Developmental Aspects of Children and Adolescents Flashcards
Frontal Lobe
Voluntary motor activity
Speaking activity
Elaboration of thought
Executive functions
Occipital Lobe
Initial processing of visual input
Parietal Lobe
Receives and processes sensory input
Temporal Lobe
Emotions
Memory
Cognition
Speech
Limbic System
Found in the temporal lobe Comprised of the amygdala and the hippocampus Regulates: -Behavioral awareness -Fear -Social behavior -Rage -Sexual desire
Thalamus
Appetite
Hypothalamus
Regulates homeostatic function
Links the nervous and endocrine systems
Helps regulate emotion and basic behavioral patterns
Pituitary Gland
Secretes hormones under the influence of the hypothalamus
Basal Nuclei (Ganglia)
Coordinates slow, sustained movements
Suppresses useless patterns of movement
Cerebellum
Maintains balance
Enhances muscle tone
Coordinates and helps plan skilled voluntary muscle activity
Chronic substance abuse effects lead to ataxia
Tested with Romberg
Trust v. Mistrust
Infancy
Goal: Develop trust in primary caretaker and generalize it to others
Failure: Difficulty receiving and giving
Autonomy v. Shame and Doubt
Early childhood (18m-3yr)
Goal: Gain some self-control and will power
Failure: Lack of self-confidence and rage against one’s self
Four lobes of the cerebrum
Frontal
Occipital
Parietal
Temporal
Initiative v. Guilt
Early childhood (3-6 yr)
Goal: To identify and direct his activities
Failure: Feelings of inadequacy and guilt
Industry v. Inferiority
School age (6-12) Goal: Self-confidence and peer recognition Failure: Low self-esteem and poor interpersonal relations
Piaget’s Sensorimotor
0 to 2 years: Reflexive movements Understanding of action and result Differentiate self from other objects Hold mental image.
Piaget’s Preoperational
2-7
- Symbolic play and understanding
- Only in present–no clear understanding of time
- Non-contested respect for authority
- Cannot distinguish real from fantasy
Piaget’s Concrete Operational
7-11 years
- Understanding of spatial relationships
- Think about past and present
- Begins to value others
Piaget’s Formal Operational
11-15+ years
- Future thinking
- Abstract thinking
- Complex problem solving
Ethological Theories
Study of animals extrapolated to us.
Conrad Lorenz with his geese showing imprinting.
Attachment
Viewed as being similar to imprinting
Necessary for infants to survive
Broad attachments up to 6 months of age
More specific attachments after 6 months
Hinde
Sensitive periods of development of:
-Language
-Emotional attachment
-Social relationships
Any deficit during sensitive periods may have adverse effect on child
-How severe the early deprivation?
-Which later environmental influences meet important needs?
Piaget’s Moral Development Stages
Amoral
Moral Realism
Autonomous Morality
Amoral Stage
0-7 years
No morals
Moral Realism Stage
Child sees behavior as totally right or totally wrong
Right and wrong is based on consequences
Belief in imminent justice
Autonomous Morality Stage
Attained late middle childhood or early adolescence
Right and wrong is based on social contracts
Considers how actions affect others
Temperament
Characteristics of child that interact with environment
- Rothbart: Defined 3 dimensions
- Thomas & Chess: Focused on “goodness of fit” between child’s temperament and expectations of environment/caregivers
Rothbart’s 3 dimensions of temperament
Extraversion/surgency
Negative affectivity
Effortful control
HLA-B*1502 Allele in persons of Asian descent
FDA requirement to test for this allele before prescribing carbemazepine for risk for Stevens-Johnson
Identity v. Role Confusion
Adolescence (12-20)
Goal: Development of a secure self identity
Failure: Lack of direction and confidence in self
Affective Storms
Severe, violent, outbursts of irritability, anger, and attacking behavior. For Bipolar they must occur 3 times per week, and be present for a year.
Mood Stabilizers for Children
Divalproate for age 2 and up
Tegretol for age 6 and up
Lithium for 12 and up
