Human Growth & Development Flashcards

Question

Middle Adult - Healthy Growth and Development

Answer 1

- Physical -- begins to age, women experience menopause, may develop chronic health problems - Mental -- uses life experiences to learn, create, solve problems Social-Emotional -- hopes to contribute to future generations, stays productive, avoids feeling stuck in life, balances dreams with reality, plans retirement, may care for children and parents

Answer 2

- Communication - keep a hopeful attitude, focus on strenghts - Health -- encourage regular checkups and preventive exams, address age-related changes, monitor health risks, update immunizations Safety -- address age-related changes (effects on sense, reflexes etc.)

Answer 3

- Address worries about future -- encourage talking about plans/future etc. - Recognize physical, mental and social abilities/contributions Help with plans for a healthy active retirement

Answer 4

- Physical - ages gradually, natural decline in some physical abilities, sense - Mental -- continues to be an active learner, thinker, memory skills, may start to decline Social-Emotional - takes on new roles (grandparent, widower), balances independence, dependence, reviews life

Answer 5

- Communication - give respect, prevent isolation, encourage acceptance of aging - Health -- monitor health closely, promote physical, mental, social activity, guard against depression, apathy, update immunizations Safety -- promote home safety, especially preventing falls

Answer 6

- Encourage the person to talk about feelings of loss, grief, and achievements - Provide information, materials etc about medication use and home safety - Provide support for coping with any impairments (avoid making assumptions about loss of abilities) Encourage social activity with peers, as a volunteer etc.

Answer 7

- Physical -- continues to decline in physical abilities, at increasing risk for chronic illness, major health problems - Mental -- continues to learn, memory skills and/or speed of learning may decline, confusion often signals illness or medication problem Social -emotional - accepts end of life and personal losses, lives as independently as possible

Answer 8

- Communication - encourage the person to express feelings, thoughts, avoid despair, use humour, stay positive - Health - monitor health closely, promote self-care, ensure proper nutrition, activity level, rest, reduce stress, update immunizations Safety - prevent injury, ensure safe living environment

Answer 9

- Encourage independence - provide physical, mental, social activities - Support end of life decisions - provide info, resources etc. Assist in self care - promote medication safety, provide safety grips, ramps and so on

Answer 10

1. Knowledge: rote memorization, recognition or recall of facts 2. Comprehension: Understanding what facts mean 3. Application: correct use of the facts, rules or ideas 4. Analysis: breaking down information into component parts 5. Synthesis: Combination of facts, ideas, or information to make a new whole Evaluation: judging or forming an opinion about the information or situation

Answer 11

- Focuses on development in terms of information processing, conceptual resources, perceptual skill, language learning and other aspects of brain development - Emergence of the ability to think and understand

Answer 12

1. Cognitive: mental skills (knowledge) 2. Affective: growth in feelings or emotional areas (attitude or self) 3. Psychomotor: manual or physical skills (skills)

Answer 13

Piaget developed stages of acquiring knowledge. He believes that children learn through interaction with the environment and others.

Answer 14

1. Sensorimotor 2. Preoperational 3. Concrete Operations 4. Formal Operations

Answer 15

0-2 years - Retains image of objects - Develops primitive logic in manipulating objects - Begins intentional actions - Play is imitative - Signals meaning (meaning in events - babysitter arriving means mother is leaving) - Symbol meaning (language) begins in last part of stage (talking starts at age 2)

Answer 16

2-7 years - Progress from concrete to abstract thinking - Can comprehend past, present, future - Night terrors - Acquires words and symbols - Magical thinking - Thinking is not generalized - Thinking is concrete, irreversible, egocentric - Cannot see another point of view - Thinking is centered on one detail or event ** Imaginary friends often emerge during this stage and may last into elementary school. Although children do interact with them, most know that they are not real and they are only pretending. Does NOT indicate the presence of disorder. It is normal part of development and should be normalized.

