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Mental status > Ch 12 potter conception thru Adolescence > Flashcards

Ch 12 potter conception thru Adolescence Flashcards

1
Q

Pregnancy that reaches full term is calculated to last an average of

A

38 to 40 weeks

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2
Q

pregnancy divided into equal phases of 3 months, called

A

trimesters

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3
Q

first 14 days are referred to as the

A

preembryonic stage,

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4
Q

which lasts from day 15 until the eighth week(nearly 2 month)
- embryonic stage is the most vulnerable since all organs develop 8th week

A

embryonic stage

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5
Q

which lasts from the end of the eighth week (nearly 2 months) until birth

A

fetal stage

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6
Q

begins development at the third week of the embryonic stage and produces essential hormones that help maintain the pregnancy

A

placenta

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7
Q

functions as the fetal lungs, kidneys, gastrointestinal tract, and an endocrine organ

A

placenta

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8
Q

placenta is extremely porous, noxious materials such as viruses, chemicals, and drugs also pass from mother to child aka ?
and can cause abnormal development of structures in the embryo.

A

teratogens

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9
Q

depends on the developmental stage in which exposure takes place, individual genetic susceptibility, and the extent of the exposure.

A

effect of teratogens on the fetus

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10
Q

Heart rate, respiratory effort, muscle tone, reflex irritability, and color are rated to determine overall status of the newborn
-conducted at 1 and 5 minutes after birth and is sometimes repeated until the newborn’s condition stabilizes.

A

Apgar score

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11
Q

1st 28 days of life

A

neonatal

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12
Q

measure height, weight, head and chest circumference, temperature, pulse, and respirations and observe general appearance, body functions, sensory capabilities, reflexes, and responsiveness. Following a comprehensive physical assessment, assess gestational age and interactions between newborn and parent that indicate successful attachment
average newborn is 6 to 9 pounds

A

after few hours after birth

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13
Q

(fine downy hair) on the skin of back infant

A

lanugo

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14
Q

lanugo (fine downy hair) on the skin of the back; cyanosis of the hands and feet for the first 24 hours; and a soft, protuberant abdomen.

A

Normal physical characteristics of the newborn

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15
Q

anterior fontanel usually closes by 12 to 18 months, whereas the posterior fontanel closes by the end of the second or third month.

A

closing unfused bones of the skull

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16
Q

Assess neurological function by

A

observing the newborn’s level of activity, alertness, irritability, and responsiveness to stimuli and the presence and strength of reflexes

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17
Q

blinking in response to bright lights, startling in response to sudden loud noises or movement, sucking, rooting, grasping, yawning, coughing, sneezing, swallowing, palmar grasp, plantar grasp, and Babinski(sole of foot firmly stroked n toes Fran out)

A

Normal reflexes include

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18
Q

now prohibit the manufacture or sale of cribs with drop-side rails and require more durable mattress supports and crib slats

A

Federal safety standards

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19
Q

Parents also need to inspect an older crib to make sure the slats are no more than

A

6 cm (2.4 inches) apart.

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20
Q

All infants and toddlers should ride in a rear-facing car safety seat until they are? or until they reach the highest weight or height allowed by the manufacturer or their car safety seat

A

2 years of age

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21
Q

the period from 1 month to 1 year of age

- only period distinguished by such dramatic physical changes and marked development

A

infancy

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22
Q

birth weight doubles in approximately 5 months and triples by 12 months. Height increases an average of 2.5 cm (1 inch) during each of the first 6 months and about 1.2 cm ( image inch) each month until 12 months

A

birth weight

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23
Q

Some reflexes that are present in the newborn, such as blinking, yawning, and coughing, remain throughout life, whereas others, such as grasping, rooting, sucking, and the Moro or startle reflex, disappear after several months.

A

reflexes that are present in the newborn

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24
Q

, an infant’s vision and hearing continue to develop

A

first year

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25
Q

proceeds in a cephalocaudal (head-to-toe) and proximodistal (central-to-peripheral) pattern, as does myelination of nerves

A

Motor development

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26
Q

Maturation of eye-and-hand coordination occurs over the

A

first 2 years of life

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27
Q

as infants move from being able to grasp a rattle briefly

A

2 months

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28
Q

drawing an arc with a pencil by

A

24 months.

