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Human Development & Health Promotion - PNUR1265 > Potter (2019) pp. 343 - 357 > Flashcards

Potter (2019) pp. 343 - 357 Flashcards

Developmental Theories

1
Q

The quantitative or measurable aspect of an individual’s increase in physical measurements.

A

Growth

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2
Q

A progressive and continuous process of change leading to increased skill and capacity to function.

A

Development

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3
Q

The word meaning ‘from head to toe’.

A

Cephalocaudal

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4
Q

The word meaning ‘from trunk to the extremities’.

A

Proximodistal

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5
Q

Difficult to measure in exact units.

A

Development

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6
Q

The characteristic psychological disposition with which the child is born, typically ranging from difficult to flexible.

A

Temperament

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7
Q

An organized, often observable, logical set of statements about a subject.

A

Theory

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8
Q

The explanatory components of each theory or the means by which the developmental tasks are achieved.

A

Mechanisms

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9
Q

These theories describe and explain how the physical body grows and changes.

A

Biophysical Developmental

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10
Q

Maternal diseases, drugs, X-rays, or other hazardous substances that interfere with the normal development of a fetus.

A

Teratogens

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11
Q

All of these theories give some credence to the roles of nature (genetics) and nurture (caregiving environment and resources).

A

Biophysical Developmental

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12
Q

Through extensive observations in the 1940s, he developed behavioural norms that serve as a primary source of information for childhood development today.

A

Gesell

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13
Q

Fundamental to his theory of development is the notion that the pattern of growth and development is directed by the activity of genes.

A

Gesell

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14
Q

He believed that environmental factors can support, change, and modify the pattern but do not generate the progressions of development.

A

Gesell

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15
Q

He proposed that the pattern of maturation follows a fixed developmental sequence in all humans and that critical periods exist in which the presence or absence of particular experiences makes a biological system functional or nonfunctional.

A

Gesell

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16
Q

Based some of his observations on the visual system.

A

Gesell

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17
Q

The biological internal regulatory mechanism that governs the emergence of all new skills and abilities that appear with advancing age.

A

Maturation

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18
Q

Involves an individual’s biological ability, physiological condition, and desire to learn more mature behaviour.

A

Maturation

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19
Q

An example of this is a child relinquishing crawling for walking because walking permits greater investigation of the environment and more learning. However, the child cannot walk until the biological ability and structures to perform the action (i.e., increased muscle cells and tone) have developed.

A

Maturation

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20
Q

The process by which cells and structures become modified and refine their characteristics.

A

Differentiation

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21
Q

True or false: development of activities and functions progresses from simple to complex.

A

True

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22
Q

A physical and emotional response style that affects a child’s interactions with others.

A

Temperament

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23
Q

It is the way a person adjusts to life experiences and it is thought to originate within the person’s genetic makeup.

A

Temperament

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24
Q

Their work defined the concept of temperament and they proposed that temperament is biologically derived.

A

Chess and Thomas

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25
Q

They described three common categories of temperament.

A

Chess and Thomas

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26
Q

This child is easygoing and even-tempered, regular and predictable in his or her habits, and open-minded, flexible and adaptable to change. Mood expressions are mild to moderately intense and typically positive.

A

Easy

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27
Q

This child is highly active, irritable, and irregular in habits. Negativity in interactions and withdrawal from other people is typical and the child requires a highly structured environment. He or she adapts slowly to new routines, new people, or new situations. Mood expressions are usually intense and primarily negative.

A

Difficult

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28
Q

This child typically reacts negatively and with mild intensity to new stimuli. He or she adapts slowly with repeated contact unless pressured and responds with mild but passive resistance to novelty or changes in routine.

A

Slow-to-Warm

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29
Q

These theories focus on reasoning and thinking processes, including the changes in how people perform intellectual operations.

A

Cognitive Developmental

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30
Q

These theories emphasize that although the developmental process originates with the person, it is greatly influenced by interactions between the person and the environment.

A

Cognitive Developmental

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31
Q

His theory of cognitive development addresses the development of children’s intellectual organization and how they think, reason, perceive, and make meaning of the physical world.

A

Piaget

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32
Q

His theory includes four periods, each of which subsumes a number of stages.

A

Piaget

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33
Q

He acknowledged that biological maturation plays a role in this developmental theory but believed that rates of development depend on the intellectual stimulation and challenge in the environment of the person.

A

Piaget

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34
Q

Found that children acquire knowledge through acting on the environment. In other words, the individual plays an active role in his or her development.

A

Piaget

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35
Q

The process of making sense of new information in comparison with what is already known.

A

Assimilation

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36
Q

The process of adapting ways of thinking to a new experience or new information.

A

Accommodation

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37
Q

Represents adaptation of the patient to new health challenges.

A

Assimilation & Accommodation

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38
Q

These theories are a subset of cognitive theory and describe the development of moral reasoning.

A

Moral Developmental

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39
Q

The ability of an individual to distinguish right from wrong and to develop ethical values on which to base his or her actions.

A

Moral Development

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40
Q

This maturity is the internalization of the principles-that is, the desire to weigh all of the relationships and circumstances before making a decision.

