Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

child & adolescents > midterm from quizlet > Flashcards

midterm from quizlet Flashcards

1
Q

What are 5 theories on Normal Child and Youth Development?

A
  1. Erikson Psychosocial Theory
  2. BF Skinner’s Behaviourism
  3. Piaget’s Cognitive Developmental Theory
  4. Kohlberg’s Moral Development Theory
  5. Bronfenbrenner’s Ecological System Theory
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Erikson’s Psychosocial Theory

A
  • believed that humans develop in stages
  • each stage involves new developmental tasks and a struggle/crisis to overcome
  • each crisis must be faces to move to the next stage
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Infancy Stage (age, conflict, events, outcome)

A
  • 0-18 months
  • basic conflict: trust vs mistrust
  • important events: feeding
  • outcome: develop sense of trust when given reliability, care and affection
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Early Childhood stage (age, conflict, events, outcome)

A

2-3 years
- basic conflict: autonomy vs Shame and doubt
- important events: toilet training
- outcome: success leads to feelings of autonomy, however failure results in feelings of shame and doub

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Preschool Stage (age, conflict, events, outcome)

A

3-5 years
- basic conflict: initiative vs guilt
- important events: exploration
- outcome: assert control, power, over environment. Success leads to a sense of purpose, while failure leads to disapproval

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

School Age Stage (age, conflict, events, outcome)

A
  • 6-11 years
  • basic conflict: industry vs inferiority
  • important events: school
  • outcome: cope with new social and academic demands. Success = sense of competence. Fail = feelings of inferiority
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Adolescents Stage (age, conflict, events, outcome)

A

12-18 years
- basic conflict: identity vs role confusion
- important events: social relationships
- outcome: develop sense of self

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Young Adulthood Stage (age, conflict, events, outcome)

A
  • 19-40 years
  • basic conflict: intimacy vs isolation
  • important events: relationships
  • outcome: needs to form intimate loving relationships
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Middle Adulthood Stage (age, conflict, events, outcome)

A

40-65 years
- basic conflict: generativity vs stagnation
- important events: work and parent hood
- outcome: create or nurture things

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Maturity (age, conflict, events, outcome)

A

65-death
- basic conflict: ego integrity vs despair
- important events: reflection of life
- outcome: look back on life, sense of fulfilment, feelings of wisdom

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

BF Skinner’s Behaviourism

A
  • children’s behaviour that is positively reinforced will reoccur, reinforcing these behaviours intermittently is very effective in order for the behaviour to keep reoccurring
  • information should be consistently presented to children in small amounts so that response can be reinforced (this is called “shaping”)
  • basic learning techniques, such as conditioning, reinforcement, and aversion therapy can be used to alter children’s behaviours (behaviour modification)**
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Piaget’s Cognitive Developmental Theory

A
  • goal of this theory is to explain the mechanisms and processes by which the infant, and then the child, develops into an individual who can reason and think using hypotheses
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Sensimotor

A

0-2 years (infancy)
- intelligence is demonstrated through motor activity without the use of symbols
- knowledge of world is limited (but developing) because it’s based on physical interactions and experiences
- lack of object permanence, which means children at this stage have little-no ability to see things as existing outside their immediate environment (ex, when you place a barrier such as a toy in front of an object an infant will believe that object is non existent)
- some language abilities are developed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Preoperational

A

2-6 years (toddler and early childhood)
- child uses symbols (words and images) to represent objects but does not reason logically
- child also has the ability to pretend
- during this stage, the child is egocentric (thinking only about themselves)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Concrete Operational

A

7-12 years (elementary and early adolescence)
- intelligence is demonstrated through thinking logically about objects and events
- operational thinking develops
- egocentric thinking diminishes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Formal operational

A

12years-adult (adolescence and adulthood)
- intelligence is demonstrated though the logical use of symbols r/t abstract concepts
- adolescent is capable of formulating hypotheses and then testing them again reality
- thinking is abstract, where adolescent can formulate all possible outcomes before beginning the problem
- capable of deductive reasoning
- thoughts include concerns about future and ideological problems (only 35% of high school graduates obtain formal operations; many people don’t think formally during adulthood)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Kholberg’s moral development theory

A
  • found out that children are faced with different moral issues, and their judgments on whether they are to act positively or negatively over each dilemma are influenced by several different factors
  • he wanted to find out the reasons why these children think that the character is morally right or not
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Level 1: Pre-conventional morality (punishment and reward)

A

STAGE 1: Obedience Orientation: children and adolescents believe that adults know what is right and wrong and should do what they say in order to avoid being punished
STAGE 2: Instrumental Orientation: children and adolescents enjoy rewards. Subsequently, some are nice and do favours for others, as they expect that the favour will be returned to them in the future (reward)

19
Q

Level 2: Conventional morality (social norms)

A

STAGE 3: Interpersonal Norms: adolescents believe that they should act and behave in accordance with others’ and society’s expectations. They have a goal to be a “good girl/boy”
STAGE 4: Social System Morality: Adolescents and adults believe that social roles, expectations and laws exist to maintain order within society and promote the good of all people

20
Q

Level 3: Post-conventional morality (Moral Codes)

