Lifespan Perspectives On Development And Health Flashcards
Development and Illness
Definition of development
Babies born premature/chronic illness or disability may be limited in their capacity with their _____ and ______ environment (examples for both)
Premature and chronic condition tend to: (2 things)
Is a function and quality and quantity of environmental interaction.
Babies born premature or with a chronic illness or disability may be limited in their capacity with their physical (eg. Sensory deprivation) and social environment (eg. Opportunities for interaction)
Premature babies and those with a chronic condition tend to:
- exhibit slower social development
- display depressed cognitive abilities during early school years
Most children are born _______ with ___________ being the most frequent and severe illness for the average child
Infectious/life threatening diseases have declined over past 50 years - some chronic illness have become more prevalent.
- of 4 million children aged 1 - 14 ….. % visit doctor and % have chronic illness
Questions for long term nature in children with chronic condition (2 on development and 1 on understanding)
Born reasonably healthy - common cold is the most frequent and severe illness for average child.
30% of children visit the doctor every week.
15% have a chronic illness.
Questions on long term nature of chronic condition:
Course of development - physical/social restrictions accompanied by condition
Stages of development - how do cognitive processes affect how health, disease and illness is understood.
Does this understanding: change with age? Affect quality of interaction with parents/medical staff/peers
Piagetian stages mirror health/illness concepts:
Early Childhood/pre operational stage characteristics relating to health knowledge…
Examples in what is a cold/heart attack?
Cause of illness is perceived as?
Associate illness and ______ leading to thinking of treatment as ______
Inability to decentre and understand ______. Meaning……
By the end of this period child can describe period, illness and causation in terms of person objects and events - eg.
New example cold and how you get it
New causation
Body interior concept
Medical procedures perceived as
Early childhood thinking = centre on specific aspects of situation, preoccupied with external perceptual events, views world from single aspect of experience, health/illness as distinct states.
Eg. What is a cold? It’s from outside/the rain
What is a heart attack? Falling on your back
Causation perceived as prominent coincidental factor. (From misdeed/magical force)
Tend to associate illness and misbehaviours may extend to treatment = medical treatments may be perceived as punishment (egocentrism)
Inability to decentre and understand reversibility: child perceives self as healthy or Ill but cannot understand transition between states (cure/prevention)
By end of pre operational period: illness causation is described in terms of external persons/objects/events (germs, dirt, people)
Eg. What’s a cold? Coughing a lot - how do you get it? Other kids when you go near them
Causation described in terms of proximity and contagion
Body interior concept - child focuses on readily perceivable functions (eg. Heart is something that beats)
Medical procedures perceived as magical and/or specific states (eg. Stethoscope tells if you’re alive or dead) - hospitals defined relative to experiences
Piagetian stages mirror health/illness concepts:
LATER CHILDHOOD - operational thought characteristics (concrete things…. Interest in…. Unable to think in…..)
Explanations framed in process of contamination: example of cold, how to get it, how does this give you a cold?
+ source of this thinking with source, cure and prevention of cold
By end of this period illness is described in terms of ….. (Next stage name)
Make inferences on limited/concrete evidence.
Have interest in cause and treatment.
Develop a single (concrete solution). Unable to think in abstract terms, need literal interpretation.
Process of contamination:
What’s a cold - coughing and sneezing
How do you get it - from taking jacket off outside
How does this give you a cold - cold air gets to your skin
Source = transmitted through physical contact, illness doesn't just happen. Cure = tangible action (medication rubbed on body) Prevention= avoid contact, receptive to health education
By end of this period: illness is described in terms of internalisation.
Piagetian stages mirror health/illness concepts:
INTERNALISATION STAGE (sub stage of later childhood) characteristics of what child interprets sickness as
Explanations by the end of this stage: (what’s a cold, how do you get it, how does this give you a cold)
Internal symptoms acknowledged, but child less interested what’s happening inside the body. Attention focused on how illness is absorbed into the body. (Eg. Swallowing bugs)
Eg. What’s a cold - when your nose gets stuffy and you cough and sneeze
How do you get it - from germs in the air, you breathe it in.
How does this give you a cold - the germs, they get in your blood.
Piagetian stages mirror health/illness concepts:
Later childhood health, disease and illness concepts:
Ability to differentiate from self and world - (3 ways of showing that)
Improvements in memory capacities allow child to include and classify multiple symptoms indicative of disease - explain …. + only focus on….
While child is more empathetic - thinking is limited to concrete relations. Example….
+ difficulty understanding empathy in ….
