Human Growth & Development Flashcards
(85 cards)
1
Q
What is Ecological Perspective? And what factors does it include? (also adopts a systems approach)
A
The study of interactions of people and their environment.
- Individual characteristics: knowledge, attitudes, beliefs, personality, etc.
- Interpersonal factors: social support, social cohesion, work relationships, friendships, etc.
- Institutional factors: rules + regs, Ex. dress code (socially), where cls live/work (no smoking)
- Community factors: social resources, networks, norms
- Public policy: laws, Ex. seat belts, no drug use
2
Q
What are Systems Perspective?
a theoretical perspective on HB
A
- made up of interrelated parts
- all parts impact each other and the whole system
- the dynamic in and among systems produce change and stability
3
Q
What is Conflict Perspective?
a theoretical perspective on HB
A
- cls try to advance own interests over the interests of others when competing for scare resources
- power is unequally divided
- member of non-dominant groups become alienated from society
- social change is driven by conflict
4
Q
What is Rational Choice perspective?
a theoretical perspective on HB
A
- cls are rational and goal directed
- human interactions involves exchange of social resources, Ex. love, approval, information, $$
- cls have self-interests (max. rewards & min. cost)
- Power comes from unequal resources in exchanges
5
Q
What is Social Constructionist Perspective?
a theoretical perspective on HB
A
- social reality is created when cls (in social interaction) develop common understanding of their world
- cls are influenced by social process and customs
- cultural and historical contexts
6
Q
What is Psychodynamic perspective?
a theoretical perspective on HB
A
- Unconscious & Conscious mental activities are the motivating forces in HB
- Early childhood experiences are central
- cls might become overwhelmed by internal or external demands
- Defense mechanisms are used to avoid becoming overwhelmed
7
Q
What is the Developmental Perspective?
a theoretical perspective on HB
A
- Human Development occurs in defined, age-related stages that build on one another (must be in order)
- complex interaction of biological, psychological, and social factors
Ex. Erikson’s stages of dev.
8
Q
What is the Social Behavioral Perspective?
a theoretical perspective on HB
A
- HB is learned when cls interact with the environment through (group) association, reinforcement, and imitation
- problems = undesirable bx (which can be changed through techniques like classical and operant conditioning)
AKA: Social Learning theory/perspective
9
Q
What is Humanistic Perspective?
a theoretical perspective on HB
A
- Each cl is unique and responsible for choices
- cls have the capacity to change
- HB is driven by a desire for growth, personal meaning, and competence
- behaving in ways not consistent with true self = anxiety
10
Q
Trust vs. Mistrust
Erikson - social dev.
A
Birth - 1 y.o.
- children begin to trust others based on consistency of caregivers
- If successful = child gains confidence and security, even when threatened
- If unsuccessful = inability to trust, therefore develops fear about inconsistent world, anxiety, insecurities
11
Q
Autonomy vs. Shame & Doubt
Erikson - social dev.
A
1-3 y.o.
- Assert independence by walking away from caregiver, picking toys, and making choices, Ex. what to wear or eat
- Successful = if supported, increased independence, confident and secure in ability to survive in the world
- Unsuccessful = if overly controlled or criticized, begin to feel inadequate in their ability to survive, overly dependent, lack of self-esteem, shame or doubt in their own abilities
12
Q
Initiative vs. Guilt
Erikson - social dev.
A
About 3-6 y.o.
Children assert themselves more freely, begin to plan activities, make up games, and initiate with others
- Successful = develop initiative and feel secure in ability to lead other and make decisions
- Unsuccessful = develop guilt if made to feel like a nuisance and can remain “followers”
13
Q
Industry v. Inferiority
Erikson - social dev.
A
6 y.o.-puberty
- develop sense of pride in accomplishments, initiate projects and complete them, and feel good about what was achieved
- Successful = feel industrious + confident in ability to achieve goals
- Unsuccessful = if restricted, begin to doubt ability and fail to reach potential
14
Q
Identity vs. Role Confusion
Erikson - social dev.
A
Adolescence
- Become more independent and look at future, Ex. relationships, career, family, housing
- Successful = able to explore possibilities and form own identity based on outcome of exploration
- Unsuccessful = sense of who they are is hindered leading to confusion about self and role in the world
15
Q
Intimacy vs. Isolation
Erikson - social dev.
A
Young adulthood
- share self more intimately with others and explore relationships with people outside of family
- Successful = comfortable relationships and sense of commitment, safety, and care within relationships
- Unsuccessful = Avoid intimacy and fear commitment leading to isolation, loneliness, and sometimes depression
16
Q
Generativity vs. Stagnation
Erikson - social dev.
