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PEDIA > UNIT 1 > Flashcards

UNIT 1 Flashcards

1
Q

Pias

A

Child science

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2
Q

iatros

A

healer or doctor

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3
Q

ics

A

branch of

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4
Q

means “healer of children.”

A

Pediatrics –

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5
Q

means the science of childcare and scientific treatment of childhood disease. is synonymous with child health.

A

Pediatric

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6
Q

is a branch of medicine that deals specifically with children, their development, childhood diseases, and their treatment

A

Pediatric

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7
Q

is the art and science of giving nursing care to children from birth through adolescence with a holistic family-centered approach, including emphasis on their physical growth, mental, emotional, psychosocial, and spiritual development

A

Pediatric Nursing

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8
Q

Father of Pediatric –

A

Dr. Abraham Jacobi

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9
Q

Two Primary goals of Pediatric care in all roles/ settings:

A
  1. Health Promotion
  2. Health Maintenance
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10
Q
  • The role of a pediatric nurse is both
A

caring and curing.

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11
Q

o is a continuous process in both wellness and illness. It refers a helping, guiding, and counseling.

A

Caring

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12
Q

o refers to the act of diagnosis and management, usually during illness.

A

Curing

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13
Q
  • The has the responsibility of providing nursing care in hospitals, home, clinical, school, and community where children and their parents have health and counseling needs.
A

pediatric nurse

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14
Q
  • Functions of a Pediatric Nurse
A
  • Primary Caregiver / Direct nursing caregiver
  • Healthcare planning and delivery
  • Ethical decision making
  • Case Management
  • Coordination /collaboration
  • Health educator
  • Health Education
  • Anticipatory guidance
  • Child Care Advocate
  • Support/counseling
  • Health services
  • Nurse- counselor
  • Recreationist
  • Social worker
  • Nurse Consultant
  • Team coordinator and collaborator
  • Nurse Researcher
  • Evidence-based practice
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15
Q

is a complex phenomenon because of the many interrelated facets involved.

A

Growing up

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16
Q

denotes a net increase in the size or mass of the tissue. Human growth is orderly and predictable, but not even; it follows a cyclical pattern. It is largely attributed to the multiplication of cells and an increase in the intracellular substance.

A

growth

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17
Q

It is largely attributed to the multiplication of cells and an increase in the intracellular substance.

A

GROWTH

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18
Q

 responsible for the increase in height in male

A

Testosterone –

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19
Q

– responsible for the increase in height in female

A

 Estrogen

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20
Q

 Stoppage of height coincides with the eruption of

A

the wisdom teeth.

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21
Q

The most sensitive measurement of growth.
* Weight of a baby 2x- 5mos, 3x -1yr, 4x- 2-2 ½ years old

A
  • Weight
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22
Q

increase 1 inch/month during 1st 6 months
* ½ inch / month-7-12 months

A
  • Height
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23
Q

refers to a process of change in growth and capability over time, as a function of both maturation of physiologic and psychosocial systems to more complex state interaction with the environment. It refers to an increased capacity to function at more advanced levels.

A

DEVELOPMENT

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24
Q
  • Overall changes in the individual.
  • Describes the changes in the organism.
  • continuous process- from womb to tomb
  • changes are qualitative in nature & cannot be measured- can be assessed
  • possible without growth
A

DEVELOPMENT

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24
Q

: development or evolution of a species or group; a pattern of development for a species. Phylogenetic function depends mainly on maturation.

A

– Phylogeny

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25
Q

development of an individual within a species. Ontogenetic functions depend on training and experience.