Answer 17

7-11 years - Beginnings of abstract thought - Plays games with rules - Cause and effect relationship understood - Logical implications are understood - Thinking is independent on experience - Thinking is reversible - Rules of logic are developed

Answer 18

11 through maturity - Higher level of abstraction - Planning for future - Thinks hypothetically - Assumes adult roles and responsibilities

Answer 19

Moral development. - Believed that moral development parallels cognitive development - Believes there are 6 identifiable constructive stages, 3 major stages - Higher levels of moral development allow for greater capacity in terms of decision making and allow people to handle increasingly complex dilemmas - Must pass through each successive stage WITHOUT SKIPPING

Answer 20

1. Preconventional 2. Conventional 3. Postconventional (not reached by most adults)

Answer 21

Elementary (before age 9) 1. Child obeys an authority figure out of fear of punishment. Obedience/Punishment 2. Child Acts acceptably as it is in their best interest. Conforms to rules to receive rewards.

Answer 22

Early Adolescence 3. Person acts to gain approval from others. Good boy/girl orientation 4. Obeys laws and fulfills obligations and duties to maintain social system. Rules are rules. Avoids censure and guilt.

Answer 23

Adult 5. Genuine interest in welfare of others, concerned with individual rights and being morally right 6. Guided by individual principles based on broad, universal ethical principles. Concern for larger universal issues of morality.

Answer 24

- Learning theory is a conceptual framework describing how information is absorbed, processes, and retained during learning. - Cognitive, emotional and environmental influences as well as prior experience play a part in how understanding or worldview is acquired/changed as well as how knowledge/skills are retained

Answer 25

1. Behaviourist (Pavlov & Skinner) 2. Cognitive (Piaget) 3. Humanistic (Maslow) 4. Social/Situational (Bandura)

Answer 26

(Pavlov, Skinner) -- learning is viewed through change in behaviour and the stimuli in the external environment are the locus of learning. SW's aim to change the external environment in order to bring about desired change.

Answer 27

Cognitive (Piaget) -- learning is viewed through internal mental processes (insight, info processing, memory, perception) and the locus of learning is internal cognitive structures. SW;s aim to develop opportunities to foster capacity and skills to improve learning.

Answer 28

Humanistic (Maslow) -- learning is viewed as a person's activities aimed at reaching their full potential. Locus of learning is in meeting cognitive and other needs. SW's aim to develop the whole person.

Answer 29

Social/Situational (Bandura) -- learning is obtained between people and their environment and their interactions and observations in social contexts. Social workers establish opportunities for conversation and participation to occur.

Answer 30

Social competencies enhance mental health, success in work, and ability to achieve in life tasks

Answer 31

- Micro level: learning how to behave/interact with others | Relies on emotional development and learning to manage feelings so they are productive and not counterproductive

Answer 32

- Macro Level: Social development is about a commitment that development processes need to benefit people, particularly the poor. ○ Also recognizes the way people interact in groups and society and the norms that facilitates such interaction. ○ Implies a change in social institutions - progress towards an inclusive society (each individual treats each other fairly) ○ Social cohesion is enhanced when peaceful and safe environments within neighbourhoods & communities are created Social accountability exists to the extent that individuals voices are expressed and heard

Answer 33

Erikson was interested in how children socialize and how this affects their sense of self ○ Saw personality as developing throughout the life course and looked at identity crises as the focal point for each stage of human development ○ Failure to complete a stage can result in a reduced ability to complete further stages and result in a more unhealthy personality and sense of self ○ These stages can still be resolved at a later time Institutional change through improving rights and increasing participatory governance.

Answer 34

Trust vs. Mistrust Birth - 1 year Based on consistency of caregivers. If trust develops, child gains confidence and security in the world. Unsuccessful completion can result in an inability to trust and sense of fear. Can result in anxiety, heightened insecurities and feelings of mistrust.

Answer 35

8 stages. Each of which have only 2 outcomes. (TAIIIIGE)

Answer 36

Autonomy vs. Shame and Doubt 1-3 Children begin to assert their independence, if they are encouraged and supported in this they become more confident and secure. If they are criticized, overly controlled or not given the opportunity, they may become overly dependent upon others while lacking self-esteem and feeling shame or doubt in their own abilities

Answer 37

Initiative vs. Guilt 3-6 Children assert themselves more frequently. Begin to plan, make up games/activities and initiate these with others. If opportuntity is given children develop a sense of initiative and feel secure in their ability to lead others and make decisions. If this is overly criticized or controlled they can develop a sense of guilt, feel like a nuisance and remain followers.

