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HS 2700 > Understanding Normal & In Utero > Flashcards

Understanding Normal & In Utero Flashcards

1
Q

What Makes a Good Theory?

A
  1. Explains
  2. Predict
  3. Increase understanding
  4. Testable - can be disproven
  5. Specific
  6. Falsifiable
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2
Q

Biological and Evolutionary Theories

A

Genetics and epigenetic interact with the environment

Genotype vs. phenotype
- genotype: specific genetic material on individual chromosomes
- phenotype: obsersved characteristics

Patterns of inheritance
- dominant-recessive pattern
- polygenic inheritance: many
genes influence a trait
- multi-factorial inheritance: genes and environment
- mitochondrial inheritance: inherit genes from the mother’s egg

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3
Q

What is Epigenetics?

A

Epigenetic’s: the study of changes from modification of gene expression (not altered genetic code)

  • epigenetic markers regulate gene expression by turning genes on and off
  • Dr. thorenburg - father of epigenetic’s
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4
Q

What is the 100-year Effect?

A
  • the things the mother does during pregnancy not only effect her fetus, but her child’s fetus
    ○ What I eat, my physical activity, and my environment affect the development of my baby, and also my grand baby, because my daughter carries her daughters eggs in my uterus
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5
Q

What is the U-shaped curve?

A
  • Babies born with low birth weight and high birth weight has same high risk of developing chronic disease (than those with normal birth rate)
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6
Q

What are Psychoanalytic Theories?

A
  • developmental change happens because of the influence of internal drives and emotions on behaviour
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7
Q

Freud’s Psychosexual Theory

A
  • behaviour is determined by conscious and unconscious
    processes
  • libido is an instinctual sexual drive
  • personality structure has 3 parts that develop over time (Id, Ego, Superego)
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8
Q

3 Parts of Personality (Freud)

A

Id - base instincts
- present at birth
- driven by pleasure
- is selfish and demands gratification
- A newborn is all id: they cry when hungry, defecate when the urge strikes
- “i want it now”

Ego - Mediates Id
- develops around age of 2
- guided by logic and reality
- delays gratification
- “we need to plan and wait to have it”

Superego - Morality
- develops at age 5
- guided by guilt
- “you cant have it, its not right”

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9
Q

5 Stages of Development (Freud)

A
  1. Oral (0-2 yrs)
    - infant achieves gratification through oral activities (thumb sucking, feeding)
    - Too much indulgence OR too little stimulation = fixation
    Fixation: smoking, overeating, passivity
  2. Anal (2-3yrs)
    - child responds to some demands of society (ie. bowel an bladder control
    Fixation = person who is compulsively organized or lacks self-control and is sloppy
  3. Phallic (3-7yrs)
    - becomes aware of sexuality; learns difference b/w males and females
    Fixation = vanity or recklessness
  4. Latency (7-11 yrs)
    - focus is on friendships
    - sexual urges are quiet
    Fixation = NONE
  5. Genital (11-adult)
    - focus is sex and production
    - learns to deal with opposite sex
    - if they have successfully completed other stages, they will have mature sexuality and interest in others
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10
Q

What is a Fixation?

A
  • If you do not move through stages successfully, you will get stuck/fixated in one
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11
Q

What is a Defense Mechanism?

A
  • unconscious physiological operation that functions to protect a person from anxiety-producing thoughts, feelings related to internal conflicts, outer stressors
    • If you cant not resolve a conflict, you will experience this fixation in later life
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12
Q

Criticisms of developmental stages/fixations (freud theory)?

A
  • NOT testable
  • Not falsifiable

Still follow this bc:
- One of the 1 st theories
- Basis for other theories

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13
Q

Psychosocial Theory (Erikson)

A
  • The choices we make are focused on meeting cultural and social needs rather than biological ones
  • societies expectations and relationships motivate our behaviour
  • driven by conscious thoughts (not unconscious urges)
  • believes we need to move through and resolve 8 conflict
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14
Q

8 Psychosocial Stages (Erikson)

A
  1. Infancy (0 to 18 months)
  2. Early Childhood (2 to 3)
  3. Preschool (3 to 5)
  4. School Age (6 to 11)
  5. Adolescence (12 to 18)
  6. Young Adult (19 to40)
  7. Middle Adulthood (40 to 65)
  8. Maturity (65 to death)
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15
Q

Stage 1

A

Infancy (0 to 18 months):
- Conflict: Trust vs. Mistrust
- Imp Events: Feeding/Comfort
- Key Question: Is my world safe?
- Outcome: Children develop a sense of trust when caregivers provide reliability, care, and affection. A lack of this will lead to mistrust.

