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Paper A - MRCPsych > Human Development > Flashcards

Human Development Flashcards

1
Q

5 main models of development to be aware of: (FEPKM)
How many stages in each?

A

1) Freud’s theory of psychosexual development - 5
2) Erikson’s theory of psychosocial development - 8
3) Piaget’s theory of cognitive development - 4
4) Kohlberg’s theory of moral development - 3
5) Mahler’s Separation-Individuation theory of child development (personality) - 3 (stage 3 is divided further into 4 specific stages)

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2
Q

5 stages of Freud’s psychosexual development theory with corresponding ages:

A

Oral 0-1 years
Anal 1-3 years
Phallic 3-5 years
Latency 5-12 years
Genital 12 and onwards

OAPs Like Grapes

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3
Q

Which stage of Freud’s psychosexual development is represented by the following?
Pleasure and needs explored though sucking, swallowing and biting

A

Oral (0-18 months) - first stage

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4
Q

Which stage of Freud’s psychosexual development is represented by the following?
Pleasure and need explore through bowel and bladder, through both elimination and retention

A

Anal (18-36 months) - 2nd stage

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5
Q

Which stage of Freud’s psychosexual development is represented by the following?
During this phase, boys pass through the Oedipal complex and girls the Electra complex. Girls are also said to develop penis envy in this stage. Castration anxiety develops.

A

Phallic (3-5 years) - 3rd stage

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6
Q

Which stage of Freud’s psychosexual development is represented by the following?
The sexual drive remains latent during this stage, super-ego develops

A

Latency (5-puberty) - 4th stage

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7
Q

Which stage of Freud’s psychosexual development is represented by the following?
During this stage a person achieves independence from their parents and forms intimate relationships with others

A

Genital (Puberty to adulthood) - 5th and final stage

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8
Q

4 stages of Piaget’s theory of cognitive development with corresponding ages:

A

Sensorimotor 0-2 years
Preoperational 2-7 years
Concrete operational 7-11 years
Formal operational 11 and onwards

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9
Q

Which stage of development, as described by Piaget is represented by the following?

Inborn motor and sensory reflexes
Primary Circular Reactions
Secondary Circular Reactions
Use of familiar means to obtain ends
Tertiary Circular Reactions and discovery through active experimentation
Insight and object permanence

A

Sensorimotor (birth-18-24 months)

Note:
(Circular reactions are behaviours that produce an event)
Primary Circular reactions - 2-5 months
Secondary Circular reactions - 5-9 months
Tertiary Circular reactions - 12-18 months
Object permanence achieved at 18-24 months

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10
Q

Which stage of development, as described by Piaget is represented by the following?

Deferred imitation
Symbolic play
Transductive Reasoning
Graphic imagery (drawing)
Mental imagery
“Magical thinking”
Semiotic function (ability to use symbols)
Language

A

Preoperational (2-7 years)

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11
Q

Which stage of development, as described by Piaget is represented by the following?

Egocentric thought replaced by operational thought (child now deals with information outside them)
Syllogistic reasoning (logical conclusions formed from two premises).
Conservation (Watanabe, 2017) of number (age 6-7), length (age 6-7), mass (age 7-8), area (age 8-9), weight (age 9-10), volume (age 11-12)
Classifies objects by several features

A

Concrete operational (7-11 years)

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12
Q

Which stage of development, as described by Piaget is represented by the following?

Thinks logically and tests hypotheses

A

Formal operational (11 years-adolescence)

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13
Q

Define and differentiate the following key Piagetian concepts:
1) Schema
2) Assimilation
3) Accommodation
4) Equilibration

A

1) Schema - This is a category of knowledge and the process of obtaining that knowledge.
2) Assimilation - The process of taking new information into an existing schema.
3) Accommodation - Altering a schema in view of additional information.
4) The process of adaptation to the environments (involving the above) and that tends to maintain a state of cognitive equilibrium or balance when an individual acquires new information

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14
Q

What are the three main divisions of Mahler’s model of child personality development with corresponding ages:

A

I) Autistic phase (0-4 weeks) - child is cut off, spends most of time sleeping

II) Symbiotic phase (1-6 months) - the child considers themselves and the mother to be a single unit and has no sense of themselves as an individual

III) Separation-individuation (6 months to 36 months)
- divided into 4 subphases

“ASS”

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15
Q

What are the 4 subphases of the Separation-Individuation stages of Mahler’s theory of childhood personality development?