A

– Ontogeny:

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26
Q

How to measure development

A
  1. by simply observing a child doing a specific task
  2. by noting parent’s description of the child progress
  3. by DDST- Denver Development Screening Test
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27
Q

4 main rated categories in development

A
  1. Language / communication
  2. Personal /social –
  3. Fine motor adaptive –
  4. Gross motor skills –
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28
Q

– ability to interact

A

Personal /social

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29
Q

ability to use hand movements

A

Fine motor adaptive –

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30
Q

ability to use large body movements

A

Gross motor skills –

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31
Q

synonymous with development

A

Maturation

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32
Q

– the concept of being open

A
  • readiness
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33
Q
  • Increase in child’s competence and adaptability.
  • It is describing the qualitative change in a structure.
  • The level of maturation depends on the child’s heredity.
    The orderly, sequential changes in the body is generally predetermined to undertake.
    Certain behaviors are not possible until a specific developmental stage has been reached
A

Maturation

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34
Q

– is the ability to learn and understand from experience, to acquire and retain knowledge, to respond to a new situation, and to solve problems.

A

Cognitive development

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35
Q

Normal IQ =

A

90-100

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36
Q

Gifted Child =

A

130 IQ level

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37
Q
  • Knowing what to expect of a child at any given age.
  • Gaining a better understanding of the reasons behind illnesses.
  • Helping in formulating the plan of care.
  • Helping in parents’ education in order to achieve optimal growth & development at each stage.
A

Importance of Growth and Development for Nurses

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38
Q

from conception to birth

A

Prenatal stage

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39
Q

– birth to 12 months.

A

Infancy Stage

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40
Q

– 1st 28 days of life

A

neonate

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41
Q

– 29 days -1 year

A

infancy

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42
Q

– 1-3 years old

A

Early Childhood stage / Toddler

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43
Q

– 4-6 years old

A

Pre-school

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44
Q

– 7-12 years old

A

Middle Childhood (school age) stage

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45
Q

-11-13 years old

A

Pre-adolescent

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46
Q

-12-18 years old (21 years old in a male)

A

Adolescent stage

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47
Q

– 18 – 34 years old

A

Early adulthood

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48
Q

– 35- 60 years old

A

Middle adulthood

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49
Q

– 60 years old to death

A

Late adulthood

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50
Q

is a continuous process that begins with conception and ends with death. The principle is from womb to tomb

A

Growth and development

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51
Q

grows rapidly within 1-2 yrs.

A

o Brain - CNS - Neurologic tissues

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52
Q

 The brain achieves its adult proportion by

A

age 5.

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53
Q
  • These patterns are definite and predictable
A

Patterns of Growth and Development

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54
Q
  • Malnutrition may result to
A

MILD MENTAL RETARDATION

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55
Q

are fairly developed during childhood.

A
  • Renal, Digestive, Musculoskeletal
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56
Q

 grows rapidly in infancy and childhood, protection from infection

A
  • Lymphatic system – (lymph nodes)
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57
Q
  • Tonsils achieve their adult proportion by
A

age 5.

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58
Q

rapid growth at puberty

A
  • Reproductive system –
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59
Q

is the period of most rapid growth and development

A

Fetal and infancy

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60
Q

is the period of rapid growth and development

A

An adolescent

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61
Q

– slow growth and development

A

Toddler

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62
Q

– slower growth and development

A

Preschooler

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63
Q

Primary factors affecting Growth and Development

A
    • Heredity
      -* Environment
  • Quality of nutrition
  • Quality of nutrition
  • Socio-economic status
  • Health
  • Ordinal position in the family
  • Parent-child relationship
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64
Q

The genetic composition of an individual determines the physical characteristics, it is the genetic blueprint from which the individual grows and develops.
- Race
- Intelligence
- Sex
- Nationality

A
  • Heredity
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65
Q

Although children cannot grow taller than their genetically programmed height potential allows, their adult height may be considerably less than genetic potential if their environment hinders their growth in some way.

