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Human Growth Exam 1 > Lecture 1 > Flashcards

Lecture 1 Flashcards

1
Q

Concern of OTs & growth and development

A

to enhance function to promote growth & development

NOT to fix dysfunction

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2
Q

top-down approach

A

look at the occupation itself

best way

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3
Q

bottom up approach

A

focus on the impairment

ie depth perception impairment – do activities to improve block playing

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4
Q

occupation as a means

A

using occupation to remediate some performance component

  • not the end product itself we are concerned with but rather the process
  • assumes therapeutic task is meaningful and purposeful
  • the product builds strength
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5
Q

occupation as an end

A

developing performance components to remediate an occupation

  • not concerned with the process but rather the ability to achieve the end product
  • strength leads to the product
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6
Q

Challenge

A
  • a task that the person wants/needs to do but cannot do in the present context
  • a situation that exists because of a person-environment mismatch
  • a situation that is dynamic & can change
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7
Q

Growth

A
  • refers to an increase in physical size of the whole body or any of its parts
  • it is simply a quantitative change in the child’s body
  • it can be measured in kg, pounds, meters, inches etc
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8
Q

head is _____ as baby and becomes more ______ as the person grows into an adult

A

huge;

proportional

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9
Q

maturation

A
  • Incr in child’s competence & adaptability
  • It is describing the qualitative change in structure
  • The level of maturation depends on child’s heredity
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10
Q

development occurs through maturation of

A

physical & mental capacities and learning opportunities/experiences

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11
Q

areas of development are ______

A

interdependent (i.e. motor & speech)

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12
Q

development depends on the interaction of:

A

genetic predisposition
environmental influences
individual’s role in development

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13
Q

development progresses towards a state of ______ via adaptation to challenge(s)

A

homeostasis

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14
Q

cephalocaudal

A

development occurs in this direction — from the head down

—> first establish head & neck control, then use arms, then use legs

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15
Q

proximodistally

A

development occurs in this direction — from the center of the body to outwards

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16
Q

development refers to a progressive & qualitative change in ______ & ______ of function

A

skill & capacity

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17
Q

developmental change occurs over time and follow an orderly pattern that moves towards:

A

greater complexity & enhances survival

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18
Q

developmental change may be ____ or _____, always ______

A

abrupt;
gradual;
always continuous

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19
Q

development can be measured through

A

observation

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20
Q

domains of development: occur in __#__ of domains, but growth in ____ domain influences ______

A

3;
one;
the other domains

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21
Q

physical domain

A 
body size
body proportions
appearance
brain development
motor development
perception capacities
physical health
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22
Q

cognitive domain

A

thought processes & intellectual abilities including:

attention
problem solving
imagination
creativity
academic & everyday knowledge 
metacognition
language
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23
Q

social-emotional domain

A
  • self-knowledge (self-esteem, metacognition, sesxual identity, ethnic identity)
  • moral reasoning
  • understanding and expression of emotions
  • self regulation
  • temperament
  • understanding others
  • interpersonal skills
  • friendships
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24
Q

infancy language

A

crying

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25
Q

infancy eating schedule

A

every 2-3 hrs

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26
Q

infancy characteristics

A 
uncoordinated movements
toothless
poor vision (range 8-12 inches away)
doubles weight by 9 months
responds to human voice & touch
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27
Q

one year old characteristics

A
  • plump baby becomes a leaner & more muscular toddler
  • begins to walk & talk
  • representational thought, object permanence, and ability for passive language occurs
  • tentative sense of independence
  • determined explorer
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28
Q

2 year old characteristics

A
  • begins to communicate verbally
  • 3 to 4 word sentences
  • negative behavior: no to everything, temper tantrums
  • side by side but doesn’t actively play with them
  • great imitators
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29
Q

3 year old characteristics

A
  • want to be just like parents (pretend to cook, go to work etc)
  • vocabulary & pronunciation of words cont to expand
  • climbs stairs with alternating feet can briefly stand on one foot
30
Q

4 year old characteristics

A
  • sentences are more complex; speak well enough for strangers to understand
  • imagination is vivid; line between what is real & imaginary is often indistinct
  • develop fears (common fears- fear of dark, fear of animals, fear of death)
31
Q

5 year old characteristics

A
  • can hop on one foot & skip
  • can accurately copy figures
  • may begin to read
  • socialize with other children their age
32
Q

occulomotor skills effective (5 yr/old)

A

allows for smooth reading- integrates with sight see the letter simultaneously & hear the sound

33
Q

late childhood characteristics

A
  • both small & large muscles are well developed
  • complex motor skills
  • independent activities & same sex group activities
  • acceptance by peers = very important
  • parental approval = still important
34
Q

adolescence characteristics

A
  • traumatic life stage for child & parent
  • puberty occurs
  • extremely concerned with appearance
  • trying to establish self-identity
  • confrontations with authority

