"CONFIRM"
Vice-rector
___________ prof. I.R.Mysula
" 23 "_____June_____2009
WORK PROGRAM
ON DEVELOPMENTAL PSYCHOLOGY
PHYSIOLOGY DEPARTMENT
Plan of educational process
|
Structure of
discipline |
Number of hours/
Including |
Course,
Year of studying |
Semester |
Final
Control |
||||
|
Totally
hours/Credits |
Contact hours |
Independent
Students Work |
||||||
|
Lectures |
Practical
Units |
Seminars |
||||||
|
SPSY 302: Developmental Psychology |
67 |
24 |
25 |
- |
18 |
˛ |
˛I |
Exam |
Program has been created by
associated professor N.M. Volkova Program has been
discussed and adopted at the sub-faculty meeting March 11, 2009, minute No 9
Chief of normal physiology
department 
professor S.N.Vadzyuk
Program is approved at the
meeting cyclic methodical commity of morpho-physiological discipline April 14, 2009, minute No 5
Heard of the cyclic
methodical commission as. prof. N.I.Tkachuk
Ternopil 2009
Introduction to Development, Personality, and Stage
Theories
Type
of development, specific stages. These stages are typically
progressive. Person must pass through one stage before you can get to the next.
The
most prominent stage theories in regard to motor and cognitive, social and
moral development. Most of these stage theories are progressive,
although in some, such as Erikson's psychosocial and
Freud's psychosexual, a person can fail to complete the stage while still
continuing. This failure, however, will result in difficulties later in life
according to the theories. The following offers an overview of development
according to the principles of psychology.
Motor Development
in Infancy and Childhood
The following chart
delineates the development of infants in sequential order. The ages shown are
averages and it is normal for these to vary by a month or two in either
direction.
2 months – able to
lift head up on his own
3 months – can roll
over
4 months – can sit
propped up without falling over
6 months – is able
to sit up without support
7 months – begins
to stand while holding on to things for support
9 months – can
begin to walk, still using support
10 months – is able
to momentarily stand on her own without support
11 months – can
stand alone with more confidence
12 months – begin
walking alone without support
14 months – can
walk backward without support
17 months – can
walk up steps with little or no support
18 months – able to
manipulate objects with feet while walking, such as kicking a ball
Cognitive
Development in Children
Jean Piaget
theory (1896-1980). As with all stage theories, Piaget’s Theory of
Cognitive Development maintains that children go through specific stages as
their intellect and ability to see relationships matures. These stages are
completed in a fixed order with all children, even those in other countries.
The age range, however can vary from child to child.
Sensorimotor Stage. This stage occurs
between the ages of birth and two years of age, as infants begin to understand
the information entering their sense and their ability to interact with the
world. During this stage, the child learns to manipulate objects although they
fail to understand the permanency of these objects if they are not within their
current sensory perception. In other words, once an object is removed from the
child’s view, he or she is unable to understand that the object still exists.
The major
achievement during this stage is that of Object Permanency, or the ability to
understand that these objects do in fact continue to exist. This includes his
ability to understand that when mom leaves the room, she will eventually
return, resulting in an increased sense of safety and security. Object
Permanency occurs during the end of this stage and represents the child’s
ability to maintain a mental image of the object (or person) without the actual
perception.
Preoperational
Stage. The second stage begins after Object Permanency is achieved and occurs
between the ages of two to seven years of age. During this stage, the
development of language occurs at a rapid pace. Children learn how to interact
with their environment in a more complex manner through the use of words and
images. This stage is marked by Egocentrism, or the child’s belief that
everyone sees the world the same way that she does. The fail to understand the
differences in perception and believe that inanimate objects have the same
perceptions they do, such as seeing things, feeling, hearing and their sense of
touch.
A second important
factor in this stage is that of Conservation, which is the ability to
understand that quantity does not change if the shape changes. In other words,
if a short and wide glass of water is poured into a tall and thin glass.
Children in this stage will perceive the taller glass as having more water due
only because of it’s height. This is due to the
children’s inability to understand reversibility and to focus on only one
aspect of a stimulus (called centration), such as height,
as opposed to understanding other aspects, such as glass width.
Concrete
Operations Stage. Occurring between ages 7 and about 12, the third
stage of cognitive development is marked by a gradual decrease in centristic thought and the increased ability to focus on
more than one aspect of a stimulus. They can understand the concept of
grouping, knowing that a small dog and a large dog are still both dogs, or that
pennies, quarters, and dollar bills are part of the bigger concept of money.