A

Subphase I - differentiation
6-10 months
Child is beginning to appreciate themselves as an individual. They are realising that mother may come and go and this is when separation anxiety is often first seen.

Subphase II - Practicing
10-16 months
Child begins to explore connections with the external world and people than the mother. Separation is generally brief and the infant is not comfortable to play unless the mother is in sight

Subphase III - Rapproachment
16-24 months
Child is having to resolve the ambivalence between proximity to mother and desire for independence. The child finds this difficult and often responds with tantrums (the terrible twos). Child likely to resort to transitional objects and ego splits (seeing the world as good or bad)

Subphase IV - Object Consistency
24-36 months
Child has accepted the idea of object constancy and is now happier to allow mothers to be separate for periods of time

(DPROC - Dolly Parton ROCs!)

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16
Q

3 stages of Kohlberg’s theory of moral development with corresponding ages:

A

Preconventional 0-9 years
Conventional 9-20 years
Postconventional 20 and onwards

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17
Q

In Kohlberg’s theory of moral development, how can the 3 main levels be subdivided?

A

Preconventional: 0-9 (focus on consequences)
1) Avoiding punishment (obedience)
2) Aiming at reward - Self-interest orientation (aka Instrumental-relativist orientation) e.g okay to do something if you won’t get caught

Conventional: 9-20 (more focused on relations with others, and maintaining social order)
3) Interpersonal accord and conformity (good boy - nice girl orientation)
4) Authority and social order obedience driven (the “law and order” orientation)

Postconventional: 20+ (able to think more abstractly about the “greater good”)
5) Social contract (aka legalistic) orientation - justice and spirit of the law
6) Universal principles of ethics

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18
Q

What are the first 3 stages of Erikson’s 1959 theory of psychosocial development (Ages 0-5) with corresponding ages and the virtue represented?

A

1) Trust vs. mistrust (0-1 year)
Virtue: Hope
Ability to trust and rely on others rather than developing a mistrustful disposition.

2) Autonomy vs. shame (1-3 years)
Virtue: Will
Becoming confident and secure in one’s own ability rather than inadequate and overly dependent.

3) Initiative vs. guilt (3-5 years)
Virtue: Purpose
Developing confidence in taking initiative, for example, making suggestions about activities to do with others and games to play. If successful develops the capacity to initiate actions rather than having self-doubt and preferring to follow others.

(TAIG)

Hope
Will
Prevail (PURPOSE)

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19
Q

What are the 4th, 5th and 6th stages of Erikson’s theory of psychosocial development (Ages 5-35) with corresponding ages and the virtue represented?

A

4) Industry (competence) vs. inferiority (5-12 years)
Virtue: Competence
If successful develops a sense of being a competent and accomplished individual that can achieve rather than an inferior person who lacks skill.

5) Identity vs. role confusion (12-19 years) Virtue: Fidelity
The challenge in the stage is to understand who you are and how you fit into society (sexually and occupationally). If done successfully one develops fidelity (ability to live by society’s standards and expectations, while having the ability to stay true to one’s self).

6) Intimacy vs. isolation (19-35 years) Virtue: Love
Successful completion of this stage can lead to comfortable relationships and a sense of commitment, safety, and care within a relationship. Avoiding intimacy, fearing commitment and relationships can lead to isolation, loneliness, and sometimes depression.

They used to send primary kids out to work in INDUSTRY
Identity vs role confusion = TEENAGERS
19-35 = looking to get married etc

Competence, Fidelity, Love - CFL

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20
Q

What are the 7th and 8th stages of Erikson’s theory of psychosocial development (Ages 35+) with corresponding ages and the virtue represented?

A

7) Generativity vs. stagnation (35-65 years) Virtue: Care
Middle adulthood offers a chance to give back to society and others through raising children, being productive at work, and being involved in community activities. Failing to navigate this stage may result in feelings of stagnation and feeling unproductive.