Answer 38

Industry vs. Inferiority 6- Puberty Beginning to develop a sense of pride. Initiate projects, complete them and feel good about hat they have achieved. If children are encouraged and reinforced they begin to feel industrious and confident in their ability. If they are instead restricted they feel inferior, doubting their abilities and potential.

Answer 39

Identity vs. Role Confusion Adolescence Becoming more independent, beinning to look at the future - career, relationships, family, housing etc. Explore possibilities and begin forming their own identities. Hindering this can result in confusion about themselves and their role in the world.

Answer 40

Intimacy vs. Isolation Young adulthood Sharing more intimately with others and exploring relationships. Successful completion can lead to comfortable relationships and sense of commitment, safety and care. Avoiding intimacy and fearing commitment and relationships can lead to isolation, loneliness and sometimes depression.

Answer 41

Generativity vs. Stagnation Middle Adulthood Establishing careers, settling down, beginning families, developing a sense of being a part of the bigger picture. Give back to society by raising children, being productive at work, becoming involved in the community. Failing to achieve these leads to feeling stagnant and unproductive.

Answer 42

Ego Integrity vs. Despair Older adulthood Tending to slow down and explore retired life. Contemplate accomplishments and develop a sense of integrity. If they see their lives as being unproductive and failing they become dissatisfied with life and develop despair often leading to depression and hopelessness.

Answer 43

- Emphasizes many skills that increase self awareness and self-regulation - Social skills & emotional development are reflected in ability to pay attention, transition between activities and cooperate with others. - Much of the learning happens in playing, play is the true work of childhood - During play children are also learning that they are liked and fun to be around - giving them self confidence that they need to build loving and supportive relationships

Answer 44

- Suggests that personality is a result of interaction between the individual and the environment. - Studies observable and measurable behaviours - rejecting theories that rely on internal thoughts and feelings. Not aimed at changing clients personalities. - These theories represent systematic application of principles of learning to the analysis and treatment of behaviours. Behaviours determine feelings, thus, changing behaviours will also change or eliminate undesired feelings -- GOAL is to modify behaviour

Answer 45

Respondent (Classical, Pavlov) & Operant (Skinner)

Answer 46

Respondent: (classical conditioning involuntary behaviour (anxiety, sexual response) that is automatically elicited by certain behaviour. A stimulus elicits a response.

Answer 47

Operant: voluntary behaviour (walking, talking) that is controlled by its consequences in the environment.

Answer 48

Best known applications of behaviour modification are sexual dysfunction, phobic disorders, compulsive behaviours (overating, smokeing) and training of persons with intellectual disabilities/autism spectrum disorder.

Answer 49

- It is impractical for those using behaviour mod to observe behaviour when clients are not in residential inpatient settings offering 24/hour care Thus, SW train clients to observe/monitor their own behaviour which is inexpensive, practical, and therapeutic but can result in clients collecting inaccurate/no information

Answer 50

- Learning occurs as a result of pairing previously neutral (conditioned) stimulus with an unconditioned (involuntary) stimulus. Therefore the conditioned stimulus eventually elicits the response normally elicited by the involuntary stimulus Unconditioned stimulus --> Unconditioned response Unconditioned stimulus + Conditioned stimulus --> Unconditioned response Conditioned stimulus --> Conditioned response

Answer 51

- Antecedent events or stimuli precede behaviours, which, in turn are followed by consequences. Consequences that increase the behaviour are reinforcing. Consequences that decrease occurrence of behaviour are punishing. Reinforcement aims to increase behaviour frequency, punishment aims to decrease it.

