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MATERNAL AND CHILD NURSING > Module 08: Principles of Growth and Development (Part 01) > Flashcards

Module 08: Principles of Growth and Development (Part 01) Flashcards

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1
Q

This refers as a unit that is being expressed to different changes that would take place in the lifetime of an individual.

A

Principles of Growth and Development

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2
Q

Why are the principles of growth and development important?

A

(A) Because it helps us provide an opportunity to assess our patients.
(B This supplies anticipatory guidance, mostly specifically related to each age group.

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3
Q

This is a term used to denote the increase in physical size or quantitative change. It is something that is measurable.

A

Growth

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4
Q

What is growth in terms of cellular changes?

A

Growth involves an increase in cell size due to cell division and protein synthesis, which leads to an increase in the size and weight of body parts.

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5
Q

How is growth in weight measured?

A

Measured by kilograms or pounds.

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6
Q

How is growth in height measured?

A

Measured by centimeters or inches.

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7
Q

This indicates an increase in skill or ability to function. It is characterized to be the qualitative change.

A

Development

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8
Q

How is the development of a child measured?

A

It is measured by observing the child’s ability to perform a specific task.

(A) Development is measured by observing a child’s ability to perform specific tasks, tracking progress from basic to advanced stages.
(B) Development is supported by learning and maturation, expanding the individual’s capacity to function.

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9
Q

Give an example of a developmental milestone in fine motor skills.

A

Picking up small objects, like raisins, is an example of a fine motor skill milestone in children.

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10
Q

This is defined as a standardized test to measure the development of a child.

A

Metro Mania Development Screening Test (MMDST)

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11
Q

What is the general process of Growth & Development (G&D)?

A

(A) G&D is a continuous process from conception to death, involving new cell growth and the acquisition of new skills.
(B) From newborn to infancy, growth is rapid, with an infant’s weight typically tripling from birth.
(C) It follows a definite and predictable pattern of trends.

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12
Q

Do growth and development follow patterns?

A

Yes, G&D follow definite, predictable patterns and trends that proceed in an orderly sequence.

(A) Growth in height follows a sequence from shorter to taller over time, typically in an orderly progression.
(B) Motor development follows predictable orders, such as muscle use for creeping, standing, walking, and then running.
(C) There are periods of accelerated and decelerated growth rates.

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13
Q

Do all body systems develop at the same rate?

A

No, body systems grow at different rates. Some tissues, like neurologic tissue, develop more rapidly than others.

(A) Neurologic tissue experiences peak growth during the first year of life.
(B) Genital tissue completes its growth as the individual reaches puberty.

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14
Q

This pertains to the growth that progresses from the head down to the lower extremities.

A

Cephalocaudal Development

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15
Q

This pertains to the development where growth starts at the center of the body and moves outward, seen as infants gain shoulder control before fine hand movements.

A

Proximodistal Development

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16
Q

Describe the initial hand use in infant development.

A

Infants initially use their hand as one unit before developing the ability to manipulate individual fingers.

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17
Q

What is the sequence from gross to refined skills in development?

A

Development progresses from gross motor skills to refined skills, in parallel with proximodistal development.

(A) Once children control their toes and other distal body parts, they can progress to more refined, coordinated movements.

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18
Q

Is there an optimal time for learning new skills in children?

A

Yes, there is an optimal time for learning experiences, depending on when the nervous system is mature enough to support the skill.

(A) Children cannot learn specific skills until their nervous system matures enough to allow for the coordination and control needed for that skill.

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19
Q

Why is nervous system maturity essential for skill development?

A

Nervous system maturity is essential because it enables the physical control required for skills like sitting, grasping, and walking.

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20
Q

What must occur before an infant can start grasping objects?

A

The grasp reflex must fade before an infant can intentionally grasp objects.

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21
Q

How do neonatal reflexes affect development?

A

Neonatal reflexes, like the grasp reflex, must be lost before new, voluntary developmental skills can proceed.

(A) Many skills and behaviors are learned through repeated practice, allowing children to secure each developmental step.

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22
Q

What is the role of practice in child development?

A

Practice is crucial for refining and mastering new skills, supporting the progression from basic to advanced abilities.

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23
Q

This kind of development proceeds from the head down to the tail, with improvement in structure and function starting in the head, then moving to the trunk, and finally to the legs.

