UNIT 1 Flashcards
1
Q
Pias
A
Child science
2
Q
iatros
A
healer or doctor
3
Q
ics
A
branch of
4
Q
means “healer of children.”
A
Pediatrics –
5
Q
means the science of childcare and scientific treatment of childhood disease. is synonymous with child health.
A
Pediatric
6
Q
is a branch of medicine that deals specifically with children, their development, childhood diseases, and their treatment
A
Pediatric
7
Q
is the art and science of giving nursing care to children from birth through adolescence with a holistic family-centered approach, including emphasis on their physical growth, mental, emotional, psychosocial, and spiritual development
A
Pediatric Nursing
8
Q
Father of Pediatric –
A
Dr. Abraham Jacobi
9
Q
Two Primary goals of Pediatric care in all roles/ settings:
A
- Health Promotion
- Health Maintenance
10
Q
- The role of a pediatric nurse is both
A
caring and curing.
11
Q
o is a continuous process in both wellness and illness. It refers a helping, guiding, and counseling.
A
Caring
12
Q
o refers to the act of diagnosis and management, usually during illness.
A
Curing
13
Q
- The has the responsibility of providing nursing care in hospitals, home, clinical, school, and community where children and their parents have health and counseling needs.
A
pediatric nurse
14
Q
- Functions of a Pediatric Nurse
A
- Primary Caregiver / Direct nursing caregiver
- Healthcare planning and delivery
- Ethical decision making
- Case Management
- Coordination /collaboration
- Health educator
- Health Education
- Anticipatory guidance
- Child Care Advocate
- Support/counseling
- Health services
- Nurse- counselor
- Recreationist
- Social worker
- Nurse Consultant
- Team coordinator and collaborator
- Nurse Researcher
- Evidence-based practice
15
Q
is a complex phenomenon because of the many interrelated facets involved.
A
Growing up
16
Q
denotes a net increase in the size or mass of the tissue. Human growth is orderly and predictable, but not even; it follows a cyclical pattern. It is largely attributed to the multiplication of cells and an increase in the intracellular substance.
A
growth
17
Q
It is largely attributed to the multiplication of cells and an increase in the intracellular substance.
A
GROWTH
18
Q
responsible for the increase in height in male
A
Testosterone –
19
Q
– responsible for the increase in height in female
A
Estrogen
20
Q
Stoppage of height coincides with the eruption of
A
the wisdom teeth.
21
Q
The most sensitive measurement of growth.
* Weight of a baby 2x- 5mos, 3x -1yr, 4x- 2-2 ½ years old
A
- Weight
22
Q
increase 1 inch/month during 1st 6 months
* ½ inch / month-7-12 months
A
- Height
23
Q
refers to a process of change in growth and capability over time, as a function of both maturation of physiologic and psychosocial systems to more complex state interaction with the environment. It refers to an increased capacity to function at more advanced levels.
A
DEVELOPMENT
24
Q
- Overall changes in the individual.
- Describes the changes in the organism.
- continuous process- from womb to tomb
- changes are qualitative in nature & cannot be measured- can be assessed
- possible without growth
A
DEVELOPMENT
24
: development or evolution of a species or group; a pattern of development for a species. Phylogenetic function depends mainly on maturation.
– Phylogeny
25
development of an individual within a species. Ontogenetic functions depend on training and experience.
– Ontogeny:
26
How to measure development
1. by simply observing a child doing a specific task
2. by noting parent’s description of the child progress
3. by DDST- Denver Development Screening Test
27
4 main rated categories in development
1. Language / communication
2. Personal /social –
3. Fine motor adaptive –
4. Gross motor skills –
28
– ability to interact
Personal /social
29
ability to use hand movements
Fine motor adaptive –
30
ability to use large body movements
Gross motor skills –
31
synonymous with development
Maturation
32
– the concept of being open
* readiness
33
* Increase in child’s competence and adaptability.
* It is describing the qualitative change in a structure.
* The level of maturation depends on the child’s heredity.
The orderly, sequential changes in the body is generally predetermined to undertake.
