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Child Psych > Child Psych Final Exam > Flashcards

Child Psych Final Exam Flashcards

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1
Q

What are the 3 domains of development?

A

Biological, cognitive, and socioemotional

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2
Q

What is the biological domain?

A

Processes of the physical body

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3
Q

What is the cognitive domain?

A

Thought, intelligence, and language

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4
Q

What is the socioemotional domain?

A

Emotion, personality, and relationships

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5
Q

A baby smiles in response to her father’s touch. What are the biological, cognitive, and socioemotional domains?

A

Biological: the baby feels the touch on her skin
Cognitive: the baby understands the intentional acts
Socioemotional: the smile reflects the baby’s positive emotion and builds the social relationship between daughter and father

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6
Q

A toddler begins to walk. What are the biological, cognitive, and socioemotional domains?

A

Biological: the toddler has enough muscle strength to support upright locomotion
Cognitive: the toddler is now able to use his hands to manipulate objects enabling him to learn more
Socioemotional: the toddler is better able to meet some needs (getting a toy on the other side of the room) but needs more help with others (navigating stairs and dangerous terrain)

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7
Q

What is a research method and what are the different types?

A

Different ways to collect data

Observation, interview, survey/questionnaire, standardized test, case study, physiological measures

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8
Q

What is an observation?

A

A systematic way of watching behavior unfold

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9
Q

What is an interview?

A

Asking participants directly about their thoughts, attitudes, or opinions using open ended questions

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10
Q

What is a survey/questionnaire?

A

Asking participants directly about their thoughts, attitudes, or opinions using standardized, closed answer questionnaires
There is no “right answer”

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11
Q

What is a standardized test?

A

Measure with uniform procedures for administering and scoring
There is a “right answer”
Scored compared to others’ performance

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12
Q

What is a case study?

A

In depth look at a single individual and all the factors that contribute to their unique circumstance
Used most by mental health professionals
Be careful with generalization

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13
Q

What is a physiological measure?

A

Measuring biological factors directly

E.g. heart rate, skin conductance, hormone levels, brain activity via fMRI or EEG

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14
Q

What is a research design and what are the types?

A

Different ways of addressing or answering questions

Descriptive, correlational, experimental

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15
Q

Descriptive research design

A

Observing and recording behavior
Examples: babies tend to babble before they say full words, as children age they tend to spend more time with their friends and less time with their parents, girls typically engage in fewer physically aggressive acts during play than boys do
No causality implied

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16
Q

Correlational research design

A

Describes the strength of the relationship between the two variables
No causality implied
Spurious correlations: as children’s shoe size goes up so does their intelligence (AGE), the city’s ice cream sales are highest when the rates of drawing in pools and lakes is the highest (TEMPERATURE), as the number of grocery stores in a city goes up, so does the number of homicides (POPULATION DENSITY)
Two things can correlate without actually causing each other, can be another component

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17
Q

Experimental research design

A

A carefully regulated procedure in which one of the factors believed to influence the behavior being studied is manipulated while all other factors are held constant
Independent variable: manipulated in experiment
Dependent variable: result of the manipulation
Random assignment: participants are randomly assigned to either control or experimental groups
Can determine causality

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18
Q

Evolution

A

Change in inherited characteristics of biological processes over time (generations)

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19
Q

Natural selection

A

Evolutionary process by which species that are better adapted are the ones that survive and reproduce
Driven by adaptation- getting genes into the next generation

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20
Q

Allele

A

Different variations of the same gene

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21
Q

Genotype

A

Refers to a person’s genetic composition/DNA

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22
Q

Phenotype

A

Observable characteristics

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23
Q

Mitosis

A

Asexual reproduction

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24
Q

Meiosis

A

Cell division that forms eggs and sperm
Cells in testes or ovaries: duplicates chromosomes, divides twice, forms 4 cells each containing half of the original genetic material (23 unpaired chromosomes)

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25
Q

Monozygotic twins

A

Identical twins

“Single zygote” splits into two genetically identical replicas

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26
Q

Dizygotic twins

A

Fraternal twins

“Two zygotes” (two separate eggs fertilized by two separate sperm)

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27
Q

Dominant-Recessive Genes Principle

A

Dominant allele expressed over a recessive allele (different variations of the same gene)
Only chance a recessive allele will be expressed is if there are two of them
Co-dominance: both alleles are expressed

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28
Q

Hereditary environment correlations

A

Correlations between hereditary factors and environmental factors complicate behavioral genetic studies

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29
Q

Passive genotype-environment correlation

A

Children inherit genetic tendencies from their parents, and parents provide an environment that complements their own genetic tendencies

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30
Q

Evocative genotype-environment correlation

A

Children genetically influence traits evoke certain reactions from the environment

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31
Q

Active genotype-environment correlation

A

Children seek out environments that are best suited for them

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32
Q

Which hereditary environment correlations (passive, evocative, active) will be most relevant for infants?