A

Cephalocaudal Development

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24
Q

What developmental milestones follow the cephalocaudal pattern?

A

A child first gains head control, then can sit, and eventually learns to walk.

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25
Q

This moves from the center of the body outward, progressing from the central axis toward the extremities.

A

Proximodistal Development

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26
Q

What are examples of proximodistal development?

A

In proximodistal development, infants first gain control of shoulder movements before fine motor skills, such as using their hands and fingers, develop.

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27
Q

Under this kind of development, the growth progresses from broad actions to precise skills, as seen when children initially hold large objects with both arms, then one hand, and later pick up small objects with fingers.

A

General to Specific Responses

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28
Q

What are the two major factors influencing growth and development?

A

(A) Genetics
(B) Environment

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29
Q

This factor influencing growth and development controls the physiological functions and characteristics of an individual. Mutations or chromosomal abnormalities can lead to genetic disorders, which may be inherited or congenital.

A

Genetics (through DNA segments)

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30
Q

This factor influencing growth and development provides essentials like food, safety, and emotional support, which are crucial for healthy growth and development.

A

The environment (particularly a supportive family)

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31
Q

How does genetics help in making each child unique?

A

Each child is unique, gender-related characteristics will influence growth and development.

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32
Q

These make up a person’s basic genetic structure and influence traits like gender, health, intelligence, and temperament.

A

Chromosomes

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33
Q

How does gender influence growth and development?

A

At birth, girls are typically lighter and shorter than boys, but by puberty (ages 14-16), boys generally grow taller and heavier than girls.

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34
Q

How does health impact growth in children?

A

Children with genetically transmitted diseases may grow more slowly, depending on the illness type and any treatments received, potentially affecting normal growth and development.

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35
Q

How does intelligence relate to growth and skill acquisition?

A

Children with high intelligence tend to advance more quickly in cognitive skills, though not necessarily in physical growth, as they may focus more on books and mental activities.

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36
Q

These children are not good in physical skills. They don’t generally grow faster physically as they spend more time in books and mental games.

A

Intelligent Children

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37
Q

This pertains to a person’s usual reaction pattern to environmental stimuli, an inborn characteristic present from birth.

A

Temperament

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38
Q

How does temperament influence a child’s behavior?

A

(A) Unlike moral and cognitive development, which progresses in stages, temperament is inborn and does not change through developmental stages.
(B) Temperament shapes a child’s ways of thinking, behaving, and reacting to different situations and stimuli, creating a consistent response pattern.

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39
Q

What factors contribute to a child’s temperament?

A

Temperament is influenced by genetics and is evident from birth, affecting how a child responds to new phases and environmental changes.

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40
Q

What are the three (3) main patterns of temperament attributes?

A

(A) Easy Child
(B) Difficult Child
(C) Slow to wam up Child

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41
Q

This child is characterized to be even-tempered, regular and predictable in habits, positive, open to change, and displays mild to moderate mood intensity. About 40% of children fall into this category.

A

Easy Child

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42
Q

This child is characterized to be highly active, irritable, and has irregular habits. They require a structured environment and struggle to adapt to new routines and situations.

A

Difficult Child

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43
Q

This child reacts negatively to new stimuli, adapts slowly with repeated contact, is generally inactive, does not readily participate, and tends to be moody with low-intensity reactions.

A

Slow to Warm Up Child

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44
Q

How does a Difficult Child handle new routines or changes?

A

A Difficult Child struggles with new routines, needing structure and consistency to feel comfortable, as they are not naturally adaptable.

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44
Q

How does an Easy Child typically react to new stimuli?

A

An Easy Child approaches new stimuli positively and is adaptable to changes in their environment.

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45
Q

What is the initial reaction of a Slow to Warm Up Child to new situations?

A

A Slow to Warm Up Child typically reacts with mild negativity, showing low participation and adapting slowly unless given repeated exposure.

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46
Q

This refers to the regularity in the timing of physiological functions like eating, sleeping, and toileting, indicating a person’s biological rhythms.

A

Rhythmicity

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46
Q

This indicates physical motion during activities. This refers to how physically active a person is. Some people feel the need to be up and moving and on the go all the time, whereas other people are more likely to move more slowly and engage in quieter, calmer activities.

