exam 1 (1-5)

Question 1

aspects of social enviroment

Answer 1

Environments can both influence and constrain behavior
- Possibilism
- The physical environment offers people a variety of possibility form which to select ways of using their habits
- Example: florida and hurricanes, Canada and wildfires
The social environment can also limit behavior
Social environment refers to the expectation, motivates, and incentives that shapes and place limits on people and that are constructed by the other people who inhabit a person’s social work
- The people fails, groups, organizations and communities within a person’s social system influences their behavior
Social workers need to consider how a person membership in a different sized social system influences their behavior

Question 2

major tenets of crisis theory

Answer 2

• Provides social workers with useful concepts for practice that assist them in understanding how people cope with demands caused by stressful events. Extremely stressful events ( traumas) and other life circumstances
• Help identify levels of adjustments or Maladjustment evidence in a person’s responses to stressful and other adverse circumstances
• Linderman learned from his study of survivors grielf resopnes that surviors had to change by teaching some manner of their relationship with the deceased and forming a new attachment, those who did not adapt developed some from of disabling mental disorder
• Crisis- referst ot he context to “ any raid change or encounter that provides an individual with a “ no exit” challenge. No choice but to alter their conduct in soem manner
  
  • The crisis is not something people have a choice in ( such as wild fires) and so it will change our behavior

Question 3

social worker’s assumption about human behavior

Answer 3

• Biopsychosocial approach to understanding the ecology of person and environment transactions
• People- children, adolescents, and adults- live in distincts contexed that combine personal and social circumstances that result in different paths of development or change
• Personal characteristics interact with environmental circumstances ( such as poverty, violence, racial segregations, and other forms of oppression) and continue to different paths of development in the social lives of people
• An integrative multidimensional approach to examine human development process and to formulate biopsychosocial description of cases and social situations

Question 4

components of multidimensional frame work

Answer 4

• Biophysical dimension
  -consists of the biochemical systems, cell systems, organ systems, and physiological systems
  - is arranged hierarchically and helps in the assessment of an individual’s physical growth and development
  - relies on biological theory and seeks to identify and explain the relationship between biological and physiological mechanisms that influence human behavior
  
  • We are limited by our biological heritage (genetics) and our health status, and social workers need to understand these potential limits on human behavior in assessing human behavior concerns

Question 5

how to avoid ethnocentrims

Answer 5

• Ethcentrim
  - The tendency to deem the practices or others are immortal, inapporitirate of inferior based on values and standards of one’s own community
  - Being cultural competent and not to judge peoples believes and valuesjust because it is traditional in ones own community

Question 6

funnel theory

Answer 6

• Is an assumtiont aht possibilities change contract over time.
• Assumes that people have a declining capacity for change as they age.
  - Supports biological midas that limit development to the first half of life and processes of age and decline to the second half.
  - Reserach based on life span tradition has disprved this assumption.

Question 7

resilience

Answer 7

Refers to a person’s ability to make positive adjustments under conditions of adversity

Question 8

risk theory hypothesis

Answer 8

Cumulative risk hypothesis
- Very few single risk factors are associated with netive development, rather the “pile-up” over time risk factors which are likely to co-coorue are what increase the likelihood or negative developmental outcomes
Risk factors:
- Are well- established threats to human development and behavioral outcomes
- Certain strengths, and supports can buffer the effects of these established risk factors
Risk factors:
- Low self-esteem, difficult temperament ( child)
- Parents SA or MH issues, harsh discipline ( family)
- Peer rejection, school failure ( school)
- Death of family member ( life events)
- Discrimination or isolation (osical)
Example of types of hypothesis (biophysical, psychological, and social):

Question 9

exampl of types of hypothesis ( biophyscial, psychological, and social)