8) Integrity vs. despair (65 and onwards) Virtue: Wisdom
From 65 onwards we tend to slow down our productivity and contemplate our accomplishments. We develop a sense of integrity if we see our life as having been worthwhile and despair if we are dissatisfied. If successful in this stage we develop wisdom (which is the ability to look back on life with a sense of closure and completeness)

(Gotta See (some) I.D)

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21
Q

What are the 8 stages of Erikson’s theory of psychosocial development, with their corresponding virtues?

A

1) Trust vs Mistrust (Hope) - 0-1
2) Autonomy vs shame (Will) - 1-3
3) Initiative vs guilt (Purpose) - 3-5
4) Industry vs inferiority (Competence) - 5-12)
5) Identity vs role confusion (Fidelity) - 12-19
6) Intimacy vs isolation (Love) - 19-35
7) Generativity vs stagnation (Care) - 35-65
8) Integrity vs despair (Wisdom) - 65+

Virtues: HWPCFLCW
Hope Will Prevail; Cause Finally, Love Can Win

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22
Q

4 main stages in Bowlby’s model of attachment with corresponding ages:

A

1) Preattachment (0 to 8-12 weeks) - this is when babies orient to their mother

2) Attachment in the making (6 weeks - 6-8 months) - “indiscriminate attachment” - infants attach to one or more person’s in their environment

3) Clear cut Attachment (6-8 months- 18-24 months) - crying and distress seen when separated from caregiver

4) Formation of reciprocal attachment (18-24months +) - mother figure now seen as independent, and more complex relationship evolves

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23
Q

Which stage of Bowlby’s attachment model is represented?
Baby orientates towards mother, follows them with their eyes, and turns to mother’s voice. Complete attachment not yet complete and baby is still comfortable with unfamiliar people

A

Preattachment - 0-6 weeks

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24
Q

Which stage of Bowlby’s attachment model is represented?
Infant becomes more attached to one or more persons in the environment. Begins to show different reactions to familiar people versus strangers. Separation anxiety not yet present

A

Attachment in the making (6 weeks to 6-8 months)

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25
Q

Which stage of Bowlby’s attachment model is represented?
Infant cries and shows distress when separated from the caregiver (separation anxiety). This phase can occur as early as 3 months. On being returned to the caregiver the crying stops. Child shows preference for selective caregivers and will seek to be near them

A

Clear cut attachment (6-8 months to 18-24 months)

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26
Q

Which stage of Bowlby’s attachment model is represented?
Child begins to understand that their caregiver may leave and return so separation anxiety lessens. Child may be less physically clingy but may begin to find more intelligent ways to influence their caregiver to get their needs met (bribing and sulking for instance)

A

Formation of reciprocal attachment (18 months to 2 years+)

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27
Q

What is held to be the product of attachment experiences and represents a persons view of the external world (Bowlby)

A

Internal Working Model

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28
Q

Who introduced the concept of mental age?

A

Alfred Binet (1905)

NB: first IQ test was called the Stanford-Binet test. Now, most commonly used is the WAIS-IV (Wechsler Adult Intelligence Scale).

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29
Q

How did the Kohlberg theory come to be?

A

Kohlberg developed his stage theory following an experiment which he conducted on 72 boys, aged 10-16. He presented them with a series of moral dilemmas such as the classic Heinz dilemma. The theory is therefore critisised as sexist as it only included boys.
Also criticised for being biased towards Western cultures

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30
Q

At what ages would a child most likely experience the following fears?
Strangers, heights, and emergence of separation anxiety

A

Towards the end of the first year

Note: Separation anxiety is most common from 10-18 months and diminishes by year 3
Stranger anxiety typically occurs around 8 months

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31
Q

What is monotropy?

A

Bowlby referred to the child’s bias towards a single figure as ‘monotropy’.

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32
Q

At what ages would a person most likely experience the following fears?
Death, economic and political concerns

A

Begins early and persists through to late adolescence

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33
Q

At what ages would a child most likely experience the following fears?
Being alone, the dark, animals

A

Preschool - 3-4 years

34
Q

At what ages would a child most likely experience the following fears?
Bodily injury, illness, social situations, supernatural phenomenon, failure and criticism

A

4-12 (primary school age)

35
Q

The move away from institutionalised care for people with learning disability towards a life that consists of a more normal experience is referred to as what?