A

Activity Level

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47
Q

Differentiate the activity level between high-activity and low-activity children.

A

High-activity children are often restless, while low-activity children tend to engage in quieter activities and are less physically active.

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48
Q

This describes a child’s initial response to new stimuli. Approaching children explore new situations eagerly, while withdrawing children are slower to warm up and need time to adapt.

A

Approach-withdrawal

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49
Q

This is characterized as the ease with which a child adjusts to changes or new situations. Highly adaptable children transition easily, while those who are slower to adapt may struggle with changes.

A

Adaptability

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50
Q

This pertains to the level of sensitivity to sensory stimuli like sound and light needed to evoke a response. Children vary in their sensitivity, affecting their reactions to their environment.

A

Sensory Threshold

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51
Q

This pertains to the quality of mood reflects a child’s general disposition, ranging from positive (happy and upbeat) to negative (subdued or more reserved).

A

Predominant Quality

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52
Q

This refers to the energy level of a child’s reactions. High-intensity children react strongly to both positive and negative events, while low-intensity children have more subdued responses.

A

Intensity of Mood Expression

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53
Q

This pertains to the length of time or the ease with which external stimuli divert a child’s attention. Highly distractible children are easily sidetracked, while those with low distractibility can stay focused despite distractions.

A

Distractability

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54
Q

These individuals are characterized to be hot-headed yet compassionate, outgoing, and adventurous.

A

Sanguine Individuals

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55
Q

These individuals are characterized to be calm and easygoing, shy, and sometimes indecisive. They keep their calmness, can be a bit bratty, and tend to follow their own path.

A

Phlegmatic Individuals

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56
Q

These individuals are characterized to be often group leaders, efficient, organized, but can be bossy.

A

Melancholic Individuals

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57
Q

These individuals are characterized to be goofy, bubbly, fun to be around, and have a “YOLO” attitude, which sometimes lands them in trouble.

A

Choleric Individuals

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58
Q

What environmental factors influence a child’s growth and development?

A

(A) Socio-economic status
(B) Parent-child relationship
(C) Ordinal position in the family
(D) Health
(E) Nutrition

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59
Q

How does socio-economic status affect a child’s growth?

A

Socio-economic status impacts access to healthcare, nutrition, and immunization. Children in lower socio-economic settings may experience insufficient nutrition, incomplete immunizations, and higher susceptibility to diseases.

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60
Q

Why is nutrition important for a child’s development?

A

Proper nutrition provides essential nutrients for growth and immunity. Inadequate nutrition can lead to underweight conditions, making children more vulnerable to illnesses.

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61
Q

How does the parent-child relationship affect growth and development?

A

A child who feels loved and cared for thrives more than one who doesn’t. Quality time with parents is more valuable than the amount of time, and effective parental care supports better development.

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62
Q

These are to known to influence learning and social skills, as children often learn by observing and interacting with siblings.

A

Ordinal position (such as being the firstborn, middle, youngest, or only child)

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63
Q

How can health impact a child’s development?

A

Both environmental illnesses and genetic conditions can affect growth and development. Exposure to unhealthy environments can impair physical and cognitive growth.

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64
Q

Why is nutrition critical in child development?

A

Adequate nutrition supports growth, intelligence, and immunity. Poor maternal and childhood nutrition can limit growth and intelligence potential and weaken resistance to infections, affecting lifelong health.

(A) Health eating pattern leads to better health in adult years

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65
Q

This is a systematic principle that provides a framework for explaining phenomena, helping to understand why certain behaviors or developments occur.

A

THEORY

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66
Q

This is a skill or responsibility that must be achieved at a specific time in life to successfully accomplish future tasks.

A

DEVELOPMENT TASK

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67
Q

Who authored the psychoanalytic theory?

A

SIGMUND FREUD

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68
Q

Who authored the Psychosocial theory?

A

ERIK ERIKSON

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69
Q

Who authored the Cognitive theory?

A

JEAN PIAGET

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70
Q

Who authored the Theory of Moral Development?

A

LAWRENCE KOHLBERG

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71
Q

Who authored the Stages of Faith?

A

JAMES FOWLER

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72
Q

What is the neonatal age period?

A

The neonatal age period spans from birth to 27 or 28 days.

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73
Q

Define the infancy developmental age period.