Ability to differentiate from the self and the world. To classify events, describe relationships between them and appreciate reversal are evident.
Improvements in perceptual memory capacities allow child to include and classify multiple symptoms as indicative of disease.
Eg. Child can understand existence of multiple symptoms (eg. Spots, fever, sweating) and accept their link to a specific disease - only focus on real, external events when describing symptoms.
While child is more empathetic - thinking is limited to concrete relations. Eg. Child believes doctors only know they’re in pain if they scream/cry out. Difficulty understanding empathy in abstract terms.
Piagetian stages mirror health/illness concepts:
Later childhood….
Cures conceptualised in concrete terms
^ child may have trouble understanding…
^ child realises preventability …
————-
By end of this stage:
What they think of cures, illness/cures described in, aware of internal symptoms but…
Child can now understand: (5 things to do with help - similar to above)
Cures conceptualised in concrete terms: involve child coming unit contact within their immediate vicinity. Involved concrete actions (rubbing medication).
Child may have trouble understanding abstract cures (tablet for headache)
Child realised illness isn’t something that just happens and begins to understand preventability - perceived selves as controlling cause and cure.
By end of this stage = cures conceptualised as external agents that are internalised (tablets).
Illness/cures are described in concrete or tangible terms.
Aware of internal symptoms (stomach ache) but aren’t concerned with what actually happens … Too abstract
More appreciation for prevention of illness.
————————
Children can now understand:
- sequential changes in health status
- distinction between health and illness and ability to move between them
- role of personal responsibility
- relation between specific actions and specific preventative/remedial actions
- how healthy behaviours contributes to health
Piagetian stages mirror health/illness concepts:
Later childhood (concrete operational)….
Body interior concept (can differentiate….. Organs described in….)
Medical procedures/personnel = child understanding linked to prior experience - example and what this means/ can cause
^ reversibility interpretation and negative instances
^ complex procedures are understood but …
^ medical staff perceived _______ depending________ (problematic for ____)
By end of this stage - characteristics (related to above) and also increase the importance of child being given control and ….
Body interior concept: a concrete operational child can differentiate body organs and functions - organs described in terms of perceivable attributes (mouth and stomach responsible for breathing)
Medical procedures/personnel:
Child’s understanding is linked to prior experience (hospitals are for operations and babies). In making these distinctions they can overdescriminate and have difficulty accepting multiple functions in one place - lead to anxiety.
Reversibility allows child to appreciate role of medical procedures in getting better - however those with chronic conditions, this can lead to stress as they know condition is permanent.
Complex procedures are understood but taken at face value (eg. Bone marrow transplant = replacing bones)
Medical staff perceived as good or bad depending on degree of pain in child’s treatment (problematic for those with chronic conditions).
By end of this period:
- decreasing egocentricity and increased reversibility means that preventability is more readily understood and its importance is accepted.
^ however, these capabilities also increase the importance of child being given control and responsibility and consulted more
Piagetian stages mirror health/illness concepts:
ADOLESCENCE - cognitive development and health:
- understanding is linked to the ability for…
- disease defined as …..
- adolescents can be aware of gaps….
- During early adolescence definitions of illness begin to include…
Hypothetical thinking in adolescents
Adolescents perceive disease as caused by…..
+ example using heart attack, how people get them (extended answer)
By being able to describe multiple causes and symptoms we can generate….
^^^ This capability increases _______ ______ in regard to prevention of disease and cure. High degree of responsibility for ____ _____ is possible.
For those who attain formal thinking, understanding is linked to the ability for hypothetical reasoning.
Disease defined as internal physiological structures and functions - whose malfunctioning it evident in multiple external symptoms.
Adolescents can be aware of gaps in their knowledge and will attempt to fill them with self generated hypotheses and testing of ideas.
During early adolescence definitions of illness begin to include physiological functioning
Hypothetical thinking = body functions and changes can be understood without being experienced personally/in concrete sense.
Adolescents perceive disease as caused by external event that affects body organs and functions that are evident in multiple external symptoms.
Eg. What’s a heart attack? When a heart stops pumping blood, person collapses and stops breathing.
How do people get heart attacks? Valves stop blood from getting to heart so heart stops and you get a heart attack.
By being able to describe multiple causes and symptoms we can generate hypotheses about relationships between environment and body.
This capability increases perceived control in regard to prevent disease and cure. High degree of responsibility for self care is possible.
Piagetian stages mirror health/illness concepts:
ADOLESCENCE
By late adolescence explanations expand to include _______ dimensions. One can appreciate that _____ and _____ affect body function.