Certain behaviors are not possible until a specific developmental stage has been reached
Maturation
34
– is the ability to learn and understand from experience, to acquire and retain knowledge, to respond to a new situation, and to solve problems.
Cognitive development
35
Normal IQ =
90-100
36
Gifted Child =
130 IQ level
37
* Knowing what to expect of a child at any given age.
* Gaining a better understanding of the reasons behind illnesses.
* Helping in formulating the plan of care.
* Helping in parents’ education in order to achieve optimal growth & development at each stage.
Importance of Growth and Development for Nurses
38
from conception to birth
Prenatal stage
39
– birth to 12 months.
Infancy Stage
40
– 1st 28 days of life
neonate
41
– 29 days -1 year
infancy
42
– 1-3 years old
Early Childhood stage / Toddler
43
– 4-6 years old
Pre-school
44
– 7-12 years old
Middle Childhood (school age) stage
45
-11-13 years old
Pre-adolescent
46
-12-18 years old (21 years old in a male)
Adolescent stage
47
– 18 – 34 years old
Early adulthood
48
– 35- 60 years old
Middle adulthood
49
– 60 years old to death
Late adulthood
50
is a continuous process that begins with conception and ends with death. The principle is from womb to tomb
Growth and development
51
grows rapidly within 1-2 yrs.
o Brain - CNS - Neurologic tissues
52
The brain achieves its adult proportion by
age 5.
53
- These patterns are definite and predictable
Patterns of Growth and Development
54
* Malnutrition may result to
MILD MENTAL RETARDATION
55
are fairly developed during childhood.
* Renal, Digestive, Musculoskeletal
56
grows rapidly in infancy and childhood, protection from infection
* Lymphatic system – (lymph nodes)
57
* Tonsils achieve their adult proportion by
age 5.
58
rapid growth at puberty
* Reproductive system –
59
is the period of most rapid growth and development
Fetal and infancy
60
is the period of rapid growth and development
An adolescent
61
– slow growth and development
Toddler
62
– slower growth and development
Preschooler
63
Primary factors affecting Growth and Development
- * Heredity
-* Environment
* Quality of nutrition
* Quality of nutrition
* Socio-economic status
* Health
* Ordinal position in the family
* Parent-child relationship
64
The genetic composition of an individual determines the physical characteristics, it is the genetic blueprint from which the individual grows and develops.
- Race
- Intelligence
- Sex
- Nationality
* Heredity
65
Although children cannot grow taller than their genetically programmed height potential allows, their adult height may be considerably less than genetic potential if their environment hinders their growth in some way.
* Environment
66
also plays a vital role in the body’s susceptibility to disease because poor nutrition limits the body’s ability to resist infection. Lack of calcium could leave a child prone to rickets, a disease that affects growth by causing shortening or bowing of long bones. Lack of vitamins can lead to visual impairments, poor healing, and poor bone growth
* Quality of nutrition/Nutrition
67
Because health care and good nutrition both cost money, children born into families of low socioeconomic means may not receive adequate health supervision or good nutrition. Poor health supervision can leave them without immunization against measles or other childhood illnesses and therefore vulnerable to diseases that could cause permanent neurologic damage if complications occur
* Socio-economic status
68
Diseases that come from environmental sources can have as strong an influence on growth and development as genetically inherited diseases. Infants cared for in neonatal intensive care units, for example, may develop some decrease in hearing because of the overstimulation of sound, an example of health being directly influenced by the environment
* Health
69
The position of a child in the family (first-born child, middle child, the youngest child, only child) and the size of the family have some bearing on a child’s growth and development. An only child or the oldest child in a family, for example, generally excels in language development because conversations are mainly with adults. Youngest children may develop language more slowly, especially if older children talk “baby talk” with them. Children learn by watching other children, however, so the youngest child who has many examples to watch may excel in other skills, such as toilet training at an early age.