A

Infancy is from 1 to 12 months of age.

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74
Q

What age range does the toddler stage cover?

A

The toddler stage includes ages 1 to 3 years.

75
Q

Describe the preschool developmental age period.

A

The preschool stage includes ages 3 to 6 years.

76
Q

What is the school age developmental period?

A

School age spans from 6 years to 13 years.

77
Q

At what ages does adolescence occur?

A

Adolescence ranges from 13 years to 18 years.

78
Q

Who is the founder of psychoanalysis

A

Sigmund Freud is the founder of psychoanalysis.

79
Q

What does Freud’s Psychoanalytic Theory suggest about human behavior?

A

All human behavior and personality are caused by specific factors and can be explained.

80
Q

What might cause emotional problems in adulthood according to Freud’s theory?

A

Failure to complete tasks in psychosexual development stages or childhood trauma can lead to emotional problems in adulthood.

81
Q

This is composed of biological, instinctual drives, and it is the innate part of personality focused on immediate pleasure and gratification.

A

Id

82
Q

What principle does the Id operate on?

A

The Id operates on the “pleasure principle,” where pleasure is the primary focus, and no regard is given to rules or societal norms.

83
Q

How does the Id satisfy its urges?

A

By seeking immediate, indiscriminate gratification, the Id fulfills its urges to maintain the body’s state of homeostasis.

84
Q

This is the biological force underlying pleasure-seeking activity, specifically related to life-sustaining actions and reproductive instincts.

A

Libido

85
Q

This under Id is characterized to drive activities that sustain life, such as eating and reproduction.

A

Eros (Life Instinct)

86
Q

This under id is characterized represents destructive forces and aggression.

A

Thanatos (Death Instinct)

87
Q

Characterize the Id.

A

(A) Unconscious mind of the individual. Part of person personality that is pleasure seeking, acts impulsive and rationally.
(B) The Id disregards societal norms, rules, and consequences, focusing solely on achieving pleasure.
(C) It operates in pleasure principle. Impulsive (and unconscious) part of our psyche that responds directly and immediately to basic urges, needs, and desires.

88
Q

This is the organized, rational, and reality-oriented part of the mind, balancing the desires of the Id and the moral standards of the Superego.

A

Ego

89
Q

When does the Ego develop?

A

The Ego begins to develop in the first two years of life as the infant experiences reality.

90
Q

What is the Ego’s main function in relation to the Id?

A

The Ego holds the Id in check, ensuring that its drives are satisfied in socially acceptable and realistic ways.

91
Q

How does the Ego interact with the Superego?

A

The Ego prevents the Id’s drives from violating the moral principles of the Superego.

92
Q

What principle does the Ego follow?

A

The Ego obeys the reality principle, which means it considers the external world and social norms in decision-making.

93
Q

In what areas of the mind does the Ego operate?

A

(A) The Ego operates in both the conscious and the unconscious mind.
(B) The ego takes into account social realities, norms, etiquette, and rules to determine how to behave.

94
Q

What is the goal of the Ego?

A

The goal of the Ego is to satisfy the Id’s demands in a safe and socially acceptable way.

95
Q

Describe the Ego in terms of maturity and adaptability.

A

(A) The Ego is considered the mature and adaptive part of the personality.
(B) The Ego works to prevent the expression of undesirable thoughts toward others by managing the impulses of the Id.

96
Q

This is the moral component of personality that strives for perfection, representing the internalized ideals we acquire from parents and society.

A

Superego (It is learned and operates on extremes (good or bad). It also inhibits or breaks the urges of the id).

97
Q

When does the Superego develop?

A

The Superego forms around age 5, largely through the resolution of the Oedipal complex and internalized moral lessons from parents.

98
Q

What principle does the Superego operate on?

A

The Superego operates on the morality principle, encouraging socially responsible and morally acceptable behavior.

99
Q

How does the Superego relate to the Id?

A

The Superego is in direct opposition to the Id, working to inhibit the Id’s impulses that conflict with moral and ethical standards.

100
Q

What are the two main components of the Superego?

A

The Superego consists of the Ego ideals, representing the person we strive to be, and the Conscience, which determines right and wrong.

101
Q

How is the Superego developed?

A

The Ego ideals are developed through rewards, while the Conscience forms through punishment and moral instruction.