A
  • Environment
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66
Q

also plays a vital role in the body’s susceptibility to disease because poor nutrition limits the body’s ability to resist infection. Lack of calcium could leave a child prone to rickets, a disease that affects growth by causing shortening or bowing of long bones. Lack of vitamins can lead to visual impairments, poor healing, and poor bone growth

A
  • Quality of nutrition/Nutrition
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67
Q

Because health care and good nutrition both cost money, children born into families of low socioeconomic means may not receive adequate health supervision or good nutrition. Poor health supervision can leave them without immunization against measles or other childhood illnesses and therefore vulnerable to diseases that could cause permanent neurologic damage if complications occur

A
  • Socio-economic status
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68
Q

Diseases that come from environmental sources can have as strong an influence on growth and development as genetically inherited diseases. Infants cared for in neonatal intensive care units, for example, may develop some decrease in hearing because of the overstimulation of sound, an example of health being directly influenced by the environment

A
  • Health
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69
Q

The position of a child in the family (first-born child, middle child, the youngest child, only child) and the size of the family have some bearing on a child’s growth and development. An only child or the oldest child in a family, for example, generally excels in language development because conversations are mainly with adults. Youngest children may develop language more slowly, especially if older children talk “baby talk” with them. Children learn by watching other children, however, so the youngest child who has many examples to watch may excel in other skills, such as toilet training at an early age.

A
  • Ordinal position in the family
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70
Q

Cultural norms within a family play a role in determining when a child is expected to achieve particular developmental milestones. Children who are loved to thrive better than those who are not. Either parent or a nonparent caregiver may serve as the primary caregiver or form a primary parent-child love relationship. It is the quality of time spent with children, not the amount of time, that is important. Loss of love from a primary caregiver, as might occur with the death of a parent, or interruption of parental contact through hospitalization

A
  • Parent-child relationship
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71
Q

occurs in a regular direction reflecting the development of neuromuscular functions: these apply to physical, mental, social, and emotional development

A

A. Directional Trends

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72
Q

development occurs along the body`s long axis. Control overhead, mouth, and eye movements precede control over the upper body, torso, and legs.

A
  1. Cephalo-caudal (head down to toes)
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73
Q

development from the center of the body to the extremities.

A

2.Proximodistal (center of the body to the peripheral)

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74
Q

“differentiation” development occurs from simple operation to a complex one.

A

Mass to specific

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75
Q

to reason and solve problems.

A

Children use their cognitive and language skills

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76
Q

each part develops in the same direction, same time and not at the same rate.

A

Symmetrical

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77
Q

involves a predictable sequence of growth and development to which the child normally passes.

A

Sequential pattern

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78
Q

creep, crawl, stand, walk, run

A
  1. Locomotion
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79
Q

universal trends in the rate and age of maturation.
- refers to the worldwide trend of maturing earlier and growing larger as compared to succeeding generations.

A

Secular patterns

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80
Q

the most comprehensive indicator of developmental status.
- act based on your age

A
  • Behavior
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81
Q

the universal language of the child

A
  • Play
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82
Q

Types of growth:

A

Physical growth (Height, Weight, head & chest circumference)

Physiological growth (vital signs …)

83
Q

means the physical growth and strengthening of a child’s bones, muscles, and ability to move and touch his/her surroundings.

A

Motor development

84
Q

refer to small movements in the hands, wrists, fingers, feet, toes, lips, and tongue.

A

Fine motor skills

85
Q

involve motor development of muscles that enable babies to hold up their heads, sit and crawl, and eventually walk, run, jump, and skip.

A

Gross motor skills

86
Q

A child’s motor development falls into two categories:

A

fine motor and gross motor.

87
Q

Typical motor skill development follows a predictable sequence.

A

It starts from the inner body, including the head, neck, arms, and legs, and then moves to the outer body such as hands, feet, fingers, and toes.

88
Q

is important throughout a child’s early life because physical development is tied to other development areas.

A

Motor development

89
Q

means how children think, explore, and figure things out. It is the development of knowledge, skills, problem-solving, and dispositions, which help children to think about and understand the world around them

A

Cognitive development

90
Q

is the construction of thought processes, including remembering, problem-solving, and decision-making, from childhood through adolescence to adulthood

A

Cognitive development

91
Q

refers to how a person perceives, thinks, and gains an understanding of his or her world through the interaction of genetic and learned factors.