A

Moral

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41
Q

His theory of moral development presents three stages of morality: the premoral stage, the conventional stage, and the autonomous stage.

A

Piaget

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42
Q

In this stage of morality, the child feels no obligation to follow rules.

A

Premoral

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43
Q

In this stage of morality, children follow the rules set up by people in authority, such as their parents, teachers, clergy, or police.

A

Conventional

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44
Q

In this stage of morality, moral judgements are based on mutual respect for the rules. A person also considers the consequences of a moral decision and makes judgements that involve others.

A

Autonomous

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45
Q

He identified six stages of moral development occurring at three levels.

A

Kohlberg

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46
Q

He theorized that a child’s moral development does not advance if the child’s cognitive development does not also mature.

A

Kohlberg

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47
Q

She believed that men and women develop in parallel ways, with one not being superior to the other.

A

Gilligan

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48
Q

Her argument is basically that the developmental difference between women and men is in relationships and issues of dependency.

A

Gilligan

49
Q

True or false: in Gilligan’s theory, separation and individuation are critically tied to male development.

A

True

50
Q

Refers to the boy’s recognition of biological distinctness and is based on his emergence from a dependent relationship with his mother.

A

Separation

51
Q

Based on the child’s awareness of differences in will, viewpoint, and needs. This process enables the individual to gradually assume a more independent role and identity.

A

Individuation

52
Q

True or false: in Gilligan’s theory, male moral development may focus on logic, justice, and social organization, whereas female moral development focuses on interpersonal relationships.

A

True

53
Q

True or false: in Gilligan’s theory, girls do not need to separate from their mothers to achieve feminine identity; it is through this attachment to their mother that their identity is formed.

A

True

54
Q

His goal was to promote successful participation in society through the development of balance between pleasure-seeking drives and societal pressures.

A

Freud

55
Q

In his Psychoanalytic Model of Personality Development, he asserted that mature adults should have a strong sense of conscience that allows for the experience of pleasure within the boundaries of society.

A

Freud

56
Q

He believed that two internal biological forces essentially drive psychological change in the child: sexual (libido) and aggressive energies.

A

Freud

57
Q

According to Freud, the motivation for behaviour is to achieve pleasure and avoid pain created by sexual ___ and ___ energies.

A

libido
aggressive

58
Q

His theory accounts for five psychosexual developmental stages, each associated with different pleasurable zones that serve as the foci for gratification and bodily pleasure.

A

Freud

59
Q

The basic instinctual impulses and drives to achieve pleasure - according to Freud, it is the most primitive part of the personality and originates in the infant.

A

Id

60
Q

According to Freud, this represents the reality mechanism mediating conflicts between the environment and the forces of the id.

A

Ego

61
Q

According to Freud, this helps us judge reality accurately, regulate impulses, and make good decisions.

A

Ego

62
Q

According to Freud, this performs regulating, restraining, and prohibiting actions.

A

Superego

63
Q

Often referred to as the conscience, this, proposed by Freud, is influenced by the standards of outside social forces (parents, teachers).

A

Superego

64
Q

According to his theory of Eight Stages of Life, each person goes through eight stages of development.

A

Erikson

65
Q

In this theory, each task is framed with opposing conflicts that the person must balance. For example, an adolescent needs to develop a sense of personal identity despite many conflicting societal choices (stage 5, identity versus role confusion).

A

Erikson’s Theory of Eight Stages of Life

66
Q

This word means ‘successive gradual change’.

A

Epigenesis

67
Q

In this theory, each stage builds upon the successful resolution of the previous developmental conflict.

A

Erikson’s Theory of Eight Stages of Life

68
Q

According to his attachment and separation theory, the conflict between attachment and separation needs to be resolved to produce healthy social and emotional developmental outcomes across the lifespan.

A

Bowlby

69
Q

Refers to the tie or relationship between an individual and another person, such as a parent or caregiver.

A

Attachment

70
Q

She developed the dynamic maturational model of attachment.

A

Crittenden

71
Q

In this model, behavioural and psychiatric developmental disorders are considered within the context of family attachment relationships.

A

Dynamic Maturational Model of Attachment

72
Q

This model considers the impact of intimate relationships at different life stages including preschool, school-age, adolescence, and adulthood, in addition to infancy.

A

Dynamic Maturational Model of Attachment

73
Q

Patterns in this model are dominated by “cognitive” and “affective” strategies and may be categorized as types A and C, respectively.

A

Dynamic Maturational Model of Attachment

74
Q

People with this type pattern tend to minimize awareness of negative feelings, compulsively perform what they expect will be reinforced, and avoid doing what will be punished.

A

A

75
Q

People with this type pattern rely on feelings as guides to behaviour because they lack confidence in what will happen next.

A

C

76
Q

This type of pattern is characterized by a tendency to use a balance of type A and type C strategies.

A

B

77
Q

Defined a series of age-specific essential tasks, such as learning to walk, getting ready to read, learning social and gender roles, developing independence, selecting a mate, rearing children, and, finally, adjusting to decreasing physical strength and health.

A

Havighurst

78
Q

According to his developmental tasks, several sources of pressure may be present at the same time.

