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Health, Psychology & Diversity > Lecture 7.1: Child Development and Communication > Flashcards

Lecture 7.1: Child Development and Communication Flashcards

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1
Q

Principles of Development (5)

A
  • Influenced by both heredity and
    environment
  • It takes place at different rates for
    different parts of the organism
  • Development is continuous rather
    than discrete
  • There is a great deal of variability
    amongst individuals
  • Breaks in the continuity of
    development will generally be due
    to environmental factors
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2
Q

What is Attachment?

A

An affectional bond that a person feels for another

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3
Q

Types of Attachment

A
  • Secure
  • Insecure: Anxious & Avoidant
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4
Q

Multiple Attachment Model

A
  • All attachments are important, not
    just the primary attachment
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5
Q

Temperament Hypothesis

A
  • Personality influences the type of
    attachment
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6
Q

Attachment Theory

A
  • Attachment theory is a
    psychological, evolutionary and
    ethological theory concerning
    relationships between humans
  • The most important tenet is that
    young children need to develop a
    relationship with at least one
    primary caregiver for normal social
    and emotional development
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7
Q

Stage Theory of Cognitive Development (4)

A
  • Sensory motor stage (birth–2 yrs)
  • Pre-operational stage (2–7)
  • Concrete operational stage (7–12)
  • Formal operational stage (12+)
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8
Q

Stage Theory of Cognitive Development: Sensory Motor Stage (4)

A
  • Sensory and motor skills used to
    explore the environment
  • Experience is limited to the
    immediate environment
  • Coordination and intentionality of
    movement
  • Object permanence
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9
Q

Stage Theory of Cognitive Development: Pre-Operational Stage (6)

A
  • Symbolic thinking
  • Egocentricism
  • Reasoning is not yet logical or
    abstract
  • Mainly concrete and intuitive
  • Classification is based on single
    features
  • Difficulty in understanding
    conservation
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10
Q

Stage Theory of Cognitive Development: Concrete Operational Stage (5)

A
  • Logical reasoning ability
  • Reasoning remains concrete rather
    than abstract
  • Classification is based on multiple
    features
  • Development of empathy
  • Mastery of conservation
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11
Q

Stage Theory of Cognitive Development: Formal Operational Stage (3)

A
  • Metacognition
  • Introspection abilities
  • Reasoning becomes abstract,
    hypothetical, multi-dimensional and
    systematic
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12
Q

Limitations of Standardising Children’s Development (4)

A
  • Children’s abilities are
    underestimated
  • Progress depends on factors other
    than chronological age
  • Individual differences are not
    considered
  • Understanding in some domains
    may be more advanced than others
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13
Q

Through the Eyes of the Child: Pre-Operational Stage in regards to Illness (5)

A
  • Explanations of illness are
    egocentric, magical, circular and
    phenomenological
  • Illness is perceived as a
    punishment for real or imaginary
    rule transgression
  • Children can hate clinicians
    inflicting pain
  • Cannot see link between treatment
    and relief of symptoms
  • Practitioners should provide
    reassurance that illnesses or pains
    are not punishments
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14
Q

Through the Eyes of the Child: Concrete Operational in regards to Illness (4)

A
  • Increased awareness of body and
    internal organs
  • Fear of total annihilation (body
    destruction and death)
  • Illnesses are caused by
    contamination or internalisation
  • Reassurance regarding fears of
    bodily annihilation should be
    provided
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15
Q

Through the Eyes of the Child: Formal Operational
Understanding in regards to Illness (3)

A
  • Understanding of illnesses of
    varying degrees
  • Have proportionate reaction to the
    diagnosed illness
  • Ability to comprehend treatment
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16
Q

Language Development in Children (5 Stages)

A
  • 6 months: Babbling
  • 12 months: First Words
  • 2 years: Incomplete Sentences
  • 3 years: Complete Sentences
  • 5 years: Complex Sentences
17
Q

Theories of Language Development (3)

A
  • Nativism/Nature (innate language
    acquisition device)
  • Behaviourism/Nurture
    (reinforcement, social learning and
    observational)
  • Interactionism/Nature&Nurture (a
    combination of innate and.
    environmental factors)
18
Q

Theory of Mind (ToM)

A
  • The ability to attribute mental states
    to oneself and others
  • Understanding that others can have
    different mental states to our own
19
Q

Different ToM Levels: Zero-Order

A
  • No theory about the mental states
    of others
20
Q

Different ToM Levels: First-Order

A
  • A theory about the mental states of
    another person
21
Q

Different ToM Levels: Second-Order

A
  • A theory about what one person
    thinks about the mental states of
    another person
  • A theory about what other people
    think about our mental states
22
Q

What is Psychosocial Development?