A

Normalisation

36
Q

What is the mean age of puberty for males and females?

A

Males: 12 - (9-14)
Females: 11 (8-14)

On average it lasts 3-4 years

37
Q

What are the 5 Tanner’s Stages?

A

I) no physical changes noticeable, hormones start to be made

II) beginning of physical development - hormonal signals start.
- Breast buds form, small amounts of pubic hair
- Testicles and scrotum begin to grow, small amounts of pubic hair

III) More obvious physical changes, growth spurts, more hormonal changes
- girls (around 12) more hair growth, acne, further breast growth, hips and thighs gain fat
- boys (around 13) penis grows, wet dreams, cracking voice, larger muscles form

IV)
Girls get their fist period, height growth slows, thicker pubic hair, more breast development, fully developed genitals
Boys get more acne, deeper voice, armpit hair, larger scrotum and penis

V) around age 15 for boys and girls
Girls - periods become more regular, reach final height 1-2 years after 1st period, breasts reach full size, fuller hips and thighs
Boys - facial hair comes in, shaving begins, reach full height by 18

38
Q

What are the main parenting styles based on research by Diana Baumrind in 1967:

A

Authoritarian Parenting
Authoritative Parenting
Permissive Parenting
Uninvolved Parenting (note: the fourth category was added by Maccoby & Martin, 1983)

39
Q

What is the epigenic principle, as described by Erikson?

A

Erikson maintained that personality develops in a predetermined order and build upon each previous stage.

40
Q

What was Levinson’s theory of development?

A

He proposed a developmental theory consisting of universal stages or phases that extend from the infancy state to the elderly state. He suggested that a person evolves through a relatively orderly sequence throughout the adult years (LIFE SEQUENCE)
It was based on biographical interviews of 40 men in America.
A particularly unique feature of Levinson’s theory is that it is age-based rather than event based. Levinson asserted that there is low variability in the ages when periods begin and end (a maximum of two to three years from the norm).

Age-based, rather than event based
5 stages, Transitional periods typically last 5 years, development takes place in a defined order

41
Q

At what age is the “critical attachment period”?

A

Specific attachment does not seem to take place before 6 months. The time from 6 months to 36 months is known as the critical period. During this time a child is most vulnerable to interruptions in its attachment.

42
Q

In the Ainsworth “Strange Situation Procedure”:
How many stages?
What age were the children?
What were the 3 attachment styles the children were classified into and what % for each?

A

1) 7 stages with 2 separations and 2 reunions
2) 12-18 months
3) Secure (70%), anxious-resistant (ambivalent) (15%), Anxious-avoidant (15%)

43
Q

Which attachment style is represented by the following in the Strange Situation Experiment:
Distressed when mother leaves
Avoids stranger when alone but friendly if mother present
Positive and happy when mother returns

A

Secure attachment - uses mother as a safe base to explore environment

Associated with sensitive and responsive caregivers

44
Q

Which attachment style is represented by the following in the Strange Situation Experiment:
Intense distress when mother leaves
Avoids stranger and is fearful
On mother’s return, child approaches mother but resists contact, may even push her away

A

Ambivalent (Anxious-resistant) - Infant cries more and explores less than the other 2 types

Associated with inconsistent caregivers

45
Q

Which attachment style is represented by the following in the Strange Situation Experiment:
No distress when mother leaves
Infant is okay with the stranger
Shows little interest when mother returns

A

Anxious-avoidant - Mother and stranger able to comfort infant equally well

Associated with unresponsive caregivers

46
Q

What is disorganised attachment?

A

This is a mixture of avoidant and resistive classes (Main and Solomon, 1986).

47
Q

How do the 4 categories of childhood attachment styles correspond to adult attachment, as in the AAI?

A

Secure = autonomous
Avoidant = dismissing
Resistant = Preoccupied/ entangled
Disorganised = Unresolved

48
Q

What is Kleine-Levin Syndrome?