A

STAGE 5: Social contract orientation: adults believe that members of cultural groups abide by a “social contract” because a common set of expectations and laws benefits all group members. on the other hand if these expectations and laws no longer promote the welfare of the group members, they become invalid
STAGE 6: Universal Ethical Principles: ethical principles such as justice, compassion and equality form the basis of one’s personal moral code. Sometimes, these principles may conflict with society’s expectations and laws

21
Q

Bronfenbrenner’s Ecological System’s Theory

A
  • believed that a child’s biological disposition and environmental forces come together to shape the child’s development
    (environment plays a huge role, not just genes)
  • includes microsystem, mesosystem, exosystem, macrosystem, and chronosystem
22
Q

Conceptual model

A

series of system - each is contained within the child
- the child is affected by all system but some are more immediate to the child and have more influence
- need to expand nursing care and to look beyond just the child, need to look at other influences

23
Q

Microsystem

A
  • within this system the child has direct interactions with parents, teachers, peers and others

Ex: mother, brother, father, peers, foster parents, police, teacher

24
Q

Mesosytem

A
  • this system involves the linkages between microsystems such as the relationship between parents and school
25
Q

Exosystem

A
  • this system involves settings in which a child does not have an active role yet it still influences the child’s experiences

Ex: mother’s hospitilaztions, school system, foster care system, social services, neighbours

26
Q

Macrosystem

A
  • this system involves the broader culture in which the child lives
  • it is the “bigger picture”

Ex: the Canada mental health system, mental health laws, cultural beliefs around mental health, stigma

27
Q

Chronosystem

A

the sociohistorical conditions of a child’s development
- the dimension of time in relation to a person’s development

ex: death of a parent will affect a 3 year old differently than it will affect a teenager

28
Q

What does it mean to say a family is a “system”?

A
  • the system is created through interactions between family members and between family members and those individuals and institutions outside the family
  • the system can be a family/workgroup/a collection of friends with the focus on the system rather than just on the individuals
  • family systems theorists maintain that the parent child relationship is but one relationship that influences child development
  • every relationship existing in a family will influence a child
29
Q

What is the Family Systems Theory (give an example)… Who introduced this?

A
  • Dr. Murry Bowen introduced this transformational theory (1950s)
  • each part of the system affects each other
  • the whole family must adapt to these behaviours
  • they do things such as absorbing the anger, denying the effect of the alcoholics behavior, avoiding him and even try to cover up the disease
30
Q

Family and Parenting

A
  • interactions between adolescents and their parents and siblings have direct and indirect effects on the development of their relationships
  • parenting styles can have a lasting effect on children and adolescents and their future relationships with others

(how you get parented, affects how you respond to your environment)

31
Q

What is the ideal parenting style? Why?

A
  • authoritative
  • because it encourages independence/problem solving;
  • places limits, consequences and expectations on their child’s behaviour;
  • expresses warmth/nurturance;
  • listens and makes time when child wants to talk;
  • and allows child to express opinions
32
Q

What are the 4 parenting styles?

A
  1. authoritarian
  2. authoritative
  3. uninvolved
  4. permissive
33
Q

Authoritarian parenting style

A
  • i’m the boss, structure, directive, rules, autocratic, i said so
  • can lead to rebellion, you want to seek control or opposite (you need someone to control you) because someone has always controlled you
34
Q

Authoritative parenting style

A
  • supportive, guidance, flexible, assertive, self regulation
  • leads to self reliance, socially competent and increases responsibility
35
Q

Uninvolved parenting style

A
  • distance, uninterested, neglectful, passive, absent
  • can lead to children being socially incompetent, lack of self control, unable to handle independene, may not be able to manage boundaries, but may resilient
36
Q

Permissive parenting style

A
  • non-directive, you’re the boss, over-involved, no guidlines
  • they lack self control, motivation and can be socially incompetent
37
Q

Attachment theory

A
  • will affect you physically
  • if you have strong attachment = good health
  • if you don’t have strong attachment then your body will secrete less cortisol levels which it wont help us as much later on in life when a stressful event happens
38
Q

What are 4 patterns of attachment styles?

A
  1. anxious-ambivalent attachment
  2. secure attachment
  3. disorganized attachment
  4. anxious-avoidant attachment
39
Q

Anxious-ambivalent attachment

A
  • child shows distress with stranger, whether parent is present or not
  • child expresses anxiety and distress when parent leaves
  • child has difficulty or is resistant to being soothed when parent returns
  • interpretation: the child is anxious in new situations and inconsistently uses the help of adults to self soothe
40
Q

Disorganized attachment

A
  • child’s behaviour is inconsistent
  • fearful
  • simultaneously reaches for and then turns away from caregiver often the caregiver is both cause distress yet only source of comfort (this is he style most correlated with psychopathology)
41
Q

Anxious-avoidant attachmen

A
  • child shows little interest in any adults in the room, including the parent
  • child shows little emotional response
  • little difference in how child reacts to parents or strangers
  • interpretation: child lacks affect and comes to believe that adults in their lives will not respond to their needs
42
Q

Attachment plays a key role in trauma for 2 reasons:

A
  1. attachment relationships in the most critical time of the child’s development can be a source of significant trauma
  2. an attachment relationship can restore the feeling of safety when there has been a potentially traumatic event
43
Q
A

child & adolescents (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions