RAD 112 Lecture Exam 2

[Adolescents] What age range is identified as adolescence?

13–18 years.

[Adolescents] What is adolescence?

A period of growing into maturity or adulthood.

[Adolescents] What physical change occurs for many adolescents?

Physical growth completes for many.

[Adolescents] How does psychological security change during adolescence?

The adolescent becomes more psychologically secure.

[Adolescents] What social change occurs during adolescence?

The adolescent becomes a contributing member of society.

[Adolescents] What can adolescence be a period of?

Conflict, stress, anxiety, self-realization, and accomplishment.

[Adolescents] What identity change occurs during adolescence?

The adolescent develops a sense of identity of their own.

[Adolescents] How do adolescents separate from family?

They separate physically and emotionally from family.

[Adolescents] What adjustment must parents make as adolescents separate?

Parents must learn to build a new life of their own.

[Adolescents] What two personality-development goals are emphasized?

Developing a sense of identity and a sense of intimacy.

[Adolescents] According to Erikson, what areas are part of the adolescent identity task?

Occupation, sex roles, politics, and religion.

[Adolescents] What major questions does an adolescent face?

Who they are and what they want to become.

[Adolescents] Why is adolescence a time of positive self-exploration?

The adolescent faces serious decisions and challenges while exploring adulthood and individuality.

[Adolescents] What conflict may adolescents experience about adulthood?

They battle for recognition of adulthood while unconsciously still desiring to be a child.

[Adolescents] What are the ages of early adolescence?

13–15 years.

[Adolescents] What physical changes occur in early adolescence?

Growth spurts, reproductive maturity, increased weight, and changes in body proportions.

[Adolescents] What strongly governs early adolescent behavior?

Self-image and the desire to fit in with peers.

[Adolescents] What is puberty associated with?

Increased personality development, increased physical growth, and many physical changes.

[Adolescents] How does confidence change during puberty?

The adolescent becomes more adaptable and approaches peer groups and problem situations with greater confidence.

[Adolescents] What activities may adolescents enjoy during puberty?

Games requiring physical skills and team cooperation.

[Adolescents] What parent relationship change is common during puberty?

Frequent arguing with parents.

[Adolescents] What responsibility change occurs during puberty?

The adolescent assumes increasing responsibilities.

[Adolescents] What characterizes late adolescence?

Self-identity fully emerges if life tasks have been successfully completed.

[Adolescents] How do self-awareness and values change in late adolescence?

The adolescent becomes more self-conscious and more aware of philosophy of life and personal values.

[Adolescents] What influences adolescent values?

Peers, parents, religious training, and cultural and social background.

[Adolescents] When does adolescence terminate?

It may end early for some individuals or be prolonged into the early 20s.

[Adolescents] What can prolong adolescence according to the lecture?

College and/or continuing to live at home with parents.

[Adolescents] How does today’s society affect adolescents?

They grow up in a rapidly moving, changing society influenced by mass media and an enlarging peer group.

[Adolescents] Why can adolescent and parent values differ?

Greater communication with an enlarging peer group and changing social influences can produce differences in values.

[Adolescents] What pressures were listed for 1980s teens?

Unemployment and inflation.

[Adolescents] What pressures were listed for 1990s teens?

Crime and violence, STDs, drugs, and environmental problems.

[Adolescents] What is a major concern of today’s adolescents in the lecture?

The drive for success.

[Adolescents] What two influences were identified as especially bad influences on youth?

Drugs and peer pressure.

[Adolescents] What did 91% of surveyed teens say about having a baby?

They were not ready to have a baby.

[Adolescents] What percentage in the lecture felt condoms should be available in schools?

61%.

[Adolescents] What percentage in the lecture reported smoking cigarettes?

9%.

[Adolescents] What did the lecture report about girls and substance use?

Slightly more girls than boys smoked cigarettes, drank alcohol, or used illegal drugs.

[Adolescents] What life goals were listed for teens?

Happiness; a long/enjoyable life; marriage/family; financial success; career success; religious satisfaction; love; personal success; contribution to society; friends; health; and education.

[Adolescents] What questions are part of developing adolescent identity?

How they appear to others, how they will appear in the future, and whether they fit society and peer expectations.

[Adolescents] How does interest in the opposite sex develop?

It may begin with secrecy, then progress to romantic love affairs; attachments are usually short-lived.

[Adolescents] How do adolescents practice relationships with the opposite sex?

Through activities such as dances and games.

[Adolescents] What concerns may parents have about adolescent romantic interests?

Marriage too soon, inability to finish education or support themselves, pregnancy out of wedlock, disease, and family disgrace.

[Adolescents] What does threatening harm do as discipline?

It encourages bad behavior.

[Adolescents] What controls adolescent conduct?

Adults and peers; being part of a group that upholds societal standards is important.

[Adolescents] What family/environment factors may be associated with a disturbed adolescent?

Family conflict, large value differences, tension, divorce, low self-esteem, and coping with a negative identity.

[Adolescents] How might some disturbed adolescents seek status?

They may commit crimes because negative status and attention can feel better than feeling completely inadequate.

[Adolescents] What behaviors does the lecture say most well-adjusted adolescents do not engage in?

They generally do not hate parents as a phase, become slaves to peer groups, break laws, lead protests, use illegal drugs, or overindulge in alcohol.

[Adolescents] What home environment is associated with better adjustment?

Homes characterized by love and respect.

[Adolescents] What is an important mental-health safety concern in adolescence?

Increased risk of suicide.

[Adolescents] What four mechanisms were listed as underlying suicide attempts?

Ego destruction, ego withdrawal, displaced hostility, and response to delusions.