They can only apply
this new understanding to concrete objects ( those
they have actually experienced). In other words, imagined objects or those they
have not seen, heard, or touched, continue to remain somewhat mystical to these
children, and abstract thinking has yet to develop.
Formal
Operations Stage. In the final stage of cognitive development (from age
12 and beyond), children begin to develop a more abstract view of the world.
They are able to apply reversibility and conservation to both real and imagined
situations. They also develop an increased understanding of the world and the
idea of cause and effect. By the teenage years, they are able to develop their
own theories about the world. This stage is achieved by most children, although
failure to do so has been associated with lower intelligence.
Erikson’s Stages of
Psychosocial Development.
Like Piaget, Erik Erikson (1902-1994)
maintained that children develop in a predetermined order. Instead of focusing
on cognitive development, however, he was interested in how children socialize
and how this affects their sense of self. Erikson’s
Theory of Psychosocial Development has eight distinct stage,
each with two possible outcomes. According to the theory, successful completion
of each stage results in a healthy personality and successful interactions with
others. Failure to successfully complete a stage can result in a reduced
ability to complete further stages and therefore a more unhealthy personality
and sense of self. These stages, however, can be resolved successfully at a
later time.
Trust Versus Mistrust. From ages birth to one year, children begin to learn the ability
to trust others based upon the consistency of their caregiver(s). If trust
develops successfully, the child gains confidence and security in the world
around him and is able to feel secure even when threatened. Unsuccessful
completion of this stage can result in an inability to trust, and therefore an sense of fear about the inconsistent world. It may result
in anxiety, heightened insecurities, and an over feeling of mistrust in the
world around them.
Autonomy vs. Shame and Doubt. Between the ages
of one and three, children begin to assert their independence, by walking away
from their mother, picking which toy to play with, and making choices about
what they like to wear, to eat, etc. If children in this stage are encouraged
and supported in their increased independence, they become more confident and
secure in their own ability to survive in the world. If children are
criticized, overly controlled, or not given the opportunity to assert
themselves, they begin to feel inadequate in their ability to survive, and may
then become overly dependent upon others, lack self-esteem, and feel a sense of
shame or doubt in their own abilities.
Initiative vs. Guilt. Around age three
and continuing to age six, children assert themselves more frequently. They
begin to plan activities, make up games, and initiate activities with others.
If given this opportunity, children develop a sense of initiative, and feel
secure in their ability to lead others and make decisions. Conversely, if this
tendency is squelched, either through criticism or control, children develop a
sense of guilt. They may feel like a nuisance to others and will therefore
remain followers, lacking in self-initiative.
Industry vs. Inferiority. From age six years
to puberty, children begin to develop a sense of pride in their
accomplishments. They initiate projects, see them through to completion, and
feel good about what they have achieved. During this time, teachers play an
increased role in the child’s development. 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
potential.
Identity vs. Role Confusion. 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. During this period,
they explore possibilities and begin to form their own identity based upon the
outcome of their explorations. This sense of who they are can be hindered,
which results in a sense of confusion ("I don’t know what I want to be
when I grow up") about themselves and their role in the world.
Intimacy vs. Isolation. Occurring in Young
adulthood, we begin to share ourselves more intimately with others. We explore
relationships leading toward longer term commitments with someone other than a
family member. Successful completion can lead to comfortable relationships and
a sense of commitment, safety, and care within a relationship. Avoiding
intimacy, fearing commitment and relationships can lead to isolation,
loneliness, and sometimes depression.
Generativity vs. Stagnation. During middle
adulthood, we establish our careers, settle down within a relationship, begin
our own families and develop a sense of being a part of the bigger picture. We
give back to society through raising our children, being productive at work,
and becoming involved in community activities and organizations. By failing to
achieve these objectives, we become stagnant and feel unproductive.
Ego Integrity vs. Despair. As we grow older
and become senior citizens, we tend to slow down our productivity, and explore
life as a retired person. It is during this time that we contemplate our
accomplishments and are able to develop integrity if we see ourselves as
leading a successful life. If we see our lives as unproductive, feel guilt
about our pasts, or feel that we did not accomplish our life goals, we become
dissatisfied with life and develop despair, often leading to depression and
hopelessness.
