exam B review Flashcards by Annabel Chambers

Difficult to define precisely
Multiple definitions
Unique to each person and/or religion
Represents the “heart”, not the “head”
Similarities between definitions:
A connection between mind, body, spirit
An experience
Attitudes towards God and/or inner person

Spirituality Definitions

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“Spirituality represents a search for the sacred or transcendent
(God, Jesus, Muhammad, the Buddha, Brahman, Ultimate Truth
of Reality).”

–Dr. Kenneth Pargament

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“….an individual’s attitudes and belief related to transcendence
(God) or to the nonmaterial forces of life and nature.”

Mary
Elizabeth O’Brien

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“of, relating to, or affecting the human spirit or soul as opposed
to material or physical things”

–google.com dictionary

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Formal belief system,
expressed in public

religion

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an external expression,
expression/participation
in organized or
individual worship or
sacred practices

Religiosity

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Religious Affiliation may impact:

 diet
 health practices and customs
 interaction with caregivers
 ability to receive care from opposite gender

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 Spirituality is universal
 Illness impacts spirituality
 Patient and/or family must be willing to share and act on spiritual beliefs
 Spiritual beliefs and practices are impacted by family and culture
 Nurse must be willing to assess and integrate patient
beliefs into care
 Nurse must be willing to consult with/refer to
appropriate spiritual expert
 Religious organization can provide support/resources

Spirituality: Attributes & Criteria

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Atchley’s Continuity Theory of the Spiritual Self:
 Spirituality sensitizes and guides individuals through life experiences; spirituality is a life-long journey
 Deep inner silence
 Insight
 Compassion
 Connection with the ground of being
 Transcendence of personal self
 Wonder
 Transformation

Theoretic Links to Spirituality

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religious tradition or belief in something that cannot be touched or seen

Faith

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beliefs, wishes, or actions
taken in situation of uncertainty

Hope

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communication with God
or a higher power

prayer

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sign of the sacred

Sacrament

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focus on the development of personality
traits and the resolution of psychological challenges

Psychodynamic theories

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Believed that personality grows, develops and
changes during the lifespan

Freud

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The unconscious
Present at birth
Generates impulses that seek immediate pleasure and
satisfaction

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View of self or image that a person wants to convey to others

ego

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Personality traits
Introvert
Extrovert
Personality could be changed in middle-adulthood phase
Repressed feelings are recognized
Coping mechanisms mature
Recognizing one’s own talent and abilities
Self-actualization

Jung

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Describes stages of personality development which are dependent
upon the social environment and social interactions.

erikson

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Which theorist focuses on psychosocial theory that human
development occurs as a result of interactions among the
environment, culture, and the individual ?

levinson

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Theory emphasized cognitive milestones in development – related to
learning to understand and relate logically to world. Integrates sensory and motor interactions within environment

COGNITIVE THEORY
(PIAGET)

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Birth to 2 years; learn object permanence, beginning cause and effect

Sensorimotor - cognitive theory

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2-7 years; life to inanimate objects, egocentric, develops language
skills, uses pretend play, begins to use logic

Preoperational- cognitive theory

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7-11 years; understand more than one piece of information at a
time, realistic understanding of world, focuses on present

Concrete operations- cognitive theory

Adolescent; think abstractly, understands symbols, think in hypothetical terms, understands scientific theories

Formal operations- cognitive theory

* If basic needs are met the individual can move to higher levels of thought and self-fulfillment

HIERARCHY OF NEEDS - MASLOW

* Naturally form own positive destiny * If obstacles are removed * Mastery over the environment and positive relationships * Form the self-concept * Self-actualization is achieved * Person realizes actual self is able to do many things like the ideal self

ENVIRONMENTAL THEORY (ROGERS)

* Operant conditioning * Involves behavioral consequences such as reward or punishment. * For example, reinforcing positive behavior with a reward will eventually develop a regular practice of that behavior.

BEHAVIORIST THEORY OF PERSONALITY (SKINNER)

* Moral reasoning * Three levels of moral development * Original work excluded women so new research shows some modifications to level three.

THEORY OF MORAL DEVELOPMENT: KOHLBERG

* Cooley created the theory of the looking-glass self, which states that the self-image is formed through three steps: * Imagining how we portray ourselves to others; * Imagining how others evaluate us; * Combining these impressions to formulate a self-concept or idea of what we are like. * For example, if a teacher criticizes a child, the child may think the teacher believes the child is unintelligent; therefore, the child’s selfimage may incorporate the thought that he or she is unintelligent.

DEVELOPMENT OF SELF-IMAGE (COOLEY)

Psychosocial theories - Erikson

Theory describes parts of personality development that are dependant on the social environment and social interactions * Each stage involves a social crisis or task that must be positively resolved to successfully pass on to the next stage

Erikson’s stages of the lifecycle

Focus on development of thinking and intellectual capabilities/advancement

Cognitive theories - Piaget

Emphasized cognitive milestones in development * Described 4 stages of development related to learning to understand and relate logically with the world * Involves sensory and motor interactions with the world

Piaget

Moral reasoning * Three levels of moral development * Original work excluded women so new research shows some modifications to level three

Theory of Moral Development - Kohlberg

Children 1-6 years of age * Toddler phase (1-2 years old) * Preschool phase (2-6 years old) * Acquiring receptive language and expressive language * Developing social interaction skills * Mastering early self-control (toilet training) * Beginning to develop a self-image and sense of autonomy