A
Middle Adulthood
- Establish careers, settle down, start families, develop sense of being part of the bigger picture
- Successful = raise children, productive at work, involved in community (giving back to society)
- Unsuccessful = become stagnant and feel unproductive
17
Q
Ego Integrity vs. Despair
Erikson - social dev.
A
Grow older/Senior citizens
- life slows down, contemplate accomplishments
- Successful = develop sense of integrity if satisfied with progression of life
- Unsuccessful = life unproductive and failed to accomplish goals, hopelessness, depression (despair)
18
Q
Social development on micro level
A
- learning how to behave and interact well with others
- manage feeling in order to be productive, NOT counterproductive (relies on emotional dev.)
19
Q
Social Development on macro level
A
- should benefit people (particularly the poor)
- how people interact, groups, norms
- implies change in social institutions, Ex. progress towards inclusion = treating each other fairly
- social cohesion enhanced when there are peaceful and safe environments
- social accountability = individual voices expressed + heard
20
Q
What is Emotional Development?
A
- skills that increase self-awareness and self-regulation
- social skills reflected in ability to:
1. pay attention
2. transition from one activity to another
3. cooperate with others - much of this learned during playtime in childhood (also learn that they are liked and fun to be around, self-confidence)
21
Q
Cognitive Development
the focus areas
A
- information processing
- conceptual resources
- perceptual skill
- language
- theme: the emergence of ability to think and understand
22
Q
Cognitive Development
6 levels of cognition
A
K nowledge - memorization, recognition, recall facts
C omprehension - what do the facts mean
A pplication - correct use of facts, rules, ideas
A nalysis - break info into component parts
S ynthesis - combine facts, idea, info to make whole
E valuation - judging/forming opinion about facts/situation
23
Q
Cognitive Development (3 domains)
A
C ognitive - mental skills (knowledge)
A ffective - growth in feelings/emotions (attitude or self)
P sychomotor - manual/physical skills
24
Q
Sensorimotor
Piaget-Stages of Cog. Dev.
A
0 - 2 y.o.
- retain image of objects
- develop primitive logic
- begins intentional actions
- play is imitative
- signals meaning (Ex. babysitter arriving means mother is leaving)
- symbols meaning (language)-last thing to develop in this stage
25
Preoperational
| Piaget-Stages of Cog. Dev.
2 - 7 y.o.
1. Progress from concrete to abstract thinking
2. can comprehend past, present, future
3. night terrors
4. acquires words and symbols
5. magical thinking
6. thinking not generalized (everything is personal)
7. thinking is concrete, irreversible, egocentric
8. cannot see another point of view
9. thinking centered on one detail or event
* Imaginary friends common, normal (most know they are just pretend)
26
Concrete Operations
| Piaget-Stages of Cog. Dev.
7 - 11 y.o.
1. begin abstract thought
2. plays game with rules
3. cause and effect relationship understood
4. logical implications understood
5. thinking independent of experience
6. thinking is reversable
7. rules of logic are developed
27
Formal Operations
| Piaget-Stages of Cog. Dev.
11 y.o. - maturity
1. higher level of abstraction (thinking about ideas not events)
2. planning for future
3. thinks hypothetically
4. assumes adult roles and responsibilities
28
Preconventional
| Kohlberg-stages of moral dev.-most complete stages in order
Elementary school level (before 9 y.o.)
Stage 1 - Child obeys authority out of fear of punishment. Obedience/punishment
Stage 2 - Child acts acceptably as they see it is in their best interest. Conform to rules to receive rewards.
29
Conventional (stereotypic norms of moral development)
| Kohlberg-stages of moral dev.-most complete stages in order
Early adolescence
Stage 3 - Person acts to gain approval from other. "Good boy/Good girl" mentality.
Stage 4 - Obeys laws and fulfills obligations and duties to maintain social system. Rules are rules. Avoids censure and guilt.
30
Postconventional (most adults do not reach this)
| Kohlberg-stages of moral dev.-most complete stages in order
Adult
Stage 5 - Genuine interest in well-being of others. Concerned with individual right and being morally right.
Stage 6 - Guided by individual principles that are informed by broad, universal ethical principles. Concern for larger universal issues of morality.
31
What is Learning theory?
framework describing how information is absorbed, processed, and retained during learning. There are cognitive, emotional, and environmental influences. Prior experience also influences learning.