Freud’s Stages of
Psychosexual Development.
Sigmund Freud (1856-1939) is
probably the most well known theorist when it comes to the development of
personality. Freud’s Stages of Psychosexual Development are, like other stage
theories, completed in a predetermined sequence and can result in either successful
completion or a healthy personality or can result in failure, leading to an
unhealthy personality. This theory is probably the most well
known as well as the most controversial, as Freud believed that we develop
through stages based upon a particular erogenous zone. During each stage, an
unsuccessful completion means that a child becomes fixated on that particular
erogenous zone and either over– or under-indulges once he or she becomes an
adult.
Oral Stage (Birth to 18
months). During the oral stage, the child if focused on oral pleasures
(sucking). Too much or too little gratification can result in an Oral Fixation
or Oral Personality which is evidenced by a preoccupation with oral activities.
This type of personality may have a stronger tendency to smoke, drink alcohol,
over eat, or bite his or her nails. Personality wise, these individuals may
become overly dependent upon others, gullible, and perpetual followers. On the
other hand, they may also fight these urges and develop pessimism and aggression
toward others.
Anal Stage (18 months to
three years). The child’s focus of pleasure in this stage is on eliminating and
retaining feces. Through society’s pressure, mainly
via parents, the child has to learn to control anal stimulation. In terms of personality,
after effects of an anal fixation during this stage can result in an obsession
with cleanliness, perfection, and control (anal retentive). On the opposite end
of the spectrum, they may become messy and disorganized (anal expulsive).
Phallic Stage (ages three to six). The
pleasure zone switches to the genitals. Freud believed that during this stage
boy develop unconscious sexual desires for their mother. Because of this, he
becomes rivals with his father and sees him as competition for the mother’s
affection. During this time, boys also develop a fear that their father will
punish them for these feelings, such as by castrating them. This group of
feelings is known as Oedipus Complex ( after the Greek
Mythology figure who accidentally killed his father and married his mother).
Later it was added
that girls go through a similar situation, developing unconscious sexual
attraction to their father. Although Freud Strongly disagreed with this, it has
been termed the Electra Complex by more recent psychoanalysts.
According to Freud,
out of fear of castration and due to the strong competition of his father, boys
eventually decide to identify with him rather than fight him. By identifying
with his father, the boy develops masculine characteristics and identifies
himself as a male, and represses his sexual feelings toward his mother. A
fixation at this stage could result in sexual deviancies (both overindulging
and avoidance) and weak or confused sexual identity according to
psychoanalysts.
Latency Stage (age six to
puberty). It’s during this stage that sexual urges remain repressed and children
interact and play mostly with same sex peers.
Genital Stage (puberty on). The final stage
of psychosexual development begins at the start of puberty when sexual urges are
once again awakened. Through the lessons learned during the previous stages,
adolescents direct their sexual urges onto opposite sex peers,
with the primary focus of pleasure is the genitals.
Freud's
Structural and Topographical Models of Personality.
Sigmund Freud's
Theory is quite complex and although his writings on psychosexual development
set the groundwork for how our personalities developed, it was only one of five
parts to his overall theory of personality. He also believed that
different driving forces develop during these stages which play an important
role in how we interact with the world.
Structural Model (id, ego, superego)
According to Freud,
we are born with our Id. The id is an important
part of our personality because as newborns, it allows us to get our basic
needs met. Freud believed that the id is based on our pleasure
principle. In other words, the id wants whatever feels good at the time,
with no consideration for the reality of the situation. When a child is
hungry, the id wants food, and therefore the child cries. When the child needs to be changed, the id cries. When
the child is uncomfortable, in pain, too hot, too cold, or just wants
attention, the id speaks up until his or her needs are met.
The id doesn't care
about reality, about the needs of anyone else, only its own satisfaction.
If you think about it, babies are not real considerate of their parents'
wishes. They have no care for time, whether their parents are sleeping,
relaxing, eating dinner, or bathing. When the id wants something, nothing
else is important.
Within the next
three years, as the child interacts more and more with the world, the second
part of the personality begins to develop. Freud called this part the Ego. The ego is
based on the reality principle. The ego understands that other people
have needs and desires and that sometimes being impulsive or selfish can hurt
us in the long run. Its the ego's job to meet
the needs of the id, while taking into consideration the reality of the
situation.