Answer 52

1. Positive Reinforcement 2. Negative Reinforcement 3. Positive Punishment 4. Negative Punishment (Positive giving, Negative taking away)

Answer 53

Positive Reinforcement: increases probability that behaviour will occur -- praising, giving tokens, or otherwise rewarding positive behaviour

Answer 54

Negative Reinforcement: Behaviour increases because a negative stimulus is removed (removing shock)

Answer 55

Positive punishment: Presentation of undesirable stimulus following a behaviour for the purpose of decreasing or eliminating that behaviour (hitting, shocking)

Answer 56

Negative Punishment: removal of desirable stimulus following a behaviour for the purpose of decreasing or eliminating that behaviour (removing a token or dessert)

Answer 57

Any treatment aimed at reducing the attractiveness of a stimulus or a behavior by repeated pairing of it with an aversive stimulus. An example of this is treating alcoholism with Antabuse.

Answer 58

Behavior training program that teaches a person how to control certain functions such as heart rate, blood pressure, temperature, and muscular tension. Biofeedback is often used for Attention-Deficit/Hyperactivity Disorder (ADHD) and Anxiety Disorders.

Answer 59

Withholding a reinforcer that normally follows a behavior. Behavior that fails to produce reinforcement will eventually cease. (removing the behaviour reinforcement)

Answer 60

A treatment procedure in which a client’s anxiety is extinguished by prolonged real or imagined exposure to high-intensity feared stimuli.

Answer 61

Pairing and movement through a hierarchy of anxiety, from least to most anxiety-provoking situations; takes place in “real” setting.

Answer 62

Method of instruction that involves an individual (the model)demonstrating the behavior to be acquired by a client.

Answer 63

A cognitively oriented therapy in which a social worker seeks to change a client’s irrational beliefs by argument, persuasion, and rational reevaluation and by teaching a client to counter self-defeating thinking with new, nondistressing self-statements.

Answer 64

Method used to train a new behavior by prompting and reinforcing successive approximations of the desired behavior.

Answer 65

An anxiety-inhibiting response cannot occur at the same time as the anxiety response. Anxiety producing stimulus is paired with relaxation producing response so that eventually an anxiety-producing stimulus produces a relaxation response. At each step a client’s reaction of fear or dread is overcome by pleasant feelings engendered as the new behavior is reinforced by receiving a reward. The reward could be a compliment, a gift, or relaxation.

Answer 66

A client receives tokens as reinforcement for performing specified behaviors. The tokens function as currency within the environment and can be exchanged for desired goods, services, or privileges.

Answer 67

○ Children are sexual even before birth - males can have erections wil in utero and some are born with an erection ○ Infants touch and rub their genitals because it provides pleasure Children can experience orgasm from masturbation although ejaculation will not happen until puberty

Answer 68

○ May practice urination in different positions, highly affectionate & enjoy hugging ○ More social and may imitate adult social and sexual behaviour like holding hands and kissing ○ Many young children play dr - looking at other childrens genitals and showing theirs -- this is normal curiosity ○ By 5-6 most children are more modest about dressing and bathing ○ Aware of marriage and understand living together may play house and pretend to be married ○ Most talk about marrying/living with someone they love when they get older Most sex play at this age happens because of curiosity

Answer 69

○ Puberty, body maturing begins between 9-12 for most children ○ Girls begin to grow breast buds and pubic hair as early as 9/10 ○ Boys development of the penis and testicles begins between 10/11 ○ More self-conscious about bodies and often feel uncomfortable undressing in front of others, even same sex parent ○ Masturbation increases during these years, usually have a lot of questions ○ Idea of actually having sexual intercourse though is unpleasant to most preadolescents ○ Same gender sexual behaviour can begin at this age -- UNRELATED to sexual orientation ○ Some group dating, dance, kissing games ○ By 12/13 some pair off and begin dating/"making out" Many very young teens pet to orgasm and oral sex

Answer 70

○ Once youth have reached puberty they experience increased interest in romantic and sexual relationships and in genital sex behaviours ○ Begin experiencing strong emotional attachments to romantic partners with maturation ○ Overall, most explore relationships with one another, fall in and out of love and participate in sexual intercourse before 20 However, no way to predict how a teenager will act sexually

Answer 71

○ Adult sexual behaviours are extremely varied and mostly remain a part of life until death ○ Menopause around 50 affects sexuality - no ovulation or estrogen production, physical changes -- vaginal walls thin and intercourse may be painful due to less lubrication ○ Men don't have as predictable of a change, testicles slow testosterone production after age 25 or so, erections may occur more slowly ○ Less likely to have another or sustain an erection, amount of semen is reduced Older adults go through changes but do not lose their desire or ability for sexual expression

