Infections and Diseases, Adolescent Development

4 pathogenic microorganisms and general treatment

Bacteria- antibiotics

Viruses- vaccines

Fungus- over the counter creams & ointments

Parasites- removal of parasite

How can E. Coli can be considered both pathogenic and non-pathogenic in humans?

It infects different parts of the body and in the large intestines it is non-pathogenic and any other parts it is pathogenic

Bacteria are classified based on whether they can thrive in oxygen rich environments or not. What terms are used to describe this?

aerobic vs anaerobic

Give the proper name of the fungi that naturally live in the human body

Candida albicans (yeast)

Round shape

Coccus

Rod shaped

Bacillus

Spiral shaped

Vibrio, spirochete, spirillium

Diplo

Two

Staphylo

Clustered

Strepto

Chain

Latent vs active tuberculosis

Latent- noncontagious & asymptomatic

Active- symptoms show & bacteria is contagious

True or false: streptococcus pneumonia is the only cause of pneumonia

False

What are MDROs?

Multi-drug resistant organisms

What has caused MDROs to exist?

Overprescribing antibiotics

Give a specific example of an MDRO

MRSA

How do vaccinations keep a person from getting that disease?

It allows the body to recognize and make antibodies which attack the specific virus if exposed to it

3 vaccinations required for school

Polio, chicken pox, tetanus

2 vaccinations not required for school

Covid, flu

Why are vaccines for polio more successful than those for HIV?

Polio is a stable DNA virus and HIV is an RNA virus and easily mutates

2 viruses that go through the lytic cycle

Chicken pox, influenza

2 viruses that go through the lysogenic cycle

HIV, Herpes

Three types of parasitic pathogens and where they are found

Protozoa- drinking water (plasmodium)

Helminthes- intestines (tape worm)

Ectoparasites- human skin (lice, mites)

Pathogen that causes: scabies

Parasites

Pathogen that causes: strep throat

Bacteria

Pathogen that causes: thrush

Fungus

Pathogen that causes: chickenpox

Viral

Pathogen that causes: athlete's foot

Fungus

Pathogen that causes: malaria

Parasitic

Pathogen that causes: syphilis

Bacteria

Pathogenic vs non-pathogenic microorganisms

Pathogenic- cause infection and disease

Non-pathogenic- normal, don't produce disease , beneficial

Bacteria are classified according to

Shape and growth formation

Smallest microorganisms

Viruses

Why are viruses not considered living

They can't survive on their own

2 general shapes of viruses

Bacteriophages, envelopes

How do parasites survive

They live in or on a host cell

What is the name of the common fungi found in the body

Candida albicans (yeast)

How do antibiotics affect these fungi

It decreases the number of bacteria that keeps the yeast from getting out of control

List the three phases of adolescence and their general time frames

Early adolescence 10-13 years, Middle adolescence 14-17 years, and Late adolescence 18-22 years

List and define the five principals of the life course perspective - Human Agency:

Individuals construct their own life course through the choices and actions they take within the opportunities and constraints of history and social circumstances.

List and define the five principals of the life course perspective - Historical Time and Place:

The life course of individuals is embedded in and shaped by the historical times and places they experience over their lifetime. (ohrt membership is important to remember there).

List and define the five principals of the life course perspective - Timing In Lives:

The developmental impact of a sucession of lifetransitions or events is contingent on when they occur in a person's life.

List and define the five principals of the life course perspective - Linked lives:

Lives are lived interdependently, and social and historical influences are expressed through this network of shared relationships.

List and define the five principals of the life course perspective - Lifelong development:

Behaviorial patterns and developmental trajectories are not only influenced by exisiting situations and anticipation about the future but by parental and childhood experiences as well. In addition, this principle acknowledges biological factors, such as genetic predisposition to disease process, influences the development of behavior.

the theoretical perspectives of adolescent development Psychodynamic:

Behavior throughout life is motivated by inner, unconscious forces, stemming from childhood, over which we have little control.

Sigmund Freud, Erik Erikson.

This view might suggest that an adolescent who is overweight has a fixation in the oral stage of development.

the theoretical perspectives of adolescent development Behavioral :

Development can be understood through studying observable behavior and environmental stimuli.

John B. Watson, B. F. Skinner, Albert Bandura .

In this perspective, an adolescent who is over-weight might be seen as not being rewarded for good nutritional and exercise habits.

the theoretical perspectives of adolescent development Cognitive :

Emphasis is on how changes or growth in the ways people know, understand, and think about the world affect behavior.

Jean Piaget.

This view might suggest that an adolescent who is overweight hasn't learned effective ways to stay at a healthy weight and doesn't value good nutrition.

the theoretical perspectives of adolescent development Contextual :

Behavior is determined by the relationship be-tween individuals and their physical, cognitive, personality, social, and physical worlds.

Lev Vygotsky, Urie Bronfen-brenner.

