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FINALS MCN LEC > WEEK 1 > Flashcards

WEEK 1 Flashcards

1
Q
  • Used to denote an increase in physical size or a quantitative change
A

GROWTH

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2
Q

pattern of physiologic growth is similar to all people

A

GROWTH

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3
Q
  1. Height
  2. Weight
  3. Bone size
  4. Dentition
A

INDICATORS OF GROWTH

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4
Q

Used to denote an increase in skill or the ability to
function.

A

DEVELOPMENT

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5
Q

Qualitative change, behavioral aspect of growth.

A

DEVELOPMENT

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6
Q
  • A synonym for development
  • Behaving in a sensible grown up way
A

MATURATION

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7
Q
  1. GENETICS
  2. ENVIRONMENT
A

FACTORS AFFECTING GROWTH & DEVELOPMENT

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8
Q
  • Socio-economic level
  • Parent-child relationship
  • Ordinal position in the family
  • Health
  • Nutrition
A
  1. ENVIRONMENT
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9
Q
  • Gender
  • Race
  • Health
  • Intelligence
A
  1. GENETICS
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10
Q

a skill or a growth responsibility arising at a particular time in an individual`s life.

A

DEVELOPMENTAL TASK

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11
Q

successful achievement will provide a foundation for the accomplishment of future tasks

A

DEVELOPMENTAL TASK

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12
Q

SIGMUND FREUD

A

PSYCHOSEXUAL THEORY

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13
Q

Refers to the Personality Development

A

PSYCHOSEXUAL THEORY

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14
Q

concepts of unconscious mind, defense mechanisms, the id, ego and the superego

A

PSYCHOSEXUAL THEORY

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15
Q
  1. ID
  2. EGO
  3. SUPEREGO
A

STRUCTURES OF THE PSYCHE

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16
Q

developed during infancy operates under
“pleasure principle”

A
  1. ID
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17
Q

developed during toddler period operates under “reality principle”

A
  1. EGO
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18
Q

balances the id and superego

A
  1. EGO
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19
Q

developed during preschool period operates
under “conscience-morality principle”

A
  1. SUPEREGO
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20
Q
  1. ORAL STAGE (birth - 18 months)
  2. ANAL STAGE (18 months – 3 years)
  3. PHALLIC STAGE (3-6 years old)
  4. LATENCY STAGE (6-12 YRS. OLD)
  5. GENITAL STAGE (13 yrs. & after)
A

FIVE STAGES OF PSYCHOSEXUAL THEORY

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21
Q

Child explores the world by using the mouth, esp.
the tongue

A
  1. ORAL STAGE (birth - 18 months)
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22
Q

Feelings of dependence arise & can persist through
life.

A
  1. ORAL STAGE (birth - 18 months)
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23
Q

difficulty in trusting others may be demonstrated

A

FIXATION : ORAL STAGE (birth - 18 months)

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24
Q
  1. Nail-biting
  2. Smoking
  3. Overeating
  4. Alcoholism
  5. Argumentativeness
  6. Overdependence
A

FIXATION : ORAL STAGE (birth - 18 months)

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25
Q

produces pleasure & sense of comfort & safety

A

POSITIVE : ORAL STAGE (birth - 18 months)

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26
Q
  • Provide oral stimulation like pacifiers.
  • Do not discourage thumb sucking.
  • Encourage breastfeeding
  • Encourage the caregiver to have feeding
    pleasurable & provide when required
A

ORAL STAGE (birth - 18 months)

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27
Q

Anus & rectum are the centers of pleasure

A
  1. ANAL STAGE (18 months – 3 years)
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28
Q

occurs during toilet training in which child learns
to control urination & defecation

A
  1. ANAL STAGE (18 months – 3 years)
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29
Q

obsessive compulsive personality traits (cruelty, temper tantrums,etc.)

A

FIXATION: 2. ANAL STAGE (18 months – 3 years)

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30
Q

creative personality & productivity.

A

PRODUCTIVITY: 2. ANAL STAGE (18 months – 3 years)

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31
Q

Help the child achieve bowel & bladder elimination
without undue emphasis on its importance

A
  1. ANAL STAGE (18 months – 3 years)
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32
Q

Even when hospitalized, continue toilet training.