32
What are the 4 distinct orientations on learning theories?
1. Behaviorist (Pavlov, Skinner) - learning is viewed through change in behavior and external stimuli are the key points of learning.
Application to SW: try to change the external environment in order to bring behavior change.
2. Cognitive (Piaget) - learning through internal mental processes (insight, info processing, memory, perception)
Application to SW: develop opportunities to foster capacity and skills.
3. Humanistic (Maslow) - learning happens as a person's activities aimed at reaching their full potential. Key point of learning is when cognitive and other needs are met.
Application to SW: develop the whole person
4. Social/Situational (Bandura) - learning obtained between people and their environment (including interactions and observations in social context).
Application to SW: establish opportunities for conversation and participation
33
What are 2 fundamental classes of behavior?
| Behavioral Dev.
1. Respondent: involuntary bx (anxiety, sexual response, etc.) that is automatically elicited by certain bx. A stimulus elicits a response.
* response to something is automatic
2. Operant: voluntary bx (walking, talking, etc.) that is controlled by its consequences in the environment.
* an operation happens on purpose, in control, voluntary
34
Behavior modification is used most for which disorders?
1. Sexual Dysfunctions
2. phobic disorders
3. compulsive disorders (overeating, emoking, etc.)
4. Intellectual Disabilities
5. Autism Spectrum Disorder
35
What is the best treatment setting to use behavior modification as an intervention?
- inpatient, residential setting (where there is 24-hr care and observation
- alternative is using Client self-monitoring... pros: inexpensive, practical, and therapeutic; cons: client data collection not accurate, cls not consistent
36
Respondent/Classical Conditioning
| Pavlov-Behavioral Development
1. Unconditioned stimulus (food) ➡️ Unconditioned response (salivating)
2. Unconditioned stimulus (food) + Conditioned stimulus (whistle) ➡️ Unconditioned response (salivating)
3. Conditioned Stimulus (whistle) ➡️ Conditioned Response (salivating)
37
Operant Conditioning
| B.F. Skinner-Behavioral Development
Antecedent (event or stimuli) ➡️ Response/Behavior ➡️ Consequence
38
What is reinforcement?
| operant conditioning
aims to increase behavior
39
What is punishment?
| operant conditioning
aims to decrease behavior
40
What is positive reinforcement?
Giving or doing something to increase behavior/reward positive bx (ex. sticker, prize, praise; "token economy")
41
What is negative reinforcement?
taking something away to increase behavior (ex. remove shock then behavior increases)
42
What is positive punishment?
giving or doing something to decrease behavior (ex. hitting or shocking)
43
What is negative punishment?
taking something away to decrease behavior (a "time out," no dessert, play time)
44
What is Aversion therapy?
| Behavioral Dev.
treatment meant to make the stimulus or behavior unattractive (ex. Antabuse to treat alcoholism-unpleasant side effects when drink alcohol)
45
What is Biofeedback?
| Behavioral Dev.
learn how to control physiological functions (heart rate, blood pressure); used for ADHD and Anxiety disorders
46
What is Extinction?
| Behavioral Dev.
withholding a reinforcer that normally follows a behavior
47
What is Flooding?
| Behavioral Dev.
(NOT gradual) exposure therapy
48
What is In vivo desensitization?
| Behavioral Dev.
(gradual) exposure therapy
49
What is Rational emotive therapy?
| Behavioral Dev.
cognitively oriented therapy that aims to change a client's irrational beliefs by argument and persuasion and by teaching client's to counter self-defeating thinking with non-distressing self-statements
50
What is Shaping?
| Behavioral Dev.
method used to train new behavior by prompting and reinforcing (ex. child learning to walk - pull self up, to stand, to walk)
51
What is Systematic desensitization?
| Behavioral Dev.
Anxiety producing stimulus is paired with relaxation-producing response
52
Child Development
refers to the physical, mental, and socioemotional changes that occur between birth and the end of adolescents
53
What are factors that influence child development?