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29
Q

Birth to 1 month

Gross Motor Skill

A

Complete head lag persists

Cannot sit upright

Primitive reflexes present (crys for needs)

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30
Q

2 to 4 months

Gross Motor Skill

A

When prone, lifts head and chest and bears weight on forearms

With support, able to sit erect with good head control

Can turn from back to side

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31
Q

4 to 6 months

Gross Motor Skill

A

Turns from abdomen to back at 5 months and then back to abdomen at 6 months

Can support much of own weight when pulled to stand

No head lag when pulled to sit

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32
Q

6 to 8 months

Gross Motor Skill

A

Sits alone without support

Bears full weight on feet and can hold on to furniture while standing

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33
Q

8 to 10 months

Gross Motor Skill

A

Scoots or crawls on hands and knees

Pulls self to standing position

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34
Q

10 to 12 months

Gross Motor Skill

A

Walks holding onto furniture

Stands alone, for short periods

May attempt first step alone

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35
Q

Birth to 1 month

Fine Motor Skill

A

Reflexive grasp

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36
Q

2 to 4 months

Fine Motor Skill

A

Holds rattle for short periods but cannot pick it up if dropped

Looks at and plays with hands

Able to bring objects to mouth

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37
Q

4 to 6 months

Fine Motor Skill

A

Grasps objects at will and can drop them to pick up another object

Pulls feet to mouth to explore

Can hold a bottle

38
Q

6 to 8 months

Fine Motor Skill

A

Bangs objects together

Transfers objects from hand to hand

39
Q

8 to 10 months

Fine Motor Skill

A

Picks up small objects

Begins to use pincer grasp

Shows hand preference

40
Q

10 to 12 months

Fine Motor Skill

A

Can place objects into containers

Can turn book pages (more than one page at a time)

41
Q

they begin to realize that things still exist that can no longer be seen. This is known as object permanence

A

age of 7 to 9 months

42
Q

. , infants not only recognize their own names but are also able to say three to five words and understand almost 100 words

A

By 1 year

43
Q

infants begin to differentiate themselves from others as separate beings capable of acting on their own

A

1 year

44
Q

most infants are able to differentiate a stranger from a familiar person and respond differently to the two

A

8 months (tell stranger apart)

45
Q

begin to smile responsively rather than reflexively

A

Two- and 3-month-old infants

46
Q

infants play simple social games such as patty-cake and peek-a-boo

A

9 months

47
Q

hide-and-seek involving objects are possible by

A

1 yrs

48
Q

includes intentional physical abuse or neglect, emotional abuse or neglect, and sexual abuse of children, usually by adults

A

Child maltreatment

49
Q

Breastfeeding is recommended for infant nutrition because breast milk contains the essential nutrients of protein, fats, carbohydrates, and immunoglobulins that bolster the ability to resist infection
-if can’t then iron-fortified commercially prepared formula

A

1st year life

50
Q

use of whole cow’s milk, 2% cow’s milk, or alternate milk products

A

before the age of 12 months is not recommended.

51
Q

should not receive supplemental fluids, especially water or juice

A

under 4 months of age

52
Q

consumes approximately 18 to 21 ounces of breast milk or formula per day.
- increases slightly during the first 6 months

A

average 1-month-old infant

53
Q

solid foods is not recommended before the

A

age of 6 months

54
Q

iron-fortified cereal is generally an adequate supplemental source.
-breastfed infant absorbs adequate iron from breast milk during the first 4 to 6 months of life

A

6 months

55
Q

most infants demonstrate nocturnal sleep patterns, sleeping between 9 and 11 hours at night.

A

6 months

56
Q

12-36 month/ 1-3 yrs

infants wanna control their env if can’t then throw tantrum

A

toddler

57
Q

toddlers ride tricycles and run well by their

  • stack a small tower of blocks
  • hold crayons with their fingers rather than with their fists
  • imitate vertical and horizontal strokes.
  • manage feeding themselves with a spoon without rotating it
  • drink well from a cup without spilling
  • turn pages of a book one at a time
  • can easily turn doorknobs
A

3 yr (toddler)