* Ordinal position in the family
70
Cultural norms within a family play a role in determining when a child is expected to achieve particular developmental milestones. Children who are loved to thrive better than those who are not. Either parent or a nonparent caregiver may serve as the primary caregiver or form a primary parent-child love relationship. It is the quality of time spent with children, not the amount of time, that is important. Loss of love from a primary caregiver, as might occur with the death of a parent, or interruption of parental contact through hospitalization
* Parent-child relationship
71
occurs in a regular direction reflecting the development of neuromuscular functions: these apply to physical, mental, social, and emotional development
A. Directional Trends
72
development occurs along the body`s long axis. Control overhead, mouth, and eye movements precede control over the upper body, torso, and legs.
1. Cephalo-caudal (head down to toes)
73
development from the center of the body to the extremities.
2.Proximodistal (center of the body to the peripheral)
74
“differentiation” development occurs from simple operation to a complex one.
Mass to specific
75
to reason and solve problems.
Children use their cognitive and language skills
76
each part develops in the same direction, same time and not at the same rate.
Symmetrical
77
involves a predictable sequence of growth and development to which the child normally passes.
Sequential pattern
78
creep, crawl, stand, walk, run
1. Locomotion
79
universal trends in the rate and age of maturation.
- refers to the worldwide trend of maturing earlier and growing larger as compared to succeeding generations.
Secular patterns
80
the most comprehensive indicator of developmental status.
- act based on your age
* Behavior
81
the universal language of the child
* Play
82
Types of growth:
Physical growth (Height, Weight, head & chest circumference)
Physiological growth (vital signs …)
83
means the physical growth and strengthening of a child’s bones, muscles, and ability to move and touch his/her surroundings.
Motor development
84
refer to small movements in the hands, wrists, fingers, feet, toes, lips, and tongue.
Fine motor skills
85
involve motor development of muscles that enable babies to hold up their heads, sit and crawl, and eventually walk, run, jump, and skip.
Gross motor skills
86
A child’s motor development falls into two categories:
fine motor and gross motor.
87
Typical motor skill development follows a predictable sequence.
It starts from the inner body, including the head, neck, arms, and legs, and then moves to the outer body such as hands, feet, fingers, and toes.
88
is important throughout a child’s early life because physical development is tied to other development areas.
Motor development
89
means how children think, explore, and figure things out. It is the development of knowledge, skills, problem-solving, and dispositions, which help children to think about and understand the world around them
Cognitive development
90
is the construction of thought processes, including remembering, problem-solving, and decision-making, from childhood through adolescence to adulthood
Cognitive development
91
refers to how a person perceives, thinks, and gains an understanding of his or her world through the interaction of genetic and learned factors.
Cognitive development
92
refers to the ability to recognize, express, and manage feelings at different stages of life and to have empathy for the feelings of others.
Emotional development
93
The development of these emotions, which include both positive and negative emotions are largely affected by
relationships with parents, siblings, and peers.2
94
The newborn infant expresses his emotion just through
a cry for hunger, pain or discomfort sensation
95
is about improving the well-being of every individual in society so they can reach their full potential.
Social development
96
refers to how people develop social and emotional skills across the lifespan, with attention to childhood and adolescence.
Social Development
97
allows us to form positive relationships with family, friends, teachers, and other people in our lives. As we mature, we learn to better manage our own feelings and needs and to respond appropriately to the feelings and needs of others.
Healthy social development
98
can be affected by a child’s personality, the opportunities they have for social interaction, behaviors learned from parents, and developmental disorders.
Social development
99
is a systematic statement of principles that provides a framework for explaining some phenomenon.
theory
100
provide road maps for explaining human development.
Developmental theories
101
is a skill or a growth responsibility arising at a particular time in an individual’s life, the achievement of which will provide a foundation for the accomplishment of future tasks.
developmental task
102
stress the importance of the environment on growth and development. Learning theory proposes children are like blank pages that can be shaped by learning
Sociocultural theories
103
was trained in psychoanalytic theory but later developed his own theory of psychosocial development, a theory that stresses the importance of culture and society in the development of the personality
Erik Homburger Erikson Erik Erikson (1902–1996)
104
One of the main tenets of his theory, that a person’s social view of self is more important than instinctual drives in determining behavior, allows for a more optimistic view of the possibilities for human growth.