- prenatal life
- prenatal development
- genetics
- developmental stages (healthy and normal milestones vs. delays and disabilities)
54
Infants and Toddlers; 0-3
| child development
Healthy growth and development
- physical: grows at a rapid rate, especially brain size
- mental: learns through senses, exploring, playing, communicates by crying, babbling, then "baby talk", simple sentences
- social-emotional: seeks to build trust in other, dependent, beginning to develop a sense of self
Key health care issues
- Communication: provide security, physical closeness, promote healthy parent-child bonds
-Health: keep immunizations/check-ups on schedule, provide proper nutrition, sleep, skincare, oral health
-Safety: ensure a safe environment for exploring, playing, and sleeping
Age specific care examples
- involve child and parent in feeding, diapering, bathing
- provide safe toys and opportunity for play
- encourage communication (smile, talk)
- help parents learn about proper child care
55
Young children; 4-6
| child development
Healthy Growth and Development
- Physical: grows at a slower rate, improving motor skills, dresses self, toilet trained
- Mental: begins to use symbols, improving memory, vivid imagination, fears, likes stories
- Social-Emotional: identifies with parent, becomes more independent, sensitive to others' feelings
Key Health care issues
- Communication: give praise, rewards, clear rules
- Health: immunizations/check-ups on schedule, promote healthy habits (good nutrition, personal hygiene)
- Safety: promote safety habits (ex. bike helmets, seat belts)
Age specific care examples
-involve parent and child, let child make some choices like with food
- use toys and games to teach and reduce fear
- encourage questions, playing with others, and talking about feelings
- child safety rules
56
Older children; 7-12
| child development
Healthy Growth and Development
- Physical: grows slowly until spurt in puberty
- Mental: understand cause and effect, can read, write, do math; active, eager to learn
- Social-Emotional: greater sense of self, focus on school and activities, negotiates for greater independence
Key Health care issues
- Communication: help child feel competent, useful
- Health: immunizations/check-ups on schedule, give info on alcohol, tobacco, drugs, sexuality
- Safety: promote safety habits (ex. resolving conflicts peacefully, playground safety)
Age specific care examples
- allow child to make some care decision (which arm do you want vaccine)
- build self-esteem-ask to help with tasks, recognize achievements
- guide to make healthy life choices
57
Adolescent; 13-18
| adolescent development
Healthy Growth and Development
- Physical: grows in spurts, matures physically, can reproduce
- Mental: abstract thinker, chooses own values
- Social-Emotional: develops own identity, builds close relationship, tries to balance peers and family, concerned about appearance, challenges authority
Key Health care issues
- Communication: provide acceptance, privacy, teamwork, respect
- Health: immunizations/check-ups on schedule, promote healthy habits (sexual responsibility, advise against substance abuse)
- Safety: discourage risk-taking (promote safe driving, violence prevention)
Age specific care examples
- treat more as an adult, avoid authoritarian approach
- show respect
- guide to make healthy decisions (correct misinformation from their peers)
- encourage open communication
58
Young adults; 18-35
| adult development
Healthy Growth and Development
- Physical: reaches physical and sexual maturity, nutritional needs for maintenance, not growth
- Mental: new skills and information, solve problems
- Social-Emotional: seek closeness with others, set career goals, chooses life style, community; starts own family
Key Health care issues
- Communication: supportive and honest, respect personal values
- Health: immunizations/check-ups on schedule, promote healthy habits (good nutrition, exercise, weight), inform of health risks (cancer, heart problems, etc.)
- Safety: info on hazards at home and work
Age specific care examples
-support in health care decisions
- encourage healthy and safe habits at work and home
- recognize commitments to family, community, work (time, energy, money, etc.)
59
Middle Age Adults; 36-64
| adult development
Healthy Growth and Development
- Physical: begins to age, experience menopause, potential chronic health problems
- Mental: uses life experience to learn, create, solve problems
- Social-Emotional: hopes to contribute to future generations, stays productive, avoids feeling "stuck", balance dreams with reality, plan for retirement, may care for children and parents
Key Health care issues
- Communication: keep hopeful attitude, focus on strengths not limitations
- Health: immunizations/check-ups on schedule, address age-related changes, health risks
- Safety: address age-related changes (effects on reflexes, etc.)
Age specific care examples
- address worries about future
- recognize physical, mental, social abilities/contributions
- help with plans for healthy active retirement
60
Older adults; 65-79
| adult development
Healthy Growth and Development
- Physical: ages gradually, natural decline in some physical abilities
- Mental: continued active learner, thinker, memory may start to decline
- Social-Emotional: new roles (grandparent, widow, etc.), independence vs. dependence, reviews life
Key Health care issues
- Communication: respect, prevent isolation, encourage acceptance of aging
- Health: stay active, prevent depression or apathy
- Safety: home safety, preventing falls
Age specific care examples
- encourage talk about feelings of loss, grief, and achievements
- info on meds
- support for coping with impairments
- encourage social activity
61
Elder; 80-older
| adult development
Healthy Growth and Development
- Physical: continue to decline, increasing chronic health issues, major health problems
- Mental: continues to learn, memory skills and speed of learning declines, confusion, med problems
- Social-Emotional: accepts end of life and personal losses, lives as independently as possible
Key Health care issues
- Communication: encourage expression of feelings, avoid despair, stay positive
- Health: monitor closely, self-care, rest, reduce stress, proper activity and nutrition
- Safety: prevent injury, safe living environment
Age specific care examples
- encourage independence
- support end-of-life decisions
- assest with self-care (physical, emotional, etc.)
