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Physio across the lifespan > Weeks 1-3 > Flashcards

Weeks 1-3 Flashcards

1
Q

Neuroplasticity

A

Brain a plastic living organism that can change structure and function depending on behaviours>reorganisation of the brain

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2
Q

Developmental plasticity

A

-adapt to social and physiological environments
-most plastic in first 1000 days

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3
Q

Critical periods

A

Periods in which an organ or system matures

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4
Q

Sensitive periods

A

-time windows when the effect of experiences of brain development=unusually profound
-shapes neural circuits

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5
Q

Neuroplasticity- in adolescence

A

-pre-frontal cortex=develops the most
-most grey matter in pre-frontal Corte during early adolescence and decreases during adolescence
-less pre-frontal cortex use
-risk taking is high b/c not developed

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6
Q

Sensory development

A
  1. Vision
    -rapidly develops over first 6 months
    -primary interest=human faces
  2. Hearing
    -starts in womb
    -preference for human voice
    -can distinguish between similar sounds by 1 month
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7
Q

Language production and comprehension

A
  1. Cooing= 2 months
  2. Syllables e.g. ‘ga’=3-4 months
  3. Reduplicative babbling e.g. ‘babababa’= 6 months
  4. Conversational babbling (turn-taking)=10 months
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8
Q

Gross motor development

A
  1. Functional head control
    -2 months=maintain head control but looks down
    -3 months=can lift head to 45 deg in prone
    -4 months=full head control and develops arm movement in prone
  2. Sitting
    -supported sitting
    -propped sitting
    -independent sitting
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9
Q

Medical vs social models of healthcare

A
  1. Medical
    -focuses on fixing the condition
  2. Social
    -disability or health issue is the result of an interaction between living with impairments and the environment e.g. physical, communication, social and attitudinal
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10
Q

Biopsychosocial approach

A

-chronic pain is caused by sensitivity of the nervous system>complex
-must retrain the brain

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11
Q

Principles of health

A
  1. Education
  2. Environment
  3. Exercise
  4. Nutrition
  5. Mind and emotions
  6. Connectedness
  7. Spirituality
  8. Sleep
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12
Q

Theories of human development

A
  1. Nature vs nurture
  2. Activity vs passivity
  3. Continuity vs discontinuity
  4. Universality vs context specificity
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13
Q

Childhood trauma-description

A

-ACEs=adverse childhood experiences>traumatic events that can have negative, long-lasting effects on HWB (physical ,emotional or sexual abuse to divorce or incarceration of a parent)
-adverse side effects on health e.g. alcoholism, obesity

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14
Q

Childhood trauma-impacts on brain development

A

-volumetric changes
-emotional neglect and physical abuse=smaller amygdala and hippocampus volumes
-volumetric changes in the pre-frontal cortex and cerebellum

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15
Q

Childhood trauma-impacts of child health outcomes

A

-impaired immune function
-poorer behaviour

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16
Q

Childhood trauma-impacts on adult health outcomes

A

-lower parent-child attachment
-T2D
-CVD risk
-inflammatory gene expression
-premature mortality
-chronic stress=toxic to developing brain and organs
-unhealthy behaviours to cope with stress
-increased chronic disease

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17
Q

Childhood trauma-problem of ACEs

A

-disproportionately impacts children living in poverty
-social determinant of health
-not only a social dilemma=responsibility as a healthcare provider

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18
Q

Childhood trauma-trauma-informed care

A

-parenting programs and policies addressing social factors e.g. substance use disorders
-social services referrals, asking about ACEs, promoting resilience
-know pathways for recovery
-acknowledge signs and symptoms
-develop a program
-prevent re-traumatization
1. Safety
2. Trustworthiness and transparency
3. Peer support
4. Collaboration and mutuality
5. Empowerment, voice and choice
6. Cultural, historical and gender issues

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19
Q

Primitive reflexes

A

-babies delivered at full term will have them
-stereotypical movement patterns in response to stimuli

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20
Q

Fine motor development

A

-use of small muscles in hands and arms to manipulate objects
-hand-eye coordination

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21
Q

Attachment styles- secure

A

-caregiver=responsive and reacts quickly and positively to their child’s needs
-child=distressed when caregiver leaves and happy when they return, seek comfort from caregiver when they are scared or sad

22
Q

Attachment styles- insecure-avoidant

A

-caregiver=unresponsive, uncaring or dismissive
-child=not distressed when caregiver leaves, does not acknowledge their return and does not seek contact with them