Erik Homburger Erikson Erik Erikson (1902–1996
105
describes eight developmental stages covering the entire life span. At each stage, there is a conflict between two opposing forces. The resolution of each conflict, or accomplishment of the developmental task of that stage, allows the individual to go on to the next phase of development.
Erikson
106
Father of Psychosocial Development
His Theory is Post-Freudian Theory
Intended his theory of personality to extend rather than reject Freud`s Psychoanalysis and to offer a new “way of looking things “.
Erick Ericson
107
A world fame Psychoanalyst, Anthropologist, Psychohistorian, and Medical School Professor. Yet he had no college degree of any kind.
Erick Ericson
108
identity crisis
a turning point in one`s life that may either strengthen or weaken one`s personality.
109
Invented the term identity crisis
Erick Ericson
110
His theory reflects his own background, that consist of arts, extensive travels, experiences with varied culture and a lifelong search of his own identity
At each stage, children confront a crisis that requires the integration of personal needs & skills with social & cultural expectations.
Erick Ericson
111
derive from Psycho which means mind, brain, and personality. Social which means the external relationships and environment.
Psychosocial
112
Greek prefix epi- (ἐπι- "over, outside of, around")
epigenetic
113
__ implies features that are "on top of" or "in addition to" the traditional genetic basis for inheritance) which states that a person`s development is predetermined.
epigenetics
114
– a harmonious element (e.g. Trust) &
Syntonic
115
a disruptive element (e.g. Mistrust)
Dystonic –
116
Infant
Trust vs mistrust
117
toddler
Autonomy vs shame & doubt
118
Pre schooler
Initiative vs guilt
119
Grade schooler
Industry vs. inferiority
120
Teenager
Identity vs role confusion
121
Young adult
Intimacy vs isolation
122
Middle-age adult
Generativity vs stagnation
123
Older adult
Integrity vs Despair
124
was an Austrian neurologist and the founder of psychoanalysis, a clinical method for treating psychopathology through dialogue between a patient and a psychoanalyst
Sigmund Freud
125
developed the best-known theory of personality focused upon internal growth or psychodynamics’.
Sigmund Freud
126
became both a theory of personality and a method of psychotherapy.
Freud psychoanalysis
127
Psychoanalytic theory has three major parts:
-theory of the structure of personality
-* A theory of personality dynamics
-theory of psychosexual developmen
128
in which the id, ego, and superego are the principal parts.
theory of the structure of personality
129
in which conscious and unconscious motivation and ego- defense mechanisms play a major role.
theory of personality dynamics
130
in which different motives and body regions influence the child at different stages of growth, with effects persisting in the form of adult personality traits.
theory of psychosexual development
131
Pleasure
ID –
132
Reality
EGO –
133
For perfection/ideal
SUPEREGO –
134
is the original source of personality, which is present in a newborn.
Id
135
the most primitive part, can be thought of as a sort of storehouse of biologically based urges: to eat, drink, eliminate, and especially, to be sexually stimulated.
Id
136
The sexual energy that underlies these urges is called the
libido.
137
is completely selfish; concerned with the immediate gratification of instinctual needs, and the biological drives, like hunger, sex.
Id
138
operates according to the pleasure principle, seeking to reduce tension, avoid pain, and obtain pleasure.
id
139
attempts to reduce tension by wish fulfillment. In other words, it is referred to as primary process thinking. Whatever comes first in the person’s mind, he or she wants to satisfy that desire immediately.
pleasure principle
140
is ‘I’ which means ‘self’.
Ego
141
acts as a mediator or balancer between the demands of Id and superego.
ego
142
is based on the Reality Principle.
ego
143
* delays the discharge of tension. It postponed its desires
The ego
144
waits for the right moment for the satisfaction of desire, whereas id satisfies desires immediately.
Ego
145
develops from Id and works for Id. is an executive, which mediate between the demands of id and realities of the world and demands of the superego
Ego
146
* Control and regulation of instinctual derives.