HORMONES effect behavior & relationships

35
Q

Adulthood characteristics

A
  • physical development complete
  • emotional maturation continues to develop (b/c new experiences always occur)
  • usually learns to accept responsibility for actions & accept criticism
  • usually knows how to profit from errors
  • socially progress from age-related peer groups to people with similar interests
36
Q

middle adulthood characteristics

A

physical changes begin to occur (hair- thin & gray; wrinkles appear; hearing & vision decrease; muscles lose tone)

main concerns: children, health job security, aging parents, fear of aging

love & acceptance take a major role

37
Q

late adulthood characteristics

A
  • fastest growing age bracket of society
  • physical deterioration - brittle bones, poor coordination
  • some memory problems
  • coping with retirement & forms of entertainment
  • very concerned with health & finance
  • significant # become depressed (high suicide rate)
38
Q

In practice we rely on the developmental expectations as a ______; meaning they are components we expect to see for optimal _________

A

gold standard;

occupational engagement

39
Q

developmental is not predetermined (this is b/c of:)

A
  • individual differences

- multiple developmental pathways exist

40
Q

Understanding individual’s differences and developmental pathways will lead to:

A 
informed assessment,
clinical reasoning,
appropriate goal setting,
enhanced progress,
focus on occupation
41
Q

What else needs to be considered when looking at the impact on behavior:

A
  • cultural & subcultural differences
  • ethnic differences
  • religious differences
  • personalities
42
Q

theory

A

explains and predicts; lens to consider problems, basis for FOR s and models

43
Q

frame of reference

A 
specific
theoretical base
function/dysfunction continuum
description of behaviors 
postulates regarding change

ex: NDT is neurodevelopment treatment - it is based in theory

44
Q

model

A

broad; provides terms. definitions, and organization concepts to ID general practice oriented aspects that may be applied to any situation
BASED IN THEORY

philosophical assumptions, ethics, theoretical foundation, domain of concern, nature/principles for sequencing practice, legitimate tools

45
Q

classic stage theories

A
  • emphasize discontinuity with periods of stability and rapid transitions between stages
  • freud’s psychosexual stages of development
    Erikson’s psychosocial stages of dev
  • piaget’s cognitive developmental stages
46
Q

incremental model

A

emphasize continuity development as continuous incremental change

  • behaviorist tradition
  • social learning theory
  • information processing theory
47
Q

stage & incremental theories occurred during the

A

early 20th century

48
Q

stage & incremental theories are

A

biological processes dependent on maturation

& are behavioral development universal, predictable and sequential

49
Q

life span development theories emerged in what time frame?

A

1970s

50
Q

life span development theories purpose:

A

behavioral characteristics across ages, identify how people respond to life’s experiences & understand factors contributing to individual development differences

  • development is lifelong
  • continuity and changes in personal development
  • focus on changing on aspect of an individual to change behavior
51
Q

lifespan development theories do not describe

A

how occupations change– assume that all development is biological and intrinsic changes are prerequisites to new behavior

52
Q

life course perspective

A
  • newer view – looks at time, context, process & meaning
  • considers dynamic contextual factors
    ex: common changes, unanticipated events, societal influences, demographics
53
Q

contexualism

A

looks at mechanisms of change as occupation centered as opposed to person centered

54
Q

development of an occupation in context — changes originate simultaneous from:

A

1) work of communities & caregiving practices that create occupational opportunities
2) The social influence & interpersonal transactions surrounding activities
3) self organizing process that underlies engagement in occupation (ex: maturation)

55
Q

Bronfrenbrenner

A

contexts of development – micro/exo/macro/meso/chrono - systems

56
Q

macrosystem

A

attitudes & ideologies of culture

cultural values, customs & laws

57
Q

exosystem

A

larger social systems in which the indiv doesn’t directly interact with ex: parents job/employers etc

58
Q

microsystem

A

direct interactions with the individual - what is closest to them ex: peers, school, family

59
Q

mesosystem

A

how the development occurs – connects 2 parties together

i.e.-connection between the child’s parents and the teacher

60
Q

chronosystem

A

occurrence of development over time

61
Q

Time influences relationships in 3 ways:

A

1) life experiences influence relationships
2) family events & transitions influence individuals and reactions
3) historical time - events in broader context -influence roles & values

62
Q

social context influences individuals

A
  • social structures (racism, homophobia etc) influence individual development
  • individuals actively interact with social context and structure
  • social structures change - change influences individuals & relationships
  • there is an interplay of micro/macro levels of development
63
Q

aging & transformation of occupations are _______; the accumulated experiences with past _______ impact current forms of _________

A

lifelong processes;
occupations;
engagement

64
Q

people live _____ lives & these networks of relationships shape peoples’ ________

A

interconnected;

occupations

65
Q

historic times & societal events shape & alter:

A
  • what people do
  • how they do it
  • & give it meaning
66
Q

people make choices about their _______, which reflect their circumstances & perceived occupational opportunities at that particular time

A

occupations

67
Q

________ to an event or life transition & the ______ of such events for a person’s occupations vary according to the timing of the life course

A

antecedents;

consequences

68
Q

changes in occupations across the life course represent dynamic transitions among

A

people
contexts (social/historical/environmental)
experiences

69
Q

transformations in & the acquisition of occupations are necessary for

A

continued social participation as life circumstances change

70
Q

OTs must be able to see beyond conventional theories on human development to recognize & understand:

A

the transformations of the client

71
Q

What must all OTs understand?

A
  • typical occupational expectations across developmental levels
  • how occupational performance expectations change over time
  • contextual factors may influence occupational performance

Human Growth Exam 1 (5 decks)

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