The Overall Growth And Development Of C.p

1083 WordsJan 29, 20165 Pages
Introduction C.P. is a 14 year old male that this nursing student saw on January 19, 2016 who was admitted to Renown Health’s pediatric floor to determine the cause of his cyclical vomiting. C.P. has a secondary diagnoses of autism spectrum disorder. In this paper, I will discuss the overall growth and development of C.P. based on four developmental theorists and other children in his age range. Overview of Growth and Development “Growth generally refers to an increase in the physical size of a whole or any of its parts or an increase in the number and size of cell. Development is generally considered to be a continuous, orderly series of conditions leading to activities, new motives for activities, and patterns of behavior” (James,…show more content…
51). C.P. is fourteen years old, he is categorized in the adolescence stage and age grouping. Parameters of growth provide information on how the child should normally grow. Data in the determination of “normal” includes weight, height, and head circumference. It is suggested that these should be measured at regular intervals throughout childhood to ensure the child is on track for normal growth (James, et al, 2013, p. 51). Factors influencing growth and development include genetics, environment, culture, nutrition, health status, and family. Each factor contains information as to how the child’s growth and development can be affected (James, et al, 2013, pp. 52-54). Developmental Theorists and Theories Freud’s stages of psychosexual development. Freud believed that early childhood experiences provide unconscious motivation for actions later in life (Freud, 1960). The basis of Freud’s psychosexual theory is certain parts of the body assume psychological significance as the focus of sexual energy throughout the development of the child (James, et al, 2013, p. 57). “Freud’s work may help to explain normal behavior that parents may confuse with abnormal behavior, and it also may provide a good foundation for sex education” (James, et al, 2013, p. 57). The stages of this theory include oral, anal, phallic, latency, and genital (James, et al, 2013, p. 57). Oral stage from
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