* Relation to reality
o Sense of reality
o Reality testing
o Adaptation to reality
* Primary autonomous function
o Perception
o Thinking
o Speaking
o IQ
o Memory
* Intuition
Functions of Ego
147
* It is ideal rather than real.
Superego (the moral component)
148
is that part of the personality that represents internalized values, ideals, and moral attitudes of society.
superego
149
* It is an outgrowth of learning the taboos and moral values of society. It is referring to conscience and is concerned with right and wrong.
Superego (the moral component)
150
ego-ideal- superego develops with the Oedipus complex. It strives for perfection. It is society himself. It is extreme of Id and it is for self-preservation by society norms.
* Rewarding functions
151
negative part of the superego. It is developed by punishment, lack of reward, conditioning of childhood brings conscience. It gives guilt and self-criticism. A child takes or interjects the moral standards of parents.
* Consciences:
152
It is a rewarding function of the superego. It is by positive reinforcement for i.e. copy, menu rimes of a father, or any beloved person.
* Ego Ideal:
153
believed that personality develops through a series of childhood stages in which the pleasure-seeking energies of the id become focused on certain erogenous areas
Psychosexual Development
Freud
154
are parts of the body that have especially strong pleasure-giving qualities at particular stages of development.
Erogenous zones
155
– During the first year of life, the mouth is the principal organ. Gratification is by sucking the breast of the mother and bottle.
o Oral stage 0 to 2 years
156
o Membranes of the anal region provide pleasure. Not passing fecal matter also gives pleasure to the child.
Anal stage 2 to 3 years –
157
o – self-manipulation of the genital organs; the child also identifies a group to which he belongs’; what is the difference between him and his younger sister.
Phallic stage 3 to 6 years
158
o – this is a stage of psychosexual development when overt sexual interest is repressed and sublimated. The child’s attention is focused on learning skills and other peer activities.
Latency stage of 6 to 12 years
159
– This is the final stage of psychosexual development reached in puberty when the deepest feelings of pleasure are said to come from heterosexual relations
Genital stage
160
is the psychoanalytic defense mechanism that occurs when the individual remains locked in an earlier developmental stage because needs are under- or over-gratified
Fixation
161
is a persistent focus on an earlier psychosexual stage. Until this conflict is resolved, the individual will remain "stuck" in this stage.
fixation
162
* Swiss developmental psychologist \
* Development for logical thinking. Each stage arises from & builds on the previous stage in an orderly fashion.
John Piaget
163
explains how a child constructs a mental model of the world.
Piaget’s theory of cognitive development
164
a comprehensive theory about the nature and development of human intelligence. Development for logical thinking. Each stage arises from & builds on the previous stage in an orderly fashion
Piaget's theory of cognitive development
165
development suggests that children move through four different stages of mental development. His theory focuses not only on understanding how children acquire knowledge but also on understanding the nature of intelligence.
Jean Piaget's theory of cognitive development
166
Jean Piaget's theory of cognitive development
Sensorimotor stage:
birth to 2 years
167
Preoperational stage:
ages 2 to 7
168
Concrete operational stage:
ages 7 to 11
169
ages 12 and up
Formal operational stage:
170
Understands world through sense and actions
Birth - 2 years
171
Understands world through language and mental images
2-7 years
172
Understands world through logical thinking and categories
7-12 years
173
Understands world through hypothetical thinking and scientific reasoning
12 years onwards
174
constitute an adaptation of a psychological theory originally conceived by the Swiss psychologist Jean Piaget.
Lawrence Kohlberg's stages of moral development
175
began work on this topic while being a psychology graduate student at the University of Chicago in 1958 and expanded upon the theory throughout his life.
Kohlberg
176
American psychologist and educator knew for his theory of moral development.
Lawrence Kolhberg (1927-1987)
177
A psychologist who portrayed on education, anthropology, and philosophy, to inform his work on the development of moral judgment and on moral judgment and on moral behavior
Lawrence Kolhberg (1927-1987)
178
is an aspect of a person`s overall development that follows over the course of a lifetime.
is growth, and, like all growth, it takes place according to a pre-determined sequence.
