exam B review Flashcards
Difficult to define precisely
Multiple definitions
Unique to each person and/or religion
Represents the “heart”, not the “head”
Similarities between definitions:
A connection between mind, body, spirit
An experience
Attitudes towards God and/or inner person
Spirituality Definitions
“Spirituality represents a search for the sacred or transcendent
(God, Jesus, Muhammad, the Buddha, Brahman, Ultimate Truth
of Reality).”
–Dr. Kenneth Pargament
“….an individual’s attitudes and belief related to transcendence
(God) or to the nonmaterial forces of life and nature.”
Mary
Elizabeth O’Brien
“of, relating to, or affecting the human spirit or soul as opposed
to material or physical things”
–google.com dictionary
Formal belief system,
expressed in public
religion
an external expression,
expression/participation
in organized or
individual worship or
sacred practices
Religiosity
Religious Affiliation may impact:
diet
health practices and customs
interaction with caregivers
ability to receive care from opposite gender
Spirituality is universal
Illness impacts spirituality
Patient and/or family must be willing to share and act on spiritual beliefs
Spiritual beliefs and practices are impacted by family and culture
Nurse must be willing to assess and integrate patient
beliefs into care
Nurse must be willing to consult with/refer to
appropriate spiritual expert
Religious organization can provide support/resources
Spirituality: Attributes & Criteria
Atchley’s Continuity Theory of the Spiritual Self:
Spirituality sensitizes and guides individuals through life experiences; spirituality is a life-long journey
Deep inner silence
Insight
Compassion
Connection with the ground of being
Transcendence of personal self
Wonder
Transformation
Theoretic Links to Spirituality
religious tradition or belief in something that cannot be touched or seen
Faith
beliefs, wishes, or actions
taken in situation of uncertainty
Hope
communication with God
or a higher power
prayer
sign of the sacred
Sacrament
focus on the development of personality
traits and the resolution of psychological challenges
Psychodynamic theories
Believed that personality grows, develops and
changes during the lifespan
Freud
- The unconscious
- Present at birth
- Generates impulses that seek immediate pleasure and
satisfaction
id
View of self or image that a person wants to convey to others
ego
- Personality traits
- Introvert
- Extrovert
- Personality could be changed in middle-adulthood phase
- Repressed feelings are recognized
- Coping mechanisms mature
- Recognizing one’s own talent and abilities
- Self-actualization
Jung
- Describes stages of personality development which are dependent
upon the social environment and social interactions.
erikson
Which theorist focuses on psychosocial theory that human
development occurs as a result of interactions among the
environment, culture, and the individual ?
levinson
Theory emphasized cognitive milestones in development – related to
learning to understand and relate logically to world. Integrates sensory and motor interactions within environment
COGNITIVE THEORY
(PIAGET)
Birth to 2 years; learn object permanence, beginning cause and effect
Sensorimotor - cognitive theory
2-7 years; life to inanimate objects, egocentric, develops language
skills, uses pretend play, begins to use logic
Preoperational- cognitive theory
7-11 years; understand more than one piece of information at a
time, realistic understanding of world, focuses on present
Concrete operations- cognitive theory
Adolescent; think abstractly, understands symbols, think in
hypothetical terms, understands scientific theories
Formal operations- cognitive theory
- If basic needs are met the individual can move to higher levels of
thought and self-fulfillment
HIERARCHY OF NEEDS - MASLOW
- Naturally form own positive destiny
- If obstacles are removed
- Mastery over the environment and positive relationships
- Form the self-concept
- Self-actualization is achieved
- Person realizes actual self is able to do many things like the ideal self
ENVIRONMENTAL THEORY (ROGERS)
- Operant conditioning
- Involves behavioral consequences such as reward or punishment.
- For example, reinforcing positive behavior with a reward will
eventually develop a regular practice of that behavior.
BEHAVIORIST THEORY OF PERSONALITY (SKINNER)
- Moral reasoning
- Three levels of moral development
- Original work excluded women so new research shows some
modifications to level three.
THEORY OF MORAL DEVELOPMENT:
KOHLBERG
- Cooley created the theory of the looking-glass self, which states that
the self-image is formed through three steps: - Imagining how we portray ourselves to others;
- Imagining how others evaluate us;
- Combining these impressions to formulate a self-concept or idea of what we
are like. - For example, if a teacher criticizes a child, the child may think the
teacher believes the child is unintelligent; therefore, the child’s selfimage may incorporate the thought that he or she is unintelligent.
