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11-JOEL > Perdev- 2nd Quarter > Flashcards

Perdev- 2nd Quarter Flashcards

1
Q

Which type of development?

Most girls have completed the physical changes related to puberty by age __

A

15
Physical Development

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2
Q

Boys are still maturing and gaining strength, mucle mass, and height and are completing the development of sexual traits.

A

Physical Development

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3
Q

May stress over school and test scores

A

Emotional Development

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4
Q

Is self-involved (may have high expectations and low self-concept)

A

Emotional Development

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5
Q

Seeks privacy and time alone

A

Emotional Development

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6
Q

Is concerned about physical and sexual attractiveness

A

Emotional Development

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7
Q

May complain that parents prevent him or her from doing things independently

A

Emotional Development

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8
Q

Starts to want both physical and emotional intimacy in relationships

A

Emotional Development

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9
Q

Experiences of intimate relationships

A

Emotional Development

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10
Q

shifts in relationship with parents from dependency and subordination to one that reflects the adolescent’s increasing maturity and responsibilities in the family and the community

A

Social Development

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11
Q

Is more and more aware of social behavior of friends

A

Social Development

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12
Q

Seeks friends that share the same beliefs, values, and interests

A

Social Development

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13
Q

Friends become more important

A

Social Development

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14
Q

Starts to have more intellectual interests

A

Social Development

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15
Q

Explores romantic and sexual behaviors with others

A

Social Development

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16
Q

May be influenced by peers to try risky behaviors (alcohol, tobacco)

A

Social Development

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17
Q

Becomes better able to set goals and think in terms of the future

A

Mental Development

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18
Q

Has a better understanding of complex problems and issues

A

Mental Development

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19
Q

Starts to develop moral ideas and to select role models

A

Mental Development

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20
Q

It is the body’s reaction to a challenge, which could be anything from outright physical danger to asking someone for a date or trying out for a sports team. The human body responds to stressors by activating the nervous system and specific hormones

A

Stress

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21
Q

Common Triggers of Teen Stress:

6 items

A

Academic Stress
Social Stress
Family Discord
World Events
Traumatic Events
Significant Life Changes

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22
Q

From grades to test scores to applying to college, adolescent experience high levels of school-related stress. Many adolescent worry about meeting academic demands, pleasing teachers and parents, and keeping up with their classmates. Poor time management skills or feeling overwhelmed by the amount of work can play into academic stress as well.

A

Academic Stress

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23
Q

Adolescent place a high value on their social lives. They spend the majority of their waking hours among their peers, and finding and keeping their tribes can include stress at times.

A

Social Stress

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24
Q

Stress trickles down, and anything that impacts the family can affect the adolescent. Unrealistic expectations, marital problems, strained sibling relationships (including sibling bullying), illness in the family, and financial stress on the family can all trigger a spike in adolescent stress.

A

Family Discord

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25
Q

School shootings, acts of terrorism, and natural disasters worry parents, but they also trigger stress for adolescent. Adolescent are often privy to the 24-hour news cycle, and hearing bits and pieces of scary news, both domestic and abroad, can leave adolescent wondering about their safety and the safety of their loved ones.

A

World Events

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26
Q

Death of a family member or friend, accidents, sickness, or enduring emotional or physical abuse can have a lasting impact on adolescent stress levels. It‘s also important to note that teen dating violence affects approximately 10% of teens.

A

Traumatic Events

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27
Q

Like adults, adolescent experience stress due to this. Moving, starting a new school, and changes in the makeup of the family (including divorce and blended families) can trigger stress for adolescent. Not knowing how to cope with big changes is overwhelming and can be confusing for the developing adolescent.

