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SWSP1044 > Exam Revision > Flashcards

Exam Revision Flashcards

1
Q

Quantitative changes of the lifespan?

A
  • changes as we acquire more knowledge and grow physically larger and stronger
  • growth in height and weight
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2
Q

Qualitative changes of the lifespan?

A
  • changes the way we think, behave, and perceive the world

- the development in understanding the perspective of others (also known as egocentrism)

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3
Q

early in life, what factors set the direction for future development?

A

genetic and cultural factors

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4
Q

development is multi….

A

multidirectional, multidimensional & multifunctional

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5
Q

there is a changing dynamic of biology against?

A

culture

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6
Q

at every stage of the lifespan there is a balance of

A

gains and losses

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7
Q

is development modifiable?

A

yes,

it is plastic, flexible and modifiable over time

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8
Q

the lifespan consists of a dialectical interplay of?

A

history, culture and biology

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9
Q

the process of biological ageing is?

A

a continuous process that develops gradually

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10
Q

What are inter-individual regularities? (developmental variables)

A

what is assumed to be constant patterns for most people

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11
Q

what are inter-individual differences? (developmental variables)

A

takes into account different geographies, histories, cultures and socioeconomic environments

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12
Q

what is intra-individual plasticity in development? (developmental variables)

A

what can be modified in a positive way and will promote resilience

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13
Q

what is the accumulation of risk

A

ways in which events increase or decrease risk factors for good health may accumulate over the life course

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14
Q

what is WEIRD research

A 
W: western
E: educated 
I: industrialised 
R: rich 
D: democratic
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15
Q

What are the theories of Lifespan Development (hint:5)

A
  1. psycho-analytic theories
  2. classical and social learning theories
  3. cognitive-developmental theories
  4. stage theories of development
  5. adult-oriented lifespan theories
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16
Q

When is the Oral stage (Freud Psychosexual Development)

A

1st year

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17
Q

1-3 years stage (Freud Psychosexual Development) ?

A

Anal

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18
Q

When is the phallic stage? (Freud Psychosexual Development) ?

A

4-6 years

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19
Q

When is the latency stage?(Freud Psychosexual Development)

A

6-12 years

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20
Q

When is the genital stage? (Freud Psychosexual Development)

A

Puberty onwards

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21
Q

First stage of Erikson’s Psychosocial Development?& age?

A

trust vs. mistrust

- infant

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22
Q

second stage of Erikson’s Psychosocial Development?& age?

A

autonomy vs. shame and doubt

- toddler

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23
Q

3rd stage of Erikson’s Psychosocial Development?& age?

A

initiative vs. guilt

- pre-schooler

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24
Q

4th stage of Erikson’s Psychosocial Development?& age?

A

industry. vs inferiority

- grade-schooler

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25
Q

5th stage of Erikson’s Psychosocial Development?& age?

A

identity vs. role confusion

- teenager

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26
Q

6th stage of Erikson’s Psychosocial Development?& age?

A

intimacy vs. isolation

- young adult

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27
Q

7th stage of Erikson’s Psychosocial Development? & age?

A

generativity vs. stagnation

- middle-age adult

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28
Q

8th stage of Erikson’s Psychosocial Development?& age?

A

integrity vs. despair

- older adult

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29
Q

what is the first stage of Piaget’s cognitive-development approach? what age?

A
  • sensorimotor stage
  • birth to 2 years
  • first stage of child’s mental development
  • involves sensation and motor skills (heat, sight, feel, taste, move, manipulate, bite, chew)
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30
Q

what is the 2nd stage of Piaget’s cognitive-development approach? what age?

A
  • pre-operational stage
  • 2-7 years
  • use mental ability to represent events and objects in various ways (using symbols, gestures, etc.)
  • logical reasoning not yet organised or developed
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31
Q

what is the 3rd stage of Piaget’s cognitive-development approach? what age?