A
  1. ANAL STAGE (18 months – 3 years)
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33
Q

Genitals are the center of pleasure

A
  1. PHALLIC STAGE (3-6 years old)
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34
Q

Child learns sexual identity through the awareness
of the genital area

A
  1. PHALLIC STAGE (3-6 years old)
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35
Q

Masturbation offers pleasure

A
  1. PHALLIC STAGE (3-6 years old)
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36
Q

difficulties with sexual identity & problems with authority

A

FIXATION: 3. PHALLIC STAGE (3-6 years old)

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37
Q

encourages identity & identifies with the parent of the opposite sex & later takes on a love relationship.

A

POSITIVE: 3. PHALLIC STAGE (3-6 years old)

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38
Q

refers to the male child`s attraction to his mother & hostile attitudes to his father.

A

Oedipus Complex

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39
Q

refers to the female child`s attraction to his father & hostile attitudes to his mother

A

Electra Complex

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40
Q

.Explain to the caregiver to accept the child`s
interest like fondling with his genitals

A

PHALLIC STAGE (3-6 years old)

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41
Q

Help the parents answer the child`s questions
about birth & sexual differences

A

PHALLIC STAGE (3-6 years old)

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42
Q

Child`s personality dev’t appears to be non-active or dormant

A
  1. LATENCY STAGE (6-12 YRS. OLD)
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43
Q

Energy is directed to physical & intellectual
activities

A
  1. LATENCY STAGE (6-12 YRS. OLD)
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44
Q

Sexual impulses tend to be repressed

A
  1. LATENCY STAGE (6-12 YRS. OLD)
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45
Q

obsessiveness & lack of self-motivation

A

FIXATION: 4. LATENCY STAGE (6-12 YRS. OLD)

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46
Q

high self-esteem

A

POSITIVE: 4. LATENCY STAGE (6-12 YRS. OLD)

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47
Q

Help the child to have positive experiences to help
in the dev`t of his self-esteem

A
  1. LATENCY STAGE (6-12 YRS. OLD)
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48
Q

Help the child prepare for the conflicts of
adolescence.

A
  1. LATENCY STAGE (6-12 YRS. OLD)
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49
Q

Encourage the child with intellectual & physical
pursuits

A
  1. LATENCY STAGE (6-12 YRS. OLD)
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50
Q

Energy is directed towards attaining a mature
sexual relationship

A
  1. GENITAL STAGE (13 yrs. & after)
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51
Q

This involves reactivation of the pre-genital
impulses

A
  1. GENITAL STAGE (13 yrs. & after)
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52
Q

sexual problems (frigidity, impotence & inability to have a satisfactory sexual relationship)

A

FIXATION: 5. GENITAL STAGE (13 yrs. & after)

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53
Q

achievement of independence & wise decision making

A

POSITIVE: 5. GENITAL STAGE (13 yrs. & after)

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54
Q

Encourage separation from parents.

A
  1. GENITAL STAGE (13 yrs. & after)
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55
Q

Provide opportunities for the child to relate to the
opposite sex

A
  1. GENITAL STAGE (13 yrs. & after)
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56
Q

Allow the child to verbalize feelings about new
relationships

A
  1. GENITAL STAGE (13 yrs. & after)
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57
Q

PSYCHOSOCIAL DEVELOPMENT THEORY

A

ERIK ERIKSON

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58
Q

Adapts & expands Freud`s theory to include the entire life span

A

PSYCHOSOCIAL DEVELOPMENT THEORY

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59
Q

Believes the ego to be the conscious core of the
personality.

A

PSYCHOSOCIAL DEVELOPMENT THEORY

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60
Q

Each stage signals a Task that must be achieved

A

PSYCHOSOCIAL DEVELOPMENT THEORY

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61
Q

The resolution of the Task can be complete, partial
or unsuccessful

A

PSYCHOSOCIAL DEVELOPMENT THEORY

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62
Q
  1. INFANCY (0-1) : TRUST VS. MISTRUST
  2. TODDLER (1-3) : AUTONOMY VS. SHAME& DOUBT
  3. PRE-SCHOOL (3-5): INITIATIVE VS. GUILT
  4. SCHOOL AGE (6-12): INDUSTRY VS. INFERIORITY
  5. ADOLESCENT (12-20) IDENTITY VS. ROLE CONFUSION
A