58
Q

grow 3 in hight

gain 4-6 lbs per year

A

avg toddler

59
Q

remember events and begin to put thoughts into words at about

  • eparate beings from their mothers
  • unable to assume the view of another.
  • reasoning is based on their own experience of an even
  • use symbols to represent objects, places, and people.
  • imitate the behavior of another that they viewed earlier (e.g., pretend to shave like daddy)
  • pretend that one object is another (e.g., use a finger as a gun)
  • use language to stand for absent objects (e.g., request bottle).
A

2 years of age

60
Q

child uses approximately 10 words

A

18-month-old

61
Q

vocabulary of up to 300 words and is generally able to speak in two-word sentences, although the ability to understand speech is much greater than the number of words acquired

  • “Who’s that?” and “What’s that?”
  • “me do it” and “that’s mine”
A

2 yrs old

62
Q

, the child can use simple sentences, follow some grammatical rules, and learn to use five or six new words each day

A

36 months/ 3 yr

63
Q

toddlers remain strongly attached to their parents and fear separation from them.

  • discern the difference between past and future
  • child continues to engage in solitary play during toddlerhood but also begins to participate in parallel play, which is playing beside rather than with another child
A

toddler (play)

64
Q

often develop “food jags,” or the desire to eat one food repeatedly

  • limit milk intake to 2 to 3 cups per day.
  • eat bread and grains, vegetables, fruit, dairy products, and proteins
  • Serving finger foods to toddlers allows them to eat by themselves and to satisfy their need for independence and control
A

Toddlers (nutrition)

65
Q

toilet training (motivate child)

A

toddler

66
Q

weight gain 4.5 to 6.5 pounds/ yr

  • grow 6.5 to 9 cm (2.5 to 3.5 inches) per year
  • 110 cm (43.5 inches)/3 ft 7 in tall by their 5th birthday
A

preschool (3-5)

67
Q

running well, walking up and down steps with ease, and learning to hop

A

Gross- and fine-motor

68
Q

they usually skip on alternate feet, jump rope, and begin to skate and swim
-copy crosses and squares.
Triangles and diamonds are usually mastered
- Scribbling and drawing (fine motor)
- hand-eye coordination needed for the printing of letters and numbers.

A

5 years

69
Q

imaginative play and interactions with others

  • recognize others’ viewpoints,
  • they remain egocentric in their communication and believe others think as they do
  • increased social interaction
  • aware of cause-and-effect relationships
  • causal thinking (link things 2gether)
A

preschool

70
Q

learn to use rules to understand causation

  • basis for more formal logical thought ex:I get a shot twice a day, and that’s why I got one last night.”
  • believe that inanimate objects have lifelike qualities
A

5 yrs

71
Q

linked to concrete (perceived by the senses) experiences

  • rule is broken, punishment results immediately
  • greatest fear bodily harm- ex: fear of the dark, animals, thunderstorms, and medical personnel
A

preschool

72
Q
  • average of 2100 words that they use to define familiar objects, identify colors, and express their desires and frustrations.
  • combine four to five words into sentences and use pronouns, prepositions, adjectives, and verbs
  • often question “Why?”
  • Phonetically similar words such as die and dye or wood and would cause confusion (avoid it)
A

preschool lang

73
Q
  • pouring milk from a gallon container into their cereal bowls. Guilt arises within children when they overstep the limits of their abilities and think that they have not behaved correctly
  • magical thinking and believe that if they simply think something, it will happen ex:Children who in anger wished that their sibling were dead experience guilt if that sibling becomes ill.
  • need to learn that “wishing” for something to happen does not make it occur
  • great imitators
A

preschool psychosocial

74
Q

changes in caregiving arrangements, starting school, the birth of a sibling, parental marital distress, relocation to a new home, or an illness. During these times of stress, preschoolers sometimes revert to bed-wetting or thumb-sucking and want the parents to feed, dress, and hold them.

A

sources of stress for preschool (psychosocial)

75
Q

as it shifts from parallel to associative play ex: play mother and baby

  • age 4, children play in groups of two or three,
  • by 5 years the group has a temporary leader for each activity.
A

after the third birthday (play)preschooler

76
Q

quite independent in washing, dressing, and feeding

  • 1800 calories
  • Finicky eating habits (4 yr old)
A

preschooler (nutrition/ health promotion)

77
Q

12 hours of sleep a night and take infrequent naps

-detection and treatment of strabismus must occur by age 6

A

preschooler (sleep)

78
Q

-running, jumping, balancing, throwing, and catching during play, resulting in refinement of neuromuscular function and skills.