A
  • concrete-operational stage
  • 7-11 years
  • more stable, think operationally and use logical reasoning rather than intuitive thought
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32
Q

what is the 4th stage of Piaget’s cognitive-development approach? what age?

A
  • formal-operational stage
  • 11-adulthood
  • become more systematic and reasonable
  • can reason of tangible objects
  • can reason and think in more abstract, hypothetical, idealistic ones
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33
Q

In Vygotsky’s cognitive developmental approach, cognitive development is influenced by?

A

social interaction

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34
Q

In Vygotsky’s cognitive developmental approach, emphasis is on?

A

language

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35
Q

In Vygotsky’s cognitive developmental approach, children learn through?

A

imitation

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36
Q

In Vygotsky’s cognitive developmental approach, children internalise?

A

lessons that are acquired through play, teaching or other kinds of instruction

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37
Q

In Vygotsky’s cognitive developmental approach, children engage in?

A

collaborative play learning with peers

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38
Q

In Vygotsky’s cognitive developmental approach, what is a zone of proximal development?

A
  • how children who work on a cognitive problem by themselves learn to solve it
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39
Q

In Bandura’s social-cognitive learning theory, what is observational learning?

A

watching, copying and learning from others (e.g aggression learn through observational learning and modelling)

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40
Q

In Bandura’s social-cognitive learning theory, what is vicarious reinforcement?

A

observing positive consequences for others

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41
Q

In Bandura’s social-cognitive learning theory, what are the cognitive elements of modelling?

A

-attention, retention, reproduction, motivation

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42
Q

In Buhler’s theory, what is considered central to adult development?

A

goal activity

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43
Q

In Buhler’s theory, what is intentionality, goal setting, and actualisation?

A
  • choosing goals
  • working towards ones goals
  • evaluating what one has achieved
  • amending and setting new goals/ revising life plans
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44
Q

what are the adult oriented theories

A

Levinson’s (balance of stable periods/upheavals)
Baltes’ (gains/losses)
Buhler’s (goal activity)

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45
Q

In Levinson’s theory, what do adults alternate between?

A

stable periods of life functioning (life structures) and periods of developmental upheavals (transitions)

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46
Q

according to levinson’s theory, approximately half of adult lives are spent…?

A

in transitional periods where we appraise ‘where we are heading’

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47
Q

levinson’s theory is influential in understanding.. ?

A

career development

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48
Q

In baltes’ theory, there is a balance of ?

A

gain against loss

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49
Q

In baltes’ theory, development is essentially?

A

social; we rely on other people as resources to compensate for deficiencies

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50
Q

In baltes’ theory, in contrast to the first half of the lifespan, loss predominates …?

A

during late adulthood and old age

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51
Q

what are the 3 mechanisms of baltes’ theory?

A

selection
compensation
optimisation

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52
Q

baltes’ theory involves the utility of what resources?

A

cultural resources (e.g. social interactions with friends)

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53
Q

key points of freud’s psychodynamic theory?

A
  • reaction to loss, grief: cognitive process to resolve the loss
  • decathect/withdraw energy from lost person/object and cathect/invest in another
  • need complete withdrawal or pathological grief
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54
Q

Bowlby’s attachment theory describes attachment as a?

A

biological survival mechanism

- separation response of protest despair detachment

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55
Q

Bowlby’s attachment theory can be extented to?

A

adult grief response (breaking the emotional bonds of attachment)

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56
Q

key points of Worden’s task theory of grief and loss

A
  • accepting reality of loss
  • working through pain/grief
  • adjusting to environment where the deceased is missing
  • emotionally relocating deceased and moving on
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57
Q

key points of Kubler-Ross’s theory on grief and loss

A
  • denial,anger
  • bargaining (completing unfinished business, promise anything for temporary extension of life, recognition that begging for a cure is unrealistic)
  • depression, acceptance, meaning
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58
Q

what is a critical period of prenatal development

A

period of the embryo

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59
Q

what are teratogens

- timing of teratogenic influence is?

