; Its activities follow the "happy principle".
(2) ego (ego, real me)
Developed on the basis of the id, it serves the id and is the regulator of the id and the environment, so that the instinct can be satisfied at an appropriate time according to the external reality; Its activities follow the principle of realism.
③ super ego (moral ego)
It plays a supervisory and guiding role in the ways and means to meet my needs, and represents conscience or moral strength; Its activities follow the "moral principle"
Stage theory of psychological development
1, oral period (0- 1 year)
Instinct is mainly on the lips.
In the later stage of this stage, the ego begins to appear.
If the oral needs are not properly met, individuals will develop a series of habits, such as sucking fingers and biting pens when they are young, overeating or smoking when they grow up.
2. Anal stage (1-3 years old)
Instinct is mainly in the anal region.
Children like to control and defecate.
Toilet training has become a major problem between parents and children.
Too much control or less requirements will make children extremely orderly and clean, or dirty and disorderly.
3. Sexual organ stage (3-6 years old)
Instinct is mainly invested in reproductive organs.
Oedipus complex and father complex, children have sexual desire for heterosexual parents.
In order to escape punishment, they gave up their desire for heterosexual parents and accepted the characteristics and values of same-sex parents, thus forming a superego.
The relationship between id, ego and superego established in this period determines the basic personality of individuals.
-Freud focused on the development of children aged 0-6.
4. Incubation period (6- 12 years old)
Sexual instinct gradually weakened and superego further developed.
Happiness comes from the outside.
5. Reproductive period (adolescence)
The center turned to the feelings of the opposite sex.
(B) Eriksson's theory of stages of psychological and social development
Erickson believes that the development of individual personality from birth to death. It has gone through eight stages in succession. Every stage has a clear crisis. -Development crisis
The active resolution of the crisis in one stage will increase the crisis in the next stage. Possibility of solution. If the crisis is not solved, it will lead to psychological and social crisis or emotional disorder.
Eight-stage theory
1, basic trust versus distrust (birth-1 year): the basic needs of babies-parents' sensitivity and timely response.
2. Autonomy/control of shame and doubt (1-3 years old): Sports ability develops an independent exploration environment, despises external control and shows self-strength.
3. Active/spontaneous guilt (3-6 years old): I realize that I have the ability to explore more actively.
-and Freud, also pay attention to the first three stages.
First negative phase
4. Diligence and inferiority (6- 12 years old): systematically learning cultural knowledge, expecting to prove one's ability and value through academic achievements, encouraging and supporting, and having a sense of diligence-expecting too much, being too picky and feeling inferior.
5. Identity confusion (adolescence): the recognition of parents and teachers and other important figures, the achievement of self-efforts-obtaining a healthy self-concept-chaotic evaluation of important figures, chaotic exploration and commitment of roles (acquisition, delay, early closure, confusion)
Exploration and commitment:
Children take the initiative to explore, parents should support respect, find what they want, their own ability-harvest; Exploring, seeking but not getting-procrastination; No self-exploration, follow the instructions of parents-close early; No exploration, no commitment-chaos
Parents should not make decisions for their children too early, but should let them explore for themselves.
6. Intimacy and loneliness (early adulthood)
7. Reproductive stagnation (mid-adulthood)
8. Self-integration and despair (old age)
The second is the natural crisis and interpersonal crisis that children and adolescents may face in their growth.
(1) Sudden major natural disasters
China is one of the few countries with the most serious natural disasters in the world. There are many kinds of natural disasters in China, with high frequency and serious disasters.
In recent years, major natural disasters, such as Wenchuan earthquake, have frequently occurred in China, causing huge casualties and property losses.
In addition, typhoons, floods, snowstorms, mudslides and other natural disasters also occur from time to time.
(2) Major public health emergencies in COVID-19.
The global epidemic of "20 19 coronavirus" (COVID 19) has been confirmed to be over150,000. Epidemic situation is a typical traumatic event (an event that leads to death or threatens death), which will trigger all kinds of negative emotions of the people and easily lead to the high incidence of psychological problems such as depression and PISD.
The Lancet published an editorial on June 26th, saying that measures to close schools and alienate social contacts during the coronavirus pneumonia-19 epidemic would endanger the physical and mental health of children and adolescents and increase the risk of abuse.
3. Interpersonal trauma
In addition to natural disasters and infectious diseases, news reports of interpersonal trauma such as abuse, sexual assault, bullying and violent injuries among teenagers also frequently appear in newspapers.
Due to the limitation of social culture, interpersonal trauma experiences are often more hidden and difficult to be known. However, these long-term, repeated and real traumatic experiences have a profound impact on individuals.