A

Kleine-Levin syndrome is a very bizarre condition normally seen in adolescent boys. It typically presents with a greatly increased need for sleep and a tendency to eat any food in sight while awake.
“Sleeping Beauty Syndrome”

49
Q

What is the holophrastic stage?

A

This is where toddlers begin to use single words to express whole sentences or ideas, typically starts around the age of 12 months

50
Q

Which test is this?

A non-verbal test of general intelligence. In each test item, one is asked to find the missing pattern in a series. Each set of items gets progressively harder, requiring greater cognitive capacity to encode and analyse.

The questions consist of visual geometric design with a missing piece, with six to eight choices that fill in the piece.

A

RPM - Raven’s Progressive Matrices

51
Q

What are the 3 types of Raven’s Progressive Matrices?

A

1) Stanford Progressive Matrices (average 6 to 80 year olds) - black and white
2) Coloured Progressed Matrices (younger children and special groups)
3) Advanced Progressive Matrices (above average adolescents & adults)

52
Q

What is the Camberwell Family Interview?

A

a semi-structured interview technique that was developed to assess the ‘expressed emotion’ (EE) within families. EE is a measure of the family environment based on how family members speak about the individual with a mental health condition during the interview. The CFI was pioneered in the 1960s by George Brown and colleagues at the Institute of Psychiatry in London.

53
Q

The period of birth to 12 months, marked by crying, babbling, and echolalia is referred to as the:

A

Prelinguistic period

54
Q

What is the name given to the linguistic stage lasting from 18months- 3 years, marked by the beginning of basic sentences which are economic and omit details such as tense endings, verb endings, prepositions, conjunctions and articles, e.g. ‘go park’, ‘daddy home’.

A

Telegraphic stage - 3 word telegraphic sentences by age 24 months

55
Q

At what age do children develop an early comprehension of syntax i.e using words like “a, can, will, the”?

A

36 months

56
Q

At what age do children have language akin to adult speech?

A

55-60 months

57
Q

What is the term used to describe the phase-sensitive attachment seen in some animals and in humans?
Who first demonstrated this?

A

Imprinting - Konrad Lorenz

Key things:
Happens during a critical period
Rapid
Un-inforced
Irreversible

58
Q

Who xpanded on Erikson’s theory, and described identity formation during adolescence as involving both exploration and commitment with respect to ideologies and occupations (e.g., religion, politics, career, relationships, gender roles)?

A

Marcia

59
Q

What are the 4 possible combinations of the dimension of commitment and exploration, as described by Marcia?

A

2 categories:
1) Committed to Identity?
2) Explored identity options?

4 possible combinations:

A) Yes to both = Identity Achievement
B) No to both = Identity Diffusion/ Confusion

C) Yes to 1) No to 2) = Foreclosure - committing to identity without exploring options
D) No to 1) Yes to 2) = Moratorium - exploring options without committing

60
Q

What is the IQ cut off for:
Mild, Moderate, Severe and Profound Intellectual Disability?

A

2 standard deviations below normal = LD (IQ<70)
50-69 = Mild (85%)
35-49 = Moderate (10%)
20-34 = Severe (3-4%)
<20 = Profound (1-2%)

61
Q

What are the 2 tests that can be used to assess someone with a learning disability who may be developing Alzheimer’s?

A

DLD (Dementia Questionnaire for people with Learning Disabilities) - (formerly known as DMR, Dementia Questionnaire for Persons with Mental Retardation)

DSDS (Dementia Scale for Down Syndrome)

(Not MMSE)

62
Q

How does full Trisomy 21 happen?

A

Not inherited
Results from non-disjunction
88% inherited from mother, 12% from father

63
Q

What is the rouge test?

A

Rouge placed on infant’s nose
Up to 24 months, infant thinks it’s another child in the mirror, after 24 months they reach for their nose

64
Q

What are the 2 major positions in Melanie Klein’s Object Relations theory?

A

Paranoid-Schizoid position - first stage. All aspects of the infant and mother are “split” into good and bad (idealised or denigrated)

Depressive Position - ability to integrate good and bad, mother is viewed as being able to have both positive and negative aspects (ambivalence)

65
Q

What did Winnicot call the object that an infant can use as a substitute for its mother in her absence?
What concept/ term was coined by Winnifred in relation to mothers?