Answer 9

Biophysical considerations
-Assumptions about the client’s functioning as a result of a biological catalyst
-Clients history of attaining developmental milestones
-Clent’s general health status
-Strengths: high every, good sleep, physical viltualy, good genetic history, good physical appearance, physical maturation, free from physical disabilites
-Hazards and risk factors: family history of health problems, current an dpast health status, phsycial charactristis that may place them at risk fro discrimination, exposure to toins and physical habit
Psychological consideration
-Psychological data can be gathered though individual or family interviews, standarsized assessment or behaviral observations
-Cognitive development and information processing
-Clients attention span, emoery, concentration, and capacity for abstract though
-A mental status exam
-Memory
-We are looing for shirt term memory and long term memory
-A memory test
Clients reality base
-Orientation their person place and time ( do you know who you are? Do you know wher you are? What is your situation)
-Delusions- falce beilvies of ideas that they believe who heartedly
-Hallucinations- hearing things that are not their, seeing things that are not their
-Tactile hallucintons- seeing things that are not actually happening, example. Seeing bugs climb up when their are not actually theri)
-Clients learning abilities and performance
-Clients language ability and vocabulary
-Cultural differences- different term,s different religions, lingo and different lifestyles
-Be culturally aware
-Clients self-perception
-Clients emotional repsonses
-Whether their effect is responding approeriaty with a given situation ( example a person who is depressed laughing while they say it) ( looking happy while being sad or talking about something sad)
-Clients self-statement
-Social cognition and emotional regulation
-Clients social knowledge about others
-Clients capacity for empathy
-Lack of empathy or effects of lack of empathy
-Clients capacity for impulse control
-People who act because they are angery or react suddenly out of impulse
-Clients capacity for emtional reualtions
-How wekk they interact with others
-Clients social skills
-Cliners social problem-solving skills
-Clients maladaptive behavior patterns
-Clients coping skills
Psychological considerations
-Strengths: easy temperament, good relugation of emotions, high IQ, extrovert, sense of Mastery, positive experiences with parents and significant others, experiences of being valued by others, positive disciple throughout life
-Clients experiences of past life events
-Clients experience with recent life events
-Social considerations
-Social factors include the family, community, and other social support systems; access to resources and the impinging social environment
-Groups and families
-Role system and sub system, family boundaries, and groups the client interacts with
-Family’s patterns of communication
-Family’s roles
Communities and support systems
-Communities and support systems
-Communities of which the clients is a member
-Support system available to the client
-Institutional contributions of clients problem
-Organizational contributions
-Mulicultual gender and spiritcal considerations
-Strenthgs
-Life experiences, language, cultural traditions, cultural continuity, family supports, and friends, neighbors, adn other informal supports
-Hazard and risk factors
-inadequate social institions corrupt governemntal and other insitutions, and impoverished neighborhoods

Question 10

purpose of hypothese in multipdimentional framework

Answer 10

-A case formulation is an assessment of all aspects of the person’s life using the multidimensional framework to construct or formulate a description of the case
-the practitioner is expected to gather information from many different sources, such as client interviews, collateral interviews with family members or significant others, rapid-assessment instruments, psychological tests, behavioral observations, key informants, community planning documents, and local oral and written histories
-it is important to apply more than one dimension of the multiple dimensional framework.

Question 11

definition of hypothesis

Answer 11

Critical inquiry is a process in which theories are relentlessly criticized—and only those that withstand the process are retained
-After hypotheses are generated, they have to be tested and supported by evidence that indicates that the assumption is correct
-Hypotheses should help you think about the various determinants of human behavior
-Based on the findings from the hypotheses generated in case formulations, social work practitioners design plans of prevention and intervention for individuals, families, groups, communities, organizations, and societies.
-Hypothesis should never be considered accurate without supporting evidence
-Hypotheses are tentative
-If the hypothesis is not working, it should be discarded
-HYPOTHESES IS a predicted state
-We as social workers use EVIDENCE BASED PRACTICE

Question 12

the 4 p’s

Answer 12

-5th P for clientele practitioners; the preseniting problem or consern ( flip number 5 to number 1)
-Precipitants or activating situations for a client concerns
-Prdisposing factors ( includes any risk factors in a clients developmental history
-Perpetuating factors (factors that are reinforcing or maintaining a problem)
-Protective factors refer to a client’s assets, strengths, and resources
-Some of the things clients present may not be the issue that is needed to be treated ( for example, trouble sleeping, could be an anxiety problem, but the client does not want to say thay have an exitey problem)

Question 13

the 5th P added for clinical practitioners

Answer 13

the preseniting problem or consern ( flip number 5 to number 1)

clinical practitioners things to accesses
- Presenting Problem: What is the client’s problem(s)? Provide List.
- Predisposing factors: What factors over the course of the person’s life contributed to the development of the problem?
- Precipitants: Why seeking help now? Are there triggers for the problem(s)?
- Perpetuating factors: What factors are reinforcing or maintain the problem(s)?
- Protective Factors: What strengths can the client draw on? Are there social supports and/or community resources or assets?