A

Cognitive development

92
Q

refers to the ability to recognize, express, and manage feelings at different stages of life and to have empathy for the feelings of others.

A

Emotional development

93
Q

The development of these emotions, which include both positive and negative emotions are largely affected by

A

relationships with parents, siblings, and peers.2

94
Q

The newborn infant expresses his emotion just through

A

a cry for hunger, pain or discomfort sensation

95
Q

is about improving the well-being of every individual in society so they can reach their full potential.

A

Social development

96
Q

refers to how people develop social and emotional skills across the lifespan, with attention to childhood and adolescence.

A

Social Development

97
Q

allows us to form positive relationships with family, friends, teachers, and other people in our lives. As we mature, we learn to better manage our own feelings and needs and to respond appropriately to the feelings and needs of others.

A

Healthy social development

98
Q

can be affected by a child’s personality, the opportunities they have for social interaction, behaviors learned from parents, and developmental disorders.

A

Social development

99
Q

is a systematic statement of principles that provides a framework for explaining some phenomenon.

A

theory

100
Q

provide road maps for explaining human development.

A

Developmental theories

101
Q

is a skill or a growth responsibility arising at a particular time in an individual’s life, the achievement of which will provide a foundation for the accomplishment of future tasks.

A

developmental task

102
Q

stress the importance of the environment on growth and development. Learning theory proposes children are like blank pages that can be shaped by learning

A

Sociocultural theories

103
Q

was trained in psychoanalytic theory but later developed his own theory of psychosocial development, a theory that stresses the importance of culture and society in the development of the personality

A

Erik Homburger Erikson Erik Erikson (1902–1996)

104
Q

One of the main tenets of his theory, that a person’s social view of self is more important than instinctual drives in determining behavior, allows for a more optimistic view of the possibilities for human growth.

A

Erik Homburger Erikson Erik Erikson (1902–1996

105
Q

describes eight developmental stages covering the entire life span. At each stage, there is a conflict between two opposing forces. The resolution of each conflict, or accomplishment of the developmental task of that stage, allows the individual to go on to the next phase of development.

A

Erikson

106
Q

 Father of Psychosocial Development
 His Theory is Post-Freudian Theory
 Intended his theory of personality to extend rather than reject Freud`s Psychoanalysis and to offer a new “way of looking things “.

A

Erick Ericson

107
Q

 A world fame Psychoanalyst, Anthropologist, Psychohistorian, and Medical School Professor. Yet he had no college degree of any kind.

A

Erick Ericson

108
Q

identity crisis

A

a turning point in ones life that may either strengthen or weaken ones personality.

109
Q

 Invented the term identity crisis

A

Erick Ericson

110
Q

 His theory reflects his own background, that consist of arts, extensive travels, experiences with varied culture and a lifelong search of his own identity
 At each stage, children confront a crisis that requires the integration of personal needs & skills with social & cultural expectations.

A

Erick Ericson

111
Q

derive from Psycho which means mind, brain, and personality. Social which means the external relationships and environment.

A

Psychosocial

112
Q

Greek prefix epi- (ἐπι- “over, outside of, around”)

A

epigenetic

113
Q

__ implies features that are “on top of” or “in addition to” the traditional genetic basis for inheritance) which states that a person`s development is predetermined.

A

epigenetics

114
Q

– a harmonious element (e.g. Trust) &

A

Syntonic

115
Q

a disruptive element (e.g. Mistrust)

A

Dystonic –

116
Q

Infant

A

Trust vs mistrust

117
Q

toddler

A

Autonomy vs shame & doubt

118
Q

Pre schooler

A

Initiative vs guilt

119
Q

Grade schooler

A

Industry vs. inferiority

120
Q

Teenager

A

Identity vs role confusion

121
Q

Young adult

A

Intimacy vs isolation

122
Q

Middle-age adult

A

Generativity vs stagnation

123
Q

Older adult

A

Integrity vs Despair

124
Q

was an Austrian neurologist and the founder of psychoanalysis, a clinical method for treating psychopathology through dialogue between a patient and a psychoanalyst

A

Sigmund Freud

125
Q

developed the best-known theory of personality focused upon internal growth or psychodynamics’.

