Freud’s psychodynamic
theory during the 1900s, Sigmund Freud developed the first comprehensive theory
of personality. Freud believed personality developed through:
The unconscious mind
Childhood experiences
Internal conflicts between society.
He proposed three parts of personality.
ID is present from birth.
Driven by pleasure and basic instincts.
Wants immediate satisfaction.
Ego
Makes realistic decisions
Balance the ID with reality.
Operates according to the reality principle.
Superego
Represents morals and conscience.
Learn right from wrong from parents and society
Encourages responsible behaviour.
Neo–Freudians
Many psychologists agreed with Freud that agreed
with Freud that
childhood experiences are important but disagreed
with his emphasis on sexuality.
These psychologists became known as Neo–Freudians.
. Quick
Checklist for Carers & Staff
Observe early signals: Watch for subtle stress
signs (fidgeting, pacing, rocking, or verbal hesitation) before overload
escalates.
Lower your vocal pitch and volume: Speak slowly
using short, clear sentences and plain language.
Minimise demands: Pause non-essential tasks or
questions until the person's nervous system returns to baseline.
Offer choice and control: Give simple, clear
options (e.g., "Would you like to sit here or go to the quiet
room?").
Evolutionary Evolution of Developmental
Psychology: From Early Theories to Modern Practice. Developmental psychology has
evolved from measuring isolated biological traits to understanding complex,
lifelong human growth shaped by neurodiversity, social environment, and
individual experience. HISTORICAL
EVOLUTION OF DEVELOPMENTAL PARADIGMS
|
Francis Galton (1883)
Sigmund Freud (1905) Robert
Woodworth (1918) Modern Neurodiversity
(Present) |
|
┌───────────────────────┐ ┌──────────────────────┐ ┌───────────────────────┐ ┌───────────────────────────────┐ |
|
│
Biological Determinism│ │
Psychosexual Stages │ │ Dynamic Interaction │
│ Lifespan Neurodiversity
│ |
|
│
Inherited abilities │──►│ Early childhood │──►│ "Nature through │──►│ Biological variation, │ |
|
│
unfold over time. │ │ conflicts & drives. │ │
nurture" (S-O-R). │ │ social scaffolding & support. │ |
|
└───────────────────────┘ └──────────────────────┘ └───────────────────────┘ └───────────────────────────────┘ |
Comparing Historical Foundations with
Modern Neurodiversity-Affirming Models Period / Theorist Primary Focus Core Mechanism
Modern Neurodiversity-Affirming Viewpoint Francis Galton(Inherited
Faculty)Quantifying inherited abilities across the lifespan.
Strict biological determinism; traits
unfold naturally regardless of environment
.Reframed: Genetic variations (autism,
ADHD, specific learning styles) are natural neurological differences across
populations rather than deficits to be measured against a single "norm”.
“Sigmund Freud(Psychosexual Stages): Early childhood conflicts and personality
formation.
Rigid developmental stages are driven by
unconscious drives and early conflicts.
Reframed: Early experiences matter, but
development is a fluid, lifelong process. Behaviour is understood through
sensory processing, nervous system states, and emotional co-regulation rather
than fixations.
Robert Woodworth(Dynamic
Psychology): Interaction of native traits, learning, and imagination.
“Nature through nurture"; innate
biology sets potential, while environment determines how it unfolds.
Reframed: Directly aligns with modern
social models of disability. Biological variations are accommodated through
environment, clear standards of communication, and tailored support.
Sample Chapter: Supporting Executive
Function, Working Memory, and Daily Routines. Key Purpose: A practical,
accessible guide for healthcare professionals, carers, and families to support
executive functioning differences and streamline daily routines across the
lifespan.
1.
Core
Understanding: Executive functioning refers to the brain's management system, the
set of cognitive processes that enable us to plan, focus attention, remember
instructions, and balance multiple tasks.
2.
What
it is: The neurological process governed by the prefrontal cortex that
coordinates working memory, cognitive flexibility, time awareness, and impulse regulation.
3.
Why
it fractionizes: In ADHD, autism, or under high stress, dopamine dysregulation
and working memory overload make starting tasks, switching focus, or tracking
steps mentally exhausting.
4.
How
it presents: Difficulty starting routines, misjudging time ("time
blindness"), losing track of multistage instructions, or rapid mental
fatigue when faced with unstructured tasks.
5.
2.
Practical Action Steps Challenge Area Immediate Support Strategy Environmental
& Scaffolding Adjustment Task Initiation & Overwhelm• Break tasks into
micro-steps.
6.
•
Use "Body Doubling" (working alongside someone quietly).• Focus on
starting for just 2 minutes.
7.
•
Place required physical items in plain view. Use visual task cards instead of
long written lists.
8.
Working Memory Overload• Externalise
memory—write down steps immediately.
9.
•
Limit verbal instructions to one action at a time.
10. Use accessible checklists with clear headers.
Provide visual or auditory reminders (timers, apps).
11.
Transitions
& Time Blindness
12. • Give explicit,
predictable time warnings (e.g.,
13. "In 10 minutes, then
5 minutes").
14. • Use visual timers
showing elapsed time.
15. • Keep transition routines
consistent daily.3. Quick Checklist for Carers & Staff: Keep instructions
single-step: Give one direct instruction at a time, allowing 10–15 seconds
processing time before moving to the next.
16. Make routines visual: Post
clear, high-contrast, bulleted checklists at eye level in the location where
the activity happens
17. Scaffold, don't replace:
Support the process by setting up the environment (e.g., placing meds next to
the kettle) so the individual retains maximum personal autonomy
18. .Reduce cognitive
friction: Remove unnecessary choices during routine times to conserve mental
energy for complex decisions later in the day.
Sensory Accommodation Checklist
This checklist provides a quick audit tool
for healthcare settings, schools, workplaces, and home environments.
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