A

disruptions to the ecology of the womb resulting from things such as virus germs, cigarettes, alcohol, illicit and medicinal drugs
- important

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60
Q

brain development in infancy

A

synaptic pruning/limbic brain

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61
Q

inborn reflex behaviours

A
  • sucking
  • sneezing
  • blinking
  • coughing
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62
Q

moro reflex in infancy?

A
  • reflex normally present in all infants up to 4-5 months
  • response to sudden loss of support
  • spreading out arms/unspreading and crying
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63
Q

sensory and perceptual skills in infancy

A
  • all five sense but not fully functional

- learn to coordinate perceptual and motor skills

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64
Q

what happens in infancy during piaget’s sensorimotor stage

A

assimilating and accommodating new information

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65
Q

who is SIDS most a risk for?

A
  • infants under 12 months (most cases between 2-5 months)
  • Indigenous babies (3x)
  • parents who smoke (2x)
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66
Q

motivation to learn is influenced by developing a sense of ?

A

basic trust in caregivers and one’s self (erikson)

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67
Q

motivation to learn is influenced by gaining a sense of __ __ over event?

A

personal control (world needs to be a predictable place)

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68
Q

motivation to learn is influenced by guarding against

A

learned helplessness (lays the foundation for more complex problem solving)

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69
Q

motivation to learn is influenced by developing ____-___

A

self-efficacy (appropriate stimulation is important e.g. age appropriate toys)

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70
Q

what is the Type A attachment style? how common is it

A
  • insecure avoidant attachment

- 15%

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71
Q

characteristics of insecure avoidant attachment

A
  • upset little by stranger’s entry and mother’s departure
  • reluctant to cling
  • compared to other types, relatively indifferent to mother and lack of delight upon return
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72
Q

what is the type B attachment style? how common is it

A

securely attached

- 62%

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73
Q

characteristics of securely attached?

A
  • secure bonds of affection/attachment by vigorous protest at mother’s departure
  • actively searching when absent
  • intense delight upon reunion
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74
Q

what is the type C attachment style? how common is it

A
  • anxious-ambivalent insecure (insecure-resistant)
  • cling to mothers but show little distress on departure
  • reunion may bring joy/persistent crying
  • infants appear anxiety-ridden and negative
  • 9%
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75
Q

what is type D attachment style?how common is it

A
  • disorganised attachment

- 15%

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76
Q

what kind of children are likely yo show Type D: disorganised attachment?

A
  • abused children (manifests differently depending on child’s age)
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77
Q

in type d: disorganised attachment, the caregiver is a source of?

A

both fear and comfort

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78
Q

why is type d: disorganised attachment described as “fear without solution”?

A

-attachment behaviour fails temporarily if child is simultaneously confronted by anxiety-provoking situation (e.g. child walks towards caregiver but averts gaze)

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79
Q

temperament is well established by - months?

what does it encompass?

A
  • 2-3 months

- emotionality, activity, sociability

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80
Q

what are the three basic types of temperament?

A
  1. easy
  2. slow to warm up
  3. difficult
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81
Q

easy temperament

A
  • very adaptable to change, balanced moods, high attention span, regular sleeping and feeding patterns, positive mood, interested in new situations, more predictable
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82
Q

slow to warm up temperament?

A

low to moderate level of activity, often withdraws from unfamiliar situations initially, slow to adapt to new situations, slightly negative mood, variable schedules

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83
Q

difficult temperament

A

frequently irritable, irregular schedules, difficulty adapting to new situations, intense reactions to change

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84
Q

physical and motor skills milestones in early childhood (2-6 yrs)

A
  • risk of accidental injury (highest cause of death/disability)
  • most common cause childhood injuries
85
Q

emotional development milestones in early childhood (2-6 yrs)

A
  • sense of self, labelling feelings, empathy
  • theory of mind cognitions (understanding how others think/feel)
  • peer and play (imagination)
  • conscience (capable of lying)
86
Q

language development milestones in early childhood (2-6 yrs)

A
  • emotional bonding prior to learning language and need for interactions directly with other people
  • communication: sentences of 5-6 words
87
Q

social relationships development milestones in early childhood (2-6 yrs)

A
  • health attachment: make sense of own and other’s feelings, self regulate affect, assume other people’s emotional availability, feel autonomous, socially effective and competent
88
Q

autonomy vs. shame and doubt is characterised by a balance between?