Child abuse is one of the most common interpersonal trauma.
Types of childhood trauma (domestic abuse)
Physical abuse-acts of caregivers that cause actual or potential harm to children's bodies, such as slapping and spanking.
Emotional abuse—
Sexual assault
Physical neglect-caregivers fail to provide appropriate conditions for children's development.
Sudden emotion
Childhood interpersonal trauma under China culture
China culture is more centered on adults and emphasizes the authority of parents. In contrast, "child abuse from the perspective of adults" is from the perspective of children (Wang &; Liu, 20 17)
Beating is kissing and scolding is love ","dutiful son comes out with a stick "and" no weapon if you don't fight "-corporal punishment.
"Be brave after knowing shame" and "If you fall from the sky to Sri Lanka, you must first suffer its mind and strain its bones and muscles"-a kind of verbal violence.
(2) teacher abuse
"Teaching is lax, teachers are lazy" and "strict teachers make excellent students"
Teachers are regarded as the same authoritative objects as parents. When children don't obey the teacher's arrangement or can't meet the teacher's expectations, they are often subjected to corporal punishment (physical abuse) or verbal abuse (emotional abuse) (Chan et al. 2012; Tang, 1998)
Gnore is similar to parents' neglect of children, which will cause problems in the relationship between teachers and students. But different from neglect, teachers' indifference to students also implies different treatment, that is, this indifference is selective, and students can feel the harm of teachers' indifference by comparing with other students.
Sexual assault on campus teachers
Abuse by teachers (taking abuse as an example)
15% of children report being abused by teachers in kindergartens, and this proportion will gradually increase after entering the primary school stage. Test tubes, 2006)
1.6% and 5.2% of children are victims of teacher abuse (Olweus, 1996).
In China, 96.5% of students have encountered or witnessed the abuse of teachers, even if they only witnessed the abuse of other students by teachers, they will be psychologically hurt to varying degrees (Deng Yunlong et al. 2009).
(3) school bullying
Peer bullying refers to those who are physically stronger or have higher social status using their power to threaten, belittle or ignore others; No matter whether the bully is subjective or intentional, as long as it brings physical and mental pain to the victim, it belongs to bullying (Olweus, 20 13).
Direct bullying is a direct physical or verbal attack on the victim, such as physical bullying such as beating and shoving, and verbal bullying such as public intimidation and abuse.
Indirect bullying is usually the manipulation of interpersonal relationships, aiming at secretly discrediting the victims or degrading their social status, also known as relational bullying.
Witness others being bullied (observation)
Peer sexual assault
Incidence rate of school bullying
About 19% and 45% of children have been bullied by their peers (Craig et al, 2009; Vendors & Bolton, 2000 & ltlomek et al., 2007; Zhang Wenxin, 2002).
Studies have found that up to 32% of children are bullied at least once a week (Berger, 2007).
There were bystanders in the school bullying incident, even four times as many as bullies and victims.
Third, children and adolescents may have psychological reactions in the process of growing up after the crisis.
1, short-term post-traumatic stress response.
Emotion, cognition, behavior, physiology
Post-traumatic stress reaction (how to treat it)
It is very natural and normal for the above reactions and symptoms to occur within a short time after trauma.
Normal reaction under abnormal conditions
Everyone's reaction to trauma is different, and the length of trauma recovery time varies from person to person.
Law 28-After 80% of the time, you can climb out.
2. Long-term effects of major/sustained stress events
Post-traumatic stress disorder, depression, anxiety, suicide and self-injury-resilience, positive emotion, emotional ability, PPG.
3. The influence of interpersonal trauma
Childhood traumatic experience will seriously endanger the individual's psychological development, and this negative influence will run through the individual's life (Cicchetti &; Bany，20 14)
Children who have been hurt by their parents in childhood will live in the shadow of trauma all their lives (Badr et al,
20 18), child abuse will at least increase the risk of mental disorders in adulthood 1 times (Nani
Uh, and ... Danish, 20 12)
≥ Childhood trauma will destroy children's development resources and skills in the growth stage.
(1) Emotional ability (it is difficult to form good self-regulation and self-appeasement)-emotionalization.
(2) interpersonal skills (lack of trust in others, lack of communication skills)-loneliness
(3) Self-awareness (I don't get enough self-recognition and love from important people, so I doubt and deny myself)-I'm not confident.
The influence of interpersonal trauma
(1) sensitization effect
Childhood traumatic experience will have a serious impact on individual mental health, leading to an increase in the incidence of psychological disorders in adulthood.
