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PerDev CPE > OVERALL REVIEWER > Flashcards

OVERALL REVIEWER Flashcards

1
Q

-experiencing rapid growth
and development
-you are physically
maturing and know how to
take care of your body
-you are sexually capable of
reproduction (meaning be
responsible of your body)

A

Early Adolescence (13-14)

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2
Q

Achieving new and mature
relations with age mates of
both sexes, achieving a
masculine or feminine
social role, and achieving
emotional independence
from parents and other
adults

A

Middle Adolescence (15-17)

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3
Q

-putting away your childish ways
and start doing things by
yourself
-becoming more adept in social
settings and more capable of
establishing intimate
relationship
-attraction to another person.
-knowing who you are.

A

Middle Adolescence (15-17)

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4
Q

The intellectual or cognition in
middle adolescence has a growth
in abstract thoughts and the
cause-effect relationship better
understood.

A

Middle Adolescence (15-17)

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5
Q

The identity development in early
adolescence pursues a realistic goal
with training and career development.
It also establishes ethical and moral
value system. You should already
formed attitudes , learned skills and
established relationships that will give
you bases of ascertaining what kind of
life you want to lead.

A

Late Adolescence (18-21)

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6
Q

-focused on planning
and preparing for
marriage and family life,
economic career,
acquiring sets of values

A

Late Adolescence (18-21)

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7
Q

BODY IMAGE
 Preoccupation with physical
changes and critical in
appearance
 Anxieties about sexual
characteristic changes

A

Early Adolescence (10-14)

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8
Q

BODY IMAGE
 Less concern about physical
changes but increase interest
in personal attractiveness

A

Middle Adolescence (15-17)

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9
Q

BODY IMAGE
 Usually uncomfortable
with body image

A

Late Adolescence (18-21)

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10
Q

INTELLECTUAL/COGNITION
 Concrete thoughts dominate
“here and now”
 Cause and effect relationship
underdeveloped

A

Early Adolescence (10-14)

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11
Q

INTELLECTUAL/COGNITION
 Growth in abstract thoughts:
revert to concrete thought under
stress
 Cause-effect relationship better
understood

A

Middle Adolescence (15-17)

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12
Q

INTELLECTUAL/COGNITION
 Abstract thought established
Future oriented; able to
understand, plan and pursue
long range goal.
 Philosophical and idealistic

A

Late Adolescence (18-21)

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13
Q

IDENTITY DEVELOPMENT
 ‘Am I normal?”
 Daydreaming
 Vocational goals change
frequently
 Begin to develop own value
system

A

Early Adolescence (10-14)

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14
Q

IDENTITY DEVELOPMENT
 Experimentation -sex, drugs,
friends, jobs, risk-taking behavior.

A

Middle Adolescence (15-17)

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15
Q

IDENTITY DEVELOPMENT
 Pursue realistic vocational goal
with training and career
development
 Relate to family as adult
 Realization of own limitations and
mortality

A

Late Adolescence (18-21)

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16
Q

PHYSICAL GROWTH
 Puberty: rapid growth period
 Secondary sexual characteristics
appears

A

Early Adolescence (10-14)

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17
Q

PHYSICAL GROWTH
 Secondary sexual characteristics
 95% adult height reached

A

Middle Adolescence (15-17)

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18
Q

PHYSICAL GROWTH
 Physical maturity and reproductive
growth leveling off and ending

A

Late Adolescence (18-21)

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19
Q

Exercising self-control
and willpower to make
ethical choices and
achieve personal
goals.

A

Self-Discipline

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20
Q

Showing respect for
others’ time by being on
time for commitments
and appointments.

A

Punctuality

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21
Q

Respecting and
embracing diversity,
including differences in
cultures, beliefs, and
lifestyles.

A

Tolerance and Acceptance

22
Q

Taking responsibility for
one’s mistakes and
learning from them to
grow and improve.

A

Accountability

23
Q

Selflessly helping
others without
expecting anything in
return.

A

Altruism

24
Q

Recognizing and
appreciating the
positive things in one’s
life and expressing
thankfulness.

A

Gratitude

25
Q

Remaining steadfast
and devoted to
individuals, groups,
or causes that are
important to you.