102
Q

Describe how the Superego operates in terms of thought processes.

A

The Superego operates on extremes, viewing things as either completely good or bad, often imposing irrational standards of perfection.

103
Q

What role does the Superego play in decision-making?

A

The Superego persuades the Ego to pursue moralistic goals rather than just realistic ones, encouraging behavior that aligns with ethical standards.

104
Q

How does the Superego affect a person’s emotional state?

A

The Superego often introduces feelings of guilt and anxiety when one’s actions or thoughts conflict with its strict moral standards.

105
Q

What does the Superego reflect upon in personality?

A

The Superego reflects moral and ethical values, often representing the internalized parental standards.

106
Q

How does the Superego interact with reality?

A

The Superego promotes reality principles by guiding the Ego to adhere to moral standards within realistic limitations.

107
Q

This is characterized as the child’s achievement of a certain individual task depending on his or her psychosexual stage.

A

Psychosexual Stage of Development

108
Q

Under the Psychosexual Stage of Development, this stage transpired when the sight of pleasure is in the mouth.

A

Oral Stage (Birth to One Year)

109
Q

Under the Psychosexual Stage of Development, this stage transpires when the sight of pleasure is in the anal area or anus.

A

Anal Stage (One to Three Years)

110
Q

Under the Psychosexual Stage of Development, this stage transpires when the sight of pleasure is in the genitals.

A

Phallic Stage (Three to six Years)

111
Q

Under the Psychosexual Stage of Development, this stage has no sight of pleasure.

A

Latency Stage (Five to Six Years to Puberty) = 6 to 13

112
Q

Under the Psychosexual Stage of Development, this stage transpires when the sight of pleasure is in the genitalia.

A

Genital Stage (Genitals)

113
Q

What age range defines the Infancy Stage in psychoanalytic development?

A

Children aged 1 to 12 months.

114
Q

How do infants seek gratification during the infancy stage?

A

(A) Infants seek gratification primarily through the mouth, by sucking, tasting, and putting objects in their mouth.
(B) Breastfeeding provides both nourishment, enjoyment, and oral satisfaction, which helps relieve tension for the infant.

115
Q

Under the infancy stage (oral stage), this is the pleasure derived from oral activities (like sucking), which helps in emotional comfort and tension relief.

A

Oral Gratification

116
Q

What might occur if oral needs are not met during infancy?

A

If oral needs are unmet, it may result in traits like gullibility, dependency, aggression, or sarcasm in later life.

117
Q

Why are infants inclined to put objects in their mouth?

A

Infants are naturally curious and find comfort in oral stimulation, which satisfies both physical and emotional needs.

118
Q

What age range defines the Anal Stage in Freud’s developmental stages?

A

The Anal Stage occurs from ages 1 to 3 years.

119
Q

What developmental milestone is significant during the Anal Stage?

A

Toilet training is a major milestone, as children begin learning control over elimination.

120
Q

What personality traits may develop from strict toilet training?

A

Strict toilet training may lead to traits of obsessive cleanliness or orderliness later in life.

121
Q

How can a lenient approach to toilet training affect a toddler?

A

May lead to messiness

122
Q

What age range defines the Phallic Stage in Freud’s developmental stages?

A

Ages from 3 to 6 years old

123
Q

How does the source of pleasure shift in the Phallic Stage?

A

Pleasure shifts from anal activities to the genital area, where the child may explore through self-touching or curiosity.

124
Q

What does the child enjoy during the phallic stage?

A

Masturbation

125
Q

These complexes refer to a child’s unconscious desire for the opposite-sex parent and rivalry with the same-sex parent for attention.

A

(A) Oedipus (Males)
(B) Electra Complex (Females)

Both of these can create a sense of rivalry.

126
Q

This is the fear in boys that the father will punish them (often symbolized as castration) for their feelings towards the mother.

A

Castration Anxiety

127
Q

What age range defines the Latent Stage in Freud’s developmental stages?

A

6 to 13 years old (There is no sight of pleasure)

128
Q

How is libido expressed during the Latent Stage?

A

During the Latent Stage, libido is diverted into non-sexual activities, with energy focused on learning, social skills, and hobbies.

129
Q

What becomes the main focus for children in the Latent Stage?

A

Cognitive development, skill-building, and trait enhancement become the main focus, with energy channeled into playing and social interactions.