By the age of five,
or the end of the phallic stage of development, the Superego develops.
The Superego is the moral part of us and develops due to the moral and ethical
restraints placed on us by our caregivers. Many equate the superego with
the conscience as it dictates our belief of right and wrong.
In a healthy
person, according to Freud, the ego is the strongest so that it can satisfy the
needs of the id, not upset the superego, and still take into consideration the
reality of every situation. Not an easy job by
any means, but if the id gets too strong, impulses and self gratification take
over the person's life. If the superego becomes to strong, the person
would be driven by rigid morals, would be judgmental and unbending in his or
her interactions with the world. You'll learn how the ego maintains
control as you continue to read.
Topographical Model
Freud believed that
the majority of what we experience in our lives, the underlying emotions,
beliefs, feelings, and impulses are not available to us at a conscious
level. He believed that most of what drives us is buried in our unconscious. If you
remember the Oedipus and Electra Complex, they were
both pushed down into the unconscious, out of our awareness due to the extreme anxiety
they caused. While buried there, however, they continue to impact us
dramatically according to Freud.
The role of the
unconscious is only one part of the model. Freud also believed that
everything we are aware of is stored in our conscious. Our conscious makes up
a very small part of who we are. In other words, at any given time, we
are only aware of a very small part of what makes up our personality; most of
what we are is buried and inaccessible.
The final part is
the preconscious or subconscious. This is the part of us that we can
access if prompted, but is not in our active conscious. Its right below the surface, but still buried somewhat
unless we search for it. Information such as our telephone number, some
childhood memories, or the name of your best childhood friend is stored in the
preconscious.
Because the
unconscious is so large, and because we are only aware of the very small
conscious at any given time, this theory has been likened to an iceberg, where
the vast majority is buried beneath the water's surface. The water, by
the way, would represent everything that we are not aware of,
have not experienced, and that has not been integrated into our
personalities, referred to as the nonconscious.
Ego
Defense Mechanisms.
We stated earlier
that the ego's job was to satisfy the id's impulses, not offend the moralistic
character of the superego, while still taking into consideration the reality of
the situation. We also stated that this was not an easy job. Think
of the id as the 'devil on your shoulder' and the superego as the 'angel of
your shoulder.' We don't want either one to get too strong so we talk to
both of them, hear their perspective and then make a decision. This
decision is the ego talking, the one looking for that healthy balance.
Before we can talk
more about this, we need to understand what drives the id, ego, and
superego. According to Freud, we only have two drives; sex and
aggression. In other words, everything we do is motivated by one of these
two drives.
Sex, also called
Eros or the Life force, represents our drive to live, prosper, and produce
offspring. Aggression, also called Thanatos or
our Death force, represents our need to stay alive and stave off threats to our
existence, our power, and our prosperity.
Now the ego has a
difficult time satisfying both the id and the superego, but it doesn't have to
do so without help. The ego has some tools it can use in its job as the mediator, tools that help defend the ego. These are
called Ego Defense
Mechanisms or Defenses. When the
ego has a difficult time making both the id and the superego happy, it will
employ one or more of these defenses:
|
DEFENSE |
DESCRIPTION |
EXAMPLE |
|
denial |
arguing
against an anxiety provoking stimuli by stating it doesn't exist |
denying
that your physician's diagnosis of cancer is correct and seeking a second
opinion |
|
taking
out impulses on a less threatening target |
slamming
a door instead of hitting as person, yelling at your spouse after an argument
with your boss |
|
|
intellectualization |
avoiding
unacceptable emotions by focusing on the intellectual aspects |
focusing
on the details of a funeral as opposed to the sadness and grief |
|
placing
unacceptable impulses in yourself onto someone else |
when
losing an argument, you state "You're just Stupid;" homophobia |
|
|
supplying
a logical or rational reason as opposed to the real reason |
stating
that you were fired because you didn't kiss up the the
boss, when the real reason was your poor performance |
|
|
taking
the opposite belief because the true belief causes anxiety |
having
a bias against a particular race or culture and then embracing that race or
culture to the extreme |
|
|
returning
to a previous stage of development |
sitting
in a corner and crying after hearing bad news; throwing a temper tantrum when
you don't get your way |
|
|
pulling into the unconscious |
forgetting
sexual abuse from your childhood due to the trauma and anxiety |
|
|
acting
out unacceptable impulses in a socially acceptable way |
sublimating
your aggressive impulses toward a career as a boxer; becoming a surgeon
because of your desire to cut; lifting weights to release 'pent up' energy |
|
|
pushing into the unconscious |
trying
to forget something that causes you anxiety |
Ego defenses are not necessarily unhealthy as you can see by
the examples above. In face, the lack of these defenses, or the inability to
use them effectively can often lead to problems in life. However, we
sometimes employ the defenses at the wrong time or
overuse them, which can be equally destructive.