A
  • “Psycho” relating to the mind and
    “social” relating to relationships and
    the environment
  • Describes the impact of social
    experience across the lifespan
  • A psychosocial crisis occurs at
    each stage
23
Q

How many stages of Psychosocial Development are there?

A

8

24
Q

Psychosocial Development: Stage 1 Infancy (birth to 18
months)

A
  • Psychosocial Crisis: Trust vs
    Mistrust
  • Infants must learn to trust the care
    and affection of their parents.
  • Important event: feeding.
  • Maladaptive crisis resolution results
    in distrust of parents and viewing
    the world as inconsistent and
    unpredictable
25
Q

Psychosocial Development: Stage 2 Early Childhood (18 months to 3
years)

A
  • Psychosocial crisis: Autonomy vs.
    Shame and Doubt
  • Children need to develop a sense
    of control and independence
  • Important event: toilet training.
  • Maladaptive crisis resolution results
    in feeling ashamed and doubt about
    ability to do things independently
26
Q

Psychosocial Development: Stage 3 Preschool Age (3-5 years)

A
  • Psychosocial crisis: Initiative vs.
    Guilt
  • Children should use their own
    initiative in planning or carrying out
    actions
  • Important event: exploration
  • Maladaptive crisis resolution results
    in developing a sense of guilt over
    misbehaviour
27
Q

Psychosocial Development: Stage 4 School Age (5-11 years)

A
  • Psychosocial crisis: Industry vs.
    Inferiority
  • Children are required to follow the
    rules imposed by teachers at school
    or parents at home
  • Important event: school.
  • Maladaptive crisis resolution results
    in beliefs of being inferior to others
28
Q

Psychosocial Development: Stage 5 Adolescence (11-18 years)

A
  • Psychosocial crisis: Identity vs.
    Role confusion
  • Adolescents need to acquire a
    sense of identity
  • Important event: social
    relationships
  • Maladaptive crisis resolution results
    in confusion about role in life
29
Q

Is Early Puberty Onset worse for Boys or Girls?

A

Girls

30
Q

Is Late Puberty Onset worse for Boys or Girls?

A

Boys

31
Q

Issues in Communicating with Children (5)

A
  • Triadic (or more!) rather than dyadic
    consultation
  • Parents often interrupt during medical
    interviews
  • Often highly anxious and overly concerned
  • Younger children are naturally fearful of new
    environments and strangers
  • Younger children have a limited.
    understanding
32
Q

Recommendations for Communicating with Children (11)

A
  • Establish rapport
  • Eye contact with child and parent
  • Be at the child’s eye level
  • Ensure child-friendly environment
  • Observe, wait, listen (OWL)
  • Use simple language and explain medical
    concepts appropriately
  • Offer choice
  • Reading books to children about their illness
    can aid understanding
  • Do mock examinations on a toy or
    the parent
  • Start by examining non-threatening areas
    first to build trust
  • Give rewards and acknowledge cooperative
    behaviours
33
Q

Issues in Communicating with
Adolescents (3)

A
  • Adolescents can be “private” and self-
    conscious
  • They may not want their parents to be
    involved
  • Desire for independence includes non-
    adherence to treatment
34
Q

Recommendations for Communicating with
Adolescents

A
  • Negotiate times to see adolescents
    separately from parents
  • Stress confidentiality of information
  • Be respectful and understanding
  • Take concerns seriously
  • Show a positive attitude and interest in their
    point of view
  • Use their terminology and explain any
    medical terminology
  • Don’t ‘get down with the kids’
35
Q

Issues in Communicating with Disabled Children and Adolescents

A
  • May be unable to ask questions or
    understand explanations
  • Reasoning ability should be considered
36
Q

Recommendations for Communicating with Disabled Children and Adolescents (8)

A
  • Ask about strategies the patient
    uses to communicate
  • Ensure enough time to
    communicate
  • Use diagrams and writing
  • Check and clarify understanding
  • Maintain eye contact when
    speaking
  • Speak louder than normal if
    required
  • Verbalisation of any actions
  • Ensure supporters do not speak for
    the patient unless requested
37
Q

Parental Communication Styles and the corresponding Coping Strategies

A
  • Optimism: Unrealistic Optimism
  • Realism: Realistic Optimism
  • Pessimism: Pessimism
  • Factual: Neutral

Health, Psychology & Diversity (19 decks)

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