23
Q

Attachment styles- insecure-ambivalent

A

-caregiver=responds to child inconsistently
-child=distressed when caregiver leaves and is not comforted by their return

24
Q

Attachment styles- insecure-disorganised

A

-caregiver=abusive or neglectful and responds in frightening or frightened ways
-child=no attachment behaviours, often appeared dazed, confused or apprehensive in the presence of their caregiver

25
Q

Attachment theory-rupture

A

-experience of the child being out of sync or mistuned with a caregiver can produce a rupture
-negative child-caregiver interaction>initiated by child or caregiver

26
Q

Attachment theory-repair

A

-child and caregiver reconnecting and re-engaging in an attuned way after a relationship rupture
-repair after rupture can help a child understand that they can maintain a connection in their important relationships, even in the presence of conflict

27
Q

Play types

A
  1. Anticipation
  2. Surprise
  3. Pleasure
  4. Understanding
  5. Strength
  6. Poise
28
Q

Play- importance

A

-build confidence
-feel loved, happy and safe
-understand more about how the world works
-develop social skills, language and communication
-learn about caring for others and the environment
-develop physical skills

29
Q

Play-structured

A

-organised and happens at a fixed time or in a set space
-often led by an adult
-older children benefit from it and enjoy it

30
Q

Play-unstructured

A

-unplanned play that just happens
-depends on child’s interest at the time

31
Q

Play-forms

A
  1. Attunement play=a social exchange that establishes a connection e.g. between a newborn and a mother
  2. Physical (body) play=includes active rough-and-tumble activity and fine motor practice, exercise activities related to children’s developing whole-body and hand-eye coordination also falls into this category
  3. Symbolic (imaginative) play= emerges late in the preschool period, as children gain language skills, play with language, supports the development of children’s abilities to express ideas, feelings and experiences
  4. Games with rules=the final form of play, emerge in a simple form in preschool years and refine through life, form of play involved in sports and organised group activities
32
Q

Play-classifications

A
  1. Solitary=2 years of age when children are focused on an activity that they enjoy without including others in the play activity
  2. Onlooker play=occurs when individuals engage in forms of social interaction e.g. conversations about play, without actually joining in the activity
  3. Parallel play=children play separately from others but close to them and mimic their actions
  4. Associative play=children enjoy the company of others but have little organisation to their activity
  5. Cooperative play=happens when children are interested both in the people they are playing with and in the activity they are doing and can includes all types of play except attunement
33
Q

Childhood conditions-Autism spectrum disorder

A

-1/100 Aus children are on the Autism spectrum
-4:1 males:females
-features=social interaction, communication and flexible behaviour
-physio role=goal directed intervention, physical activity

34
Q

Childhood conditions-cerebral palsy

A

-most common childhood disability
-group of conditions caused by problems in brain. development
-neurological disorders that affect movement, talking and posture
-brain injury is not progressive but physical representation can change over time
-intellectual disabilities, epilepsy and hearing programs
-physio role=goal directed intervention, ROM, strength, assistive tone management
-ability to control tone is missing>intense tone>tight muscles> lose ability to control them

35
Q

Childhood conditions- cerebral palsy types

A
  1. Hemiplegic=issues on one side (unilateral)
  2. Spastic diplegia=injury near fluid-filled spaces in brain
  3. Spastic quadriplegia=injury to both sides of brain
  4. Dyskinetic=acute decrease in blood pressure or oxygen
  5. Ataxic=injury to cerebellum>poor balance
36
Q

Childhood conditions-down syndrome

A

-Trisomy 21=genetic condition, resulting in an extra copy of chromosome 21
-features=intellectual disability, developmental delay and characteristic facial features
-sequence of development is more important than age developed at
-physio role=goal directed intervention

37
Q

Childhood conditions-developmental dysplasia of the hip

A

-abnormal development of the hip joint
-signs=stiff hip joint, different leg lengths, outward turning leg, uneven skin folds on groin
-physio role=fitting braces

38
Q

Childhood conditions- Perthes disease

A

-rare
- blood supply to head of femur is temporarily interrupted>avascular necrosis of femoral head (hip joint)

39
Q

Childhood conditions- childhood obesity

A

-1/5 kids 2-4 years are overweight or obese
-1/4 kids 5-17 years are overweight or obese
-Aboriginal children=1.2 times more likely to be overweight and 1.2 times to be obese
-risk factors=SES factors, geographical location, sedentary behaviour, school enviro, tech and food advertising