In this perspective an adolescent may become overweight because of a family environment in which food and meals are unusually important and intertwined with family rituals.

the theoretical perspectives of adolescent development Evolutionary :

Behavior is the result of genetic inheritance from our ancestors; traits and behavior that are adaptive for promoting the survival of our species have been inherited through natural selection

Konrad Lorenz; influenced by early work of Charles Darwin.

This view might suggest that an adolescent might have a genetic tendency toward obesity because extra fat helped his or her ancestors to survive in times of famine.

Describe the aspects of early maturation for girls

For them, the obvious changes in their bodies, such as the development of breasts, may lead them to feel uncomfortable and different from their peers. Moreover, because girls, in general, mature earlier than boys, early maturation tends to come at a very young age in the girl's life. Early maturing girls may have to endure ridicule from their less- mature classmates. On the other hand, early maturation is not a completely negative experience for girls. Girls who mature earlier tend to be sought after more as potential dates, and their popularity may enhance their self- concept. Still, this attention has a price. Early maturing girls may not be socially ready to participate in the kind of one- on- one dating situations that most girls deal with at a later age, and such situations may be psychologically challenging for them. Moreover, the conspicuousness of their deviance from their later- maturing classmates may have a negative effect, producing anxiety, unhappiness, and depression. Cultural norms and standards regarding how women should look play a large role in how girls experience early maturation.

Describe the aspects of early maturation for boys

For boys, early maturation is largely a plus. Researchers have found that early maturing boys tend to be more popular and to have a more positive self- concept, and they re-port more positive emotions. They also tend to be more successful at athletics, presumably be-cause of their larger size. Generally, then, early maturation has a favorable impact on boys, who view themselves more positively. On the other hand, early maturation in boys does have a downside. Boys who mature early are more apt to have difficulties in school, and they are more likely to become involved in delinquency and substance abuse. The reason: Their larger size makes it more likely that they will seek out the company of older boys who may involve them in activities that are inappropriate for their age. Overall, though, the pluses seem to outweigh the minuses for early maturing boys.

Describe the aspects of late maturation for girls

As with early maturation, the situation with late maturation is mixed, although in this case boys fare worse than girls. For instance, boys who are smaller and lighter than their more physically mature peers tend to be viewed as less attractive. Because of their smaller size, they are at a disadvantage when it comes to sports activities. Furthermore, boys are expected to be bigger than their dates, so the social lives of late- maturing boys may suffer. Ultimately, if these difficulties lead to a decline in self- concept, the disadvantages of late maturation for boys could extend well into adulthood . On the other hand, coping with the challenges of late maturation may actually help males in some ways. Late- maturing boys grow up to have several positive qualities, such as assertiveness and insightfulness, and they are more creatively playful than early maturers. Furthermore, a prolonged preadolescence may offer late- maturing boys more time to ready themselves for the challenges of adolescence. Still, the overall consequences of late maturation for boys are more negative than positive.

Describe the aspects of late maturation for boys

the picture for late- maturing girls is actually quite positive. In the short term, girls who mature later may be overlooked in dating and other mixed- gender activities during junior high school and middle school, and they may have relatively low social status. However, by the time they are in the tenth grade and have begun to mature visibly, late- maturing- girls' satisfaction with themselves and their bodies may be greater than that of early maturers. In fact, late- maturing girls may end up with fewer emotional problems. The reason? Late- maturing girls are more apt to fit the societal ideal of a slender, " leggy" body type than early maturers, who tend to look heavier in comparison .

Regarding pubertal status and physical maturation, name and describe the five areas that

advanced physical development has an effect

Antisocial Behavior:

Related to increased juvile delinquency in girls; increased ADHD, Oppositional Defiance Disorder (ODO), and Conduct Disorder (CD) symptoms; more opportunities to socialize with deviant peers

Emotions:

More development, more negative emotions and depression

Family:

Some studies have found family conflict increases with physical development while others have not. This is likely due to differences in how research is conducted.

Psychopathology:

Advanced physical development is stronly related to significantly higher levels of depression in teens. However, research is again inconclusive regarding level of development and other types of mental illness.

Stress, eating patterns, and sexual activity:

Can also activate or supress the hormone system.

Characterize the four stages of Piaget's theory of intellectual development

Sensorimotor Birth- 2 years Development of object permanence ( idea that people/ objects exist even when they can't be seen); development of motor skills; little or no capacity for symbolic representation

Preoperational 2- 7 years Development of language and symbolic thinking; egocentric thinking

Concrete operational 7- 12 years Development of conservation ( idea that quantity is unrelated to physical appearance); mastery of concept of reversibility

Formal operational 12 years- adulthood Development of logical and abstract thinking

Define crystallized intelligence

reflects information- processing capabilities, reasoning, and memory. For example, a student asked to group a series of letters according to some criterion or to remember a set of numbers would be using fluid intelligence

Define fluid intelligence

is the accumulation of information, skills, and strategies that people have learned through experience and that they can apply in problem- solving situations. A student would likely be relying on crystallized intelligence to solve a puzzle or deduce the solution to a mystery, in which it was necessary to draw on past experience

Gardner's eight types of intelligence are?