Question 14

psychological strengths

Answer 14

Strengths: easy temperament, good regulation of emotions, high IQ, extrovert, sense of mastery, positive experience with parents and significant others, experiences of being valued by others, positive discipline throughout life

Question 15

psychological dimensions of frame work

Answer 15

• Represents the systems that contribute to the organization or integration of the individual’s mental processes
• Functions involve the systems of
  - information processing and cognitive development
  - Communication
  - social cognition and emotions
  
  • psychological strengths, hazards, and risk factors.

Question 16

truths about childbirth

Answer 16

First
- 12 to 14 hours
- Cervix dilates to 10 cm
Second
- 10 min to 3+ hrs
- Baby delivered
Third
- 5-30 minutes
- Placenta delivered
Fourth
- 1-3 hoursRecovery ( family) time
- “Golden hour” ( skin to skin is cirutal for bonding and growth and development for the baby)

Birth complication
- Anoxia and potential causes
- Insufficient oxygen to fetus during delivery
- Overmedication of mother, umbilical cord compression
- Cause brain damage, cerebral palsy, or death
- Meconium aspiration and potential respiratory complications
- Malpresentation
- Perinatal difficulties such as cord raped around the neck
- Prolonged labor

Question 17

apgar score and what they mean

Answer 17

Adaptation to life outside womb
- 1&5 minute after birth
- Heart reat, breathing, reflex, muscle tone, color (0,1, or 2)
-7-10 considered good; 5-7 poor ( may need medical intervetion)
-Score of 0-4 at 5 min likly associated with neurological defects

Question 18

serious complications of pregancy

Answer 18

• Frequent vomiting
• Vaginal bleeding – can lead to spontaneous abortion in early pregnancy
  -Vaginal bleeding in later pregnancy – e.g., placenta previa when the placenta separates from the wall of the uterus.
  -Toxemia – due to protein in the urine
  -Eclampsia: late stage of toxemia leads to crisis of high blood pressure, can lead to maternal and fetal death
  -Gestational diabetes: often continues after birth

Question 19

optimum age for pregnancy

Answer 19

• 18-35 ideal biological age
• Incidence of Down Syndrome is 1:1,600 for a 21 yo and 1:83 for 41 yo woman

Question 20

smoking during pregnancy

Answer 20

Under 5% of pregnant women with SA problem receive treatment for SA
- Done not want to get help with this substance abuse
-Children can not stay with mothers during treatment
- Their are not many places that are meant to help pregnant women who are have a substance abuse problem
- Challenges
- Treatment programs do not allow her to keep other children with her during treatment
- Sometimes children are placed in foster care
- Many people favor laws that support mandatory testing for drugs of
- Civil commitment- what this mandatory testing for drugs of pregnant women, without consent and mandatory treatment and jail if she does not consent

Question 21

small gestational age infants

Answer 21

Average gestational age for a single fetuse is 39 weeks, for twins it is 35 weeks, for triplets 33, and quadruplets 29

Question 22

baby reflexes

Answer 22

• Rooting: touch the babies face turns towards mother
• Palmar Grasp: grab hold of a finger
• Moro: when startled arch back and throw out arms
• Babinski: stroked bottom foot will fan out toes

Question 23

autism

Answer 23

• Almost 5X more common in boys than girls
• Characterized by persistent deficits in social communication and social interaction that impair social and occupational functioning
• Present at birth but often not diagnosed until 2 years of age
• More than half do not speak
• Severity of language deficits best predictor of overall prognosis
• 70% of children have an IQ level below 70
• It is a SPECTRUM
• Do not relate to persons as people, but objects
• Prefer company of inanimate objects
• Often do not acknowledge presence of another person
• Repetitive movements such as arm flapping, banging heads and twisting their bodies
• Is highly inheritable disorder caused by genetic abnormalities
• Parenting difficult, treatment slow with minimal gains
• Behavioral therapy: token economy, modeling ( behavior modification), speech therapy, skills training
• Predictability, structure- such as routine can be comforting
• Promoting strengths, make the experience positive
• We can help them develop by understanding how much they understanding and working with that to challenge them in communication and life skills
• People with autism have a wide range of needs
• Social worker is the intermediary, between parents, and the fellow workers with that person
• Have to be creative with communication

Question 24

parenting styles

Answer 24

• Authoritarian
  
  • Restrictive, punitive style
  • Low in warmth
  • Consequences: social anc cognitive capabilities average, vulnerable to stress
• Authoritative
  
  • Negotiations
  • High in warmth
  • Concesqesnces high social and congtibe cabpatiels, self-reliant
• Permissive
  
