TYPES OF DYNAMIC INFLUENCE THAT CAUSE DISEASE
Negative dynamic influence which bring on disease is know as hazard.
-PERSONAL
-NATIONAL
-GEOGRAPHICAL
PERSONAL (contribution of family, friends, teachers, class mate that affect a person in producing symptoms particularly mental symptoms). Here in the dynamic influence I will give details of how our neighbours, friends ,family, and teachers affect us in producing mental and emotional changes. These emotional or mental changes bring about physical changes later. Here I deal with metal and emotional changes in detail. This is different in different age group. So I divide the age into
prenatal period (conception to birth)
Infancy (birth to end of second week)
Babyhood (end of second week to end of second year)
Early child hood (two to six years)
Old age or senescence (60yr to death)
external influences begin right from prenatal period up to death
prenatal period (conception to birth)
Mental and physical ill health of the mother influences the child in her womb. Mother who has crisis in her life such as grief, financial troubles, problems with her husband, mother in law all such influence may bring adverse ill health of a child. Maternal malnutrition can play a havoc on child. Mother working in such places such as dangerous factories, hospitals may risk her child and end in miscarriages, birth defects etc.
Infancy (birth to end of second week)
Unfavorable prenatal period can bring adverse effect during infancy period. smoking mother influence her child. Complicated birth may have untoward effect on child. Neonatal deaths occur due to excessive medication (allopathic). Unhygienic environment in the hospital may contribute to foetal death.
Babyhood (end of second week to end of second year) Excessive and unattended crying can have adverse affect on child affecting his mental as well as physical health. It leads to gastrointestinal problems, night waking etc. Excessive crying may help the child to develop insecurity feeling, which affect his personality. Accidents, malnutrition, poor hygiene, all contribute to his ill health. Disorder such as failure to mastery of developmental task for that age due to hereditary factors as well as environmental factor such as late in learning to talk, walk ,speech etc. When playing with older children or adults babies are usually allowed to win. As a result, they find competition with other children difficult as they grow older and are not able to loose graciously. Watching excessive television or constantly attended by the people, they are deprived opportunity to play with toys in such away as to experiment in developing new creations within them. While their creations are so simple that they do not in themselves give babies much satisfaction, they do encourage them to be creative. When baby have unfavorable relation ship with different family members it has far reaching consequences
Babies who are separate from their mother develop feeling of insecurity which are expressed in personality disturbances that may pave way for later maladjustment. Babies who fail to establish attachment behavior with mother, or looked after by step mother may also develop insecurity feeling. Such babies do not experience the pleasure that come from close relationship. This handicap them in setting up friendship as they grow.
Deterioration in family relationship that always occur during second year of life is psychologically hazardous because babies notice that family members have changed attitude towards them and treat them differently. As a result they feel unloved and rejected.-feeling which lead to resentment and insecurity.
Babies who are overprotected and prevented from doing what they are capable of doing become over dependent and afraid to do what other babies of their age do. This, in time, is likely to lead to abnormal fear of school called school phobia and excessive shyness in presence of strangers, kind of timidity.
Inconsistent child training methods which may be result of parents feeling of inadequacy in parental role-provides poor guidelines to babies. This slow down their learning to behave in approved ways.
When parents are unhappy with parental roles or frictional relationship exist between them, some babies become target of anger and resentment or bitterness.
Early child hood (two to six years)
During this part of life number of illness can affect him. If the children experience too many unpleasant emotion and too less pleasant emotion, it deform outlook of life and encourage development of unpleasant disposition. Such a child acquire a facial expression that makes them look surly, sullen, or general disagreeable, a condition that makes them decline in their appealingness.
Inability to establish empathic complex: empathic complex is an emotional linkage between an individual and significant people there are two reasons why children fail to develop empathic complex.
(1) Babies who are separate from their mother develop feeling of insecurity which are expressed in personality disturbances that may pave way for later maladjustment. Babies who fail to establish attachment behavior with mother, or looked after by step mother may also develop insecurity feeling. Such babies do not experience the pleasure that come from close relationship. This handicap them in establishing friendship with friends, peers other adults as they grow.