Moral development
179
o Stage 1: (Punishment & obedience orientation)
A deed is perceived as “wrong” if one is punished; the activity is “right” if one is not punished
2-3 years: punishment & obedience heteronomous morality orientation
o Stage 2: (Instrumental-relativist orientation)
“Right” is defined as that which is acceptable to & approved by the self. When actions satisfy one’s needs, they are “right.”
4-7 years: individualism
LEVEL I: (Pre-conventional) -(Birth to 9 years) Authority figures are obeyed.
180
* Cordial interpersonal relationships are maintained.
* Approval of others is sought through one’s actions.
Stage 3: (Interpersonal concordance): Authority is respected.
Stage 4: (Law and order orientation):
- The individual feels “duty-bound” to maintain social order
- 7-10 years: orientation to interpersonal relations of mutuality – the satisfaction of society
- 10-12 years: maintenance of social order, fixed rules & authority
LEVEL II: Conventional (9-13 years)
181
* An individual understands the morality of having democratically established laws.
Stage 5: (Social contract orientation)
* It is “wrong” to violate others’ rights.
Stage 6: (Universal ethics orientation)
* The person understands the principles of human rights & personal conscience. A person believes that trust is the basis for relationships.
LEVEL III: Post-conventional (13+ years)
182
A deed is perceived as “wrong” if one is punished; the activity is “right” if one is not punished
2-3 years: punishment & obedience heteronomous morality orientation
o Stage 1: (Punishment & obedience orientation)
183
“Right” is defined as that which is acceptable to & approved by the self. When actions satisfy one’s needs, they are “right.”
4-7 years: individualism
o Stage 2: (Instrumental-relativist orientation)
184
Authority is respected.
Stage 3: (Interpersonal concordance)
185
- The individual feels “duty-bound” to maintain social order
- 7-10 years: orientation to interpersonal relations of mutuality – the satisfaction of society
- 10-12 years: maintenance of social order, fixed rules & authority
Stage 4: (Law and order orientation):
186
* An individual understands the morality of having democratically established laws
LEVEL III: Post-conventional (13+ years)
187
* It is “wrong” to violate others’ rights.
Stage 5: (Social contract orientation)
188
* The person understands the principles of human rights & personal conscience. A person believes that trust is the basis for relationships.
Stage 6: (Universal ethics orientation)
189
was an American theologian who was a Professor of Theology and Human Development at Emory University. He was director of both the Center for Research on Faith and Moral Development and the Center for Ethics until he retired in 2005. He was a minister in the United Methodist Church
James W. Fowler III (October 12, 1940 – October 16, 2015)
190
He is best known for his book Stages of Faith, published in 1981, in which he sought to develop the idea of a developmental process in "human faith".
James W. Fowler III
191
These stages of faith development were along the lines of
Jean Piaget's theory of cognitive development and Lawrence Kohlberg's stages of moral development.
192
are closely related to the moral and ethical portion of the child’s self-concept and, as such, must be considered as part of the child’s basic needs assessment. Children need to have a meaning, purpose and hope in their lives.
Spiritual beliefs
193
has identified seven stages in the development of faith, many of which are closely associated with and parallel cognitive and psychosocial development in childhood
Fowler (1981)
194
Trust, hope, and love compete with environmental inconsistencies or threats of abandonment.
Stage 0: Undifferentiated Faith
195
Generally, children from birth to about 2 years of age.Children have the potential for faith but lack the ability to act on that potential. Through loving care from parents and other adults in their life, young children start to build a lived experience of trust, courage, hope, and love.
The beginning of faith is established with the development of basic trust through their relationships with the primary caregiver.
This stage of development encompasses the period of infancy during which children have no concept of right or wrong, no beliefs, and no convictions to guide their behavior.
Stage 0: Undifferentiated Faith
196
Toddler-preschooler:
* Imitates parental behaviors and attitudes about religion and spirituality.
* Has no real understanding of spiritual concepts.