A

Loyalty

26
Q

Treating others with
consideration,
fairness, and valuing
their rights, beliefs,
and opinions.

A

Respect

27
Q

Treating all individuals
impartially and
equitably, and
advocating for equal
opportunities and
treatment.

A

Justice and Fairness

28
Q

Understanding and
caring about the
feelings and needs of
others, and taking
action to help and
support them.

A

Compassion and Empathy

29
Q

Being truthful,
trustworthy, and
maintaining high
ethical standards in all
interactions.

A

Honesty and Integrity

30
Q

As individuals mature, they develop a set
of moral values and beliefs that guide
their behavior. These values can be
influenced by cultural, familial, religious,
and societal factors.

A

Moral Values and Beliefs

31
Q

it constitutes your physical attributes, your
health, and your posture and poise.

A

Body

32
Q

the way you think, and how you
perceive things around you, how things affect your
feelings and bring sensation out of it.

A

thoughts

33
Q

these are experiences
that prompt you to act or behave the way you do.

A

emotions and sensations

34
Q

DEVELOPMENTAL TASK
are set of knowledge and skills that
employees need a specific job or
occupation.

A

DEVELOPING OCCUPATIONAL SKILLS

35
Q

DEVELOPMENTAL TASK
ability to identify your own skills and
knowledge, capabilities, and resources
to engage in meaningful activities and
not to rely too much on others.

A

SELF-RELIANCE

36
Q

DEVELOPMENTAL TASK
It is the ability to distinguish the
difference between wants and needs and
be able to learn self-control when
handling their finances.

A

ABILITY TO MANAGE FINANCES

37
Q

DEVELOPMENTAL TASK
is an ethical framework and suggests
that an entity, be it an organization or
individual, has an obligation to act
for the benefit of society at large.

A

SOCIAL RESPONSIBILITY

38
Q

DEVELOPMENTAL TASK
It is the development of pride in what
they do a and raise standards of
excellence in the quality of their work

A

MATURE WORK ORIENTATION

39
Q

DEVELOPMENTAL TASK
is the idea that human beings choose,
instigate, or otherwise cause their own
actions.

A

PERSONAL RESPONSIBILITY

40
Q

DEVELOPMENTAL TASK
seeing work as an important as an
expression of our love for people who are
important to us

A

POSITIVE ATTITUDE TOWARD WORK

41
Q

-Infants discover relationships
between actions and the
consequences of these actions.
-They learn to grasp, push, crawl,
stand and walk.
-Memory and early language are
developing

A

PIAGET’S 1ST STAGE OF COGNITIVE DEVELOPMENT: Sensorimotor
Birth to 2 years old

42
Q

The child learns to use language,
represents objects by using words,
develops memory and imagination,
engages into make-believe stories.
The child thinks based on his
intuition but still lacks logic.

A

PIAGET’S 2ND STAGE OF COGNITIVE DEVELOPMENT: Pre-operational
2 - 7 years old

43
Q

The child starts thinking logically
about objects, events and can
concretely reason out. Being
egocentric is decreasing while
awareness of external events is
increasing.

A

PIAGET’S 3RD STAGE OF COGNITIVE DEVELOPMENT: Concrete Operational Stage
7 to 10 years old

44
Q

The child thinks logically, formulate
hypotheses and possibilities and
becomes concerned with personal
and social relationships.

A

PIAGET’S 4TH STAGE OF COGNITIVE DEVELOPMENT: Formal Operational Stage
11 years old and up

45
Q

Aggressive, moody, impulsive, fear of failure, insecure, impatient, disorganized, etc.

A

Personal Limitations Examples

46
Q

attributes that you will have difficulty doing, letting other people identify your personal limitations is better than identifying them on your own

A

Limitations

47
Q

Adventurous, focused, disciplined, flexible, creativity, patience, adaptability, etc.

A

Personal Strengths Examples

48
Q

what you do best and where your genuine talents are, advantage to get the most value for others

A

personal strength

49
Q

while you are cooking you accidentally touched the hot surface of the pan. what reaction of your body comes first?

A

FEELINGS, ACTIONS, THOUGHTS

50
Q

psychosocial theory of erik erikson during identity vs role confusion stage

A

to remain insecure and confused about the future

PerDev CPE (1 decks)

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