A

Sigmund Freud

126
Q

became both a theory of personality and a method of psychotherapy.

A

Freud psychoanalysis

127
Q

Psychoanalytic theory has three major parts:

A

-theory of the structure of personality
-* A theory of personality dynamics
-theory of psychosexual developmen

128
Q

in which the id, ego, and superego are the principal parts.

A

theory of the structure of personality

129
Q

in which conscious and unconscious motivation and ego- defense mechanisms play a major role.

A

theory of personality dynamics

130
Q

in which different motives and body regions influence the child at different stages of growth, with effects persisting in the form of adult personality traits.

A

theory of psychosexual development

131
Q

Pleasure

A

ID –

132
Q

Reality

A

EGO –

133
Q

For perfection/ideal

A

SUPEREGO –

134
Q

is the original source of personality, which is present in a newborn.

A

Id

135
Q

the most primitive part, can be thought of as a sort of storehouse of biologically based urges: to eat, drink, eliminate, and especially, to be sexually stimulated.

A

Id

136
Q

 The sexual energy that underlies these urges is called the

A

libido.

137
Q

is completely selfish; concerned with the immediate gratification of instinctual needs, and the biological drives, like hunger, sex.

A

Id

138
Q

operates according to the pleasure principle, seeking to reduce tension, avoid pain, and obtain pleasure.

A

id

139
Q

attempts to reduce tension by wish fulfillment. In other words, it is referred to as primary process thinking. Whatever comes first in the person’s mind, he or she wants to satisfy that desire immediately.

A

pleasure principle

140
Q

is ‘I’ which means ‘self’.

A

Ego

141
Q

acts as a mediator or balancer between the demands of Id and superego.

A

ego

142
Q

is based on the Reality Principle.

A

ego

143
Q
  • delays the discharge of tension. It postponed its desires
A

The ego

144
Q

waits for the right moment for the satisfaction of desire, whereas id satisfies desires immediately.

A

Ego

145
Q

develops from Id and works for Id. is an executive, which mediate between the demands of id and realities of the world and demands of the superego

A

Ego

146
Q
  • Control and regulation of instinctual derives.
  • Relation to reality
    o Sense of reality
    o Reality testing
    o Adaptation to reality
  • Primary autonomous function
    o Perception
    o Thinking
    o Speaking
    o IQ
    o Memory
  • Intuition
A

Functions of Ego

147
Q
  • It is ideal rather than real.
A

Superego (the moral component)

148
Q

is that part of the personality that represents internalized values, ideals, and moral attitudes of society.

A

superego

149
Q
  • It is an outgrowth of learning the taboos and moral values of society. It is referring to conscience and is concerned with right and wrong.
A

Superego (the moral component)

150
Q

ego-ideal- superego develops with the Oedipus complex. It strives for perfection. It is society himself. It is extreme of Id and it is for self-preservation by society norms.

A
  • Rewarding functions
151
Q

negative part of the superego. It is developed by punishment, lack of reward, conditioning of childhood brings conscience. It gives guilt and self-criticism. A child takes or interjects the moral standards of parents.

A
  • Consciences:
152
Q

It is a rewarding function of the superego. It is by positive reinforcement for i.e. copy, menu rimes of a father, or any beloved person.

A
  • Ego Ideal:
153
Q

believed that personality develops through a series of childhood stages in which the pleasure-seeking energies of the id become focused on certain erogenous areas

A

Psychosexual Development
Freud

154
Q

are parts of the body that have especially strong pleasure-giving qualities at particular stages of development.