130
Q

What age range defines the Genital Stage in Freud’s developmental stages?

A

The Genital Stage occurs from ages 13 to 18 years, during adolescence (PUBERTY STAGE).

131
Q

What significant changes happen during the Genital Stage?

A

Adolescents establish new sexual aims and seek new love objects, indicating a mature approach to relationships and intimacy.

132
Q

How does energy shift in the Genital Stage?

A

Energy is directed toward forming friendships and exploring romantic relationships, with a focus on social connections.

133
Q

Under the genital stage (adolescent stage), this coincides with the development of sexual identity and interests.

A

Maturation of the Reproductive System

134
Q

This theory emphasizes a healthy personality as opposed to a pathologic approach.

A

PSYCHOSOCIAL THEORY

135
Q

Each psychosocial stage has two components:

A

(A) The favorable and the
(B) Unfavorable aspects of the core conflict

136
Q

What does the psychosocial stage stress?

A

It stresses the importance of culture and society in the development of the personality of the individual.

137
Q

What age range defines Middle Adulthood?

A

Middle Adulthood spans ages 40 to 65 years.

137
Q

What age range defines Young Adulthood?

A

Young Adulthood is from 21 to 39 years old.

138
Q

What age range defines Late Adulthood?

A

Late Adulthood is for individuals aged 65 years and above.

139
Q

Under the Psychosocial Development, this conflict arises in infancy stage of life.

A

Trust vs Mistrust (0 to 2 years old)

140
Q

What factors influence the development of trust in an infant?

A

The dependability and quality of the caregiver’s care, such as feeding, bathing, and responding to cries, influence trust development.

141
Q

What happens to the child if he or she successfully develops trust?

A

He or she may feel safe and secure.

142
Q

What might happen if an infant’s needs are not consistently met?

A

If needs are unmet, discomfort arises, and the child may develop mistrust, feeling fear and viewing the world as unpredictable.

143
Q

What are the nursing implications under the psychosocial stage of Trust vs Mistrust?

A

(A) Provide a primary caregiver
(B) Provide experiences that add security (soft sounds)
(C) Provide visual stimulation for active child involvement

144
Q

At what age does the Autonomy vs. Shame & Doubt conflict occur?

A

This conflict occurs during the toddler years, typically around ages 2 to 3.

145
Q

Under the psychosocial development, this focuses on developing freedom and independence, as children begin to control their bodies, make choices, and explore their environment.

A

Autonomy vs Shame and Doubt

146
Q

What developmental milestones are associated with the Autonomy vs. Shame & Doubt stage?

A

Key milestones include toilet training, walking, climbing, manipulating objects, and making decisions independently.

147
Q

When does the Autonomy vs Shame and Doubt occur?

A

TODDLER AGE

148
Q

What might cause feelings of shame and doubt to arise in toddlers?

A

Shame and doubt may arise when children are shamed for their choices, made to feel small, forced into dependence, or criticized for attempting tasks independently.

149
Q

How does an impatient caregiver affect a toddler’s development of autonomy?

A

An impatient caregiver may make the child feel self-conscious or inadequate, leading to shame and doubt in their abilities.

150
Q

This is a significant task that allows toddlers to gain control over their bodies, promoting a sense of independence and self-mastery.

A

TOILET TRAINING

151
Q

What is the nursing implication under the Autonomy vs Shame and Doubt?

A

(A) Provide opportunities for decision making (offering choices of clothes to wear or toys to play with).
(B) Praise for ability to make decisions rather than judging the correctness of any one decision.

152
Q

At what age does the Initiative vs. Guilt stage occur?

A

This stage occurs between ages 4 and 5, typically in preschool years.

153
Q

Under the psychosocial development, this stage focuses on on asserting control and power over their environment, learning new things, and taking initiative.

A

Initiative vs Guilt

154
Q

What skills are children developing in this stage?

A

Basic problem-solving, motor activities, initiating actions, and exploring their environment.

155
Q

What positive outcome results from successfully developing initiative?

A

Success leads to a sense of purpose.

156
Q

How might limited initiative affect future skills?

A

Children who don’t fully develop initiative may have limited brainstorming and problem-solving skills, often waiting for others to direct them. These may also lead to questions about one’s purpose or role in life.