A

Passive-calm

Evocative

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33
Q

Which hereditary environment correlations (passive, evocative, active) will be most relevant for infants?

A

Active- decision making

Evocative

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34
Q

G X E Interactions (gene by environment)

A

5HTTPLPR = serotonin (depression) transporter gene
Long and short alleles
Short alleles were a risk factor for later depression only in the event of other stressful life events
Graph: long/long= flat line, short/short = diagonal line, short/long= in between
Looking at the probability of a major depression episode in children with no maltreatment to severe maltreatment

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35
Q

Differential Susceptibility

A

“Plasticity alleles”
Individuals vary in the degree that they are impacted by their experiences and the quality of their environment
Graph: flattest= no plasticity alleles, most diagonal= two copies of the plasticity allele, in between= one copy of the plasticity allele
Looking at how well high vs. low delinquency children adapt to favorable vs. adverse social environments

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36
Q

Explain the difference between monozygotic and dizygotic twins. First, describe how the process of fertilization different between the two types of twins, and then indicate which set of twins is most genetically similar.

A

Monozygotic twins are identical twins resulting from a “single zygote” from a single egg and single sperm that splits into two genetically identical replicas. Dizygotic twins are fraternal twins resulting from “two zygotes,” two separate eggs fertilized by two separate sperm.

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37
Q

Test question about differential susceptibility graph: Each line (A,B,C) in the above graph represents a group of individuals with a different number of “plasticity alleles.” Which of the following is an accurate statement about plasticity alleles?

A

Individuals have different forms of the same gene, these differences may make individuals more or less susceptible to the quality of their environment

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38
Q

The straight line in this graph represents a group of individuals with:

A

no plasticity alleles

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39
Q

Placenta

A

organ that connects fetus to uterine wall; barrier between mother and fetus; small blood vessels from mother and fetus intertwine

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40
Q

Amnion

A

“bag” with clear fluid (amniotic fluid) in which embryo floats

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41
Q

Anencephaly

A

head of neural tube fails to close

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42
Q

Spina bifida

A

failure of neural tube to close in other location

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43
Q

Teratogen

A

any agent that can cause a birth defect or negatively impact cognitive development
alcohol, caffeine, diet pills, antibiotics, cocaine, pollution, stress

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44
Q

Hemolytic disease of the newborn

A

incompatible blood types

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45
Q

3 periods of prenatal development

A

germinal, embryonic, fetal

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46
Q

Germinal period

A

First two weeks after conception
Characterized by rapid cell development
Cell specialization beginning

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47
Q

Embryonic period

A

2-8 weeks after conception
Blastocyst attaches to uterine wall (11-15 days after conception)
After attachment= embryo
Cell differentiation

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48
Q

Fetal period

A

2 months after conception, lasts 7 months
Fetus becomes active, moving arms, legs, mouth, head
Genitals can be identified as male or female
6 months- fetus has grasping reflex, is viable

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49
Q

At which stage in prenatal development are teratogens most likely to cause structural defects?

A

Early in the embryonic period when organs are being formed

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50
Q

At which stage in prenatal development are teratogens most likely to cause anatomical defects?

A

After organogenesis during embryonic period

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51
Q

At which stage in prenatal development are teratogens most likely to stunt growth or create problems in the way organs function?