A
  • developing sense confidence and sense of personal agency by being able to predict/control elements of physical and social world (partly developed by language/greater mobility)
89
Q

what is manageable autonomy in autonomy vs. shame and doubt?

A

recognising the need for caretaker restraint

90
Q

initiative vs. guilt 4-5 years, there is a balance between?

A
  • taking initiative, facing challenges and actively exploring the world
  • learning to exercise self control via conscience
91
Q

in piaget’s pre-operational stage, what is conservation?

A

failure to understand certain quantity remains the same (e.g distance, number, fluid)

92
Q

in piaget’s pre-operational stage, what is equilibration?

A
  • assimilation and accommodation

- debating/arguing with more advanced peers can challenge preoperational beliefs and bring about higher level thinking

93
Q

characteristics of first memories (3-4 years)

A
  • neurological maturation
  • emergence of language
  • emergence of cognitive self
  • emergence of theory of mind
94
Q

first memories: cognitive growth allows children to?

A

master and employ deliberate memorisation strategies (organisation, labelling, rehearsal, elaboration)

95
Q

physical development milestones in middle childhood (7-puberty)

A
  • master motor and sporting skills

- obesity and malnutrition

96
Q

cognitive development milestones in middle childhood (7-puberty)

A
  • synaptic growth and pruning
  • enhanced reasoning (abstract representations of events)
  • enhanced executive functioning
97
Q

synaptic growth and pruning?

A

neurons and synaptic connections are eliminated in order to increase the efficiency of neuronal transmissions

98
Q

emotional development milestones in middle childhood (7-puberty)

A
  • make sense of own/other people’s emotions
  • linguistic repertoire for expressing feelings
  • emotional control for social relationships
99
Q

social development milestones in middle childhood (7-puberty)

A
  • school

- importance of peer relationships: moral reasoning

100
Q

key points of industry vs. inferiority

A
  • competence and self-confidence (how can i be good?
  • encouraged and commended by parents/teachers = feeling of competency and belief in skills
  • little/no encouragement = doubt in ability
101
Q

role of school in industry vs. inferiority (middle childhood)

A
  • social interaction: sense of pride in accomplishments and abilities
  • friends/classmates
  • performance and skill: increasingly complex tasks
102
Q

resilient personality type

A

evidence an ego structure already well-formed but by no means foreclosed from new experience and new values

103
Q

over-controllers personality type

A
  • highly constricted, tense, uneasy
  • introverted, uncomfortable w/ other people because of tendency toward inner life
  • passive and brittle
104
Q

under-controllers personality type

A
  • rebellious, talkative, hostile, irritable
  • lacking in sympathy/warmth
  • fluctuating moods due to fluctuating impulses
105
Q

developmental outcomes for authoritative parenting?

A
  • high warmth/high control
  • rules with reasons, flexible, consequences over punishment
  • best results (social competence/responsibility,moral values, self-esteem
106
Q

developmental outcomes for authoritarian parenting?

A
  • low warmth, high control
  • parent establishes rules and children follow without exception
  • children has lower self-esteem and weakly interalised moral values
107
Q

developmental outcomes for permissive/indulgent parenting

A
  • high warmth, low control
  • little discipline, lenient
  • children are less popular with peers
108
Q

developmental outcomes for indifferent/uninvolved parenting

A
  • low warmth, low control
  • neglectful, don’t meet child’s basic needs
  • worst outcomes:immature dependency, antisocial behaviour, acting out
109
Q

behaviours that demonstrate interalised conscience (hint: 5)

A
  1. resisting temptation
  2. guilt
  3. articulation of rules
  4. confession
  5. reparation
110
Q

cumulative harm?