8 STAGES OF PSYCHOSOCIAL DEVELOPMENT

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63
Q

TRUST VS. MISTRUST

A

INFANCY (0-1)

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64
Q

INDICATORS OF (+) RESOLUTION
1. Trust to others
2. Confidence
3. Love

A

INFANCY (0-1) : TRUST VS. MISTRUST

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65
Q

INDICATORS OF (-) RESOLUTION
1. Mistrust
2. Withdrawal
3. Estrangement

A

INFANCY (0-1) : TRUST VS. MISTRUST

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66
Q

NURSING IMPLICATIONS:
1. Provide a primary caregiver
2. Provide an experience that add to security e.g. soft
sounds and touch
3. Provide visual stimulation for active child
involvement

A

INFANCY (0-1) : TRUST VS. MISTRUST

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67
Q

AUTONOMY VS. SHAME& DOUBT

A

TODDLER (1-3)

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68
Q

INDICATORS OF (+) RESOLUTION
1. Independence
2. Decides for self
3. Self-control
4. Cooperative
5. Self-expression

A

TODDLER (1-3) : AUTONOMY VS. SHAME& DOUBT

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69
Q

INDICATORS OF (-) RESOLUTION
1. Compulsive self-restraint (impulsive), or
compliance
2. Willfulness (rebellious) and defiance (refusal
to obey)

A

TODDLER (1-3) : AUTONOMY VS. SHAME& DOUBT

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70
Q

NURSING IMPLICATIONS
1. Provide opportunities for decision making
2. Praise for ability to make decisions
3. Caregivers should allow children to do things they
want to do

A

TODDLER (1-3) : AUTONOMY VS. SHAME& DOUBT

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71
Q

INITIATIVE VS. GUILT

A

PRE-SCHOOL (3-5)

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72
Q

INDICATORS OF (+) RESOLUTION
1. Learns how to do things
2. Assertiveness
3. Purpose
4. Evaluates own behavior

A

PRE-SCHOOL (3-5): INITIATIVE VS. GUILT

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73
Q

INDICATORS OF (-) RESOLUTION
1. Lack of self-confidence
2. Pessimism
3. Fear of wrongdoing
4. Over control/Over restriction of own activity

A

PRE-SCHOOL (3-5): INITIATIVE VS. GUILT

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74
Q

NURSING IMPLICATIONS
1. Provide opportunities for exploring new places
and activities
2. Allow play to include activities involving water,
clay, or finger paint

A

PRE-SCHOOL (3-5): INITIATIVE VS. GUILT

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75
Q

INDUSTRY VS. INFERIORITY

A

SCHOOL AGE (6-12)

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76
Q

INDICATORS OF (+) RESOLUTION
1. Learns how to do things well
2. Able to create, develop and manipulate
3. Sense of competence and perseverance

A

SCHOOL AGE (6-12): INDUSTRY VS. INFERIORITY

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77
Q

INDICATORS OF (-) RESOLUTION
1. Loss of hope
2. Withdrawal from school and peer.

A

SCHOOL AGE (6-12): INDUSTRY VS. INFERIORITY

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78
Q

NURSING IMPLICATIONS:
1. Allow child to assemble and complete a short
project so that child feels rewarded for accomplishments

A

SCHOOL AGE (6-12): INDUSTRY VS. INFERIORITY

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79
Q

IDENTITY VS. ROLE CONFUSION

A

ADOLESCENT (12-20)

80
Q

INDICATORS OF (+) RESOLUTION
1. Coherent of self
2. Plans to actualize one`s abilities

A

ADOLESCENT (12-20) IDENTITY VS. ROLE CONFUSION

81
Q

INDICATORS OF (-) RESOLUTION
1. Feelings of confusion
2. Indecisiveness
3. Possible antisocialism

A

INDICATORS OF (+) RESOLUTION
1. Coherent of self
2. Plans to actualize one`s abilities

82
Q

INTERPERSONAL MODEL

A

HARRY STACK SULLIVAN

83
Q

Behavior is motivated by needs to avoid & satisfy
needs.