A

Significant Life Changes

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28
Q

Ways of Coping Stress:

A
  • Stop for a moment (especially when you feel your muscles tightening up) and take a few deep breaths.
  • Do a relaxing exercise. Swing your hands at your sides and stretch.
  • Take a “power nap.” Lie down and totally relax for a few minutes. Find time to do the things you enjoy.
  • Leave your study area for a while to take a brisk walk.
  • Find a quiet place to read a magazine or novel during break or at lunch. If possible, look at some peaceful images such as forests, beaches, etc. These images can initiate a relaxation response.
  • Look up.
  • Keep something humorous on hand, such as a book of jokes.
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29
Q

Major Parts of the Brain

A

• Brain stem
• Cerebellum
• Cerebrum

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30
Q

connects the spinal cord and the brain. It controls functions that keep people alive such as breathing, heart rate, blood pressure and food digestion.

A

Brain stem

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31
Q

That region controls voluntary movement. When you want to lift your fork, wave your hand, brush your hair or wink.

A

Cerebellum

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32
Q

It is the largest of the three brain sections, accounts for about 85 percent of the brain’s weight, and has four lobes. The lobes- frontal, parietal, temporal and occipital each have different functions.

A

Cerebrum

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33
Q

4 Lobes of Cerebrum

A

• Parietal lobe
• Frontal lobe
•Occipital lobe
• Temporal lobe

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34
Q

Helps people understand what they see and feel.

A

Parietal lobe

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35
Q

Determines personality and emotions.

A

Frontal lobe

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36
Q

Where vision functions are located.

A

Occipital lobe

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37
Q

Hearing and word recognition abilities are in the ______

A

Temporal lobe

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38
Q

The basic functional units of the nervous system, are three-part units and are key to brain function.

A

Neurons

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39
Q

They are comprised of a nerve cell body, axon and dendrite, and they power the rapid-fire process that turns thought into movement.

A

Neurons

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40
Q

The thought moves as an electrical signal from the nerve cell down the axon to a dendrite, which looks like branches at the end of nerve cells. The signal jumps from the end of the dendrite on one cell across the space, called a synapse, to the dendrite of another cell with the help of chemicals called neurotransmitters. That signal continues jumping from cell to cell until it reaches the muscle you need to wave, wink or walk.

A

Neurons

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41
Q

The signal jumps from the end of the dendrite on one cell across the space, called a ___, to the dendrite of another cell with the help of chemicals called ___.

A

synapse
neurotransmitters

42
Q

___ ___ regenerate throughout life happens very slowly after a certain age.

A

Brain cells

43
Q

During the ___ ___ of life, the brain experiences most of it’s growth and develops most of it’s potential for learning. That’s the time frame in which ___, or the creation of pathways for brain cells to communicate, occurs.

A

first year
synaptogenesis

44
Q

___ such as glue, paint, gasoline and aerosols, destroy the outer lining of nerve cells and make them unable to communicate with one another.

A

Inhalants

45
Q

___ use hinders memory, learning, judgment and reaction times, while steroids cause aggression and violent mood swings.

A

Marijuana

46
Q

___ use is rising among young people, Rusche said, and scientists have found that drug destroys neurons that make serotonin, a chemical crucial in controlling sleep, violence, mood swings and sexual urges.

A

Ecstasy

47
Q

Is a powerful thinking tool. It is a graphical technique that mirrors the way the brain works, and was invented by Tony Buzan.

A

Mind mapping

48
Q

It helps to make thinking visible.

A

Mind mapping

49
Q

Who invented Mind Mapping?

A

Tony Buzan

50
Q

Most people make notes using lined paper and blue or black ink. Making notes more attractive to the brain by adding color and rhythm can aid the learning process, and can help to make learning fun.

A

Mind mapping

51
Q

The subject being studied is crystallized in a central image and the main theme radiates out from the central image on branches.

A

Mind mapping

52
Q

Each branch holds a key image or a key word. Details are then added to the main branches and radiate further out.

A

Mind Mapping

53
Q

____ have a wide variety of uses, for example, note taking, revision planning, planning for writing and problem solving can all be successfully carried out using the technique. The colors and the graphics used will help children to organize their ideas and thoughts.

A

Mind maps

54
Q

It’s the way your thoughts, feelings, and
behaviors affect your life.

A

Mental health.

55
Q

leads to positive self-image and in-turn,
satisfying relationships with friends and others

A

Good mental health

56
Q

It also helps determine how we handle stress, relate to others,
and make choices.