A

Havighurst

79
Q

He believed that at certain critical periods, the individual is most receptive to the learning necessary to achieve success in performing these tasks.

A

Havighurst

80
Q

He developed a theory that stresses the importance of the interaction between the developing individual and his or her surrounding social environments.

A

Bronfenbrenner

81
Q

This theory involves considering multiple ‘layers’ of the environment.

A

Bioecological

82
Q

Consists of the immediate settings, activities, and personal relationships of the individual. Examples are family, classroom, workplace, and recreation group(s).

A

Microsystem

83
Q

Made up of the relationships between the different settings in which the person spends time. Examples are relationships between families and schools, between workplaces and schools, and between families and spiritual organizations (church parish, mosque, temple), and spiritual organizations and schools.

A

Mesosystem

84
Q

A set of specific social structures that do not directly contain the individual but exert direct and indirect influence on individual development. Examples are the health care system, the education system, the justice system, and religious institutions.

A

Exosystem

85
Q

Consists of all of the elements contained in the individual’s microsystem, mesosystem, and exosystem, as well as the general underlying philosophy, cultural orientation, and values by which the person lives. Examples are overarching dimensions such as political orientation, economic model, and cultural values.

A

Macrosystem

86
Q

Vygotsky introduced this concept.

A

Zone of Proximal Development

87
Q

The key developmental mechanism of ecological theories.

A

Zone of Proximal Development

88
Q

The space between the individual’s potential and his or her actual developmental status. For instance, a toddler may have a 10-word vocabulary but potentially could have a repertoire of hundreds of words.

A

Zone of Proximal Development

89
Q

Links genetics, the environment, and their influences on human development and disease.

A

Epigenetics

90
Q

An approach in which the interaction between two processes, previously studied separately, is examined.

A

Resilience

91
Q

These Canadian developmental theorists referred to the strong association between the health of a population, developmental outcomes, and the social and economic forces affecting the larger society.

A

Keating and Hertzman

92
Q

They based their developmental theory on epidemiological evidence that improved literacy (one marker of human development) is related to improvements in family economic status, in school community economic status, and in national economic status.

A

Keating and Hertzman

93
Q

Hertzman theorized that socioeconomic status created gradients in developmental health, a process he called this.

A

‘Biological Embedding’

94
Q

Proposed that health, behaviour, and cognitive functions are largely set in early life and are then influenced further by succeeding events in the socioeconomic environment.

A

Keating & Hertzman

95
Q

Defined as the physical and mental health, well-being, coping, and competence of human populations.

A

Developmental Health

96
Q

Framework for Human Development and the Social Determinants of Health. Redrawn from Keating, D. P., & Hertzman, C. (Eds.). (1999).

A
97
Q

Proposed three interrelated regulatory systems as the mechanisms for human population development: emotional regulation, attention regulation, and social regulation.

A

Keating and Hertzman

98
Q

Involves the modulation of emotional reactions and plays an important role in competent social functioning.

A

Emotional Regulation

99
Q

Involves regulation of arousal and reactivity of the brain and contributes to the ability to pursue goals and respond to challenges to those goals.

A

Attention Regulation

100
Q

Involves regulation of social interactions, including aspects such as mutual affection and warmth, particularly in nurturing relationships.

A

Social Regulation

101
Q

Defined as the maintenance of positive adjustment under challenging life conditions.

A

Resilience

102
Q

This approach arose in the field of child psychiatry when clinicians observed that some children and adolescents were able to thrive in severely adverse conditions (e.g., poverty, maternal depression, and paternal criminality), whereas others faltered.

A

Resilience Theory

103
Q

This theory focuses on the interaction between protective processes and vulnerability processes.

A

Resilience

104
Q

These processes includes physical illness, psychological stresses, and social risk.

A

Vulnerability

105
Q

These processes include self-efficacy, good parenting and problem-solving, social support acquisition, and maintenance.

A

Protective

106
Q

Can be observed as children engage in activities side by side without a common goal.

A

Parallel Play

107
Q

Mentally classifying objects according to their quantitative dimension.

A

Seriation

108
Q

Piaget’s Theory of Cognitive Development

A
109
Q

Kohlberg’s Moral Development Theory

A
110
Q

Erikson’s Theory of Eight Stages of Life

A
111
Q

Developmental Theorists for Adult Stages (Havighurst’s Developmental Tasks)

A
112
Q

Skills such as taking a first step, smiling for the first time, and waving ‘bye bye’ are these types of are developmental ___.

A

milestones

113
Q

Things most children (75% or more) can do by a certain age.

A

Developmental Milestones

114
Q

Identify the major factors that influence growth and development with the corresponding statements.

A
115
Q

Identify the following theorists in the psychoanalytic and psychosocial tradition.

A
116
Q

Identify Freud’s 5 Stages of Psychosexual Development along with the corresponding ages.

A
117
Q

Identify the developmental theories in the Mechanistic, Contextualism, & Dialecticism traditions.

A
118
Q

Identify the theorists in the Organicism tradition.

A
119
Q

Match the following traditions to the corresponding description (s).

A

Human Development & Health Promotion - PNUR1265 (15 decks)

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