Kohlberg’s Stages
of Moral Development
Although it has
been questioned as to whether it applied equally to different genders and
different cultures, Kohlberg’s (1973) stages of moral development is the most
widely cited. It breaks our development of morality
into three levels, each of which is divided further into two stages:
Preconventional Level (up to age
nine):
~Self Focused
Morality~
1. Morality is
defined as obeying rules and avoiding negative consequences. Children in this
stage see rules set, typically by parents, as defining moral law.
2. That which
satisfies the child’s needs is seen as good and moral.
Conventional Level
(age nine to adolescence):
~Other Focused
Morality~
3. Children begin
to understand what is expected of them by their parents, teacher, etc. Morality
is seen as achieving these expectations.
4. Fulfilling obligations
as well as following expectations are seen as moral law for children in this
stage.
Postconventional Level (adulthood):
~Higher Focused
Morality~
5. As adults, we
begin to understand that people have different opinions about morality and that
rules and laws vary from group to group and culture to culture. Morality is
seen as upholding the values of your group or culture.
6. Understanding
your own personal beliefs allow adults to judge themselves and others based
upon higher levels of morality. In this stage what is right and wrong is based
upon the circumstances surrounding an action. Basics of morality are the
foundation with independent thought playing an important role.
TERNOPIL
STATE MEDICAL UNIVERSITY
ASSOCIATE
DEGREE NURSING PROGRAM
SPSY 302:
Developmental Psychology
SYLLABUS: FALL 2008
Faculty:
Nataliya Volkova,
BSN, MD, Ph.D
Room No.: Nursing 01
Office Telephone No.: +380 352 430927, +380 352
253793
Office Hours Posted or Additional by appointment
E-mail: [email protected] .
I. COURSE
DESCRIPTION
6 hrs lecture, (1 semester - 15 weeks)
US Credit hours: 2
UA:
Total hours 67
Contact hours: 48
Lecture hours: 24
Practical classes hours: 24
ECTS credits:
2
This course
is an introduction to lifespan
developmental psychology. Biological, psychological, cognitive, social and emotional changes in human development will be examined from conception to senescence and death.
II. CONCEPTUAL
FRAMEWORK
Anatomy
Chemistry
Physiology
Biology
III. COURSE
OBJECTIVES
1. Learn the major theories of human growth and development.
2. Review experimental methods in developmental psychology.
3. Study the biological, psychological, cognitive, social and emotional changes that occur at different
stages of the lifespan, and
the various contexts in
which they occur.
4. Discuss theoretical perspectives regarding these changes.
5. Consider
the interplay between heredity
and environment.
6. Review current research in developmental psychology.
IV. METHODS
OF INSTRUCTION
Lecture
and discussion, group work, assigned readings, audiovisuals, handouts,
reference materials, critical thinking exercises, case studies, other written
assignments, tests, internet resources, and others TBA.
V. STUDENT
RESPONSIBILITIES (refer to ADNStudent
Handbook)
VI. COURSE REQUIREMENTS
A. Assignments:
1.
5 Unit Tests……………………………………………………………50%
2.
Student presentation ………………………………………………….10 %
3.
Final Examination................................................................................40%
NOTE: Also
considered essential are classroom participation, readings, audiovisuals, website reviews, and additional occasional activities as assigned
which may be distributed in
class at a later time and are not included in the syllabus.
B. Grading Scale:
|
% of points |
Letter Grade
(US) |
1-12 Points
Grade (UA) |
0-4 Points
(UA) |
|
92-100 |
A |
10.5 –
12 |
5 (Excellent) |
|
89-91 |
B+ |
9.5 –
10.4 |
5- (Excellent) |
|
85-88 |
B |
7.5 –
9.4 |
4 (Good) |
|
82-84 |
C+ |
6.5 –
7.4 |
4 – (Good) |
|
78-81 |
C |
5.5 –
6.4 |
3 (Satisfactory) |
|
77-75 |
D+ |
3.5 -
5.4 |
3 – (Satisfactory) |
|
70-74 |
D |
2.5 –
3.4 |
2 (Failed) |
|
69 and below |
F |
1.1 –
2.4 |
2 - (Failed) |
VII. TEXTBOOKS
REQUIRED
Text: Psychology (8th edition) by David G Myers
Worth Publishers
The Gale encyclopedia of psychology / Bonnie R. Strickland,
executive
editor.–2nd ed.