[Adolescents] What does the lecture emphasize about adolescent suicide, drugs, and delinquency?

The vast majority of adolescents do not engage in suicide, drug use, or delinquency.

[Adolescents] Why might an adolescent drop out of school?

Lack of family encouragement, poor grades, feeling that no one cares, or using school withdrawal as a way out of a stressful situation.

[Adolescents] How may separation from parents affect an adolescent?

An adolescent may be separated from parents and home for a long period with little emotional-development difficulty.

[Adolescents] How may adolescents care about appearance?

They may become unusually clean, neat in dress, and careful about grooming because appearance is socially important.

[Adolescents] What basic physical needs should parents focus on?

Adequate sleep and nutrition.

[Adolescents] What is the greatest cause of adolescent accidents listed?

Motor vehicles.

[Adolescents] What other causes of adolescent injury/death were listed?

Drowning and firearms.

[Adolescents] What factors may contribute to adolescent drug involvement?

Peer pressure, stress, and lack of communication with family.

[Adolescents] What can parents encourage to reduce adolescent risk?

Resisting peer pressure, healthy activities, decision-making skills, and education about STDs and how they are contracted.

[Adolescents] How should parents interact with teens?

Listen and respect them, build self-esteem, watch behavioral changes, discuss drugs/alcohol/STDs, talk daily, and seek help for problems.

[Adolescents] What are three common reactions to hospitalization in adolescents?

Separation anxiety from peers/routines, loss of control, and concern about bodily injury or pain.

[Adolescents] Why is hospitalization separation anxiety different for adolescents?

They may fear losing peer-group status and acceptance; peers may show sympathy briefly and then continue without the absent teen.

[Adolescents] Why is loss of control important to hospitalized adolescents?

They strive for independence and may withdraw or become uncooperative when choices are removed.

[Adolescents] How can a healthcare provider support adolescent control during hospitalization?

Offer choices that can be honored, explain procedures, avoid talking down, talk directly to the teen, and respect privacy.

[Adolescents] How may adolescents react to pain or bodily injury?

They may hold back pain in front of peers or exaggerate pain around family; changes that make them different from peers may feel especially tragic.

[Adolescents] What may an adolescent tolerate better than a body change such as a scar?

Pain itself may be tolerated better than a change to the body.

[Adolescents] How are adolescents generally as radiographic patients?

They are often ideal patients and are similar to adults, but maturity should be assessed.

[Adolescents] What privacy issue is important during adolescent radiography?

Fear of invasion of privacy/modesty and sensitivity about LMP questions.

[Adolescents] What should be followed for adolescent radiography?

Radiation-protection policies.

[Adolescents] What is the bone-age study projection listed?

PA bilateral hands and wrists on one exposure.

[Adolescents] What should be stated for a bone-age study?

Gender.

[Adolescents] What gender difference was listed for bone age?

A 2-year difference between genders.

[Adolescents] What is cognitive discomfort during serious illness?

Mental uneasiness.

[Adolescents] What is thought stopping?

Breaking down negative thoughts.

[Adolescents] What is thought reflection?

Deliberate thoughts about the negative.

[Adolescents] What is distraction during serious illness?

Using activities to distract from negative thoughts.

[Adolescents] What distraction/reasoning strategies were listed?

Keep busy; reason it could be worse; reason that you made it this far; look ahead to it being over; use cognitive clutter; reason that God will take care of you; look back at how bad it was; think about survivors; and think about other patients.

[Adolescents] What is cognitive comfort?

A period of solace and uplifting spirits.

[Adolescents] What is personal competence in serious illness?

Hopefulness and feeling resilient, resourceful, and adaptable in the face of a threat.

[Adolescents] What family considerations are important for an adolescent with serious illness?

Include family and friends, use parents’ rules as a guide, and recognize that despite attitude the adolescent remains dependent on family.

[Bone Development] When does bone growth begin?

During the prenatal stage.

[Bone Development] What is the epiphysis?

The end of a bone.

[Bone Development] Where does growth occur in a long bone?

At each end of the bone around the growth plate.

[Bone Development] What is another name for the growth plate?

Epiphyseal plate or physis/physeal plate.

[Bone Development] What is the physis?

The area where growth occurs.

[Bone Development] What is the epiphyseal line?

The junction between the epiphysis and diaphysis.

[Bone Development] What is the epiphyseal plate?

Cartilage between the metaphysis and epiphysis that permits growth.

[Bone Development] When does the growth plate close according to the lecture?

By about 25 years of age.

[Bone Development] What is the metaphysis?

The widened part of the shaft of a bone.

[Bone Development] What is the diaphysis?

The shaft of a long bone.

[Bone Development] What does the diaphysis contain?

The largest amounts of bone marrow in a long bone.

[Bone Development] What system classifies epiphyseal fractures?

The Salter-Harris system.

[Bone Development] Do epiphyseal fracture types always determine outcome or treatment?

No. The type does not always determine outcome or treatment.

[Bone Development] How are type I and II epiphyseal fractures usually treated?

Usually with immobilization.

[Bone Development] How are type III and IV epiphyseal fractures usually treated?

They usually require surgery.

[Bone Development] What can happen with type V and VI epiphyseal fractures?

They are very rare and usually result in bone-growth problems.

[Bone Development] What are causes of epiphyseal fractures listed?

Falls, fracture manipulation, and child abuse.

[Bone Development] Where are epiphyseal fractures most common?

The wrist and fingers.

[Bone Development] What is a treatment for an epiphyseal fracture?

Reduction.

[Bone Development] How often are growth-plate injuries seen on imaging according to the lecture?

They are rarely seen on x-ray, CT, or MRI.