Adolescence & Perceptions of Illness Flashcards
(15 cards)
Adolescence: Period of —
* Puberty refers to the commencement and maturation of —, — and – characteristics
* Importantly, adolescence is also — constructed – not just
chronological age
* Development tends to be –
and — (asynchronous) – unnecessary anxieties arise if
adolescent is unprepared for
changes
transition
biological physical and sexual
socially
rapid and uneven
Adolescence and the Brain
* A second wave of synapse formation
occurs just before puberty in the —
* This increases a teenagers ability to – , control their — and make better —
– An immature PFC has been linked to —-taking behaviours in adolescence
* This period of development is also — : it is perfect for the job of moving from the safety of home into the complicated world outside
prefrontal cortex (PFC)
reason
impulses
better judgement
risk
adaptive
Psychological and emotional development
through adolescence
* Early adolescence (— years) : —
dominated by — and the effects of the rapid rise in pubertal — on body morphology, and sexual and brain development.
* Adolescence is a time of — of the brain’s
reward system.
* Psychologically it is characterised by
– low – to peer influences,
– low levels of future – ,
– and low – perception, often leading to increases in risk taking behaviour and poor self-regulation.
* Late adolescence (— years) - also
characterised by pubertal — , especially in boys, but in ways that are — visually obvious.
* The brain continues to be extremely developmentally – , particularly in terms of the development of the — and the increased — between brain networks.
* This later phase in adolescent brain development brings continued development of – and — skills, leading to greater future orientation and an increased ability to weigh up the short-term and long-term
implications of decisions.
10-14
biologically
puberty
hormones
remodelling
reistsance
orientation
risk
15-19
pubertal maturationn
less
active
prefrontal cortex
connectivity
executive and self regulatory
Erikson: Stage 5
Identity vs. Role Confusion
* Identity is the – , – and — that
an individual defines themselves with, that
relate to their sense of self.
* Young people seek a sense of self and their
place in the world
* Healthy — of earlier conflicts serve as foundation for search for identity
* If they feel they lack a sense of belonging to
any identity group they may develop
uncertainty about their identity that lasts into
adulthood
stages include:
- trust vs mistrust
- autonomy vs shame and doubts
- initiative vs guilt
- industry vs inferiority
- indenitity vs confusion
- intimacy vs isolation
- generatively vs stagnation
- integrity vs despair
norms values and beliefs
healthy resolutions
identity formation theory :
1- identity foreclosure:
– commitment towards a career identity and – exploration acitvity so basically – to start seeking
2- identity diffusion:
– commitment for a career and — motivation , unaware of the possibilities and overwhelmed so the inertia sets in
3- identity moratorium:
— commitment to the new career and – levels of engagement to explore opportunities and more knowledge ab options
4- identity achievement:
– commitment and — exploration , accepting and being +ve
high
low
unmotivated
low
low
low
high
high
high
cognitive development Piaget:
1- sensorimotor period : coordination of sensory input and motor response birth - 2 years
2- preopertational period : development of symbolic though , ego , irreversible 2-7 years
3- concrete operational period : mental operation applied to concrete events , hierchial classification 7-11
4- formal operation period : mental operation applied to abstract ideas logical and systemic thinking from age 11
Stage 4: Formal operational period
(11+ years):
* Thinking expands from purely concrete to –
* Capable of solving — propositions and
deducing consequences ( — )
* Capable of abstract — and – concepts of
justice, love, free will
* Further changes through adulthood
are of — rather than – of thinking
abstract
hypothetical
hypo deductive
logic and debate
degree
nature
Adolescent’s Concepts of illness:
Formal Operational Stage
1. Physiological
Good understanding of
physiological causes and nature
of illness (internal organs effected
by different illnesses; cancer is
when cells grow too fast); age
11+
2.Psychophysiological
Illness can result from and be
aggravated by – and – causes
physiological and
psychological
Social Development: Peer Relations
* As adolescents pull away from their
parents, peers become more important
* Increased time spent with peers during
adolescence (Buhrmester & Carbery,
1992) and conformity to peers rises
sharply also (Berndt, 1979)
* Peers offer a reference for the development
of new – and — ; ‘safe haven’ to
test new ideas and seek out new
experiences
* Nature of relationships
– Early adolescence – non-romantic
friendships, ‘cliques’, groups, clubs
– Late adolescence – establish —
identity
Social Development: Influence of
Parenting styles
* Parents differ in their
attempts to control and
socialise their children
* Two important elements:
– Parental —
– Parental –
new ideas and identity
sexual
responsivness
demandigness
Parenting style and adolescent
emotional status:
* Most resolve adolescence with little conflict
- Some experience high conflict (rebellion and control)
* Depends on — & —
* Indulgent( high in responsiveness but low in demands)/neglectful (low in both responsiveness and demands) parenting is
associated with adolescents who
demonstrate “acting out” behaviours, conduct — , —
* Authoritarian parenting ( high demands and low responsiveness) is associated with
adolescents who demonstrate — , — , — , and —-
adolescent and parenting style
dirosers and substance abuse
insecurity, anxiety , depression and eating disorder
Impact of Chronic Illness/Disability on
Adolescence:
* — effects
– Visible signs mark out adolescent from peers
– can lead to reduced self-esteem & self-image
* — effects
– lower levels of emotional well-being than peers
– can lead to feelings of alienation
* – , — , – effects
– More subtle; poor performance usually result of
absences due to ill health/hospitalizations can lead to
social isolation + poor educational attainment and
therefore more difficulty getting jobs/obtaining financial
independence
physical
emotional
social educational and vocational
Starting your consultation
1. Introduce yourself to the youth and
parents – the — first! Lets them
know you are interested in them
2. Ask about their understanding of —
3. Add your — on confidentiality
adolescent
confidentiality
views
HEADSS Protocol: A Psychosocial Interview
for Adolescents:
* — : Who lives at home with you?
* — / — : Are you in school? What are
you good at in school?
* — : What do you do for fun?
* — : Many kids experiment with alcohol and
cigarettes – have you or your friends ever tried them?
* — : Are you involved in a relationship?
* —/ — : Ask about history of psychological
disorders or suicide in the family.
* Also, good to ask about – and —
home
education/embolymenet
acitvities
drugs
sexuality
suidicide/depression
sleeping and eating habits
Wrapping Up a Consultation
* Ask for weather report of their life
* Ask them what they see in the mirror
* Ask them who they trust in their lives and
why
* Allow them to express any concerns
* Relate your concerns, if any and discuss
* Highlight their strengths and discuss
weaknesses – gives balanced view
Adherence and Adolescence:
* Conflicting priorities
– Health professionals work
toward —term goals
– Adolescent focused on —
long term
here-and-now
Strategies to improve treatment adherence in
adolescence
* See adolescent alone & discuss
confidentiality
* Be non-judgmental; ask open-
ended questions
* When asking about meds,
indicate poor adherence is
normal
* Explore knowledge; correct
misunderstandings
* Educate about illness
* Negotiate short-term goals
- Tailor regimen to daily routines
- Identify & discuss barriers
- Explain regimen & repeat
instructions - Give written instructions
- Avoid jargon
- Suggest reminders
- Enlist support of parents & peers
- Review &monitor frequently; give
feedback
Relevancy to Medical Practice
* Awareness of typical development in adolescence can help with — healthcare provision
* An understanding of the wide social pressures that may be influencing health behaviours in adolescence is
important
* For adolescents with chronic illnesses, strategies to improve – are useful
tailored
adherence