157
Q

What is the nursing implications under Initiative vs Guilt?

A

(A) Provide opportunities for exploring new places or activities.
(B) Allow play to include activities involving water, clay or finger paint.

158
Q

At what age does the Industry vs. Inferiority stage occur?

A

This stage occurs between the ages of 6 and 11, typically during school-age years.

159
Q

Under the psychosocial development, this stage has the goal to become a “worker and producer” by engaging in tasks and activities that they can complete and take pride in.

A

Industry vs Inferiority

160
Q

Characterize the child’s behavior under Industry vs Inferiority.

A

(A) Children are ready to be workers and producers.
(B) They want to engage in tasks and activities they can carry through completion.
(C) They need and want real achievement.

161
Q

Under industry and inferiority, this helps in developing a sense of industry.

A

Ego Quality

162
Q

What might lead to feelings of inferiority in children?

A

Feelings of inferiority may develop if children believe they cannot meet expectations, or if their efforts go unacknowledged (or if too much is expected of them).

163
Q

What are the nursing implications under industry vs inferiority?

A

Provide opportunities such as allowing child to assemble and complete a short project so that child feels rewarded for accomplishment

164
Q

During which stage does the Role Identity vs. Role Confusion conflict occur?

A

This conflict occurs during adolescence.

165
Q

What are adolescents overly preoccupied with during this stage?

A

They are overly preoccupied with how they appear in the eyes of others compared with their own self-concept.

166
Q

What struggle do adolescents face in Role Identity vs. Role Confusion?

A

They struggle to fit the roles they have played and those they hope to play with the roles and fashions adopted by their peers.

167
Q

What are adolescents learning about themselves in this stage?

A

(A) They are learning who they are and what kind of person they want to be.
(B) Choose what vocation and calling which influenced by the peer pressure or society.

168
Q

What is the outcome if adolescents cannot adapt to their roles?

A

(A) They experience role confusion, feeling unsure of who they are and uncertain about their future.
(B) Some adolescents seek a negative identity.

169
Q

What are the nursing implications under role identity vs role confusion?

A

(A) Provide opportunities to discuss feelings about events important to him or her.
(B) Offer support and praise for decision making.

170
Q

During which stage does the Intimacy vs. Isolation conflict occur?

A

This conflict occurs during young adulthood.

171
Q

This is the ability to relate well with others, forming long-lasting friendships and relationships with both sexes.

A

Intimacy

172
Q

How does a sense of success in intimacy affect a person?

A

It develops feelings of love and worth.

173
Q

How might a lack of intimacy affect new parents?

A

Parents without a sense of intimacy may struggle more with accepting a pregnancy and loving a newborn child.

174
Q

What emotional risk is associated with intimacy?

A

There is a risk of rejection and hurt if love is not reciprocated.

175
Q

What might happen if a person’s love is not returned in this stage?

A

They may lose confidence, struggle with coping, and have difficulty forming good relationships.

176
Q

During which stage does the Generativity vs. Stagnation conflict occur?

A

This conflict occurs during middle adulthood.

177
Q

This is a sense of self-confidence and the ability to balance various roles, extending concern to family and community.

A

Generativity

178
Q

How might a person express generativity?

A

By creating things, such as having children or leaving a legacy in their workplace.

179
Q

What kind of community involvement do generative people often engage in?

A

They may become more active politically or work to solve environmental problems.

180
Q

What is the outcome for those who devote themselves to only one role in life?

A

They may reach the end of middle age with a narrow perspective and struggle to cope with change.

181
Q

What feelings may arise in individuals experiencing stagnation?

A

They may feel self-absorbed, unproductive, and perceive a lack of progress in their lives.

182
Q

During which stage does the Ego Integrity vs. Despair conflict occur?

A

This conflict occurs during late adulthood.

183
Q

What characterizes older adults who achieve ego integrity?

A

They feel good about the life choices they have made.

184
Q

How do adults with integrity often contribute to family?

A

They play a role in child-rearing and help children develop trust and initiative.

185
Q

What is a key feeling of those experiencing despair?

A

They wish life could begin again to make different choices.

186
Q

What emotions are common in older adults who feel despair?

A

Regret and a sense of missed opportunities (“maraming pinagsisihan”).

MATERNAL AND CHILD NURSING (14 decks)

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