A

INTERPERSONAL MODEL

84
Q
  • personality is shaped almost entirely by one’s relationships with other people
A
  • INTERPERSONAL MODEL
85
Q
  1. PROTOTAXIC LEVEL
  2. PARATAXIC LEVEL
  3. SYNTAXIC LEVEL
A

LEVELS OF COGNITION

86
Q

– able to accurately communicate experiences to others;
- developed at age 12-18 months

A

SYNTAXIC LEVEL

87
Q

– unable to accurately communicate experiences to others

A

PARATAXIC LEVEL

88
Q

unable to communicate experiences; common among infants and newborns

A

PROTOTAXIC LEVEL

89
Q

A. INFANCY
B. CHILDHOOD
C. JUVENILE
D. PREADOLESCENCE
E. EARLY ADOLESCENCE
F. LATE ADOLESCENCE

A

INTERPERSONAL MODEL DEVELOPMENTAL TASKS

90
Q

Start at any time after about age 16 or when a
person is able to feel both intimacy and lust
toward the same person

A

F. LATE ADOLESCENCE

91
Q

Stable pattern of sexual activity and the growth of the syntaxic mode

A

F. LATE ADOLESCENCE

92
Q
  • Attraction with opposite sex
  • Development of best friends (same gender)
A

E. EARLY ADOLESCENCE

93
Q

May confuse lust with love and develop sexual
relationships that are devoid of true intimacy

A

E. EARLY ADOLESCENCE

94
Q

BEGINNING – need for best friend
END – eruption of lust (age 8-9)

A

D. PREADOLESCENCE

95
Q
  • Most crucial stage
  • Rectification of earlier mistakes (stage of perfection)
A

D. PREADOLESCENCE

96
Q

Errors made in this stage are nearly impossible to
overcome in later life

A

D. PREADOLESCENCE

97
Q

Formation of same-gender or cross-gender
CHUMSHIPS

A

D. PREADOLESCENCE

98
Q

BEGINNING – need for peers of equal status
END – need for chum, or a single best friend

A

C. JUVENILE

99
Q

Children learn how to COMPETE, COMPROMISE, and COOPERATE.

A

C. JUVENILE

100
Q

BEGINNING – with syntaxic language
END – need for playmates of equal status

A

B. CHILDHOOD

101
Q

RELATIONSHIP – with mother, who is now differentiated from other persons who nurture the child

  • Development of IMAGINARY PLAYMATES
A

B. CHILDHOOD

102
Q
  • Period from birth until with syntaxic language
  • AUTISTIC LANGUAGE is common
A

A. INFANCY

103
Q

Relationship with mother includes two opposing forces: tenderness and anxiety

A

A. INFANCY

104
Q

MORAL DEVELOPMENT

A

LAWRENCE KOHLBERG

105
Q

Described child’s development in terms of their concept of right or wrong

A

MORAL DEVELOPMENT

106
Q

Described that INFANTS are in the PRERELIGIOUS STAGE

A

MORAL DEVELOPMENT

107
Q

LEVEL 1: PRECONVENTIONAL (EGOCENTRIC FOCUS
LEVEL 2: CONVENTIONAL (SOCIETAL FOCUS)
LEVEL 3 : POSTCONVENTIONAL (UNIVERSAL FOCUS)

A

STAGES OF MORAL DEVELOPMENT

108
Q

A. STAGE 1 : 2-3 YEARS
B. STAGE 2: : 4-7 YEARS

A

LEVEL 1: PRECONVENTIONAL (EGOCENTRIC FOCUS)

109
Q

C. STAGE 3 : 7-10 YEARS
D. STAGE 4: 10-12 YEARS

A

LEVEL 2: CONVENTIONAL (SOCIETAL FOCUS)

110
Q

STAGE 5 : OLDER THAN 12

A

. LEVEL 3 : POSTCONVENTIONAL (UNIVERSAL FOCUS)

111
Q

EGOCENTRIC FOCUS

A

LEVEL 1: PRECONVENTIONAL

112
Q

SOCIETAL FOCUS

A

LEVEL 2: CONVENTIONAL

113
Q

UNIVERSAL FOCUS

A

. LEVEL 3 : POSTCONVENTIONAL

114
Q

authority figures are obeyed

A

LEVEL 1: PRECONVENTIONAL (EGOCENTRIC FOCUS)

115
Q

Heteronomous Morality or Punishment Obedience Orientation

A

STAGE 1 : 2-3 YEARS

116
Q

Child does right because a parent tells him to avoid punishment

A

STAGE 1 : 2-3 YEARS

117
Q

NURSING IMPLICATIONS:
1. Child needs to determine what right actions are.
2. Give clear instructions to avoid confusions.