VIII.
Course Content: Lectures
|
# |
Theme |
Contact hours |
Instructor |
Date |
|
1 |
Theories Of Personality And Stage Theories. Modern Perspectives Of Psychology |
2 |
Dr. Nataliya Volkova |
11.02.10 |
|
2 |
Social Behavior In
Different Age. |
2 |
Dr. Nataliya Volkova |
11.02.10 |
|
3 |
Psychological Basis Of Communication. |
2 |
Dr. Nataliya Volkova |
11.02.10 |
|
4 |
Communication To Patients In Different Age In
Nurse Practice |
1 |
Dr. Nataliya Volkova |
11.02.10 |
|
5 |
Sexual Behavior. Psychological And Behavioral Peculiarities
In Male And Female In Age Aspect. |
1 |
Dr. Nataliya Volkova |
19.02.10 |
|
6 |
Age Peculiarities Of Emotional Behavior |
2 |
Dr. Nataliya Volkova |
19.02.10 |
|
7 |
Tiredness And Restore Processes |
2 |
Dr. Nataliya Volkova |
19.02.10 |
|
8 |
Emotional Stress And Its Consequences. |
2 |
Dr. Nataliya Volkova |
19.02.10 |
|
9 |
Peculiarities Of Emotional Communication In
Bachelor Practice. |
2 |
Dr. Nataliya Volkova |
4.03.10 |
|
10 |
Psychological Consulting And Bachelor
Psychotherapy. |
2 |
Dr. Nataliya Volkova |
5.03.10 |
|
11 |
Psychological Aspects Of Care To Patients With
Chronic Diseases In Different Age. |
2 |
Dr. Nataliya Volkova |
18.03.10 |
|
12 |
Psychological Defence
In Different Age. Deviative Behavior. |
2 |
Dr. Nataliya Volkova |
31.03.10 |
|
13 |
Psychohygiene And Psychoprophylaxis In Age Aspect. |
2 |
Dr. Nataliya Volkova |
14.04.10 |
|
Final test |
17.05.10 |
|||
IX. COURSE CONTENT: pRACTICAL CLASSES
|
# |
Theme |
Contact hours |
Instructor |
Date |
|
1 |
Human Development And Bechavior.
Methods Of Estimation The Type Of Personality And
Their Practical Importance |
5 |
Dr. Nataliya Volkova |
4.03.10 |
|
2 |
Heredity And Environment. Development In
The Life Cycle |
5 |
Dr. Nataliya Volkova |
5.03.10 |
|
3 |
Expressing Emotion. Emotional Stress And Its Consequences |
5 |
Dr. Nataliya Volkova |
18.03.10 |
|
4 |
Forms of maladjustment. Behavior modification by means psychotherapy. |
5 |
Dr. Nataliya Volkova |
31.03.10 |
|
5 |
Social Development. Social Decision Making |
5 |
Dr. Nataliya Volkova |
14.04.10 |
|
Final test |
17.05.10 |
|||
IX. COURSE CONTENT: sTUDENT independent wORK
|
# |
Theme |
Contact hours |
Instructor |
|
1 |
Social Behavior |
7 |
Dr. Nataliya Volkova |
|
2 |
Basis
Of Family Psychology |
7 |
Dr. Nataliya Volkova |
|
3 |
Psychological
Peculiarities Of Children From Incomplete Families Or With Societal Problems. |
7 |
Dr. Nataliya Volkova |
|
4 |
Bicheviorism, Conditioned Reflex Theory,
Biological Back-Connection And Their Role In Human Psychical Activity |
7 |
Dr. Nataliya Volkova |
Prepared
by
Nataliya Volkova
01/03/07
Approved
by Department of General Patient Care. Minute
#________ from ____________2008
Head of the Department Prof. Stepan Vadzyuk,
MD, Ph.D,
Doctor of Medicine