A

effects of multiple adverse events in a child’s life and negative outcomes experienced by children

111
Q

examples of childhood maltreatment

A
  • physical abuse
  • emotional maltreatment
  • neglect
  • sexual abuse
  • exposure to family violence
112
Q

complex trauma - cognitive, affective and behavioural outcomes

A
  • disturbed attachment patterns
  • disrupted affect regulation
  • behavioural regression
  • aggression
  • anticipatory behaviour and traumatic expectations
  • awareness of danger/self-endangering behaviours
  • self-hatred/blame
  • chronic feelings of ineffectiveness
113
Q

positive stress

A
  • normal biological stress
  • adaptive
  • facilitates emotional and intellectual growth when mediated by healthy attachment to responsive carer
114
Q

tolerable stress

A

exposure to non-normative stress (divorce), risk of physiological changes but can be greatly mediated by responsive adult carer

115
Q

toxic stress

A

prolonged and uncontrolled stress

  • no nurturing carer to assist in regulation
  • structural, functional and behavioural changes
116
Q

biological stress response: response to chronic stress impairs function of?

A

noradrenaline and dopamine within the limbic system

117
Q

biological stress response: conceptual distinction between the ____ and ___?

A

learning and survival brain

118
Q

survival brain characterised by?

A

emotional dysregulation and dysregulated information processing

119
Q

chronic stress in children can lead to?

A
  • poor self-regulation
  • increased impulsive behaviours
  • high levels of anxiety
  • aggression and learned helplessness
120
Q

risk factors?

A

increase likelihood of negative outcomes for a child

121
Q

protective factors?

A

buffer the effects of risk factors and decrease the likelihood of negative outcomes

122
Q

examples of inter-related risk factors for children

A
  • substance abuse
  • domestic violence
  • mental health
123
Q

what is inter-related risk factors

A

how risk and protective factors interact to produce different outcomes at different stages of a child’s development
- protective factors can turn into risk factors

124
Q

what are the 4 terms in the resilience matrix

A
  • resilience
  • protective environment
  • vulnerability
  • adversity
125
Q

protective environment? (resilience matrix)

A

factors in child’s environment that act as buffer to negative effects of adverse experience

126
Q

vulnerability? (resilience matrix)

A
  • characteristics of child, family circle, wider community which might threaten/challenge healthy development (racism, disability, poor attachment)
127
Q

adversity (resilience matrix)

A

life events or circumstances posing a threat to healthy development (loss, abuse, neglect)

128
Q

what is a key consideration when planning intervention

A

child’s developmental pathway

129
Q

___ intervention is crucial?

A

early

130
Q

3 key points of intervention

A

safety, security, and predictability

131
Q

what interventions have a greater chance of better outcomes

A

coordinated interventions that address multiple domains (child, family, community)

132
Q

if a child is removed from home, it is important not to discount the…?

A

process of grieving a loss or separation

133
Q

what are the two focus questions of any assessment and intervention ?

A

is this child safe?

how is this child developing?

134
Q

normal age range for puberty in girls vs. boy?

A

girls 9-16

boys 13-15

135
Q

precocious puberty in girls vs. boys (obesity, social factors, environmental)

A

girls 8

boys 9

136
Q

challenges of identity vs role confusion for teenagers

A
  • establish sexual, political, moral, religious and vocational identity that is mature, stable and consistent
137
Q

identity vs role confusion: rapid physical and psychological changes causes?

A
  • nothing is stable or consistent

- stressful

138
Q

identity vs role confusion: inner unrest may lead to?

A
  • rebelliousness
  • impulsiveness
  • outer turmoil
139
Q

identity achievement

A
  • crisis and turmoil
  • confrontation of identity question
  • coherent sense of self
140
Q

identity foreclosure

A
  • assumes identity without resolving crisis

- take on identity given by others

141
Q

identity moratorium

A
  • identity development blocked by individual or life circumstances (e.g. uni)
142
Q

identity diffusion

A
  • blocked identity formation
  • lack commitment to identity
  • no identity crisis confrontation
  • confused, insecure and withdrawn
143
Q

young people 18-24 are at greater risk than other age groups of experiencing?