A

Fetal period

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52
Q

Neurogenesis

A

Rapid formation of neurons
Nervous system starts forming 18-24 days after conception
At birth, babies have about 100 billion neurons

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53
Q

Postpartum depression symptoms

A

Trouble coping with day-to-day activities, mood swings, anxiety, sadness, tearful, decreased concentration, hopelessness, difficulty sleeping

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54
Q

Postpartum psychosis symptoms

A

Delusions or strange beliefs, hallucinations, feeling very irritated, hyperactivity, decreased need for or inability to sleep, paranoia, rapid mood swings, difficulty communicating at times

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55
Q

Risk factors for postpartum depression

A

History of postpartum depression, history of major depressive episode, pregnancy unwanted, lack of social support

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56
Q

Risk factors for postpartum psychosis

A

Personal or family history of bipolar disorder, previous psychotic episode

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57
Q

Androgens

A

Male sex hormones

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58
Q

Estrogens

A

Female sex organs

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59
Q

Myelin sheath

A

covers the axon of some neurons and helps speed neural impulses

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60
Q

When in development does brain development most rapidly occur?

A

Infancy- experiences “wire” the brain at a rapid rate

25% at birth –> 75% at two years

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61
Q

Gross motor skills

A

Involve large muscle activities, like moving arms and legs

62
Q

Specificity of Learning

A

Infants who have experience with one mode of locomotion don’t appreciate the dangers of another mode

63
Q

Fine motor skills

A

Tasks that require dexterity with fingers

Grasping a toy, using a spoon, buttoning a shirt, writing

64
Q

Reflexes

A

Built in reactions to stimuli, beyond the infants control, thought to be survival mechanisms

65
Q

Rooting reflex

A

Stimuli: newborn’s cheek is touched, mouth stroked
Reflex: newborn moves head to the respective side

66
Q

Sucking reflex

A

Stimuli: object in infant’s mouth
Reflex: newborn automatically sucks object

67
Q

Moro reflex (startle reflex)

A

Stimuli: sudden, intense noise or movement
Reflex: newborn startles (arches back, throws back head, flings out arms and legs, cries)

68
Q

Grasping reflex (planter, palmer)

A

Stimuli: something touches newborn hands or feet
Reflex: newborn grasps hands or scrunches toes

69
Q

Dynamic Systems View

A

Infants assemble motor skills for perceiving and acting
Motor movements as means to reach goals
Spontaneous self-organization of various components in the system
Emergent product of the mix is different and greater than the sum of its component parts

70
Q

Perceptual constancy

A

Sensory stimulation changes but perception of the physical world remains constant

71
Q

Size constancy

A

Recognition that an object remains the same size even though the retinal image of the object changes

72
Q

Shape constancy

A

Recognition that an object remains the same shape even though its orientation toward us changes

73
Q

Intermodal perception definition and examples

A

Integrating information from two or more sensory modalities
Orienting to a sound
Matching a sound and a picture

74
Q

Habituation

A

Present one stimulus many times, infant gets bored- “habituates,” and stops attending, researcher presents a different stimulus, infant either remains inattentive or re-engages
Re-engages= dishabituation

75
Q

Infants visual acuity

A

Poor at birth and improves through first year, trouble tracking

76
Q

Key Piaget terms

A

assimilation, accommodation, equilibration, primary circular reactions, secondary circular reactions

77
Q

Assimilation

A

Children incorporate new information into existing schemes

Example- dog is funny looking cat

78
Q

Accommodation

A

Children adjust their schemes to fit new information and experiences
Example- understanding difference between car and motorcycle

79
Q

Equilibration

A

Child experiences conflict
Cognitive conflict= disequilibrium
Assimilation and accommodation resolve conflict (take child to a higher ground)

80
Q

Primary circular reactions

A

Repeating a sensation that was first performed by chance (example sucking fingers)
1-4 months of age

81
Q

Secondary circular reactions

A

Repeating action on environment that was first performed by chance
Infant moves beyond preoccupation with self, explores environment
4-8 months of age

82
Q

Key Vygotsky terms

A

Zone of proximal development, scaffolding, private speech

83
Q

Zone of proximal development

A

Children can complete tasks that are too difficult to accomplish on their own with assistance
Skilled peers and adults help children move beyond the “zone” of what they can accomplish independently

84
Q

Scaffolding

A

The level of support a child is given changes, based on the child’s ability
Person scaffolding helps organize the child’s thoughts

85
Q

Private speech

A

Tool that children use to solve problems and use for self-regulation (plan, monitor behavior)

86
Q

Piaget’s view of development

A

Stages

87
Q

Piaget

A 
Children as "little scientists"
Current vision that children are active thinkers
Idea that children form cognitive frameworks, which they fit their ideas into
Cognitive change happens gradually
Constructivist approach
Facilitate learning 
Consider children's developmental level
Promote student's "intellectual health"
Make classroom a place of exploration
88
Q