  • Lax controle
  • Maybe very involved ( indulgent) or uninvolved ( neglectful)
  • Consequences: poor social and cognitive capaltibles, lw self-control

Question 25

goals of head start program

Answer 25

• Helps with children and parents to engage with the child
  
  • Does dental and health care checks and a home visit to the family
  • Learn about the love of learning, helps them become more stable adults
• Created in 1965 as part of Johnson’s Great Society programs
• Goal: to break the cycle of poverty by providing preschool experience for low income children to reduce school failure
• Research demonstrates that these programs promotes better academic achievement, mastery and leads to educational aspiration
• Head start focuses on 4/5 year olds
• Early start focuses on infants and toddlers
• Threats to reduce head starts funding- Important components of Quality HS Programs
  -Two or more years of enrollment
  -More hours per day
  
  • Parental involvement
  • Quality and training of staff
  • Comprehensive support services
    -Low staff to child ratios
    -Outcomes
    -More likely to succeed at school
  • Less likely to be placed in remedial education
    -32 million children have been served by Head Start
    -But only about 20% of those eligible have participated
    -Program still underfunded and cannot serve all the eligible children
    -Federal and local monies fund the program
    -Consequences?
  • Head start compensation educational program
  • The head start will continue not only through education but also though the rest of your life
  • Laguaged an interaction is what helps grow the brain. Interaction with parents can be super helpful
    - Helps develop education for family in poverty for children under the age of five
    - Also provides proper food for the children while they are at the head start program of the day
    - Helps develop both a home and school relationship
    
    • If children are not prepared to be lifelong learners then our society would fail

Question 26

erikson’s early childhood stage

Answer 26

• Autonomy vs. Doubt: 2-3 yrs (toddler stage)
• Initiative vs. Guilt: 3-5 yrs (preschool stage)
• One year old
  
  • Goal is to master mobility
  • Imitate sounds
  • Manipulate physical world to learn
• Sense of self begins connected to parents
• Four year old
  
  • Mobility is used for exploration and independence
  • Masters spoken language, communicates thoughts
  • Pursues relationships separate from parent

Question 27

thalidomide

Answer 27

• A mild tranquilizer sold over the counter in the early 1960s for symptoms of morning sickness.
• Had been tested on pregant lab rats and deemed safe to use on pregnant women
• Was used wildy in germany, brittany, and america it was never approved by the FDA
• The women who used this drug had birth defects such as short or missing limbs, causing the hands and feet to attach to the torso.
• Women are now advised to not take any over the counter medication without consulting the physician

Question 28

substances and irreversible developmental disabilties

Answer 28

maternal alcohol abuse
- Each year 10-11% of babies are affected by alcohol or drug use in pregnancy
- Causing developmental disability in children that are completly preventable
- Developmental disabilities refer to a gorup of conditions that results in impartnets in:
- Physical learning, language,or behavior areas. Which lasts throught the life span ( attention Deficit hyperatily disorder, cerbral palsy, atutims)
- Physical signs inldue facial abnormalities such as, a small head, small eyes, short eye openings, and a poorly developed philtrum ( the part of the face between the nose and upper lip), a thin upper lip, a short nose, and a flattened mid-facial area
- These children have symptoms of, problems with learning, attention, memory, problem solving a lack of coordination, impulsinness, speech, hearing impairments,
- Adults and children with FAS exhibit implusivness, lack of inhibition,s poor judgment, lack of understand of socially appropriate sexual behavilr
- Maternal smoking
- Inhaling cigarette smoke increases the level of carbon monoxide in the blood
- For pregnant women this decreases oxegen to the fetus
- Smoking incrases the risk of premarital infant, death, miscarriage, and other complications of pregnancy and birth
- Women who smoke during pregnancy risk slowing the growth and development of their fetus, often resulting in low-birth weight infants
- Smoking also has been suspected of causing a higher risk of Sudden infant death syndrome
- Children of smokers are smaller and show problems with cog-bive development and educational achievement.
- Agrawal has suggested that smoking during pregnancy increases the risk of developmental disabilities by 50% compared with nonsmoking mothers and infants of smokers show differences in responsiveness by 1 week of age

Question 29

baby wearing

Answer 29

• The practice of holding or wearing a baby in a sling or in another form of carrier, has been practiced around the world
• Supports parents and caregivers in a variety of ways including the following benefits
  -Sgnigicant reductions in infant crying,
  