Answer 72

Ø Individuals are unwilling to accept a will greater than their own ○ Behaviour is chaotic, disorder and reckless. Individuals tend to defy and disobey and are extremely egoistic ○ Lack empathy for others ○ May engage in criminal activity Ø Individuals have blind faith in authority figures and see the world as simply divided into good/evil right/wrong ○ Children who learn to obey their parents ○ Many ppl who have blind faith in a spiritual being and do not question its existence Ø Scientific Skepticism and questioning are critical because an individual does not accept things on faith but only if convinced logically ○ Many working in scientific/technical fields ○ Move away from simple, official doctrines Ø The individual starts enjoying the mystery and beauty of nature and existence ○ A deeper understanding of good and evil, forgiveness and mercy, compassion and love. ○ Does not judge others harshly or seek to inflict punishment Loving others as loving oneself, losing attachment to ego, and forgiving enemies

Answer 73

the idea that one is a member of a particular cultural, national or racial group that may share culture, religion, race, language, or place of origin. 2 people can share the same race but have different ethnicities

Answer 74

not fixed, relates to a particular social, historical, and geographic context. Often classified based on skin colour in today's society

Answer 75

often defined as the identity of a group or culture of an individual who is influenced by his or her self-identification with that group or culture - Certain identities may bestow privilege

Answer 76

- May instill feelings of shared commitment, values, sense of belonging - Passed through generations with customes, traditions, languages, religious practice and cultural values - Play a big role with minority youth Those in the majority group may not acknolwedge or recognize their cultural, racial and ethnic identities

Answer 77

1. Unexamined Cultural, Racial & Ethnic identity 2. Cultural, Racial, and Ethnic identity search 3. Cultural, Racial and Ethnic identity achievement

Answer 78

- Lack of exploration of culture, race, and ethnicity and differences. These are taken for granted without much critical thinking Usually childhood stage where cultural, racial, & ethnic ideas are provided by parents, the community, or the media. Generally uninterested and willing to take on the opinions of others

Answer 79

- Characterized by the exploration and wuestioning of culture, race and ethnicity - Questioning where beliefs come from and why they are held - May arise at a turning point or from growing awareness of other c/r/e Can be emotional

Answer 80

- Clear sense of identity and able to successfully navigate it in the contemporary world, very interconnected and intercultural - Acceptance may play a signiificant role in important life decisions, attitudes and behaviours Usually leads to an increase in self confidence and positive psych development

Answer 81

1. Preencounter - may not be consciously aware about effect on their life 2. Encounter - an encounter provokes thought, can be positive or negative - Often negative for minorities - when they experience discrimination for the first time 3. Immersion-Emersion - after encounter, a period of exploration follows - May search for info & learn through interactions with others from the same groups 4. Internalization and Commitment - developed a secure sense of identity and is comfortable socializing within and outside of the group they identify with

Answer 82

- Impacts are extremely varied depending on the manifestations of the disability and when it occurs during the lifecourse - Some disabilities are short term, others are life long - Coping skills and formal & informal supports are critical to mitigate negative impacts - May also be positive effects - compensation in other areas or increased familial bonds - A normal phenomenon - exists in all societies - Primarily relies on medical explanations but disability scholars & rights activists argued for social justice, equality of opportunity, and rights as citizens ○ Proposed intolerance and rigidity of social institutions rather than medical conditions as the explanation for disability ○ "inclusion" "participation" and "nondiscrimination" introduced suggesting that people are disable by stigma, prejudice, marginalization, segregation and exclusion Inclusion rather than "fixing"

Answer 83

- Physical changes largely drive our development as cognitive abilities advance and decline in response to brain growth and decline and psycho-spiritual development as our changing bodies with the environment shape identities and relationships with others Physical growth leads to increased cognitive abilities which allows for psychosocial-spirital development

Answer 84

- People are motivated to meet certain needs, when one is fulfilled we move to the next - 5 stages - Can be divided into basic (deficiency) needs and growth needs (self-actualization) - Lower level must be satisfied before moving up - Everyone is capable of moving up but progress is often prevented by failure to meet lower level needs Life experiences like divorce and loss of job may cause level fluctuation