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16
Q

Stage 2

A

Early Childhood (2 to 3):
- Conflict: Autonomy vs. Shame and Doubt

  • Imp Events: Toilet Training/Dressing
  • Key Question: Can I do things by myself or need I always rely on others?
  • Outcome: Children need to develop a sense of personal control over physical skills and a sense of independence. Success leads to feelings of autonomy, while failure results in feelings of shame and doubt
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17
Q

Stage 3

A

Preschool (3 to 5):
- Conflict: Initiative vs. Guilt
- ImpEvents: Exploration/Play
- Key Question: Am I good or bad?
- Outcome: Children need to begin asserting control and power over the environment. Success in this state leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt

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18
Q

Stage 4

A

School Age (6 to 11):
- Conflict: Industry vs. Inferiority
- Imp Events: School/Activities
- Key Question: How can I be good?
- Outcome: Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority.

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19
Q

Stage 5

A

Adolescence (12 to 18):
- Conflict: Identity vs. Role Confusion
- Imp Events: Social Relationships/Identity
- Key Question: Who am I and where am I going?
- Outcome: Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self.

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20
Q

Stage 6

A

Young Adult (19 to 40):
- Conflict: Intimacy vs. Isolation
- Imp Events: Intimate Relationships
- Key Question: Am I loved and wanted?
- Outcome: Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation.

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21
Q

Stage 7

A

Middle Adulthood (40 to 65):
- Conflict: Generatively vs. Stagnation
- Imp Events: Work and Parenthood
- Key Question: Will I provide something of real value?
- Outcome: Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world.

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22
Q

Stage 8

A

Maturity (65 to death):
- Conflict: Ego Identity vs. Despair
- Imp Events: Reflection on life
- Key Question: Have I lived a full life?
- Outcome: Older adults need to look back on life and feel a sense of fulfillment. Success at this stage leads to feelings of wisdom, while failure results in regret, bitterness, and despair.

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23
Q

Criticism of Psychosocial Theory

A
  • Milestone are not unique to each age - they can happen at any age
  • You can also go back
    ○ Not everyone will face crisis and continue to move forward after they resolve it
24
Q

What is the Humanistic Alternative?

A
  • most important internal drive is to achieve one’s full potential
  • self actualization is the ultimate goal in life
  • To reach self-actualization, you have to have all of your lower level needs: physiological needs, safety needs, belongingness and love needs, esteem needs,
25
Q

Critique of the Humanistic Alternative?

A
  • Does not define what self-actualization actually means
  • Not very specific, more able to generalize
26
Q

What are Learning Theories?

A
  • focus on how experiences in the environment shape the child
  • human behaviour is shaped
    by classical and operant conditioning
27
Q

**Classical Vs. Operant Conditioning

A

Pavlov Classical
- A neutral stimulus is paired with an unconditioned stimulus to produce an automatic response. Over time, the neutral stimulus becomes a conditioned stimulus that elicits the conditioned response by itself
- A learned response = conditioned response
- ie. rang a bell so the dogs would salivate to the sound of the bell as they knew food was coming

Skinners Operant
- Reinforcing by punishing or taking something away
- Behaviour is shaped and maintained by reinforcement (increasing behaviour) or punishment (decreasing behaviour

  • Positive reinforcement: adding something to encourage a behaviour (ie. giving a cookie for cleaning a room)
  • negative reinforcement: when taking something unpleasant away from a situation encourages behaviour (ie. alarm clock going off)
  • Punishment: effort to stop behaviour (ie. Follow an action with something unpleasant )
28
Q

Criticisms with Learning Theory?

A
  • Behaviours are not always permanent
  • Testing proposes ethical issues
  • Stronger in ability to test and predict: can change the stimulus, reward and punishment
  • Does not account for all ages
  • Does not account for free will
    ○ Teens making conscious decisions
    ○ Ie. Going out and getting drunk then having class the next day
29
Q

What are the 4 Cognitive Theories?