A

STAGE 1 : 2-3 YEARS

118
Q

Naive Instrumental Hedonism or Instrumental Relativist Orientation

A

STAGE 2: : 4-7 YEARS

119
Q

Carries out actions to satisfy own needs rather
than society’s

A

STAGE 2: : 4-7 YEARS

120
Q

Does something for another if that person does something for him in return- “an eye for an eye” (TALEON LAW)

A

STAGE 2: : 4-7 YEARS

121
Q

NURSING IMPLICATIONS:
1. Child is unable to recognize that situations require actions.

  1. Unable to take responsibility for self-care as meeting own needs interferes with this
A

STAGE 2: : 4-7 YEARS

122
Q

Cordial interpersonal relationships are maintained.

A

LEVEL 2: CONVENTIONAL (SOCIETAL FOCUS)

123
Q

Conformity or Interpersonal Concordance Orientation

A

STAGE 3 : 7-10 YEARS

124
Q
  • Follows rules because of a need to be a good person in own eyes and in the eyes of others
  • “Good boy or Good girl” image is important.
A

STAGE 3 : 7-10 YEARS

125
Q

1.Law & Order Orientation
2.Individual feels duty bound to maintain social order.

A

STAGE 4: 10-12 YEARS

126
Q

Follows rules of authority figures as well as parents to keep the system working

A

STAGE 4: 10-12 YEARS

127
Q

NURSING IMPLICATIONS:
1. Child often asks what the rules are & is something
“right”.

  1. May have difficulty in modifying a procedure
    because one method may not be “right”.
A

STAGE 4: 10-12 YEARS

128
Q

Individual understands the morality of having democratically established laws

A

. LEVEL 3 : POSTCONVENTIONAL (UNIVERSAL FOCUS)

129
Q

.Utilitarian or Social Contract Legalistic Orientation

A

STAGE 5 : OLDER THAN 12

130
Q

2.Follows standards of society for the good of all people
3.It is wrong to violate others right

A

STAGE 5 : OLDER THAN 12

131
Q

NURSING IMPLICATIONS:
1. An adolescent can be responsible for self-care
because he views this as a standard of adult
behavior

A

STAGE 5 : OLDER THAN 12

132
Q

COGNITIVE DEVELOPMENT

A

JEAN PIAGET

133
Q

Described child’s development in terms of
cognitive abilities

A

COGNITIVE DEVELOPMENT

134
Q

Variety of new experiences (STIMULI) must exist
before intellectual abilities can develop

A

COGNITIVE DEVELOPMENT

135
Q
  1. ASSIMILATION
  2. ACCOMODATION
  3. ADAPTATION OR COPING BEHAVIOR
A

COGNITIVE DEVELOPMENT: THREE PRIMARY ABILITIES

136
Q

Ability to handle the demands made by the environment

A
  1. ADAPTATION OR COPING BEHAVIOR
137
Q

Process of change whereby cognitive processes matures sufficiently to allow the person to solve problems that was unsolvable before

A
  1. ACCOMODATION
138
Q

Process through which humans encounter & react to new situations by using the mechanisms they already possess.

A
  1. ASSIMILATION
139
Q

I. SENSORIMOTOR (birth - 2 years)
ll. PREOPERATIONAL (2-7 YEARS)
lll. CONCRETE OPERATIONAL THROUGH (7-12 YEARS)
IV. FORMAL OPERATIONS (12 YEARS)

A

PHASES OF COGNITIVE DEVELOPMENT

140
Q

STAGE 1: USE OF REFLEXES (BIRTH – 1 MONTH)

STAGE 2: PRIMARY CIRCULAR RXN (1-4 MONTHS)

STAGE 3: SECONDARY CIRCULAR RXN (4-8 MONTHS)

STAGE 4: COORDINATION OF SECONDARY RXN (8-12 MONTHS)

STAGE 5: TERTIARY CIRCULAR REACTION (12-18 MONTHS)

STAGE 6: INVENTION OF NEW MEANS THROUGH
MENTAL COMBINATIONS ( 18-24 MONTHS)

A

I. SENSORIMOTOR (birth - 2 years)

141
Q

Sensory organs & muscles become more
functional.