Answer 85

these needs arise due to deprivation, help avoid unpleasant feelings or consequences

Answer 86

comes from a place of growth rather than a place of lacking

Answer 87

- Physiological (1., Bottom) - Maintaining the physical organism. Food, water, oxygen, body temperature. Will die without these. - Safety 2 - Need to feel safe from danger, harm, threat of destruction. Need regularity and predictability - Social 3 - Friendship, intimacy, affection, love from friends/family/romantic relationships - Esteem 4 Stable, firmly based level of self-respect and respect from others

Answer 88

- Self-Actualization 5 - Need to be oneself, act consistently with who they are. - Ongoing process - Developing potential, becoming - Makes true objectivity possible Only 1% of the population operates at this level

Answer 89

Not explicitly asked about but can be applied to prioritizing problems or issues with a client Client with an acute medical problem should focus on getting a medical evaluation first, victim of domestic violence should prioritize safety/medical issues, refugees must meet basic survival needs before working on fulfilling higher level needs

Answer 90

Lasting psychological connectedness between human beings that can be understood within an evolutionary context in which a caregiver provides safety and security for a child

Answer 91

- Children come into the world biologically preprogrammed to form attachments because it will help them survive - Initially form 1 attachment (monotropy) and this figure acts as a secure base for exploring the world - Disrupting this process can have severe consequences - Critical period for development is first 5 years of life - Insecure attachment styles have been linked to psychiatric disorders

Answer 92

- Basis for learning of attachments is the provision of food - child will form an attachment to whoever feeds it - Associates feeder with the comfort of being fed and through classical conditioning, finds the mother comforting Child finds that certain behaviours (crying, smiling) brings desirable responses from others and through operant conditioning learns to repeat these behaviours to get what they want

Answer 93

Cultural influences that impact the way children interact with caregivers.

Answer 94

- Biological aging is characterized by progressive age-changes in metabolism, organ functioning, and so on. - Natural and irreversible - Affects mood, attitude, social activity - SW with older adults is based on comprehensive assessments aimed at gathering information about the quality of their BPSS functioning - Evaluate capacity to function effectively in their environments - Purpose of BPSS assessments is to gather info on functional capacity, ability to care for themselves, manage affairs, live independent and quality lives - May include diagnostic medical & physical evals

Answer 95

- Adult children may need assistance with maintaining adequate nutrition, decent housing, economic stability, and access to appropriate medical care for their parents & themselves - Multitude of psychosocial stressors due to transitioning roles & expectations -- blurred familial roles, boundaries - Responsibility of caring often falls to adult children - many accept due to expectations, religious beliefs, sense of duty, financial rewards, altruism, respect/love - May need assistance due to guilt, fatigue, sadness, anxiety, frustration -- compounded when parents don't appreciate the assistance - Forces children to confront feelings about their own mortality -- can include denial, hostility, resentment, hatred, helplessness, fear, anger, sadness

Answer 96

- SW can assist in sorting out these feelings, finding their roots, reframing them into empowerment, opportunity and choice. - May want assistance in communication, self care (coping skills), resource identification (services to meet needs) SW may need to act as a consultant, advocate, case manager, catalyst, broker, mediator, facilitator, instructor, mobilizer/clinician as family dynamics are complex and needs are high

Answer 97

accumulation of diverse deleterious changes occurring in cells & tissues with advancing age, responsible for an increased risk of disease and death - Aging does not require treatment - ideas comes from negative stereotypes

Answer 98

Biological, Behavioural, Psychodynamic, Humanist, Trait. Attempt to explain both personality characteristics and the way these develop and impact behaviour/functioning

Answer 99

Ø Biological ○ Suggest that genetics are responsible for personality ○ Research on Heritability suggests that there is a link between genetics & personality traits Ø Behavioural ○ Suggest that personality is a result of interaction between the individual & environment ○ Study observable and measurable behaviours, rejecting theories based on internal thoughts and feelings Ø Psychodynamic ○ Emphasize influence of unconscious mind and childhood experiences on personality Ø Humanist ○ Emphasize importance of free will & individual experience in development of personality ○ Emphasize concept of self actualization -- an innate need for personal growth that motivates behaviour Ø Trait ○ Personality is made up of a number of broad traits Trait is basically a relatively stable characteristic that causes an individual to behave in certain ways