Vygotsky

A

Believed that children are active thinkers, social creatures, and are shaped by their culture
Social constructivist approach
Less about the individual, more about collaboration

89
Q

Piaget’s Stages of Development

A 
Sensorimotor stage
Preoperational stage
Concrete operational stage
Formal operational stage
Move to next stage by resolving conflict
90
Q

Sensorimotor stage

A

Birth-2 years
Infants coordinate sensory experiences with motor movements; gain knowledge of world from physical actions they perform on it
Simple reflexes
First habits and primary circular reactions
Infant’s own body focus of attention
Secondary circular reactions
Coordination of secondary circular reactions
Coordination of vision and touch
Presence of intentionality
Tertiary circular reactions, novelty, curiosity- infant purposefully explores new possibilities with objects (acts on them in new ways, exploring results)
Internalization of schemas- infant is able to use primitive symbols (internalized sensory image or word that represents an event)

91
Q

Preoperational stage

A

2-7 years of age
Children represent the world with words, images, drawings
Stable concepts, mental reasoning, egocentrism
Children do not yet have “operations”
Symbolic function- child can mentally represent an object that is not present
Egocentrism- inability to distinguish from one’s own perspective and another’s perspective
Animism- belief that inanimate objects have lifelike quality, capable of action
3 mountain task
Intuitive thought- characterized by primitive reasoning, having many questions, children still have difficulty thinking through problems
Centration- awareness that altering an object’s or substance’s appearance does not change the basic properties

92
Q

Concrete operational stage

A

7-11 years of age
Logical reasoning replaces intuitive reasoning for concrete examples (i.e. still had difficulty with abstract logical reasoning)
Conservation- children understand that environmental manipulations do not always alter the number, matter, length of the objects they are presented with
Horizontal decalage- similar abilities do not appear at same time (e.g. number conservation is usually learned first)
Children can classify objects and consider their relationships
Children understand interrelationships among sets and subsets, seriation, transitivity
Understand a mother can also be a sister and a daughter
Seriation- ordering stimuli based on a quantitative dimension (e.g. length)
Transitivity- logically combining relationships

93
Q

Formal operational stage

A

11-15 years of age
Children move beyond concrete operations and can think in more abstract and logical ways
Characterized by thinking beyond what is concrete: thinking about thought, desires, future
Hypothetical-deductive reasoning: develop hypotheses, systematically deduce, or conclude, how to best solve a problem
Adolescent egocentrism- heightened self consciousness, belief in sense of uniqueness, belief in invincibility
Imaginary audience- feeling like the center of everyone’s attention, as if on a stage
Personal fable- adolescent’s sense of personal uniqueness and invincibility

94
Q

Selective attention

A

Focusing on a specific aspect of experience that is relevant while ignoring others that are irrelevant

95
Q

Divided attention

A

Concentrating on more than one activity at the same time

96
Q

Sustained attention

A

Ability to maintain attention to a selected stimulus for a prolonged period of time

97
Q

Joint attention

A

Requires: ability to track another’s behavior, one person directing another’s attention, reciprocal interaction
Beneficial for learning
In infancy, related to: language development in toddlers, long term memory, self-regulation

98
Q

Working memory

A

Mental manipulation, “work bench,” often preferred over the term “short term memory”

99
Q

Short term memory

A

Limited capacity, retained 15-30s

Originally thought of as “passive storage house”

100
Q

Long term memory

A

Relatively permanent memory

101
Q

Implicit memory

A

Memory without conscious recollection; memories of skills and routines that are performed automatically

102
Q

Explicit memory

A

Conscious memory of facts or experiences (episodic and semantic)

103
Q

Episodic memory

A

Autobiographical events

104
Q

Semantic memory

A

Remembering words

105
Q

Semantic clustering is an example of?