(+ example of heart attack in psychological terms)
Psychological processes are less likely to be perceived as _______.
Eg. Pressure of work may be cited to…
By late adolescence explanations expand to include psychological dimensions. One can appreciate that thoughts and feelings affect body function.
What is a heart attack? When heart stops/doesn’t work right
How do you get them? Being nerve wracked and weary
Psychological processes are less likely to be perceived as controllable.
Eg. Pressure of work may be cited to cause of heart attack but treatment is taking medicine.
Piagetian stages mirror health/illness concepts:
ADOLESCENCE
Medical processes and personnel views (3 to do with...) - authority - empathy - responsibility and appreciation \+ implications for interactions with health services = control, intellect and compliance
Authority more likely to be questioned and accepted only with agreement to comply.
Developed sense of empathy means painful procedures are less likely to be taken seriously.
They can accept responsibility for their care while appreciating need to cooperate and adhere to medical advice.
Implications for interactions with health services:
• change in levels of control over prevention treatment
• accommodate changes in levels of intellectual sophistication
• compliance
Chronic illness through lifespan.
Childhood and adolescence:
- what becomes more and less difficult with age?
- key issues in childhood chronic illness (4)
Vgotsky - peer tutoring and collaborative learning: what is it/how it works (4 dot points)
Issues become easier (knowledge) and more difficult (being different/peer relations/schooling) with age.
Key issues:
- concerns for the future
- restricted diet/activity
- lost school days
- complex regimen tailored to child’s stage of cognitive development
Vgotsky - peer tutoring and collaborative learning:
- matching younger and older kids with same condition
- provides social support (emotion and information)
- impart information in more meaningful ways
- allow misconceptions to be corrected by staff/teachers/parents
Chronic illness through lifespan.
Childhood and adolescence:
Relationships with siblings (3 extended reasons affected)
+ anxiety from… (2)
+ feelings of parental r…..
+ siblings can develop social emotional problems (60%) if… (3 things good and bad)
Siblings relationship affected if:
- jealousies linked to favouritism (eg. special diets) or special attention.
- siblings may be restricted in bringing friends to the house
- siblings may experience lower parental tolerance, emotional support and restricted opportunities to play with sibling.
- siblings can experience anxiety if: not given info/can’t understand OR about losing sibling
- siblings experience feelings of parental rejection
- siblings can experience social emotional problems if:
- it interferes with their social relationships/education
- active involvement in care plan facilitates sibling adjustment
- siblings provide care/information
Chronic illness through lifespan.
Childhood and adolescence:
Relationships with peers - important developmental resource
- chronic illness increases peer (3) and why?
- depends on degree to which condition is visible to…(3)
- efforts to help peers understand illness increases…
- more frequent the interruption the more likely: (4 things that child develops)
^ successful adaptation is how….
- chronic illness increases peer rejection, low peer acceptance, loneliness. (These issues relate to being different or singled out on appearance)
- depends on degree of which condition is visible to how much it affects school, play activities, level of cognitive/social maturity of peers.
- efforts to help peers understand illness increases likelihood of supportive resource.
• more frequent the interruption the more likely: loss of friends, shyness, withdrawal, poor social skills.
^^ successful adaptation is how they negotiate these challenges. (via peer tutoring/support group)
Chronic illness through lifespan.
Childhood and adolescence:
IMPACT ON FAMILY
- consequences influenced by nature and limitations of illness (6 examples on how illness can affect day to day living)
- family must adapt to (4 common things family adapt to with having a sick kid)
- poor adaption linked to: (4 things that cause problems when not adapted to + this can cause…). emotion based
- adaptation influenced by (5 common things that help adaptation) + traditional roles mean:
Consequences:
- wheelchair/mobility
- medication administration
- whether capabilities deteriorate over time
- uncertainty of illness
- overprotectiveness = imposes dependence and limits involvement in self care
- parental distress impacts on child and sibling
Family must adapt to:
- diet/meal times
- medical visits/timetable
- need for greater cleanliness
- for parents = genetic illness transmitted by one parent can cause relationship problems
Poor adaptation linked to: - inadequate conflict management style - don't talk about child's condition to extended family - high self blame - high denial based coping CAN CAUSE: relationship failure risks
Adaptation influenced by: - optimism - quality of family bonds - stability of relationship - optimism - emotional health of relationship \+++ Traditional roles (re. Caring) means mother plays key role in adaptation.
Chronic illness through lifespan.
Childhood and adolescence:
- what becomes more and less difficult with age?