A

school age children and adolescence (6 and 18)
-puberty marks end of adolescence
physical change

79
Q

handwriting, drawing, and playing.

A

school age children and adolescence (6 and 18)

fine motor skills

80
Q

children are able to hold a pencil adeptly and print letters and words

A

school age children and adolescence (6 and 18)
*6-year-old
fine motor skills

81
Q
  • make detailed drawings and write sentences in script. Painting, drawing, playing computer games, and modeling allow children to practice and improve newly refined skills
  • bathing, dressing, and taking care of other personal needs
  • strong personal preferences
  • give independence as much as possible (nurse)
A

school age children and adolescence (6 and 18)
*age 12
fine motor skills

82
Q
  • posture was stoop shouldered, with slight lordosis (inward curvature of spine) and a prominent abdomen.
  • more erect
  • recommends screening of scoliosis
  • Eye shape alters because of skeletal growth.
A

school age children and adolescence (6 and 18)

posture change

83
Q

think in a logical manner

  • concrete-operational stage of growth by 7 yrs
  • thoughts are no longer dominated by their perceptions
  • understand that others do not always see things as they do and even begin to understand another viewpoint.
  • ability to recognize that the amount or quantity of a substance remains the same even when its shape or appearance changes.
A

school age children and adolescence (6 and 18)

-cognitive development

84
Q
  • representing the world in a subjective manner and realize that words have arbitrary rather than absolute meanings
  • appreciate jokes and riddles
  • rather they reason about its meaning within a context
  • identify generalizations and exceptions to rules
  • more aware of rules syntax (create well formed sent)
A

school age children and adolescence (6 and 18)

language

85
Q
  • industry versus inferiority
  • positively recognized for success feel a sense of worth or faced with failure often feel a sense of mediocrity or unworthiness, which sometimes results in withdrawal from school and peers
  • define themselves on the basis of internal more than external characteristics.
  • ponder abstract relationships
  • 11 yr may begin to enter the fourth and final stage of intellectual development, formal operations. (Piaget)
  • group play overshadows solitary activity
  • prefers same-sex peers
  • peer influence
A

school age children and adolescence (6 and 18)

psychosocial (Erikson)

86
Q

-latency period

exposure to sex education, including topics about sexual maturation, reproduction, and relationship

A

school age children and adolescence (6 and 18)

-sexual identity (freud)

87
Q

children experience more stress than children in earlier generations

  • Stress comes from parental expectations, peer expectations, the school environment, and violence in the family, school, or community
  • Motor vehicle injuries
  • risk taker
  • aware of their body and are modest and sensitive about being exposed.
  • aware of HIV,HPV
A

school age children and adolescence (6 and 18)

street/ injuries

88
Q
  1. Increased growth rate of skeleton, muscle, and viscera
  2. Sex-specific changes, such as changes in shoulder and hip width
  3. Alteration in distribution of muscle and fat
  4. Development of the reproductive system and secondary sex characteristics
A

Adolescents (transition childhood to adulthood)
13-20 yrs
-hit puberty
Physical changes (4 main ones)

89
Q

common for teenagers to consider their parents too narrow minded or materialistic. At this time adolescents believe that they are unique and the exception, giving rise to their risk-taking behaviors. In other words, they think that they are invincible.
- logical operations

A

Adolescents (transition childhood to adulthood)
13-20 yrs
cognitive change

90
Q

language fairly complete

  • Provide privacy and a nonthreatening environment
  • Start with less sensitive topics and then move to more sensitive issues
A

Adolescents (transition childhood to adulthood)

13-20 yrs

91
Q
  • develop their own ethical systems based on personal values

- identity (or role) confusion as the prime danger of this stage

A

Adolescents (transition childhood to adulthood)
13-20 yrs
psychosocial

92
Q
  • By late adolescence, most individuals identify themselves as heterosexual, and a small number identify as bisexual, gay, or lesbian.
  • dont wish to be diff from peers
  • Popularity with opposite-sex and same-sex peers is important.
  • need peer approval
  • Adolescents begin to place more value on peer relationships than on parents
A

Adolescents (transition childhood to adulthood)
13-20 yrs
sexual

Mental status (69 decks)

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