A

I. SENSORIMOTOR (birth - 2 years)

142
Q

Turning the mouth or nose in the direction of
any facial touch. Disappears at 6 weeks

A

ROOTING

143
Q

Using the tongue& mouth to take fluid or food.
Disappears at 6months

A

SUCKING

144
Q

Movement of throat muscles to push food from
mouth to esophagus.

A

SWALLOWING

145
Q
  • Firm contraction of the hand muscles around an
    object. Disappears at 6 weeks – 3 months.
A

GRASPING

146
Q

When foot stroke, toes fan upward & outward
Disappears at 3 months.

A

BABINSKI

147
Q

When startled, arms & legs swing quickly out;
then immediately back & neonate curls up into
a ball. Disappears at 4 - 5 months

A

MORO REFLEX

148
Q

When head is turned to side, arm & leg on same
side are extended in a fencing posture.
Disappears at 2 - 3 months

A

TONIC NECK

149
Q

EXTRUSION

A

Tongue pushes outward when touched by an
object at the tip. Disappears at 4 months.

150
Q

Hand-mouth & eye-ear coordination develop.

A

STAGE 2: PRIMARY CIRCULAR REACTION (1-4 MONTHS)

151
Q

Infants spend much time looking at objects & separating self from them.

A

STAGE 2: PRIMARY CIRCULAR REACTION (1-4 MONTHS)

152
Q

Beginning intention of behavior is present (infant brings thumb to mouth for a purpose: to suck it)

A

STAGE 2: PRIMARY CIRCULAR REACTION (1-4 MONTHS)

153
Q

Enjoyable activity for this period: a rattle or a parent’s voice

A

STAGE 2: PRIMARY CIRCULAR REACTION (1-4 MONTHS)

154
Q

Infant learns to initiate, recognize and repeat pleasurable experiences from environment

A

STAGE 3: SECONDARY CIRCULAR REACTION
(4-8 MONTHS)

155
Q
  • Memory traces are present (a parent coming near will pick him up).
  • Good toy for this period: mirror, peek-a-boo
A

STAGE 3: SECONDARY CIRCULAR REACTION
(4-8 MONTHS)

156
Q
  • Infant can plan activities to attain specific goals.
  • Can search for and retrieve a toy that disappears
    for view
A

STAGE 4: COORDINATION OF SECONDARY
REACTIONS (8-12 MONTHS)

157
Q
  • Recognizes shapes and sizes of familiar object.
  • Because of increased sense of separateness,
    infant experiences separation anxiety.
A

STAGE 4: COORDINATION OF SECONDARY
REACTIONS (8-12 MONTHS)

158
Q

Good toy for this period: nesting toys (colored boxes).

A

STAGE 4: COORDINATION OF SECONDARY
REACTIONS (8-12 MONTHS)

159
Q
  • Rituals are important.
  • Child is able to experiment to discover new properties as well as permanence
A

STAGE 5: TERTIARY CIRCULAR REACTION
(12-18 MONTHS)

160
Q

Good game for this period: throw and retrieve

A

STAGE 5: TERTIARY CIRCULAR REACTION
(12-18 MONTHS)

161
Q
  • Uses memory and imitation to act
  • Can solve basic problems
A

STAGE 6: INVENTION OF NEW MEANS THROUGH MENTAL COMBINATIONS ( 18-24 MONTHS)

162
Q

 Foresee maneuvers that will succeed or fail
 Uses make believe and pretend play

A

STAGE 6: INVENTION OF NEW MEANS THROUGH MENTAL COMBINATIONS ( 18-24 MONTHS)

163
Q

o Use symbols to represent objects (SYMBOLISM)
o With difficulty differentiating objects

A

A. PRE-CONCEPTUAL PHASE (2-4)

164
Q

o Use symbols to represent objects (SYMBOLISM)
o With difficulty differentiating objects

A

A. PRE-CONCEPTUAL PHASE (2-4)

165
Q

o Generalize things from experience (PRELOGICAL REASONING)
o Exhibit faulty judgment and conclusion

A

A. PRE-CONCEPTUAL PHASE (2-4)

166
Q

See only one characteristic of an object (CENTERING)
o Fits information to their own idea (ASSIMILATION)

A

B. INTUITIVE PHASE (4-7)

167
Q

o Magical thinking
o Egocentrism

A

B. INTUITIVE PHASE (4-7)

168
Q

o Concept of time is now and distance is only as far as he can see
o Demonstrates beginning causation