- key issues in childhood chronic illness (4)
Vgotsky - peer tutoring and collaborative learning: what is it/how it works (4 dot points)
Issues become easier (knowledge) and more difficult (being different/peer relations/schooling) with age.
Key issues:
- concerns for the future
- restricted diet/activity
- lost school days
- complex regimen tailored to child’s stage of cognitive development
Vgotsky - peer tutoring and collaborative learning:
- matching younger and older kids with same condition
- provides social support (emotion and information)
- impart information in more meaningful ways
- allow misconceptions to be corrected by staff/teachers/parents
Chronic illness through lifespan.
Childhood and adolescence:
Relationships with siblings (3 extended reasons affected)
+ anxiety from… (2)
+ feelings of parental r…..
+ siblings can develop social emotional problems (60%) if… (3 things good and bad)
Siblings relationship affected if:
- jealousies linked to favouritism (eg. special diets) or special attention.
- siblings may be restricted in bringing friends to the house
- siblings may experience lower parental tolerance, emotional support and restricted opportunities to play with sibling.
- siblings can experience anxiety if: not given info/can’t understand OR about losing sibling
- siblings experience feelings of parental rejection
- siblings can experience social emotional problems if:
- it interferes with their social relationships/education
- active involvement in care plan facilitates sibling adjustment
- siblings provide care/information
Chronic illness through lifespan.
Childhood and adolescence:
Relationships with peers - important developmental resource
- chronic illness increases peer (3) and why?
- depends on degree to which condition is visible to…(3)
- efforts to help peers understand illness increases…
- more frequent the interruption the more likely: (4 things that child develops)
^ successful adaptation is how….
- chronic illness increases peer rejection, low peer acceptance, loneliness. (These issues relate to being different or singled out on appearance)
- depends on degree of which condition is visible to how much it affects school, play activities, level of cognitive/social maturity of peers.
- efforts to help peers understand illness increases likelihood of supportive resource.
• more frequent the interruption the more likely: loss of friends, shyness, withdrawal, poor social skills.
^^ successful adaptation is how they negotiate these challenges. (via peer tutoring/support group)
Chronic illness through lifespan.
Childhood and adolescence:
IMPACT ON FAMILY
- consequences influenced by nature and limitations of illness (6 examples on how illness can affect day to day living)
- family must adapt to (4 common things family adapt to with having a sick kid)
- poor adaption linked to: (4 things that cause problems when not adapted to + this can cause…). emotion based
- adaptation influenced by (5 common things that help adaptation) + traditional roles mean:
Consequences:
- wheelchair/mobility
- medication administration
- whether capabilities deteriorate over time
- uncertainty of illness
- overprotectiveness = imposes dependence and limits involvement in self care
- parental distress impacts on child and sibling
Family must adapt to:
- diet/meal times
- medical visits/timetable
- need for greater cleanliness
- for parents = genetic illness transmitted by one parent can cause relationship problems
Poor adaptation linked to: - inadequate conflict management style - don't talk about child's condition to extended family - high self blame - high denial based coping CAN CAUSE: relationship failure risks
Adaptation influenced by: - optimism - quality of family bonds - stability of relationship - optimism - emotional health of relationship \+++ Traditional roles (re. Caring) means mother plays key role in adaptation.
Chronic illness in adulthood
YOUNG ADULTHOOD
- occurs when developing _____/______ - some choices can be constrained
- can impose strain on ____ and affect….
- physical changes affect (3)
- may return to….
Occurs when developing career/family - some choices can be constrained
- can impose strain on partner and affect plans for family (define their role)
- physical changes affect body image, self concept and peer relations
- may return to a dependant role (need parents)
Chronic illness in adulthood:
MIDDLE ADULTHOOD
- occurs at peak of
- may require alteration to (3)
- may alter relationship with____ depending on ____
- parents may be less able to (4 - causing child…)
- children may… (3)
Occurs at peak of independent/caregiver role
- may require alteration in lifestyle, employment and career
- may alter relationship with children (depending on maturity)
- parents may be less able to: fulfil guidance/teaching role, provide safeguard/wellbeing, act as role models, set boundaries and be less emotionally available = causing child anxiety
- children may: play greater role in caring for parents, influence quality/rate of adjustment, older children have conflict of staying or leaving.
Chronic illness in adulthood:
LATER ADULTHOOD
(7 things that affect old people in general that become problems with chronic illness in elderly)
- higher mortality rates
- faster declines in health
- more frail
- long term limitations
- more serious episodes of bad health and reactions
- dementia affects care and treatment
- prolonged dwindling