A

Organizational strategy

106
Q

Strategies

A

Deliberate, non-obligatory, goal-directed mental operations aimed at solving a problem
Examples: a 2 year old child stares at the place her toy is hidden so she can find it again after time-out, a 6 year old uses his fingers to count, a 10 year old comes up with a simple song to remember the number of days in each month

107
Q

Metacognition

A 
Thinking about thinking
Knowing about knowing
Recognizing what you do and do not know
Higher order thinking
First metacognition about own thoughts
Second others minds (theory of mind)
108
Q

Intelligence

A

Ability to solve problems and to adapt to and learn from experience

109
Q

Intelligence quotient (IQ)

A

Derived from performance on an IQ test

Score

110
Q

Average IQ score

A

100, within one standard deviation (85-115)

111
Q

3 parts required for a diagnosis of an intellectual disability/mental retardation

A

IQ below 70
Impairment in adaptive functioning- can they take care of themselves based on their age
Exhibits these features by 18

112
Q

Organic vs. cultural/familial causes of intellectual disability

A

Organic (developmental): result of brain damage, examples downs syndrome, fragile X, FASD, anoxia- not enough oxygen to brain
Cultural/familial: caused by growing up in a low intellectual environment, low stimulation

113
Q

History of Stanford Binet Intelligence Scales

A

Original purpose: french government asked Binet to identify intellectually challenged children for their placement in special education
Focus: assess skills that provide the foundation for (predict) school success
Lewis Terman- standardized the Binet-Simon scale with American participants, adapted version= Stanford Binet
Currently on 5th edition

114
Q

Intelligence testing during WWI

A

World war 1: army officials needed to screen army recruits, used to determine soldier’s capability in serving and potential for leadership position
Two versions: Army Alpha, writen version and Army Beta, oral equivalent (for illiterate people)
Goal: identify those of superior ability and those with mental defect
Criticisms: you need more than just intelligence when considering a leadership position, IQ is just a number, anxiety, limitations, underperformance, bad day

115
Q

Uses and Misuses of intelligence tests

A

Uses: predicts school success, work success, predicts number of years of education, linked with illness, chronic disease
Misuse: leads to false expectations about people, many reasons why a person may underperform, IQ can become a “self-fulfilling prophecy”
Other things that matter in predicting important developmental outcomes: motivation, physical health, mental health, social skills

116
Q

Cultural bias in testing

A

Difficult to create “culture-fair tests” (i.e. avoiding cultural bias)- try to reduce questions that favor a specific cultural background, focus on nonverbal questions
May only be possible to create “culture-reduced tests”

117
Q

Multiple intelligences vs. “g”

A

On going debate, some argue for multiple intelligences, some argue for “g”

118
Q

General intelligence or “g”

A

One broad factor, not broken up into different categories, an individual who is better at one intellectual task is more likely to excel at other intellectual tasks

119
Q

Executive function (EF)

A

A set of skills needed for top-down, conscious control of thought, emotion and behavior
AKA: self-regulation, self-control, executive attention, cognitive control, effortful control

120
Q

Three components of EF

A

Inhibitory control: resisting an automatic response, “I really want to eat that donut, but I’m on a diet so I will resist”
Working memory: keeping information in your mind, “she just told me her phone number but I don’t have a pen so I’ll repeat it over and over in my mind until I find one”
Cognitive flexibility: switching between different rules or ways of thinking, “we usually have math after recess, but this substitute teacher wants to do things differently, so I’ll do it this way”

121
Q

Brain region associated with EF

A

Prefrontal cortex (PFC)- front 1/3 of cerebral cortex

122
Q

Dimensional Change Card Sort task (DCCS)

A

sort by shape, sort by color…

123
Q

Ways to improve EF

A

Evidence shows that EF can be trained
Has plasticity
Best to train these skills early, in the preschool years- increase in PFC development during this time, easier to build good habits when you aren’t breaking bad ones, boost in EF prior to entry into kindergarten (initiate a positive cascade of events)

124
Q

5 Organizational rules of language

A

Phonology, morphology, syntax, semantics, pragmatics

125
Q

Phonology

A

The sounds that are used and the rules about how they are combined
Phoneme= the smallest unit of sound that affects meaning (/l/)

126
Q

Morphology

A

Rule system that governs how words are formed in a language

Morpheme= smallest unit of meaning (do=1, doing=2, house, -er, pre-, meaning=2, toad=1, ex boyfriend=3)

127
Q

Syntax

A

The ways words are combined to form acceptable phrases and sentences
“The boy chased the dog” vs. “The dog chased the boy”
Same 5 words, but mean opposite of each other

128
Q

Semantics

A

The meaning of words and sentences
“Crash” –> car accident, stocks crashes, crash party, sound of waves crashing
“Boy vs. man” semantically similar- male human, semantically different in age