A

B. INTUITIVE PHASE (4-7)

169
Q
  • Recognizes cause-and-effect relationships
  • Able to discern truth despite change in physical
    properties (CONSERVATION)
A

lll. CONCRETE OPERATIONAL THROUGH (7-12 YEARS)

170
Q
  • Conservation of Quantity learned at age 7-8
  • Conservation of Weight learned at age 9
A

lll. CONCRETE OPERATIONAL THROUGH (7-12 YEARS)

171
Q
  • Conservation of Volume learned at age 11
  • Inductive Reasoning (specific to general)
A

lll. CONCRETE OPERATIONAL THROUGH (7-12 YEARS)

172
Q
  • Uses memory to learn
  • Able to reverse steps (REVERSIBILITY)
A

IIl. CONCRETE OPERATIONAL THROUGH (7-12 YEARS)

173
Q
  • Considers possibilities (ABSTRACT THINKING)
  • Scientific reasoning
  • Deductive reasoning (general to specific)
A

IV. FORMAL OPERATIONS (12 YEARS)

174
Q
  • Can deal with past, present and future
  • Solves hypothetical problems
A

IV. FORMAL OPERATIONS (12 YEARS)

175
Q

DEVELOPMENTAL TASK

A

HAVIGHURST-

176
Q

Successful achievement of task leads to
happiness & to success with later tasks.

A

DEVELOPMENTAL TASK

177
Q

Failure leads to unhappiness, disapproval by
society and difficulty with later tasks

A

DEVELOPMENTAL TASK

178
Q
  1. INFANCY & CHILDHOOD
  2. MIDDLE CHILDHOOD
  3. ADOLESCENCE
A

DEVELOPMENTAL STAGES & TASKS

179
Q
  1. Establish more mature relationship
  2. Achieve a masculine & feminine role
A
  1. ADOLESCENCE
180
Q
  1. Learn physical skills required for games
  2. Build healthy attitudes toward oneself
  3. Learn to socialize with peers
A
  1. MIDDLE CHILDHOOD
181
Q
  1. Learn appropriate masculine & feminine roles
  2. Gain basic reading, writing & mathematical skills
  3. Develop concepts necessary for everyday living
A
  1. MIDDLE CHILDHOOD
182
Q
  1. Formulate a conscience based on a value system
  2. Achieve personal independence
  3. Develop attitudes towards social groups & institution
A
  1. MIDDLE CHILDHOOD
183
Q
  1. Eat solid foods
  2. Control elimination of wastes
  3. Walk
A
  1. INFANCY & CHILDHOOD
184
Q
  1. Relate emotionally to others
  2. Talk
  3. Distinguish right from wrong through the dev`t of conscience
A
  1. INFANCY & CHILDHOOD
185
Q
  1. Learn sex differences & sexual modesty
  2. Achieve psychological stability
  3. Form simple concepts of social & physical reality
A
  1. INFANCY & CHILDHOOD
186
Q
  1. Accept own body
  2. Establish emotional independence from parents
A
  1. ADOLESCENCE
187
Q
  1. Achieve assurance of economic independence
  2. Prepare for an occupation
  3. Prepare for marriage & establishment of family
A
  1. ADOLESCENCE
188
Q
  1. Acquire skills necessary to fulfill civic
    responsibilities
  2. Develop a set of values that guide behavior
A
  1. ADOLESCENCE
189
Q

SPIRITUAL THEORY

A

JAMES FOWLER

190
Q

Described child’s development in terms of
spirituality

A

SPIRITUAL THEORY

191
Q

STAGE 0
STAGE 1
STAGE 2
STAGE 3

A

STAGES OF SPIRITUAL DEVELOPMENT

192
Q
  • Undifferentiated (0-3)
  • No concept of spirituality
A

STAGE 0

193
Q
  • Intuitive-Projective (4-6)
  • Spirituality is formed from images and beliefs from trusted other
A

STAGE 1

194
Q
  • Mythic-Literal (7-12)
  • Belief is marked by fantasy, stories and myths
A

STAGE 2

195
Q
  • Synthetic-Conventional (12-18)
  • Societal expectations influence beliefs
A

STAGE 3

FINALS MCN LEC (7 decks)

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