A

Mental Health

57
Q

Having ____ helps you make good decisions and
deal with life’s challenges at home, work, or school.

A

good mental health

58
Q

What kind of mental challenges can one have?

6 items

A
  1. A sudden encounter with snake
  2. Reviewing for upcoming exam
  3. It could be something physical like an illness
  4. Something social bullying or being left
  5. It could be argument with your family
  6. Or a death of a parent
59
Q

People who are mentally and emotionally healthy by HelpGuide.org. (2020) have:

8 items

A
  1. A sense of contentment
  2. A zest for living and the ability to laugh and have fun.
  3. The ability to deal with stress and bounce back from adversity.
  4. A sense of meaning and purpose, in both their activities and their relationships.
  5. The flexibility to learn new skills and adapt to change.
  6. A balance between work and play, rest and activity, etc.
  7. The ability to build and maintain fulfilling relationships.
  8. Self-confidence and high self-esteem.
60
Q

According to Mental Health Foundation (2020), Good mental health is
central to an adolescent’s healthy development if associated to:

A
  1. being in good physical health, eating a balanced diet and getting regular
    exercise.
  2. having time and the freedom to play, indoors and outdoors
  3. being part of a family that gets along well most of the time
  4. going to a school that looks after the wellbeing of all its pupils
  5. taking part in local activities for young people.
61
Q

Other factors that are also important for developing a good mental health, including:

7 items

A
  • feeling loved, trusted, understood, valued and safe
  • being interested in life and having opportunities to enjoy themselves
  • being hopeful and optimistic
  • being able to learn and having opportunities to succeed
  • accepting who they are and recognizing what they are good at
  • having a sense of belonging in their family, school and community
  • feeling they have some control over their own life
62
Q

COMMON MENTAL HEALTH DISORDERS IN ADOLESCENCE (7)

A
  • ANXIETY DISORDERS
  • DEPRESSION
  • ATTENTION DEFICIT-HYPERACTIVITY DISORDER (ADHD)
  • EATING DISORDERS
  • SCHOOL PHOBIA
  • LEARNING DISABILITY
  • CONDUCT DISORDER
63
Q

Characterized by feelings of excessive uneasiness, worry, and fear

A

anxiety disorders

64
Q

anxiety disorders mostly occur in approximately ____ of ____year-old

A

32 percent, 13-18

65
Q

examples of anxiety disorders

A
  • generalized anxiety disorder,
  • post-traumatic stress
    disorder,
  • social anxiety disorder,
  • obsessive-compulsive disorder, and
  • phobias
66
Q

Depressed mood that affects thoughts, feelings, and daily activities,
including eating, sleeping, and working

A

depression

67
Q

depression usually ccurs in approximately ____ of ____-olds

A

13 percent, 12- to 17-year

68
Q

examples of depression (3):

A
  • depressive disorder,
  • postpartum depression, and
  • seasonal affective disorder
69
Q

Characterized by continued inattention and/or hyperactivity-impulsivity
that interferes with daily functioning or development

A

ATTENTION DEFICIT-HYPERACTIVITY DISORDER (ADHD)

70
Q

adhd mostly occurs in approximately ____ of ____-year-olds

A

nine percent, 13- to 18

71
Q

Characterized by extreme and abnormal eating behaviors, such as
insufficient or excessive eating

A

EATING DISORDERS

72
Q

eating disorders mostly occur in almost ____ of ____year-olds

A

three percent, 13- to
18-

73
Q

examples of eating disorders:

A
  • anorexia nervosa,
  • bulimia, and
  • binge eating disorder
74
Q

School refusal should be considered a heterogeneous and multicausal syndrome.

A

SCHOOL PHOBIA

75
Q

School avoidance may serve different functions depending on the individual child.

A

school phobia

76
Q

These may include avoidance of specific fears provoked by the school environment
(e.g., test-taking situations, bathrooms, cafeterias, teachers),

A

school phobia

77
Q

escape from aversive social situations (e.g., problems with classmates or teachers),

A

school phobia

78
Q

separation anxiety, or attention-seeking behaviors (e.g., somatic complaints, crying spells) that worsen over time if the child is allowed to stay home.