(2)Those who do not receive affection from others are likely to become self bound, this prevents them from having emotional exchanges with others
Another good emotion development is development of too strong affection for one person-usually mother, because this makes the children feel insecure and anxious when loved persons behavior seem threatening as in the case disapproval for misbehavior or when loved one pay attention to another person. Both inability to establish emotional linkages with others and development of over dependence on one person makes it difficult for young children to establish friendly relation ship with their peers.
If young children's speech or behavior makes them unpopular with their peers, not only will they be lonely but ,even more important, they will be deprived of opportunities to learn to behave in a peer-approved manner.
Children who are placed under strong pressures to play in a sex-appropriate way may over do it and make themselves objectionable to their peers. young boys, for example, may try to be so masculine, and aggressive in their play that they antagonize their peers and ,as a result ,are rejected by the peer group.
Young children who have unfavorable early social experiences because of their race, or sex, or because they are younger than the other children, may readily come to the conclusion that they do not like people. As a result, they shun, contacts with people out side the home and, to some extent, and even in the home. By so doing they not only deprive themselves of pleasant social experiences but also of opportunities to learn to behave in a social way.
Having a imaginary companion is a temporary solution to the lonely- child. Problem but it does little to socialize young children. They are likely to adopt the habit of dominating their age-mates, which is possible with an imaginary play mate but usually not possible with a real one. when they discover that the technique that worked so successfully with imaginary play mates does not work with real children, they are likely to become maladjusted members of the group.
A pet, that is considered suitable for a young child is usually so docile that it will take any treatment, from the child without protest. This encourages the child to be aggressive in relation ship with the pet. As was stressed, early, in order for a child to be an accepted member of play group, aggressive reactions must give way to friendly, affectionate ones
Social development of young children is parental encouragement to spend proportionally too much time with other children and proportionally too little time alone. When young children become accustomed to having play mates readily, available at all times for them to play with, as often happens when they are placed in a child-care center, or spend the major part of the day in a nursery school or kindergarten, they fail to develop deep ability to amuse themselves when alone and, as a result, feel lonely and deserted.
Children are considered immature by both age mates and adults if they continue to show unacceptable patterns of emotional expression, such as temper tantrums, and if such unpleasant emotions as anger and jealousy are so dominant that children are disagreeable and unpleasant to be with.
There are five types of children whose adjustments are affected by social hazards.
(1)First,children who are rejected or neglected by their peer group are deprived of opportunities to learn to be social.
(2) Second, voluntary isolates who have little in common with their peer group come to think of themselves as " different" and to feel that they have no chance for acceptance.
(3)Third, geographically or socially mobile children who find acceptance by already-formed gangs difficult.
(4)Fourth, children against whom there is group prejudice because of their race or religion.
(5)Fifth, followers who want to be leaders become resentful and disgruntled group members
Six hazards are commonly associated with the development of moral attitudes and behavior. In late childhood : (1)the development of a moral code based on peer or mass media concepts of right and wrong which may not coincide with adult codes (2)A failure to develop a conscience as an inner control over behaviors(3)Inconsistent discipline which leaves children unsure of what they are expected to do.(4)Physical punishment which serves as a model of aggressiveness in children.(5)Finding peer approval of misbehavior so satisfying that such behavior becomes habitual (6)Intolerance of the wrong doings of others
Puberty is a short period that overlaps the end of childhood and the beginning of adolescence, it is a time of rapid growth and change. It occurs at different ages for boys and girls and for individuals within each sex group. puberty is caused by hormonal changes which, come at variable times. The average age for girls is 13 years , and for boys ,14 years. The time needed to complete the puberty changes ranges from two to four years.
