Lifespan Dev. Psychology (Final) Flashcards
What is social, psychological, and physiological death?
Social: When others begin to withdraw from someone who is terminally ill or has been diagnosed with a terminal illness
Psychological: when a dying person begins to accept death and to withdraw from others and regress into the self
Physiological death: when vital organs no longer function
What are the phases of dying (agonal, clinical death, and mortality).
Agonal: Fluids in the throat and gasps and muscle spasms during the first moments
Clinical: short interval in which heartbeat, circulations, breathing, and brain functions stop but can resuscitate
Mortality: Individual passes into permanent death
What is meant by persistent vegetative state?
State in which a person appears awake but is not aware due to permanent loss of all activity in the cortex
What is the definition of death today?
the end of the life of a person or organism
What is anticipatory, complicated, and disenfranchised grieving?
Anticipatory: occurs when a death is expected and survivors have time to prepare to some extent before the loss
Complicated: Involves a distinct set of maladaptive or self-defeating thoughts, emotions, and behaviors that occur as a negative response
Disenfranchised: may be experienced by those who have to hide the circumstances of their loss
What is grief, bereavement, and mourning?
bereavement: the state or condition caused by loss through death
Grief: The sorrow, hurt, anger, guilt, confusion, and other feelings that arise after suffering a loss
Mourning: Culturally approved ways in which grief is expressed
Who did she focus her research on?
Terminally ill patients
What is the fading affect bias?
Psychological phenomenon that refers to the tendency of individuals to remember positive memories more vividly than negative ones
Who is Elizabeth Kubler Ross and what are her stages? (Denial, Anger, Bargaining, Depression, and Acceptance)
First to observe systematically how people approach their deaths
Denial: Individuals may find it hard to accept the reality of their loss, numb or shocked feeling
Anger: Individuals may feel anger and frustration about the situation
Bargaining: Individuals may try to negotiate a way out of pain, and may make deals with higher power
Depression: Individuals may begin to feel a deep sense of sadness and despair
Acceptance: Individuals start to come to terms with their loss, they may begin to feel more peace with the situation
Does her theory really describe how we (adults) grieve?
No, It explains how the person who is receiving end of life care may feel
Review the other theories of grieving in your open source (Worden, Parkes, Strobe and Shut).
Worden: Accepting the loss has occurred, working through and experiencing the pain associated with grief, Adjusting to the changes the loss created in the environment, Moving past the loss of an emotional level
Parkes: broke down grief into shock, yearning, despair, and recovery
Strobe and Shut:
Loss-oriented: grief work, intrusion on grief, denying changes toward restoration, and breaking of bonds or ties
Restoration-oriented: attending to life changes, distracting oneself from grief, doing new things, establishing new roles and relationships
What is healthy grieving?
Talk about death
Accept the multitude of feelings
Take care of yourself and your family
Reaching out and helping others dealing with the loss
Remembering and celebrating the lives of your loved ones
What is death with dignity?
Assurance of support
Compassionate care
Esteem and respect, addressing greatest concerns
Candidness about death’s certainty
Information to make reasoned end-of-life choices
Maximum personal control over final phase of life
Where do we die? (Hospital, Hospice, Home)
1/4 die at home
40% die in a hospital
20% die in long-term care or nursing home
What is palliative care?
Focuses on relieving pain and other symptoms
Why is hospice “a place to live” - explain this
It provides a supportive and comfortable environment for individuals who are facing life-limiting illness
What is meant by DNR?
Do Not Resuscitate - cannot attempt to bring back the person’s life
Know Advance Medical Directives
Written statements of desired medical treatment in case of incurable illness
How do young children understand death?
Children do not understand loss and death in the same way.
3-5: view death as temporary and reversible
5-7: Understand death is final, irreversible, and inevitable
What are the four End-of-Life medical practices discussed in class
Palliative care: Focuses on relieving pain
Hospice: Focuses on comfort and support to patients and families
DNR: Healthcare providers do not perform CPR if the heart is stopped
Life-sustaining treatment: may chose to withdrawn if near end of life and the treatment is no longer effective
KNOW ERIK ERIKSON’S THEORY - Know each of the 8 stages and the tasks involved.
Trust v. Mistrust: Infancy - a sense of trust requires a feeling of physical comfort and a minimal amount of fear
Autonomy v. Shame: toddler - assert their senses of autonomy or independence, if restrained or punished too harsly, they will develop shame.
Initiative v. Guilt: Preschool - learn to initiate tasks and carry out plans or they will feel guilty about efforts to be independent
Industry v. Inferiority: Middle/Late Childhood - direct towards mastering knowledge and intellectual skills, w/o they will feel incompetent and unproductive
Identity v. Role confusion: Adolescence - work at refining a sense of self by testing roles, w/o they will be confused on who they are
Intimacy v. Isolation: Early Adulthood - struggle to form close relationships and to gain the capacity for intimate love, or they feel social isolated
Generativity v. Stagnation: Middle Adulthood - discover a sense of contributing a to the world usually through family and work, they feel lack of purpose if unsucessful
Ego Integrity v. Despair: Late Adulthood - Review their lives anf if statisfied they feel sense of accomplishment, if not they may sink in dispair
Know and be able to describe Piaget’s Theory (4 stages).
Sensorimotor (stage 1): Experiencing the world through senses and actions (looking, hearing, touching, mouthing, and grasping). This stage occurs from birth to nearly 2 years.
Preoperational (stage 2): representing things with words and images; using intuitive rather then logical reasoning. ages 2 to about 6 or 7.
Concrete operational (stage 3): thinking logically about concrete events; grasping concrete analogies and performing arithmetical operations. ages 7-11.
Formal operational (stage 4): abstract reasoning. ages 12- death
Define “schemes’’ and describe how they evolve in infancy.
Schemas are patterns of behavior or thought that infants develop to understand and interact with the world. They evolve throughout childhood as infants encounter new experiences and modify and refine their schemas to better ft their understanding of the world
Describe adaptation, assimilation, and accommodation. What is happening when children are at equilibrium or reach a state of disequilibrium?
Adaptation: the process of adjusting to new experiences
Assimilation: incorporating new experiences
Accommodation: modifying existing schemas to fit new experiences
Equilibrium is balanced between assimilation and accommodation, while disequilibrium is when existing schemas are not enough to understand new experiences. Disequilibrium prompts exploration and experimentation to achieve a new equilibrium with more understanding of the world
Explain the limitations children have during Piaget’s preoperational stage.
During Piaget’s preoperational stage (ages 2-7), children have several cognitive limitations. They struggle with conservation, the understanding that the amount of a substance remains the same despite changes in shape or arrangement. They may also be egocentric, have difficulty understanding others’ perspectives, struggle with hierarchical classification, and may have difficulty with mental operations. Parents and educators need to be aware of these limitations to provide appropriate support.
What is egocentrism and animistic thinking?
Egocentrism is a child’s self-centeredness and inability to see things from another person’s perspective
Animistic thinking: the belief that inanimate objects have feelings, thoughts, and intentions