A

school phobia

79
Q

Reduced intellectual ability and difficulty with everyday activities – for example
household tasks, socializing or managing money – which affects someone for their
whole life.

A

learning disability

80
Q

People with a ____ tend to take longer to learn and may need support to develop new skills, understand complicated information and interact with other people.

A

learning disability

81
Q

Examples of learning disorders include: -

A
  • Dyslexia
  • Dyscalculia
  • Dysgraphia
82
Q

difficulty with reading

A

Dyslexia –

83
Q

difficulty with math

A

Dyscalculia –

84
Q

difficulty with writing

A

Dysgraphia –

85
Q

a group of repetitive and persistent behavioral and emotional problems in youngsters.

A

conduct disorder

86
Q

Children and adolescents with this disorder have great difficulty
following rules, respecting the rights of others, showing empathy, and
behaving in a socially acceptable way.

A

conduct disorder

87
Q

The 6 dimensions of
psychological wellbeing by Exploring
your mind (2017):

A
  • SELF-ACCEPTANCE
  • CONTROL OVER YOUR SURROUNDINGS
  • POSITIVE RELATIONSHIPS WITH OTHERS
  • AUTONOMY
  • PERSONAL GROWTH
  • LIFE PURPOSE
88
Q

9 WAYS ON STAYING MENTALLY HEALTHY DURING ADOLESCENT

A
  1. TELL YOURSELF SOMETHING POSITIVE.
  2. WRITE DOWN SOMETHING YOU ARE GRATEFUL FOR.
  3. FOCUS ON ONE THING (IN THE MOMENT)
  4. EXERCISE
  5. EAT A GOOD MEAL
  6. OPEN UP TO SOMEONE
  7. DO SOMETHING FOR SOMEONE ELSE
  8. TAKE A BREAK
  9. GO TO BED ON TIME
89
Q

a relation between people - a state of connectedness
between people (especially an emotional connection)

A

Relationship -

90
Q

relationships between people, especially
those between friends, lovers and family members

A

Personal relationships -

91
Q

strong affection for another arising out of kinship or
personalities

A

Love

92
Q

attraction based on sexual desire :

A
  • affection and
    tenderness felt by lovers -
  • affection based on admiration,
  • benevolence, or
  • common interests (love for his schoolmates)
93
Q
  • the act of binding yourself (intellectually or
    emotionally) to a course of action - a message that makes a pledge
A

Commitment

94
Q

the act, power, or property of attracting - attractive
quality; magnetic charm; fascination; allurement; enticement - a person or thing that draws, attracts, allures, or entices

A

Attraction

95
Q
  • the social force that binds you to the courses of
    action demanded by that force - a form of trustworthiness; the trait of
    being answerable to someone for something or being responsible for
    one’s conduct
A

Responsibility

96
Q

is an essential component in any
discussion of relationships, but this varies greatly from person to
person. The Bureau of the Census defines family as “two or more
persons who are related by birth, marriage, or adoption and who
live together as one household.” But many people have family they
don’t live with or to whom they are not bonded by love, and the
roles of family vary across cultures as well as throughout your own
lifetime.

A

Family The concept of “family”

97
Q

can be thought of as a close tie between two people
that is often built upon mutual experiences, shared interests,
proximity, and emotional bonding. Friends are able to turn to each
other in times of need.

A

friendship

98
Q

____, including marriage, are close relationships formed between two people that are built upon affection, trust, intimacy, and romantic love. We usually experience this kind of relationship with only one person at a time

A

Partnerships

99
Q

Why personal relationship is
important…

A
  • Live longer
  • Deal with stress
  • Be healthier
  • Feel richer
100
Q

On the other hand, low social support is linked to a
number of health consequences, such as:

A
  • Depression
  • Decreased immune function
  • Higher blood pressure
101
Q

a person or thing that draws, attracts, allures, or entices

A

Enticement

11-JOEL (32 decks)

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