Few children pass through puberty without developing unfavorable self-concepts. This is true even of those who, earlier had good opinions of themselves and who, as a result, had enough self confidence to play leadership roles in their peer group. There are many reasons for the development of unfavorable self-concepts during puberty, some of which may be personal in origin and some environmental. Almost all pubescent have unrealistic concepts about what their appearance and abilities will be when they are grown up, concepts that often, trace their origin to childhood days when the ideal self-concept is being formed. As pubescent watch their bodies change and as they observe their awkward behavior and their tendencies towards obesity, they become increasingly disillusioned because what they observe is so far removed from what they had anticipated. This affects their self concepts unfavorably.
Because pubescent tend to be unsocial, if not actually anti social in their behavior, the treatment they receive from others is affected by this. As a result, pubescent do not enjoy the social acceptance they may have had earlier, nor does it form up to their hopes and expectations. Unfavorable treatment from others seriously affect self concepts, causing them to be colored by negative attitudes toward self.
When children develop unfavorable self concepts, it is soon revealed in their behavior. They either become withdrawn from others, contributing little in actions or speech to the group, or they become aggressive and defensive, retaliating for what they regard as unfair treatment. Regardless of what form of expression their unfavorable self concepts take, pubescent children's behavior is such that it increases what unfavorable social attitudes towards them already existed.
Like most of the psychological hazards of puberty, the long term effects of unfavorable self concepts are even more serious than the immediate effects. Children who develop unfavorable self concepts at puberty are far more likely to reinforce these unfavorable self concepts with their unsocial behavior than they are to improve them. As a result, the foundations for an inferiority complex are laid and, unless remedial steps are taken to correct it, it will likely become persistent and color the quality of the individuals behavior throughout the remainder of the life span.
With rapid physical growth comes a sapping of energy. This leads to a disinclination to work and to attitudes of boredom towards any activities that require effort on the individuals part .While underachievement often begins around the fourth or fifth grade in school, when early enchantment with school gives way to disenchantment, it generally reaches its peak during puberty.
As girls accepts the cultural stereotype about themselves, they realize that it is not regarded as "feminine" to be achievers, especially when their achievements surpass those of boys. This encourages girls to work below their capacities and increases the tendency to be underachievers caused by the sapping of physical strength which is a normal accompaniment of the rapid physical changes of puberty.
Once the tendency to work below ones capacities develops, it is likely to become habitual as it is reinforced, month after month, by the sapping of physical energy during the rapid growth period of puberty and by the cultural pressures on girls not to surpass boys in their achievements. As a result, many pubescent grow up to be underachievers, not only academically but also vocationally. They develop attitudes towards themselves and their abilities that reinforce their lack of motivation to try to do what they are capable of. Many enter adult life as general under-achievers, a tendency to work below their capacities and potentials in whatever they undertake because they learn patterns of behavior and attitudes in puberty which have become habitual. Unless remedial steps are taken to correct them, they will lead to life long underachievers.
Psychological hazards
The major psychological hazards of adolescence center around the failure to make psychological transitions to maturity that constitute the important developmental task of adolescence. In most cases adolescents fail to make these transitions not because they want to remain immature but because they encounter obstacles in their attempts to achieve mature pattern of behavior. Some of the most common and most serious obstacles adolescents encounter in their attempts to make the psychological transition to maturity are
(3)-prolonged treatment as children
(4)-role change
Adolescents who did not establish solid foundation during childhood will be unable to master the developmental task of adolescents. Optimal development in adolescence depends on successful achievement of the developmental tasks in infancy and childhood.
Late maturer's have less time in which to master the developmental task of adolescence than early maturers or those who mature at the average age. Many late maturers have barely completed the puberty changes when adolescence is drawing to a close
-Prolonged treatment as children
Adolescents who, because they were late maturers, are often treated as children at the time when contemporaries are treated nearly as adults. As a result they may develop feelings of inadequacy about their abilities to assume the right privileges and responsibilities that go with adult hood.
Adolescents who go to work after completing high school, or after dropping out of school, undergo a drastic role change almost over night. They must assume adult roles earlier than their contemporaries who continue their education, and they are deprived of the opportunity to make a slow transition into adult
A prolonged state of dependency, as when adolescents continue their education into early adult hood, is a handicap in making the transition to adulthood. Because girls, as a group are more apt to be forced into a state of prolonged dependency than boys, they are especially handicapped in making the transition into adulthood.