Definition of Early Childhood

* Walking (12-15 months) * Fontanels (close at 18 months) * Physical growth (age 2: half adult height; birth weight x4) * Pincer grasp (well developed age 1) * Hearing (Eustachian tube is short and straight) * Fine motor skills * Toilet training

Physiological Changes

Develop receptive language before expressive language * First clear word and responds to simple commands by age 1 year * Speaks four to six words by 15 months * Speaks 15 words by 19 months * By age 2, vocabulary exceeds 100 words and can follow two-step commands

Language - The Toddler

* Language development occurs rapidly * 5 year old has a vocabulary that exceeds 2000 words * Speech development is a reflection of mental and emotional development

Language - The Preschooler

* Toddler begins to use words to express ideas and to solve problems * Preschool thinking involves pre-logical characteristics * Gradually learn about cause and effect and how to solve problems * Major task for preschooler is to learn impulse control (age 4)

Cognitive Development

Play is primary means of learning * Attributes life to inanimate objects; imaginary thinking * Child believes they are the center of the world (egocentric) * Sees only the obvious; understands only one bit of information at a time

Piaget - Preoperational Period (2 to 7 Years)

More accomplished in some basic self-care activities * This newfound independence is the result of maturation and imitation. * The toddler develops his or her autonomy by making choices * There is also opportunity to learn that parents and society have expectations about these choices. * Limiting choices and or harsh punishment lead to feelings of shame and doubt. * The toddler who successfully masters this stage achieves selfcontrol and willpower

Erikson (1-2 years) : Autonomy vs Shame and Doubt

Fantasy and imagination allow children to further explore their environment. * Also at this time children are developing their superego, or conscience. * Conflicts often occur between the child's desire to explore and the limits placed on his or her behavior. These conflicts sometimes lead to feelings of frustration and guilt. * Guilt also occurs if the caregiver's responses are too harsh. * Successful resolution of this stage results in direction and purpose. * Teaching impulse control and cooperative behaviors to the child help the family avoid the risks of altered growth and development.

Erikson (3-6 years): Initiative versus Guilt

* Obey rules to avoid punishment * Learning emotional self-control and how to share are major developmental moral tasks * Look carefully at parents as models * Learn socially acceptable behavior through consistent, positive reinforcement and discipline

Moral Development – Pre-Conventional

Time-out * Corporal punishment * Rewarding good behavior is most effective technique * The operant theory of effective discipline techniques

Discipline

* ANAL STAGE –Toddler - focus on toilet training and ability to self control bodily functions * PHALIC STAGE – Pre-school * Genital exploration is common * Child identifies with parent of opposite sex * Super-ego develops * Parents have an impact on the molding of sexuality

Sexuality - Freud

* Age-appropriate toys * Parallel play * Cooperative play * Play allows the child to imitate adult roles, be the aggressor, assume superpowers, and solve problems

play

* Help express feelings through words rather than acting out * Tooth-brushing twice daily * Behaviors of the child and responses of the parent should be discussed at well child visits

Teaching Techniques

* Automobile accidents * Burns * Falls * Suffocation and choking * Poisoning * Electric shock * Animal bites

Safety and Accident Prevention

* Immunization program starts at 2 months of age when the child is capable of producing their own antibodies * Develop a partnership with the parents and understand their values

Immunizations

Children now achieve the ability to perform mental operations. * Love to sort and classify “collections” * For example, the child now thinks about an action that before was performed physically. * At the earlier stage the child could count to 10, but now he or she counts and understands what each number represents

Piaget: Concrete Operations (7 to 11 Years)

School-age children thrive on accomplishments & praise. * Without proper support for learning of new skills or if skills are too difficult, children then develop a sense of inadequacy and inferiority. * Children at this age need to be able to experience real achievement to develop a sense of competency. * Erikson believed that the adult's attitudes toward work are traced to successful achievement of this task (Erikson, 1963)

Psychosocial Development Industry versus Inferiority (6 to 11 years)

Begin to compare family values with the values of others * Friendships with same-sex peers are very important * Divorces, family violence, and other home problems can interfere with a child's achievement of developmental tasks * Can develop close relationships with friends

Peer Relationships

Attention span is limited to a maximum of 45 minutes * Present information in a truthful, factual, and age-appropriate manner * Periods of praise and occasional rewards reinforce learning accomplishments * Peer attitudes can influence learning and can enhance the application of values taught

Teaching Techniques

* Weight gain * Asynchronous * Active sweat glands * Stomach and intestines increase in size and volume * Increased appetite and food consumption * Weight and volume of the lungs increase * Improved eye-hand coordination and motor function

Physiological Changes

* Dramatic physiological changes associated with sexual maturation mark this stage (puberty) * There is a marked preoccupation with appearance and body image. * This stage in which identity development begins with the goal of achieving some perspective or direction answers the question, “Who am I?” * Acquiring a sense of identity is essential for making adult decisions such as choice of vocation or marriage partner

Identity versus Role Confusion

is often defined as the absence of something or someone that a person has formed an attachment to. It can include people, places, and things.

loss

is described as the emotional response to a loss. It is the individualized and deeply personal feelings and responses that an individual makes to real, perceived, or anticipated loss.

grief