DEVELOPMENT OF SELF-IMAGE (COOLEY)
DEVELOPMENT OF SELF-IMAGE (COOLEY)
Psychosocial theories - Erikson
Theory describes parts of personality development that are
dependant on the social environment and social interactions
* Each stage involves a social crisis or task that must be positively
resolved to successfully pass on to the next stage
Erikson’s stages of the lifecycle
Focus on development of thinking and intellectual
capabilities/advancement
Cognitive theories - Piaget
Emphasized cognitive milestones in development
* Described 4 stages of development related to learning to understand
and relate logically with the world
* Involves sensory and motor interactions with the world
Piaget
Moral reasoning
* Three levels of moral development
* Original work excluded women so new research shows some
modifications to level three
Theory of Moral Development -
Kohlberg
Children 1-6 years of age
* Toddler phase (1-2 years old)
* Preschool phase (2-6 years old)
* Acquiring receptive language and expressive language
* Developing social interaction skills
* Mastering early self-control (toilet training)
* Beginning to develop a self-image and sense of autonomy
Definition of
Early Childhood
- Walking (12-15 months)
- Fontanels (close at 18 months)
- Physical growth (age 2: half adult height; birth weight x4)
- Pincer grasp (well developed age 1)
- Hearing (Eustachian tube is short and straight)
- Fine motor skills
- Toilet training
Physiological Changes
Develop receptive language before expressive language
* First clear word and responds to simple commands by age 1 year
* Speaks four to six words by 15 months
* Speaks 15 words by 19 months
* By age 2, vocabulary exceeds 100 words and can follow two-step
commands
Language - The Toddler
- Language development occurs rapidly
- 5 year old has a vocabulary that exceeds 2000 words
- Speech development is a reflection of mental and emotional
development
Language - The Preschooler
- Toddler begins to use words to express ideas and to solve
problems - Preschool thinking involves pre-logical characteristics
- Gradually learn about cause and effect and how to solve
problems - Major task for preschooler is to learn impulse control (age
4)
Cognitive Development
Play is primary means of learning
* Attributes life to inanimate objects; imaginary thinking
* Child believes they are the center of the world (egocentric)
* Sees only the obvious; understands only one bit of information at a
time
Piaget - Preoperational Period
(2 to 7 Years)
More accomplished in some basic self-care activities
* This newfound independence is the result of maturation and
imitation.
* The toddler develops his or her autonomy by making choices
* There is also opportunity to learn that parents and society have
expectations about these choices.
* Limiting choices and or harsh punishment lead to feelings of
shame and doubt.
* The toddler who successfully masters this stage achieves selfcontrol and willpower
Erikson (1-2 years) :
Autonomy vs Shame and Doubt
Fantasy and imagination allow children to further explore their
environment.
* Also at this time children are developing their superego, or conscience.
* Conflicts often occur between the child’s desire to explore and the limits
placed on his or her behavior. These conflicts sometimes lead to feelings
of frustration and guilt.
* Guilt also occurs if the caregiver’s responses are too harsh.
* Successful resolution of this stage results in direction and purpose.
* Teaching impulse control and cooperative behaviors to the child help
the family avoid the risks of altered growth and development.
Erikson (3-6 years):
Initiative versus Guilt
- Obey rules to avoid punishment
- Learning emotional self-control and how to share are major
developmental moral tasks - Look carefully at parents as models
- Learn socially acceptable behavior through consistent, positive
reinforcement and discipline
Moral Development –
Pre-Conventional
Time-out
* Corporal punishment
* Rewarding good behavior is most effective technique
* The operant theory of effective discipline techniques
Discipline
- ANAL STAGE –Toddler - focus on toilet training and ability to self
control bodily functions - PHALIC STAGE – Pre-school
- Genital exploration is common
- Child identifies with parent of opposite sex
- Super-ego develops
- Parents have an impact on the molding of sexuality
Sexuality - Freud
- Age-appropriate toys
- Parallel play
- Cooperative play
- Play allows the child to imitate adult roles, be the aggressor, assume
superpowers, and solve problems
play
- Help express feelings through words rather than acting out
- Tooth-brushing twice daily
- Behaviors of the child and responses of the parent should be
discussed at well child visits
Teaching Techniques
- Automobile accidents
- Burns
- Falls
- Suffocation and choking
- Poisoning
- Electric shock
- Animal bites
Safety and Accident Prevention
- Immunization program starts at 2 months of age when the child is
capable of producing their own antibodies - Develop a partnership with the parents and understand their values
Immunizations
Children now achieve the ability to perform mental operations.
* Love to sort and classify “collections”
* For example, the child now thinks about an action that before was
performed physically.
* At the earlier stage the child could count to 10, but now he or she counts
and understands what each number represents
Piaget: Concrete Operations
(7 to 11 Years)
School-age children thrive on accomplishments & praise.
* Without proper support for learning of new skills or if skills are too
difficult, children then develop a sense of inadequacy and inferiority.
* Children at this age need to be able to experience real achievement
to develop a sense of competency.
* Erikson believed that the adult’s attitudes toward work are traced to
successful achievement of this task (Erikson, 1963)
Psychosocial Development
Industry versus Inferiority
(6 to 11 years)
Begin to compare family values with the values of others
* Friendships with same-sex peers are very important
* Divorces, family violence, and other home problems can interfere
with a child’s achievement of developmental tasks
* Can develop close relationships with friends
Peer Relationships
Attention span is limited to a maximum of 45 minutes
* Present information in a truthful, factual, and age-appropriate
manner
* Periods of praise and occasional rewards reinforce learning
accomplishments
* Peer attitudes can influence learning and can enhance the
application of values taught
Teaching Techniques
- Weight gain
- Asynchronous
- Active sweat glands
- Stomach and intestines increase in size and volume
- Increased appetite and food consumption
- Weight and volume of the lungs increase
- Improved eye-hand coordination and motor function
Physiological Changes
- Dramatic physiological changes associated with sexual maturation
mark this stage (puberty) - There is a marked preoccupation with appearance and body image.
- This stage in which identity development begins with the goal of
achieving some perspective or direction answers the question, “Who
am I?” - Acquiring a sense of identity is essential for making adult decisions
such as choice of vocation or marriage partner
Identity versus Role Confusion
is often defined as the absence of
something or someone that a person has formed
an attachment to. It can include people, places,
and things.
loss
is described as the emotional response to a
loss. It is the individualized and deeply personal
feelings and responses that an individual makes
to real, perceived, or anticipated loss.
grief