-social behavior of adolescent
In the area of social behavior, immaturity is shown in a preference for childish patterns of social groupings and social activities with peers of same sex and in a lack of acceptance by peer groups, which in turn deprives the adolescent of the opportunity to learn more mature patterns of social behavior. Young adolescents, who are unsure of themselves and of their status in the peer group, tend to over conform; a persistence of this into late adolescents, however, suggests immaturity. Other common indications of immaturity in the area of social behavior include discrimination against those of different racial, religious, or socioeconomic backgrounds; attempts to reform those with different standards of appearance and behavior; and attempts on the part of adolescents to draw attention to themselves by wearing conspicuous cloths, using unconventional speech, bragging and boasting, and making jokes at the expense of the others.
Sexual behavior of adolescent
Immaturity is especially apparent in the area of sexual behavior. The reason for this is that adjustment from antagonism towards members of the opposite sex, characteristic of late child hood and puberty, to an interest in and development of feeling of affection for them is a radical one. Adolescents who do not date because they are unattractive to the members of the opposite sex, or because they continue to have a childish dislike for them, are regarded as immature by contemporaries. This cuts adolescents off from social contacts with their peers who have made the shift to more mature attitudes and behavior in relation to members of the opposite sex.
Rejection of socially approved sex role, a continued preoccupation with sex, premarital pregnancy, and early marriage before adolescents have any stable source of support are also regarded as indications of immaturity. Rejection of the approved sex role, especially by girls, is regarded as one of the most hazardous forms of immaturity in this area because it is a potential source of trouble in marriage.
Moral behavior of adolescence
In few areas is immaturity more hazardous to good personal and social adjustments than in that of morality. Adolescences who establish unrealistically high standards of behavior for themselves feel guilty when their behavior falls short of these standards. Adolescents who set unreasonably high standards for others become disillusioned and quarrelsome when they fall below these standards. This can and often does lead to the breaking of emotional ties with family members and with peers.
Social adjustments are also damaged by willful defiance of rules and laws. Few adolescents are ignorant of the rules and laws by which they are expected to abide, and few are incapable of learning what is right and what is wrong. On the other hand many are willing to sacrifice their standards and the standards of their parents if they feel this will guarantee acceptance by their peers. Many adolescents justify acts they know are wrong by claiming that "every one" shop lifts, cheats, or using drugs.
Moral immaturity is also evident in juvenile delinquents from affluent families, as contrasted with the many adolescents who grow up in unfavorable environments that normally might produce anti social attitudes and yet who are law-abiding in their behavior. They are "insulated" against delinquency in that they do not succumb to the temptation to behave in an antisocial way, regardless of how strong this temptation may be. Adolescents from affluent families, especially those in suburbia, may behave in a morally immature way because they find it exciting to do so. It also gives them ego-satisfaction to be able to "getaway" with their criminal behavior without being punished for it, even when they are caught.
Family relationship of adolescence
Immaturity in family relationships, as shown by quarreling with family members, criticizing them constantly, or making derogatory comments about their appearance or behavior, is especially common during the early years of adolescents. This is when, as was pointed out earlier, family relationship are usually at a low point.
Poor family relationship are psychological hazards at any age, but especially so during adolescents because at this time boys and girls are typically unsure of themselves and depend on their families for a feeling of security. Even more important ,they need guidance and help in mastering the developmental tasks of adolescents. When family relationship are marked by friction, feelings of insecurity are likely to be prolonged, and adolescents will be deprived of the opportunity to develop poise and more mature patterns of behavior.
Furthermore, the adolescent whose family relationship are unfavorable may also develop poor relationship with people outside the home. While all relationship, whether in adulthood or in childhood ,are sometimes strained, a person who consistently has difficulty getting along with others is regarded as immature and unpleasant to be with. This militates against good social adjustments.