40
Q

Childhood conditions- cystic fibrosis

A

-autosomal recessive condition
-affects lungs and pancreas
-newborn screening
-caused by genetic mutation in CFTR gene
-symptoms=frequent and productive cough, increased mucous production, susceptible to infections
-physio role=airway clearance, exercise and inhaled medications

41
Q

Dance of life model

A
  1. Physical dimension
  2. Psychological dimension
  3. Social dimension
  4. Spiritual dimension
  5. Cultural dimension
42
Q

Brain development- adolescence

A

-matures from the back forwards
-pre-frontal cortex=develops later in adolescence, high neural activity and has connections with the limbic system
-limbic system=emotions and memories
-prefrontal cortex and striata system=associated with risk-taking

43
Q

Psychological theories on adolescent development

A
  1. Erik Erikson’s psychological stages
  2. Marcia’s four identity statuses
44
Q

Erik Erikson’s psychological stages

A
  1. Trust vs mistrust (birth-18 months)= basic needs e.g. nourishment and affection will be met. If needs are dependably met, the infant develops a sense of basic trust
  2. Autonomy vs shame and doubt (1-2 years)= developing a sense of independence or they will doubt they abilities
  3. Initiative vs guilt (3-6 years)= initiate tasks and carry out plans or they feel guilty about efforts to be independent if unsuccessful or overstep boundaries
  4. Industry vs inferiority (7-11 years)= pressure of applying themselves to tasks and develop self-confidence in abilities if competent (otherwise inferior)
  5. Identity vs confusion (teenagers)= refining a sense of self by testing roles and then integrating them to form a single identity or they become confused about who they are
  6. Intimacy vs isolation (20s and 30s)=form close relationships and gain capacity for intimate love or feel socially isolated
  7. Generativity vs stagnation (40s-60s)= discover a sense of contributing to the world through family and work, otherwise feel a lack of purpose
  8. Integrity vs despair (60s+)= assessing and making sense of own life and meaning of contributions>feel a sense of satisfaction or failure
45
Q

Marcia’s four identity statuses

A
  1. Identity diffusion=those yet to experience the crisis and without a clear sense of values
  2. Identity foreclosure= this eye to experience crisis, but already committed to an identity and values
  3. Identity and moratorium= those in crisis, wanting to establish their identity and values
  4. Identity achievement= those who have successfully resolved the crisis with a clear identity and set of values
46
Q

Cognitive development- adolescence

A

-more specialised types of memory
-semantic=memory of concept and word meaning (recollection of facts and general knowledge)

47
Q

Communication-adolescence

A

-physical (non-verbal)= conversational distance, gestures to express ideas and emotions, eye contact, facial expressions
-verbal= attends to feedback, turn-taking, give and receive compliments and criticism, receive and express humour

48
Q

Social media- adolescence

A

-pros= increased self esteem, perceived social support, increased social capital, safe identity experimentation, increased opportunity for full disclosure
-cons=cyber bullying, social isolation, depression, cyber bullying
-1-4 hours a day can benefit adolescents

49
Q

Depression- adolescence

A

-1-6% worldwide
-diagnosis criteria=same as adults but presenting different concerns e.g. behavioural problems, school refusal
-mild depression= managed through CBT but hard to access>less specialised supportive treatment and guided self help can be used initially
-moderate to severe depression= fluoxetine and routine specialist (child and adolescent mental health service) clinical care or fluoxetine and CBT=recommended
-parental depression=must be treated

50
Q

Depression management-pharm

A
  1. Non-pharm
    -exercise
    -CBT=collaborate and create an individualised program that helps identify unhelpful thought and behaviours and learn or re-learn healthier skills and habits
    -interpersonal therapy
  2. Pharm
    -fluoxetine (mod to severe)
51
Q

Depression management- exercise

A

-second most important treatment after CBT
-symptom reduction after
-facilitators= positive attitude towards exercise, higher self-confidence regarding exercise promotion and working with clients that have health conditions may benefit from exercise
-barriers=lack of time, lack of education around exercise prescription, insufficient knowledge or skills, lower confidence to prescribe exercise, non-compliance
-benefits=more serotonin, decreased BP and cholesterol, reduced anxiety, improved memory

Physio across the lifespan (4 decks)

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