A

Cognitive Theories: emphasize aspects of development

  1. Piaget
  2. Information Processing
  3. Vygotsky
  4. Bandura
30
Q

Piaget Theory of Cognitive Development

A

based on:

  1. Scheme - categories of knowledge/ mental boxes of concepts (ie. we have schemes for “soft”, “sour” etc,.)
    - internal structure that provides us with procedure to follow (not actively thinking about it, just do it)
  2. Assimilation - how an experience is similar to what we already know to make sense of an experience (ie. his voice sounds a lot like yours)
    ex. tying shoe
  3. Accommodation - making sense of a new experience by adding new scheme (ie. this food is unlike anything I’ve tasted before = new category of bitter-sweet foods)
  4. Equilibrium - process of balancing assimilation and accommodation to make scheme that fit the new environment - learn what works and doesn’t
31
Q

Piagets 4 Stages of Cognitive Development

A
  1. Sensorimotor (0-2 yrs)
    - rely on use of motor and sensory skills (experience world through sense)
    - object permanence developed
    - language used for demand
  2. Pre-operational (2-7 yrs)
    - children use symbolic thinking (ie. language, gestures)
    - imagination is strong
    - conservation developed
  3. Concrete Operational (7-11 yrs)
    - concepts are understood (when linked to situations)
  4. Formal Operational (11+)
    - can think logically and abstractly
    - strategize and plan
    - concepts can be applied
32
Q

Criticism of Piagets Cognitive Development Theory

A
  • overemphasizing the role maturation plays in cognitive development
  • Underestimating the role culture and interaction plays in cognitive development
33
Q

Information Processing

A
  • the computer is alike human thinking in terms of memory processing
  • we get information, it gets transferred to long or short term memory and can be retrieved
34
Q

Vygotsky’s Sociocultural Theory

A
  • learning through language, social, and cultural interactions
  • Believed a person’s potential abilities can be realized if given the guidance from others
35
Q

What is Scaffolding?

A

Scaffolding: when a child gets guidance from an adult to do skill they are not capable of doing on their own
- If they do this during the zone of proximal development, they will be able top master the skill on their own
- Ie. Using 2 fingers to help a child learn to walk

36
Q

Piaget VS. Vygotsky

A

Piaget
- minimal emphasis on sociocultural context
- learning is based on scheme, adaptation, assimilation, accommodation
- support children to explore their world

Vygotsky
- strong emphasis on sociocultural context
- learning is based on zone of proximal development and scaffolding
- make opportunities for children to learn with others

37
Q

Bandura

A
  • learning occurs through observation, imitation, and modelling
  • you dont have to be able to do something to learn something
  • people are both influenced by surroundings and influence their surroundings
38
Q

What is Systems Theory?

A
  • personal and external factors form a dynamic integrated system
  • it is not just about the context of the environment, but that we influence the environment and the environment influences us
39
Q

Brofenbrenner Bioecological System Theory

A
  • development explained in terms of the relationships
    between people and their environments, or context
40
Q

Ecological Systems Model

A

Microsystems
- Impact a child directly
(parents, teachers, friends)

Mesosystems
- Indirectly impacts the child
(the relationship between parents and school)

Exosystem
- Larger institutions: mass media, healthcare system
that impacts families, friends, and schools

Macrosystem
- broader cultural values and beliefs

Chronosystem
- changes which occur during a childs life (ie. birth of a new child)

41
Q

What is the problem with all of these theories?

A
  • All white men
    • Understanding development has created gaps in understanding because they were only created by a non-diverse group of white males
      ○ Perspectives are missing
42
Q

The 1st Stage: Conception

A
  • Women are having children later
  • Women are having more twins, triplets etc,.
    ○ UVF is the largest contributor to that
  • AMA (Geriatric pregnancy) - having a baby after the age of 35, is becoming more common
    ○ Women are beginning to prioritize different things - can they afford it, they want to start their career
  • AMA leads to increase in used of assisted reproductive tech
    ○ fertility drugs
    ○ freezing eggs
    ○ artificial insemination
43
Q

Pregnancy and Prenatal Development

A

Antenatal
- conception to postpartum (6-8 wks after birth)