A

Erogenous zones

155
Q

– During the first year of life, the mouth is the principal organ. Gratification is by sucking the breast of the mother and bottle.

A

o Oral stage 0 to 2 years

156
Q

o Membranes of the anal region provide pleasure. Not passing fecal matter also gives pleasure to the child.

A

Anal stage 2 to 3 years –

157
Q

o – self-manipulation of the genital organs; the child also identifies a group to which he belongs’; what is the difference between him and his younger sister.

A

Phallic stage 3 to 6 years

158
Q

o – this is a stage of psychosexual development when overt sexual interest is repressed and sublimated. The child’s attention is focused on learning skills and other peer activities.

A

Latency stage of 6 to 12 years

159
Q

– This is the final stage of psychosexual development reached in puberty when the deepest feelings of pleasure are said to come from heterosexual relations

A

Genital stage

160
Q

is the psychoanalytic defense mechanism that occurs when the individual remains locked in an earlier developmental stage because needs are under- or over-gratified

A

Fixation

161
Q

is a persistent focus on an earlier psychosexual stage. Until this conflict is resolved, the individual will remain “stuck” in this stage.

A

fixation

162
Q
  • Swiss developmental psychologist \
  • Development for logical thinking. Each stage arises from & builds on the previous stage in an orderly fashion.
A

John Piaget

163
Q

explains how a child constructs a mental model of the world.

A

Piaget’s theory of cognitive development

164
Q

a comprehensive theory about the nature and development of human intelligence. Development for logical thinking. Each stage arises from & builds on the previous stage in an orderly fashion

A

Piaget’s theory of cognitive development

165
Q

development suggests that children move through four different stages of mental development. His theory focuses not only on understanding how children acquire knowledge but also on understanding the nature of intelligence.

A

Jean Piaget’s theory of cognitive development

166
Q

Jean Piaget’s theory of cognitive development
Sensorimotor stage:

A

birth to 2 years

167
Q

Preoperational stage:

A

ages 2 to 7

168
Q

Concrete operational stage:

A

ages 7 to 11

169
Q

ages 12 and up

A

Formal operational stage:

170
Q

Understands world through sense and actions

A

Birth - 2 years

171
Q

Understands world through language and mental images

A

2-7 years

172
Q

Understands world through logical thinking and categories

A

7-12 years

173
Q

Understands world through hypothetical thinking and scientific reasoning

A

12 years onwards

174
Q

constitute an adaptation of a psychological theory originally conceived by the Swiss psychologist Jean Piaget.

A

Lawrence Kohlberg’s stages of moral development

175
Q

began work on this topic while being a psychology graduate student at the University of Chicago in 1958 and expanded upon the theory throughout his life.

A

Kohlberg

176
Q

American psychologist and educator knew for his theory of moral development.

A

Lawrence Kolhberg (1927-1987)

177
Q

A psychologist who portrayed on education, anthropology, and philosophy, to inform his work on the development of moral judgment and on moral judgment and on moral behavior

A

Lawrence Kolhberg (1927-1987)

178
Q

is an aspect of a person`s overall development that follows over the course of a lifetime.
is growth, and, like all growth, it takes place according to a pre-determined sequence.

A

Moral development

179
Q

o Stage 1: (Punishment & obedience orientation)
 A deed is perceived as “wrong” if one is punished; the activity is “right” if one is not punished
 2-3 years: punishment & obedience heteronomous morality orientation
o Stage 2: (Instrumental-relativist orientation)
 “Right” is defined as that which is acceptable to & approved by the self. When actions satisfy one’s needs, they are “right.”
 4-7 years: individualism

A

LEVEL I: (Pre-conventional) -(Birth to 9 years) Authority figures are obeyed.