  • promotes beonding between an infant and its caregiver.
  • Allws a caregiver to safely hold their baby while attending to the needs of siblings or daily tasks
    - Increases a caregivers confidence in their own ability to care for their baby.
    - Helps meet an inftnats need for human touch and interactions
    In curcumstantes such as caring for special needs infants
    
    • Can help a parentd cope with assoetad stress of careing for their child
  • Can be a therapeutic intervention and or compliment to therapy has a strong proponty to be benifical to both parents/ caregivers, and their children
  • Parents with PPD or PMAD who engaged with babywearing express feeling closeness and responsiveness to their child that might otherwise go mising or ngeltectd

Question 30

bedwetting

Answer 30

• Is not likely to be an act of rebellion, as many people believe, but rather it is more likely to be a heritable disorder
• The most effictive treatment for ensuresis is the Bed wetting alarm

Question 31

gross motor skills in infants

Answer 31

-Involves large muscle activities; needs to be practiced
-Reflexes: all disappear by 6 months
-1 month: turns head
-4 months: roles front to back
-7 months: sits without support
-10 months: creeping well*, cruising around furniture
-12 months: independent steps
-14 months: stands without pulling up, walks well
-16 months: walks backwards
-22 months: kicks ball with demonstration
-At 2 years a child can kick a ball, jump with two feet off the floor and throw a big ball overhand.
-Red flags:
-at 9 months inability to sit
-at 18 months inability to walk independently

Question 32

fine motor skills

Answer 32

• involves smaller muscle activities
• 2 months: holds onto rattle placed in hand
• 3 months: batting objects
• 5 months: reaching and grasping objects
• 6 months: transfers hand-hand
• 9 months: bangs two cubes together
• 11 months: throws objects
• 12 months: pincer grasp
• 14 months: imitates back and forth scribble; 3 cube tower
• 20 months: adjusting a spoon for eating
• 22 months: closes box with lid; imitate vertical line
• At 2 years a child can create a 6-block tower, feed themselves with a fork/spoon, remove clothing, and grasp and turn a door knob.

Question 33

theoretical perspective of our text

Answer 33

• Offers an explanation for a specific phenomenon or a systematic account of the relationships among variables associated with that phenomenon
• Goes beyond simply providing a lens or a way of thinking or looking at a phenomenon and offer insead a systematic explanation of a behavior
• Researchers of strengths are not attempting to develop a grand theory capable of predicting all form of human behavior
• diversification - involves any process that influence variation observed in people and environments

Question 34

how theories differ from perspective

Answer 34

• A theory is an orderly, integrated set of statements that describes, explains and predicts behavior
• Perspectives do not offer explicit predictions or observations of human behavior
• Our biopsychosocial framework offers practitioners a way to consider various points of view and integrate them into their assessments of human behavior as it occurs at individual, family, group, organizational, community, and societal levels

Question 35

what information needs to be gathered for case formulation/assessment

Answer 35

• Presenting Problem: What is the client’s problem(s)? Provide List.
• Predisposing factors: What factors over the course of the person’s life contributed to the development of the problem?
• Precipitants: Why seeking help now? Are there triggers for the problem(s)?
• Perpetuating factors: What factors are reinforcing or maintaining the problem(s)?
• Protective Factors: What strengths can the client draw on? Are there social support and/or community resources or assets?

Question 36

types of attachment with infants

Answer 36

• Erikson described first task of infancy to develop trust
• Forming a strong emotional tie to a caregiver
• Parents/Child are biologically programmed to form a close bond (Bowlby)
• Easier when a baby is responsive to adult because it creates a positive feedback loop
• Implications for functioning: interpersonal skills, self-control, school performance
• Preterm infants
  
  • Adolescent mothers
  • Depressed mothers
  • Alcoholism, drug abuse or childhood abuse of parents
  • Mother with lots of small children
  • Inadequate support system
  • Poverty and domestic violence
    - Value of babywearing

Question 37

Erickson’s infant stage

Answer 37

Stage 1: Trust vs. Mistrust (Infancy from birth to 18 months)
Stage 2: Autonomy vs. Shame and Doubt (Toddler years from 18 months to three years)
Stage 3: Initiative vs. Guilt (Preschool years from three to five)

Question 38

breastfeeding

Answer 38

• WHO recommends exclusively breastfeeding (EBF) for the first 6 months of life
• Antibodies passed down from the mother provide greater protection against infections and SIDS
• Long-term benefits against illnesses such as diabetes, leukemia, high blood pressure, asthma, etc.
• <40% of babies aged 6 months or younger are EBF internationally