Answer 100

- Society is fragmented into groups that compete for social and economic resources - Social order is maintained by consensus among those with the greatest political, economic & social resources - Inequality exists because those in control of a disproportionate share of society's resources actively defend their advantages - The masses are bound by coercion by those in power (emphasizes social control) - Groups and individuals advance their own interests, struggling over control of societal resources - Great attention paid to class, race, and gender since they relate to the most pertinent and enduring struggles in society - Conflict theorists challenge the status quo, encourage social change and believe the rich and powerful enforce social order on the poor and weak Constant competition leads to the ever-changing nature of society

Answer 101

How a client defines/sees themselves - often tied to physical descriptions, social roles, personal traits, existential beliefs

Answer 102

Extent to which a client accepts or approves of this definition. Involves a degree of evaluation that may produce positive or negative feelings Generally relatively high in childhood, drops during adolescence, rises gradually throughout adulthood and declines sharply in old age

Answer 103

High self esteem that gradually declines over childhood. May be because children's self views are unrealistically positive As cognitive development continues, self-evaluations are based on external feedback and social comparisons forming a more balanced and accurate appraisal of academic competence, social skills, attractiveness, and other characteristics

Answer 104

Self esteem continues to decline, perhaps due to decrease in body image/other things related to puberty and increased ability to think abstractly. Also social and academic challenges.

Answer 105

Self esteem increases gradually peaking sometime around late 60s. - Tied to assuming positions of power and status that might promote feelings of self worth Increasing level of maturity and adjustment & emotional stability

Answer 106

Self esteem declines, dropping around 70. - Loss of employment & retirement, loss of spouse/friends, health problems Ø Relatively same course for males & females - Gender gap emerges in adolescence however, boys having higher SE. Persists throughout adulthood and narrows/disappears in old age Those who have relatively high self esteem at one point tend to still have high SE later on

Answer 107

The way one perceives and relates to their body, how they think they are seen - Not only influenced by perceptions of others but by media and cultural forces as well Healthy body image is key to well being mentally and physically

Answer 108

- Positive body image means a client has a realistic perception of and feels comfortable with their looks ○ Acceptance and appreciation of natural body shape and body differences ○ Self-worth not tied to appearance ○ Confidence & comfort ○ Not spending an unreasonable amoung ot time worrying about food, weight, calories ○ Judgement of others not related to body weight/shape/excersize/eating habits - Knowing physical appearance says little about character and value as a person

Answer 109

- Negative body image: ○ Distorted perception of shape/body parts ○ Believing only other people are attractive, that body size/shape is a personal factor ○ Feeling body doesn't measure up to family, social media ideals ○ Ashamed, self conscious, anxious ○ Uncomfortable and awkward - Constant negative thoughts and comparisons

Answer 110

``` ○ Emotional distress ○ Low SE ○ Unhealthy diet habits ○ Anxiety ○ Depression ○ Eating disorders - Social withdrawal/isolation ```

Answer 111

1. Authoritarian 2. Authoritative 3. Permissive 4. Uninvolved

Answer 112

- Children expected to follow strict rules established by parents - Failure to follow rules results in punishment - Fails to explain reasoning behind the rules - Generally lead to obedient & proficiency but lower happiness, social competency and self-esteem

Answer 113

- Establish rules & guidelines that children are expected to follow - Much more democratic - responsive to children and willing to listen to questions - When children fail to meet expectations - parents are more nurturing and forgiving rather than punishing - Generally results in those who are happy, capable and successful

Answer 114

- Very few demands of children - Rarely discipline children, taking on friend status more than parent - Often results in low happiness and self-regulation, problems with authority and poor performance in school

Answer 115

- Few demands, low responsiveness, little communication - Fulfill basic needs but generally detached from childrens lives - Children rank lowest across all life domains Tend to lack self control, have low self-esteem and are less competent than peers

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Human Growth & Development Flashcards

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