180
Q
  • Cordial interpersonal relationships are maintained.
  • Approval of others is sought through one’s actions.
    Stage 3: (Interpersonal concordance): Authority is respected.
    Stage 4: (Law and order orientation):
  • The individual feels “duty-bound” to maintain social order
  • 7-10 years: orientation to interpersonal relations of mutuality – the satisfaction of society
  • 10-12 years: maintenance of social order, fixed rules & authority
A

LEVEL II: Conventional (9-13 years)

181
Q
  • An individual understands the morality of having democratically established laws.
    Stage 5: (Social contract orientation)
  • It is “wrong” to violate others’ rights.
    Stage 6: (Universal ethics orientation)
  • The person understands the principles of human rights & personal conscience. A person believes that trust is the basis for relationships.
A

LEVEL III: Post-conventional (13+ years)

182
Q

 A deed is perceived as “wrong” if one is punished; the activity is “right” if one is not punished
 2-3 years: punishment & obedience heteronomous morality orientation

A

o Stage 1: (Punishment & obedience orientation)

183
Q

 “Right” is defined as that which is acceptable to & approved by the self. When actions satisfy one’s needs, they are “right.”
 4-7 years: individualism

A

o Stage 2: (Instrumental-relativist orientation)

184
Q

Authority is respected.

A

Stage 3: (Interpersonal concordance)

185
Q
  • The individual feels “duty-bound” to maintain social order
  • 7-10 years: orientation to interpersonal relations of mutuality – the satisfaction of society
  • 10-12 years: maintenance of social order, fixed rules & authority
A

Stage 4: (Law and order orientation):

186
Q
  • An individual understands the morality of having democratically established laws
A

LEVEL III: Post-conventional (13+ years)

187
Q
  • It is “wrong” to violate others’ rights.
A

Stage 5: (Social contract orientation)

188
Q
  • The person understands the principles of human rights & personal conscience. A person believes that trust is the basis for relationships.
A

Stage 6: (Universal ethics orientation)

189
Q

was an American theologian who was a Professor of Theology and Human Development at Emory University. He was director of both the Center for Research on Faith and Moral Development and the Center for Ethics until he retired in 2005. He was a minister in the United Methodist Church

A

James W. Fowler III (October 12, 1940 – October 16, 2015)

190
Q

He is best known for his book Stages of Faith, published in 1981, in which he sought to develop the idea of a developmental process in “human faith”.

A

James W. Fowler III

191
Q

These stages of faith development were along the lines of

A

Jean Piaget’s theory of cognitive development and Lawrence Kohlberg’s stages of moral development.

192
Q

are closely related to the moral and ethical portion of the child’s self-concept and, as such, must be considered as part of the child’s basic needs assessment. Children need to have a meaning, purpose and hope in their lives.

A

Spiritual beliefs

193
Q

has identified seven stages in the development of faith, many of which are closely associated with and parallel cognitive and psychosocial development in childhood

A

Fowler (1981)

194
Q

Trust, hope, and love compete with environmental inconsistencies or threats of abandonment.

A

Stage 0: Undifferentiated Faith

195
Q

Generally, children from birth to about 2 years of age.Children have the potential for faith but lack the ability to act on that potential. Through loving care from parents and other adults in their life, young children start to build a lived experience of trust, courage, hope, and love.
The beginning of faith is established with the development of basic trust through their relationships with the primary caregiver.
This stage of development encompasses the period of infancy during which children have no concept of right or wrong, no beliefs, and no convictions to guide their behavior.

A

Stage 0: Undifferentiated Faith

196
Q

Toddler-preschooler:
* Imitates parental behaviors and attitudes about religion and spirituality.
* Has no real understanding of spiritual concepts.

A

Stage 1: (Intuitive- projective faith)

197
Q

The school-age years (6-12 years old
o Accepts the existence of a deity.
o Religious & moral beliefs are symbolized by stories.
o Appreciates others’ viewpoints.
o Accepts the concept of reciprocal fairness.