A

Transitional objects

Good enough mother

66
Q

What is the New York Longitudinal Study?

A

Study on childhood temperament done by Thomas and Chess

9 demensions:
1. Activity
2. rhythmicity
3. approach/withdrawal
4. adaptability
5. intensity
6. threshold
7. mood
8. distractibility
9. attention span / persistence

67
Q

How did Thomas and Chess categorise children according to their temperaments?
(with %)

A
  1. Easy – rhythmic pattern of needs, adapts well, and active – 40%
  2. Difficult – less predictable, uncomfortable with new experiences, negative mood, react
    intensely to stimuli, difficult to comfort – 10%
  3. Slow to warm up children – adapts poorly to change, but less active and responds at
    low intensity – 15%
  4. Ungrouped – 35%
68
Q

What term describes the reciprocal relationship between a baby’s
temperament and its social environment whereby a good match between the both results in positive development later.

A

Goodness of Fit (Thomas and Chess)

69
Q

In temperament, Buss & Plomin (1984) describes three major dimensions in children:

A

EAS model:

Emotionality
Activity
Sociability

70
Q

How did Michael Rutter differentiate deprivation and privation?

A

If a child fails to develop attachment this is PRIVATION

If there is loss or damage to an existing attachment this is DEPRIVATION

71
Q

What theory was Bandura known for?

A

Social Learning Theory - observational learning in childhood influences later behaviours e.g gender-specific behaviours

72
Q

What is the Restricted Language Code?

A

This is characterised by short, incomplete sentences which focus on the present

Few pronouns, little abstract thinking, context dependent

73
Q

What is “Theory of Mind”? and when does it develop?
What condition is this impaired in?

A

People’s intuitive understanding of their own and other people’s mental states including beliefs and thoughts.

Typically well developed by age 3, but by age 4 they can recognise that other people’s beliefs can be false

Impaired in autism

74
Q

According to Kohlberg’s 1996 theory on gender, at what age should a child correctly identify their own gender?

A

Age 2

75
Q

What is “centration” as described by Piaget?

A

The tendency of young children to focus their attention only on one salient aspect of an object or situation at a time

76
Q

What are the four theories of role change in ageing?

A
  1. Social disengagement theory: Mutual withdrawal of society and the individual occurs;
    increased individuality and shrinking life space are inevitable moves towards death.
  2. Social (non) reengagement theory (aka activity loss theory): Ageist society reduces the
    social interaction that older adults can have; withdrawal is not mutual but forced.
  3. Social exchange theory: Age robs people of the ability to engage in reciprocal roles;
    retirement is a special social contract wherein productivity is exchanged for increased
    leisure and decreased responsibilities.
  4. Socio-emotional selectivity theory: Wise investment of social energy in old age is to limit
    social interaction to those who are most familiar
77
Q

In 1944, Erich Lindemann suggested 5 symptoms that are pathognomic for grief:

A

Somatic Distress
Preoccupation with images of the deceased
Guilt
Hostile reactions
Loss of patterns of conduct (e.g restlessness, moving about aimlessly)

78
Q

What were Bowlby’s 4 phases of grief:

A

I - shock/numbness/ disbelief
II - yearning/ searching AKA preoccupation
III - Disorganisation/ despair which includes acceptance of loss
IV - reorganisation/ resolution

Each stage lasts longer than the previous one normally, and people can move backwards and forwards between the stages

79
Q

What is the meaning of
1) delayed grief?
2) chronic/ prolonged grief?

A

1) Avoidance of painful symptoms within 2 weeks of loss
2) Continued significant grief related symptoms 6 months after loss

80
Q

What are 6 ways you can help distinguish normal grief from major depression?

A

Generalised guilt (rather than guilt specifically related to actions taken around the time of death.
Thoughts of death (except in relation to the deceased)
Feeling worthless
Psychomotor retardation
Prolonged functional impairment
Hallucinations (except in relation to the deceased)

Paper A - MRCPsych (6 decks)

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