62
Who started the work on Attachment theory?
John Bowlby
63
What is attachment?
- lasting psychological connectedness between human beings that can be understood within an evolutionary context in which a caregiver provides safety and security for a child.
- children are biologically preprogrammed to form attachments (for survival)
- critical period for developing attachment is within the first 5 years of life
- another major theory of attachment suggests that attachment is a set of learned behaviors
64
What is self-image?
how client defines self (ex: physical description-tall, thin, social roles, personal traits-worthy, generous, existential beliefs)
65
What is self-esteem?
refers to the extent to which a client accepts or approves this definition, involves a degree of evaluation producing either positive or negative emotions
66
What is genetic inheritance?
explains how characteristics are passed down, genetic material from DNA from parents to offspring, one chromosome from mom and one from dad
67
What is a single gene disorder?
ex. cystic fibrosis, sickle cell, muscular dystrophy, Huntingtons
68
What is chromosome anomalies?
missing, extra one, or they are switched (ex: extra chromosome 21 = Down syndrome
69
What are multifactorial disorders?
disorders that are likely associated with the effects of multiple genes in combination with lifestyle or environmental factors (ex: heart disease, diabetes, obesity)
70
What are some areas that adult children of aging parents might want help in?
1. Communication (understanding requests/resistance from their parents)
2. Self-care (develop coping skills and tend to own needs)
3. Resource identification (finding services to meet needs)
71
What is systems theory?
- views human behavior through larger contexts like families, communities, society
- when one thing changes in the system, the whole system is affected
- genogram (specifically shows the clients family tree/history/relationships, could include annotation about medical hx, personality traits, marriage choices, family conflicts or secrets, etc.) vs. ecomap (shows client in connection to other and other systems and where relationships are strong or weak, etc.)
72
Closed system
| Systems theory terms
uses up its energy and dies
73
Differentiation
| Systems theory terms
Becoming specialized in structure and function
74
Entropy
| Systems theory terms
closed, disorganized, stagnant, using up available energy
75
Equifinality
| Systems theory terms
arriving at the same end from different beginnings
76
Input
| Systems theory terms
obtaining resources from the environment that are necessary to attain the goals of the system
77
Negative Entropy
| Systems theory terms
exchange of energy and resources between systems that promote growth and transformation (kind of like a double negative)
78
Open system
| Systems theory terms
a system with cross-boundary exchange
79
Output
| Systems theory terms
A product of the system that exports to the environment
80
Subsystem
| Systems theory terms
A major component of a system made up of 2 or more interdependent components that interact in order to attain their own purposes and the purposes of the system in which they are embedded
81
Suprasystem
| Systems theory terms
an entity that is served by a number of component systems organized in interacting relationships (Bio ex: the human body = suprasystem; digestive system and stomach would be subsystems)
82
Throughput
| Systems theory terms
Energy that is integrated into the system so it can be used by the system to accomplish its goals
83
What are the stages of grief?
| Elisabeth Kubler-Ross
- Denial and isolation
- Anger
- Bargaining
- Depression
- Acceptance
84
Person-in-environment (PIE)
- highlights the importance of understanding individual bx in light of environmental contexts
- developed as an alternative to disease and moral models (i.e. DSM)
- client-centered, not agency-centered
85
Family systems approach
- looks at the family as a whole rather than focusing on its members
- all parts of the family are interrelated
- each family is unique and more than the sum of its members
- healthy family has flexibility, consistent structure, and effective exchange of information
- family is an interactional system whose component parts have constantly shifting boundaries and varying degrees of resistance to change
- family strives for balance homeostasis
- Negative feedback loops = patterns of interaction that maintain stability or constancy while minimizing change (maintain homeostasis)
- Positive feedback loop = facilitate change or movement towards growth or dissolution
- families seen as goal oriented (equifinality = ability of family system to accomplish the same goals through different routes)
- there could be difficulties when subsystems are merged (ex: child getting involved in marital issues)
