Paeds Flashcards

Question

What assimilation? 203

Answer 1

Bringing new information into an existing body of knowledge

Answer 2

Altering the body of knowledge to include new knowledge that is inconsistent ith what is already known

Answer 3

Balance between applying previous new knowledge and accounting for new knowledge

Answer 4

System of action or mental representation that people use to understand the world

Answer 5

Birth to 2 years Infants explore the world through their senses and applying their developing motor skills Birth to 1 month: Inborn survival reflexes (grasping and sucking) Infants initially will look at visual stimuli and turn heads towards a noise, but are not interested in the object itself At 3 months they begin to follow moving objects with their eyes At 6 months they can grasp and hold objects At 12 months they explore objects Imitate actions they have seen others perform – pretend to feed a toy Use words to represent objects Object permanence – understanding objects continue to exist when they cannot be seen

Answer 6

2-7 years Rapid development of language Egocentrism – others see the world as they do Development of symbolism to make sense of the world– represent a horse by making galloping movements

Answer 7

7-12 years Logical reasoning – real-world objects or events Cause-and-effect Empathise with others Understanding that the physical properties of objects stay the same even though the appearance might change (can’t do with hypothetical objects)

Answer 8

>12 YEARS Need exposure to principles of scientific thinking to reach this stage Abstract reasoning – think and reason about hypothetical objects or events (take a mental representation and reason about them) Hypothetico-deductive reasoning for complex problem solving

Answer 9

Young people believe others are as preoccupied with their appearance and actions as they are themselves Construct and react to an ‘imaginary audience’ where they are the centre and focus of attention ‘Audience’ may also contribute to feelings of self-consciousness Believe in the uniqueness of their own feelings and their own immortality (personal fable)

Answer 10

Observations based on a few children If a child is observed not completing a test, does that mean that they are cognitively not capable of it? Is learning really this orderly? Underestimates children Social and cultural effect (Vygotsky’s theory) - children learn tasks that are too difficult to manage alone from interactions with another person

Answer 11

``` Id Contains drives/ needs No conscious mental processes Babies/infants are governed by their ID Works on the pleasure principle (maximum amount of pleasure/ avoid pain) e.g. if you are hungry the Id compels you to eat ``` Ego Mediator (police) between ID and Superego and demands of reality Rational and logical Negotiating is more effective way of meeting drives/needs then, ‘I want’ ``` Superego Develops from 4-years Contains moral lessons have learned Duty, obligation and conscience Punishes wrong-doings with feelings of guilt ```

Answer 12

Ego contains defence mechanisms that become active whenever unconscious instinctual drives of the id come into conflict with internalised rules of the superego (causes state of anxiety)

Answer 13

Repression: mind’s active attempt to prevent traumatic memories from our conscious awareness *most powerful* Projection: attribute personal short-comings to others (blame others) Denial: refuse to acknowledge realities Conversion: outlet for intrapsychic conflict is physical symptoms (blindness/paralysis)

Answer 14

Theories on how we interact with others 8 stages (5 in childhood/adolescence) – successful completion results in a healthy personality and sense of self Two options for each stage – success or failure

Answer 15

Trust versus mistrust (birth to 1 year) Autonomy versus shame and doubt (1 to 3 years) Initiative versus guilt (3 to 6 years) Industry versus inferiority (6 years to 12 years) Identity versus role confusion (12 to 18 years)

Answer 16

Disabilities – learning/physical Psychological variables Intelligence (Arnup et al., 2002) Coping strategies (Versloot et al., 2004) Learned behaviour Family factors Parenting styles

Answer 17

Authoritarian Highly controlling, strict & punitive (Because I said so..) Do not allow their child to disagree with their decisions Leads to anxiety, poor communication skills Authoritative Clear and realistic expectations for behaviour Set high standards for behaviour and encourage children to be independent Lead to children with high self-esteem and self competent Permissive Responsive Makes few demands on behaviour and sets few guidelines Avoid confrontation Lead to children who experience problems with authority and lack self-control Neglectful/rejecting Uninvolved in child’s life Impacts on self-esteem

Answer 18

Generally considered pre-cooperative for dental treatment Communication skills are limited so common response of upset is to cry Do not separate from a parent – examine on parent’s lap Keep appointment times short

Answer 19

``` Considered potentially co-operative Gain attention with lots of distraction Let them ‘help you’ where possible Use appropriate language (childrenese) Short attention span so work steadily and avoid pauses ```

Answer 20

Usually have sufficient co-ordination to brush their own teeth and can follow ‘rules’ about oral care Try and involve children in what you are doing Respond well to positive reinforcement Use appropriate language and simple explanations, and encourage questions

Answer 21

Develop an adult concept of health Supported to make own health care decisions May be motivated by concerns about attractiveness May be easily embarrassed and sensitive to criticism Seen without parents?

Paeds Flashcards

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