129
Q

Pragmatics

A

The appropriate use of language in different contexts
Understanding language and social context
Talk differently to teacher vs. friends vs. parents
Thank you vs. thanks- different in formality
Taking turns in conversation- visible in children

130
Q

Stages of preverbal communication

A

Crying- from birth, only way to communicate needs
Cooing- 1-2 months, gurgling, back of throat noises
Babbling- pronunciation of vowel combinations (mama, dada, gaga)

131
Q

Language development in Deaf children

A

Deaf babies “babble” at the same time as hearing children, just with their hands- ONLY if they have been exposed to a sign language

132
Q

Statistical learning

A

“Pret-ty ba-by”

Child notices when words are repeated and stuff

133
Q

Brain regions associated with language

A

Broca’s area and Wernicke’s area

134
Q

Broca’s area

A

Involved in speech production and grammatical processing

Aphasia= difficulty producing words

135
Q

Wernicke’s area

A

Involved in language comprehension

Aphasia= difficulty comprehending, can produce fluently but speech is incomprehensible

136
Q

The case of Genie

A

Little to no input from birth to discovery at 13 years old
Never fully developed language despite intense efforts to rehabilitate and teach her
Supporting NURTURE!
They never saw her as a child so they didn’t know if she was born with a condition or not

137
Q

Hart and Risley study of language input in different SES groups

A

Aim: examine SES related differences in speech to children and children’s language development
Method and participants: longitudinal design, followed 42 kids from 9 months to 3 years, 13 high SES; 23 mid/low SES; 6 welfare
Results: professional parents addressed many more words to children than welfare parents, higher SES children had much higher vocabulary growth from 10-36 months than welfare children

138
Q

Cultural differences in language input to young children

A

Gusii mothers of Kenya rarely make eye contact with their children and only respond to child vocalizations if they indicate distress
Kaluli mothers of Papua, New Guinea do not engage their children in dyadic communicative interactions

139
Q

Brofenbrener: systems

A

Mesosystem: family, classroom, religious setting, peer group
Microsystem: how those groups interact
Exosystem: school systems etc
Macrosystem: political philosophy etc

140
Q

Bidirectional influences

A

Marital relationship, child and behavior development, parenting
Not just one thing determining another, everything is connected and impacting each other

141
Q

Transition to parenthood is more difficult when:

A

Low quality pre-birth marital relationship- not going to solve marriage by having a baby
Unplanned pregnancy
Post-partum depression

142
Q

Linking marital relationships and parenting

A

Mothers in close, confiding relationship more likely to have positive attitudes toward their infants, role as parent
Found even when taking into account parent personality and psychological adjustment
Thus- marital quality predicted ability to manage change in the system

143
Q

What explains these links?

A

Marital conflict or disagreement about parenting strategies?

Disagreement about parenting strategies seems to be a better predictor

144
Q

Relationship between marital quality and mother-child attachment

A

Marital quality is a factor in secure attachment in children

145
Q

Divorced parents

A

Stay together for the kids?
Divorced linked with increased behavioral problems and emotional problems (regardless of pre-divorce conflict)
But staying in high conflict family linked to even greater increases in behavioral/emotional problems
High conflict= chronic stressor

146
Q

Following divorce children show:

A

More behavior problems, decreased academic and school adjustment, less positive attitudes, expectancies and goals, lower self-esteem, more depression, reduced social activity, disrupted peer relations, lower romantic competence when adults

147
Q

Children in divorced families

A

25% of children in divorced families show serious emotional problems
10% of children in non-divorced families show serious emotional problems

148
Q

Mechanism

A

Child’s self blame, marital discord, child internalizing problems–> cycle
Internalizing problems= anxiety, depression
Externalizing problems= ADHD, impulsive, hyperactive, conduct disorder

149
Q

Adult offspring of divorce:

A

Increased marital instability, increased likelihood of divorce within first 5 years of marriage, poorer problem solving in conflict situation
See marriage as an option
Social stigma, religion, this is who you chose to be with
Children see better than listen

150
Q

Working parents

A

Part of exosystem
Parents “carry over” work distress into family life
Factors: long hours, overtime work, stressful work, lack of autonomy on the job- told what to do, not much flexibility
Spill over of work stress: marital conflict more likely when one or more parents have work stress

Child Psych (4 decks)

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