Pregnancy
- woman’s body is nurturing a
developing embryo or fetus- 40 weeks

Prenatal
- process that transforms a zygote into a newborn

44
Q

Pregnancy Trimesters

A

First (3 months)
- from zygote
implantation to 12 weeks

Second (3-7 months)
- 12 -24 weeks
- you begin to feel the fetus
moving

Third (7 months - birth)
- 25+ weeks increased
emotional attachment to
the fetus

45
Q

Key issues in 1st trimester

A

○ Ectopic pregnancy
○ Bleeding
○ Malnutrition
- Malnourish occurs bec of morning sickness - everything they eat is coming back up
- Hyperemesis - extreme form of morning sickness
○ Miscarriage
○ Abnormal urine/blood tests
○ Increased blood pressure

46
Q

Key issues in 2nd trimester

A
  • increased blood pressure
  • bleeding
  • premature labour
  • bladder infection
  • toxemia/preeclampsia
    ○Preeclampsia: sharp spike in blood pressure
    ○ Eclampsia = mores severe and can include seizures or coma
47
Q

Age of Viability

A
  • Age of viability: 23 weeks
    ○ If you go into labour before that, they wont do anything because the age of survival is low
    ○ Just because a baby survives, does not mean it has a normal growth trajectory
    • Age of viability is getting younger because more technology and precision medicine - we are better able to save younger babies
48
Q

Youth with complex care conditions…

A
  • is a small group with high medical needs
  • consumes 1/3 of child healthcare spending
49
Q

Issues in Prenatal Development

A
  1. Genetic Disorders
    - autosomal dominant
    disorders (i.e. Huntington’s
    disease, extra fingers);
    - autosomal recessive
    disorders (i.e. sickle-cell,
    cystic fibrosis)
    - sex-linked
    recessive disorders
    (i.e.red-green colour
    blindness, missing front
    teeth)
  2. Chromosomal Errors
    - trisomy (3 copies- i.e.
    Down Syndrome)
    - anomalies with sex
    chromosomes (Turner’s
    syndrome)
  3. Teratogens
    - things the mother does that can influence the baby/agents causing fetal damage
    - greatest risk is in 1st 8 weeks
    - ex. Smoking , Alcohol , Drugs, Vaping, Cannabis
50
Q

Effects of Preterm babies

A
  • cerebral palsy
  • cognitive impairment
  • visual and hearing impairment
  • poor health and growth
  • behavioural and social-emotional problems
  • Some preterm children may not experience any of these effects
51
Q

Effects of Low Birth Weight

A
  • negative effects on mental and motor development and
    growth at 9 months to 2 years of age
  • effects on physical and mental development seems to
    lessen over time but the growth effects do not

LBW - 5lbs 5 oz
VLBW - > 3.9 lbs
ELBW > 2.3 lbs
Normal - 5.8-8.13
Canada average - 8lb 7 oz
(for context)

52
Q

2 Types of Births

A

Hospital
- OB or Midwife in birth suites (with a bed, tub, yoga ball, and all medical equipment)

Home Birth
- Midwife
- has all comforts of home and medical equipment of a rural hospital

53
Q

Is Home Birth Safe

A
  • The likelihood of another home birth increases
  • Home birth is offered to women with no risk factors
    ○ Can not have multiples
    ○ Can not have pre existing conditions
    ○ They can not be induced
  • Low risk women have as good (better) outcomes than hospital birth bec..
    ○ Less stressful
    ○ Less risk of infection
    ○ Only low-risk babies are delivered at home
    ○ Both low and high-risk babies are delivered at the hospital’s
54
Q

4 Stages of Labour

A

Stage 1
- uterus muscles start to tighten (contract) and then relax
- contractions help
to thin (efface) and open
(dilate) the cervix so the
baby can pass through
the birth canal
- braxton hicks - false labour

Stage 2
- cervix is dilated completely (10cm) and baby is born
- an episiotomy can be performed ( incision made bw vagina and anus to avoid tissue tearing)

Stage 3
- occurs after baby is born
- you have contractions until the placenta is delivered

Stage 4
- the first few hours after birth (breastfeeding etc)
- massive hormone dump
- Common for women to shake, feel cold

55
Q

How Fetal Distress Occurs

A
  • after 40 weeks, there is risk of placenta death
  • Fetal heart rate deceleration is a sign that the baby has to be delivered
  • during the process of birth some babies go into fetal distress (sudden change in fetal heart rate)
  • anoxia (oxygen deprivation) can result in death or brain damage
56
Q
A

HS 2700 (10 decks)

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