A

Stage 2: Mythic-literal Faith

198
Q

The school-age years (6-12 years old), spiritual development parallels cognitive development and is closely related to children’s experiences and social interaction.
- Most of the children have a strong interest in religion during the school-age years. In this age, they accept the existence of a God, and petitions to an almighty being are important and expected to be answered; good behavior is rewarded, and bad behavior is punished.
- Children are developing their conscience bothers them when they disobey. They have a reverence for thoughts and matters and can articulate their faith. They may even question the validity of their faith.

  • Children at this age can start to work out the difference between verified facts and things that might be more fantasy or speculation.
  • Parents, teachers, friends, and other trusted adults in their community are the children`s source of religious authority that starts to expand.
  • Children at this stage think in concrete and literal ways and believe that faith becomes the told stories and practiced rituals. Children begin to have the capacity to understand that others might have different beliefs than them in the later stage.
A

Stage 2: Mythic-literal Faith

199
Q
  • Assumes responsibility for own attitudes & beliefs
     Adolescents begin to compare the religious standards of their parents with those of others and become more skeptical. They try to determine which standards to adopt and integrate into their own set of values. They also begin to relate religious standards with the scientific viewpoint and they rather search than reach on the religious beliefs.
     late adolescence (18 to 22 years old) usually starts. However, Robert Keeley points out that “people of many generations experience the kind of dissonance that comes with the real questions of faith that one begins to address at this stage of development
     At this stage, they start to question their own assumptions around the faith tradition, and along with this, the authority structures of their faith is being questioned.
     Greater maturity is gained by rejecting some parts of their faith while affirming other parts.
     greater ownership of their own faith journey is being taken into consideration at the end of this stage.
A

Stage 4: (Individuative-reflective faith) Late adolescent &young adult:

200
Q

 adolescence (starts about the age of 13 and goes until around 18), however, some people stay at this stage for their entire life and they become increasingly aware of spiritual disappointments. They recognize that prayers are not always answered (at least on their own terms) and may begin to abandon or modify some religious practices. They begin to reason, to question some of the established parental religious standards, and to drop or modify some religious practices.
 people start to have the ability to see things from someone else’s perspective in this stage. They can already imagine what others think about them and their faith.
 at this stage, faith is being claimed as their own instead of just being what their family does. However, the faith that is claimed is usually still the faith of their family.
 Religious authority issues are important at this stage
* Questions values & religious beliefs to form own identity.

A

Stage 3: Synthetic-conventional Faith

201
Q

 People do not usually become to this stage until their early thirties.
 Stage of when the struggles and questioning of stage four give way to a more comfortable place. Not all answer has been found, but the person in this stage is comfortable that answers might not be easily found.
 the strong need for individual self-reflection gives way to a sense of the importance of community in faith development.
 open to other people’s faith perspectives. They have a realization that other people`s faith might inform and deepen their own rather than moving away from their faith.
 Participates in other perspectives about faith into its own definition of truth.

A

Stage 5: Conjunctive Faith

202
Q

 the rare person who reaches this stage of faith.
 James Fowler describes people at this stage as having “a special grace that makes them seem more lucid, more simple, and yet somehow more fully human than the rest of us.”
 People at this stage can become important religious teachers because they have the ability to relate to anyone at any stage and from any faith. They can relate without disdain but at the same time are able to challenge the expectations that those of other stages might have.
 People at this stage cherish life but also do not hold on to life too tightly. They put their faith in action, challenging the status quo, and working to create justice in the world.
 Robert Keeley points to people like Gandhi and Mother Teresa as examples of people who have reached this stage.
 Makes concepts of love & justice tangible.

A

Stage 6: Universalizing Faith

203
Q

questions values and religious beliefs in an attempt to

A

synthetic-conventional faith

204
Q

assumes responsibility for own attitudes and beliefs

A

Individuative-relective faiht

205
Q

integrates other perspectives about faith into own definition of truth

A

Conjunctive faith

206
Q

Makes concepts of love and justice tangible

A

Universalizing faith

PEDIA (10 decks)

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