Depression, anxiety, post-traumatic stress disorder, complex post-traumatic stress disorder
(2) Tempering effect
"Those who can't kill us will make us stronger.
Posttraumatic growth, psychological resilience, emotional ability.
The role of double-edged sword
(1) complex post-traumatic stress disorder
One is formed after people have experienced long-term and repeated man-made traumatic events, such as domestic violence and sexual assault.
A mental disorder (Herman, 1992)
Different from post-traumatic stress disorder (PTSD)- focusing on a single major traumatic event (such as
Earthquakes, traffic accidents, etc. )
(2) Develop emotional ability.
* * * Love is a psychological state of putting yourself in the other person's shoes and feeling the same.
Self-defense/protection under interpersonal trauma-be more sensitive to the emotional state of the abuser, make corresponding psychological preparations in advance, avoid self-harm, have more experience of one's own emotions, and be more sensitive to emotional feelings, so as to better understand the situation of others and have deep emotional ties with others.
* * * Emotion is an emotional response, which comes from the understanding of others' emotional state and is similar to the feelings that others experienced or will experience at that time.
* * * Emotion is the combination of cognitive ability and emotional ability: cognitive ability is the ability to identify and name the emotional state of others and the ability to adopt other people's views; Emotional ability refers to the individual's emotional response ability, and the interaction of the two abilities makes the individual produce * * *.
4. Self-mutilation and suicide
Similarity: both of them are self-directed and self-performed, accompanied by self-destructive behavior.
Difference: Self-injured people have no willingness to die voluntarily for the purpose of interpersonal or self-reward; Suicide has a clear suicide plan, the purpose is to end life.
& gt Teenagers with a history of self-harm have a higher risk of suicide.
& gt Even if the injured person did not intend to commit suicide at first, in the process of repeated self-mutilation, improving the pain tolerance is likely to lead to suicidal thoughts, with serious consequences!
commit suicide
Suicide includes a series of behaviors from suicidal ideation to suicide attempt and finally suicide.
& gt Suicide ideation: I have thoughts and plans to hurt or kill myself, but I haven't put them into action.
Attempted suicide: with a clear intention to kill himself, and committed suicide, but because the rescue was timely or the suicide means adopted were not fatal, the individual did not die.
Individuals who commit suicide or attempt suicide often have serious suicidal thoughts!
self-injury
& gt Non-suicidal self-injury behavior (referred to as self-injury): the behavior of directly and intentionally hurting one's body tissue in a way that is not accepted by society and culture without suicidal intention.
The common forms are cuts, bumps and burns.
> Self-injury behavior is high among teenagers, and it shows obvious infection tendency among peers.
> Self-injury behavior often has a clear purpose, such as venting emotions, seeking attention, sending distress signals, dealing with interpersonal conflicts, threatening others, etc.
Fourthly, the coping and transformation of children and adolescents' psychological crisis.
1, natural crisis response-the influencing factors of natural crisis.
Factors before the disaster.
The immediate cause of the disaster.
Post disaster factors
2. Coping with interpersonal crisis: paying attention to high-risk groups.
Eliminate misunderstandings about suicide and self-injury
Is the topic of self-injury suicide far from teenagers?
More than 60,000 teenagers die of suicide every year in our country.
The annual incidence of suicidal ideation among adolescents in China is about 17.99%, and the annual incidence of attempted suicide is about 2.94%.
The annual incidence of self-injury among adolescents in China is about 29%.
Can people who say "I don't want to live" and "It's boring to live" really not commit suicide?
About 80% suicides clearly show suicidal thoughts before taking action.
Attempted suicide because he didn't want to die?
Attempted suicide does not mean a change of heart. Behind every suicide, there are 10-20 suicide attempts.
With the increase of the number of suicide attempts, the methods and degrees adopted tend to be more and more intense, and the possibility of suicide completion will become greater.
People who commit suicide are cowardly, unreasonable and shameful?
Most suicides suffer from physical and mental pain for a long time, or face major trauma in the near future, and fall into deep despair and pain, eager to end unbearable pain through suicide.
Talking about death is a taboo, will it "encourage" others to commit suicide?
Talking about death helps to understand the situation of suicides.
The role of teachers/parents in promoting post-traumatic growth
Teachers/parents are "companions", listening to children's experiences, sincerely accepting children's emotions, and accompanying children's journey after trauma.
Teachers/parents are "promoters", keeping an open attitude towards children's growth, finding signs of children's growth after trauma, giving children enough time and space to grow, thus promoting children's real growth.