A

violence

144
Q

egocentrism?

A

‘imaginary audience syndrome’

- young person’s belief they are the centre of attention by everyone

145
Q

during early adolescence, what kind of friendship appears to be more important than others

A

same-sex friendships more important than parental relationship or opposite sex

146
Q

between 12-15 years, children rethink friendships as more?

A

intimate and mutual

147
Q

what is autonomous independency and when does it emerge

A
  • need for both independence and dependence

- after age 15

148
Q

high risk young people are disconnected from?

A
  • schools, families/others

- not able to identity healthy adult in their lives outside of professionals

149
Q

high risk young people find security in

A

peer groups, e.g. gangs

150
Q

examples of high risk young people behaviours that interfere with daily functioning

A
  • drug and alcohol use

- self-destructive behaviours (self harm, promiscuity)

151
Q

what is the extended period of development between adolescence and young adulthood

A

emerging adulthood

152
Q

key points of emerging adulthood

A
  • feeling in-between
  • self focus
  • identity exploration
  • instability
153
Q

stage 1 of re-centering?

A

transition into emerging adult: change in power relationships

154
Q

stage 2 of re-centering?

A

developmental experiences of emerging adulthood: exploration and transitory associations

155
Q

stage 3 of re-centering ?

A

commitment to enduring roles and responsibilities

156
Q

final stage of re-centering?

A

progression and regression

157
Q

unemployment poses a threat to ___? and is a risk factor for ____?

A
  • identity development

- maladjustment

158
Q

unemployment is particularly high for what age range

A

20-24

159
Q

what can be an outcome of thwarted career goals

A

learned helplessness

160
Q

unemployment leads to?

A

lower self-esteem
mental health problems
depression

161
Q

aboriginal and torres strait islander adults are ___x more likely to be imprisoned than non-indigenous?

A

15 times

162
Q

in early adulthood problems, what is the return of the repressed (freud) ?

A
  • difficulties that have their origins in earlier life stage may re-emerge
163
Q

examples of early adulthood problems?

A
  • mental health
  • drug use
  • lack of skills
  • lack of opportunities
  • lack of social support
164
Q

intimacy vs isolation major question and basic virtue?

A
  • will i be loved or alone?

- love

165
Q

intimacy vs. isolation important events?

A
  • self
  • close friendships
  • romantic relationships
166
Q

intimacy vs. isolation prerequisite for successful relationship is?

A

secure sense of identity

167
Q

intimacy vs. isolation problems with emotional intimacy result from

A

entering a relationship before resolving identity crisis

168
Q

intimacy vs. isolation, in young adulthood, relationships provide both ?

A

emotional intimacy and instrumental support

169
Q

sternberg’s love triangle: intimacy

A
  • feelings of closeness, connectedness, bonding in loving relationship
170
Q

sternberg’s love triangle: passion

A
  • sparked by physical attraction and sexual desire drives person to pursue romantic relationship
171
Q

sternberg’s love triangle: commitment

A

decision to love someone for long term

172
Q

transition to parenthood is

A

stressful for both parents

173
Q

highest stress of transition to parenthood is

A

associated with more positive expectations of parenthood (and baby temperament)

174
Q

marriage often undergoes ___ after birth of baby, but ___?

A
  • upheaval

- crisis period usually eases after few months

175
Q

generativity vs. stagnation: what is generativity?

A

making your mark on world (parenting/caring, create, make world better place)

176
Q

generativity vs. stagnation: what is stagnation?