Question 39

Sudden infant death syndrome

Answer 39

• Unexpected death of an infant for which no physical cause can be found
• Most common cause of death in first year of life – 1 in 400 babies (most occur within 1 and 4 months)
• African American babies are two times more likely to die of SIDS than white babies
• Believed causes: changes in infant’s airways, viral infection, sleeping on their stomach
• The Back to Sleep Campaign – babies are safest when they sleep on their backs

Question 40

indicators of attachment problems

Answer 40

• Attachment problems
  
  • Failure to form an attachment
    - Normal intellectual development but may have social and emotional difficulties
    - Unable to love as teens, lack of empathy and affection for others
  • loss of caregiver, many caregivers (foster care)
• Failure to thrive
  
  • Child’s weight below 5th % for age
    - Organic – Underlying medical condition
    
    • Nonorganic – Psychological condition (e.g., emotional deprivation), difficult family situations

Question 41

failure to thrive infants

Answer 41

• 20 to 40% of infants fail to thrive who start out as low birth weight babies
• Families with high stress may have chaotic lifestyle and be too preoccupied with problems of living
• Some mothers may be struggling with own weight issues
• Some weight conscious parents may think fat is bad

Question 42

Piaget’s stage theory of cognitive development

Answer 42

• Birth: Crying
• 1-2 months: Cooing
• 4 months: laughing
• 6 months: babbling, gestures for “up”
• 9 months: “mama” and “dada” (language specific 7 – 11 months)
• 10 months: waves “bye-bye”
• 12 months: first word, pointing
• 15 months: can shake their head “no”; use 3-5 words
• Holophrastic speech 1 word means a whole sentence
• Overextension 1 word (e.g., “dog”) to mean an entire category (“animal”)
• 18-24 months: pronouns (e.g., “me”), vocab of 50 words.
• Telegraphic speech combines 2-word phrases (noun + verb) such as “more drink”.
• Red flags:
  
  • at 6 months not turning to sound/voice
  • at 9 months lack of babbling consonant sounds
  • at 24 months failure to use single words

Question 43

ways to address aggressive behavior in preschool children

Answer 43

• Defiance, constant activity, and the emergence of aggression place much stress on any family, let alone a family under stress
• Highly active, impulsive boys tend to be the most aggressive in later life
• Parenting hyperactive children is immensely difficult and exhausting
• Parents may be reinforcing the misbehavior when they give in to the demands of child
• Leads to future power struggles

Question 44

opponents of self-esteem movement

Answer 44

• Debate over promoting self-esteem versus competency
• Positive self-esteem is highly correlated with academic achievement, social skills, and resistance to drugs
• But they argue that self-esteem increases as a function of increased competency & better skills for dealing with problems
• Dispensing praise liberally with no real basis causes children to distrust adults’ opinions and children do not learn to assess their strengths and weaknesses
• An optimistic explanatory style better equips child to deal with ups and downs of life
• Permanence: pessimistic child believes bad events are permanent; optimistic child believes temporary
• Pervasiveness: Pessimistic child projects bad event into global disaster; optimistic child sees it as a single episode
• Personal: pessimistic child internalizes and blames self; optimistic child externalizes to other people and situations (not to blame others) but accept responsibility, “I was punished because I disobeyed the rules, not because I’m a bad person.”
• Instead of helping children “feel good”
• Should assist in ”doing well”
• Develop the ability to cope with the basic challenges of life
• Argue against elimination of failing grades
• Failure helps us experience the natural emotions of challenges
• Helps us build skills of mastery and resilience
• To protect them from failure leads to low self-esteem

Question 45

physical characteristics of FAS

Answer 45

• Facial abnormalities, small head, small eye openings, thin upper lip, short nose, flat midface
• Problems with learning, attention, memory and problem solving
• Lack of coordination, impulsiveness, speech and hearing impairments
• Lack of inhibitions and poor judgment and understanding of appropriate sexual behavior
• Difficult to hold job
• Fetal Alcohol Effect less severe effects of alcohol

Question 46

normal preschool aggression

Answer 46

• Aggression
• peaks at age 4, way of asserting themselves, hazardous substances during pregnancy increases risk
• Temper tantrums are almost nonexistent after age 4
• Learn better language, negotiation, and other emotional skills
• 2-3 year olds – react aggressively to parents who have set limits VS. older children act aggressively to peer conflict
• Young children use aggression to get something they want like toy VS older children use verbal aggression to hurt another
• Sharing → by 4 years have empathic sharing, but motivated as a means of getting their way