Stage 1: (Intuitive- projective faith)
197
The school-age years (6-12 years old
o Accepts the existence of a deity.
o Religious & moral beliefs are symbolized by stories.
o Appreciates others’ viewpoints.
o Accepts the concept of reciprocal fairness.
Stage 2: Mythic-literal Faith
198
The school-age years (6-12 years old), spiritual development parallels cognitive development and is closely related to children’s experiences and social interaction.
- Most of the children have a strong interest in religion during the school-age years. In this age, they accept the existence of a God, and petitions to an almighty being are important and expected to be answered; good behavior is rewarded, and bad behavior is punished.
- Children are developing their conscience bothers them when they disobey. They have a reverence for thoughts and matters and can articulate their faith. They may even question the validity of their faith.
- Children at this age can start to work out the difference between verified facts and things that might be more fantasy or speculation.
- Parents, teachers, friends, and other trusted adults in their community are the children`s source of religious authority that starts to expand.
- Children at this stage think in concrete and literal ways and believe that faith becomes the told stories and practiced rituals. Children begin to have the capacity to understand that others might have different beliefs than them in the later stage.
Stage 2: Mythic-literal Faith
199
* Assumes responsibility for own attitudes & beliefs
Adolescents begin to compare the religious standards of their parents with those of others and become more skeptical. They try to determine which standards to adopt and integrate into their own set of values. They also begin to relate religious standards with the scientific viewpoint and they rather search than reach on the religious beliefs.
late adolescence (18 to 22 years old) usually starts. However, Robert Keeley points out that "people of many generations experience the kind of dissonance that comes with the real questions of faith that one begins to address at this stage of development
At this stage, they start to question their own assumptions around the faith tradition, and along with this, the authority structures of their faith is being questioned.
Greater maturity is gained by rejecting some parts of their faith while affirming other parts.
greater ownership of their own faith journey is being taken into consideration at the end of this stage.
Stage 4: (Individuative-reflective faith) Late adolescent &young adult:
200
adolescence (starts about the age of 13 and goes until around 18), however, some people stay at this stage for their entire life and they become increasingly aware of spiritual disappointments. They recognize that prayers are not always answered (at least on their own terms) and may begin to abandon or modify some religious practices. They begin to reason, to question some of the established parental religious standards, and to drop or modify some religious practices.
people start to have the ability to see things from someone else's perspective in this stage. They can already imagine what others think about them and their faith.
at this stage, faith is being claimed as their own instead of just being what their family does. However, the faith that is claimed is usually still the faith of their family.
Religious authority issues are important at this stage
* Questions values & religious beliefs to form own identity.
Stage 3: Synthetic-conventional Faith
201
People do not usually become to this stage until their early thirties.
Stage of when the struggles and questioning of stage four give way to a more comfortable place. Not all answer has been found, but the person in this stage is comfortable that answers might not be easily found.
the strong need for individual self-reflection gives way to a sense of the importance of community in faith development.
open to other people's faith perspectives. They have a realization that other people`s faith might inform and deepen their own rather than moving away from their faith.
Participates in other perspectives about faith into its own definition of truth.
Stage 5: Conjunctive Faith
202
the rare person who reaches this stage of faith.
James Fowler describes people at this stage as having "a special grace that makes them seem more lucid, more simple, and yet somehow more fully human than the rest of us."
People at this stage can become important religious teachers because they have the ability to relate to anyone at any stage and from any faith. They can relate without disdain but at the same time are able to challenge the expectations that those of other stages might have.
People at this stage cherish life but also do not hold on to life too tightly. They put their faith in action, challenging the status quo, and working to create justice in the world.
Robert Keeley points to people like Gandhi and Mother Teresa as examples of people who have reached this stage.
Makes concepts of love & justice tangible.
Stage 6: Universalizing Faith
203
questions values and religious beliefs in an attempt to
synthetic-conventional faith
204
assumes responsibility for own attitudes and beliefs
Individuative-relective faiht
205
integrates other perspectives about faith into own definition of truth
Conjunctive faith
206
Makes concepts of love and justice tangible
Universalizing faith