A

failure to find way to contribute (disconnected, uninvolved)

177
Q

Erikson: what are the 4 forms of generativity

A
  • biological
  • parental
  • work
  • cultural
178
Q

biological generativity

A

conceive and give birth to infants

179
Q

parental generativity

A

provide nurturance and guidance to children

180
Q

work generativity

A

develop skills passed down to others

181
Q

cultural generativity

A

create/conserve some aspect of culture that survives

182
Q

in baltes’ theory of gain against loss, loss predominates during ??

A

late adulthood and old age

183
Q

Baltes’ theory: what is selection

A
  • restricting involvement in activities in response to lost capacity (selecting goals, make choices, rebuild priorities)
184
Q

Baltes’ theory: optimisation?

A
  • efforts to build up/enrich one’s reserves in order to continue functioning (e.g. exercising)
185
Q

Baltes’ theory: compensation

A

efforts to meet goals by new means (e.g. modifying behaviours, assistive devices)

186
Q

Levinson’s developmental tasks of middle adulthood: young-old?

A

finding positive ways to balance youthfulness and older age

187
Q

Levinson’s developmental tasks of middle adulthood: destruction- creation

A
  • focus on righting past hurtful/destructive acts

- find ways to become more creative

188
Q

Levinson’s developmental tasks of middle adulthood: masculinity-femininity

A
  • finding ways to balance both gender roles in the self
189
Q

Levinson’s developmental tasks of middle adulthood: engagement - separateness

A
  • find ways to balance the public and private; what is given to others and what is given to the self
190
Q

symptoms of job burnout syndrome?

A
  • exhaustion
  • depersonalisation
  • cynicism about work
  • self-doubt about ability to perform the work
191
Q

impact of job burnout syndrome

A
  • reduced productivity
  • more absenteeism
  • conflict w/ colleagues
  • physical illness
192
Q

examples of contemporary transitions

A
  • empty nest
  • grandparenthood
  • retirement
193
Q

example of normative turning points and transitions?

A

menopause

194
Q

idiosyncratic example of turning points/ transition events

A

divorce, accidents

195
Q

erikson’s integrity vs. despair: integrity?

A

fully accepting oneself and coming to terms with death

- helps acceptance of death

196
Q

erikson’s integrity vs. despair: despair?

A
  • individuals unable to obtain feeling of fulfillment and completeness will despair and fear death
197
Q

integrity vs. despair is a clash between?

A

wanting to believe that earlier life choices were right, and a sense of despair over lost opportunities and mistakes

198
Q

baltes’(in old age): selection

A

focus attention on fewer, more important goals

199
Q

baltes’(in old age): optimisation

A

engaging in goal-directed actions and means

200
Q

baltes’(in old age): compensation

A

maintenance of functioning in the face of loss and decline

201
Q

risk factors of dementia?

A
  • age, genetics, head injury, lifestyle factors which increase risk of heart disease, diabetes, stroke, blood pressure
202
Q

protective factors of dementia

A

health ageing:, diet, social connectedness, not smoking, avoid excess alcohol, exercise

203
Q

predictors of longevity

A
  • health lifestyle (diet, exercise, minimise risk)
  • autonomy
  • optimism about ageing vs. ageist pessimism
  • level of happiness and satisfaction
204
Q

death anxiety is triggered by?

A

anticipation of a state in which the self does not exist

205
Q

4 points about death anxiety

A
  1. apprehension about physical deterioration of body
  2. preoccupation with time left to live
  3. anxiety about painful, stressful, frightening death
  4. spiritual beliefs and emotional feelings about death
206
Q

mature understanding about death is reached around what age for children?

A

5-7 (varies widely)

  • universality of death
  • irreversibility
  • nonfunctionality (physical functions cease)
207
Q

Kubler-Ross stages of grief

A
  • denial
  • anger
  • bargaining
  • depression
  • acceptance
  • meaning
208
Q

what is complicated grief?

A

grief lasting longer than 18 months

- significantly impaired day-to-day functioning lasting longer than 6 months

209
Q

traumatic grief

A
  • interferes with grieving process

- need to address trauma first to allow grief reactions

SWSP1044 (1 decks)

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