Musical intelligence, Bodily kinesthetic intelligence, Logical mathematical intelligence, Linguistic intelligence, Spatial intelligence, Interpersonal intelligence, Intrapersonal intelligence, Naturalist intelligence

What is musical intelligence?

( skills in tasks involving music). Case example: When he was 3, Yehudi Menuhin was smuggled into the San Francisco Orchestra concerts by his parents. The sound of Louis Persinger's violin so entranced the youngster that he insisted on a violin for his birthday and Louis Persinger as his teacher. He got both. By the time he was 10 years old, Menuhin was an international performer.

What is bodily kinesthetic intelligence?

( skills in using the whole body or various portions of it in the solution of problems or in the construction of products or displays, exemplified by dancers, athletes, actors, and surgeons). Case example: Fifteen- year- old Babe Ruth played third base. During one game, his team's pitcher was doing poorly and Babe loudly criticized him from third base. Brother Mathias, the coach, called out, " Ruth, if you know so much about it, you pitch!" Babe was surprised and embarrassed because he had never pitched before, but Brother Mathias insisted. Ruth said later that at the very moment he took the pitcher's mound, he knew he was supposed to be a pitcher.

What is logical mathematical intelligence?

( skills in problem solving and scientific thinking). Case example: Barbara McClintock won the Nobel Prize in medicine for her work in microbiology. She describes one of her breakthroughs, which came after thinking about a problem for half an hour...: " Suddenly I jumped and ran back to the [ corn] field. At the top of the field [ the others were still at the bottom] I shouted, ' Eureka, I have it!'"

What is linguistic intelligence?

( skills involved in the production and use of language). Case example: At the age of 10, T. S. Elliot created a magazine called Fireside, to which he was the sole contributor. In a 3- day period during his winter vacation, he created eight complete issues.

What is spatial intelligence?

( skills involving spatial configurations, such as those used by artists and architects). Case example: Navigation around the Caroline Islands... is accomplished without instruments.... During the actual trip, the navigator must envision mentally a reference island as it passes under a particular star and from that he computes the number of segments completed, the proportion of the trip remaining, and any corrections in heading.

What is interpersonal intelligence?

( skills in interacting with others, such as sensitivity to the moods, temperaments, motivations, and intentions of others). Case example: When Anne Sullivan began instructing the deaf and blind Helen Keller, her task was one that had eluded others for years. Yet, just 2 weeks after beginning her work with Keller, Sullivan achieved a great success. In her words, " My heart is singing with joy this morning. A miracle has happened! The wild little creature of 2 weeks ago has been transformed into a gentle child."

What intrapersonal intelligence?

( knowledge of the internal aspects of oneself; access to one's own feelings and emotions). Case example: In her essay " A Sketch of the Past," Virginia Woolf displays deep insight into her own inner life through these lines, describing her reaction to several specific memories from her childhood that still, in adulthood, shock her: " Though I still have the peculiarity that I receive these sudden shocks, they are now always welcome; after the first surprise, I always feel instantly that they are particularly valuable. And so I go on to suppose that the shock- receiving capacity is what makes me a writer."

What is naturalist intelligence?

( ability to identify and classify patterns in nature). Case example: In prehistoric periods, hunter- gatherers required naturalist intelligence in order to identify what types of plants were edible.

Define Assimilation

the process by which people understand an experience in terms of their current stage of cognitive development and way of thinking. Assimilation occurs, then, when a stimulus or event is acted on, perceived, and understood in accordance with existing patterns of thought.

Define Accomidation

when we change our existing ways of thinking, understanding, or behaving in response to encounters with new stimuli or events,

Define the formal operational stage

people develop the ability to think abstractly. By bringing formal principles of logic to bear on problems they encounter, adolescents are able to consider problems in the abstract rather than only in concrete terms. They are able to test their understanding by systematically carrying out basic experiments on problems and situations and observing what their experimental " interventions" bring about.

Vygotsky's four stages of development

Natural or Primitive Stage from Birth to 2 years:

Reflects the evolutionary heritage. Child uses speech for social reasons; has no significance in intellectual development; not reflective of culture.

Naive Psychology from approximately 2 to 7 years:

Grammar and syntax are is part of child's speech but language not part of child's though process. Language representing things not ideas.

External Signs from approximately 7 to 12 years:

Close interaction between thought and language; uses culturally external signs to assist in internal problem solving.

In-Growth ages 12 and Up:

Individual uses symbols to think about the world, use in problrm solving, memory, concept formation, abstract thought.

List and describe the three major themes of Vygotsky's theory

Internalization Process:

The cultural mediated signs and tools become internalized and humans aquire the capacity for higher order thinking. Word meaning - primary unit of analysis as it ambodies speech and language, links social with the psycological.

Zone of Proximal Development:

Defines the gap between what a child can d independently and what a child can achieve with guidance. Actual vs. Potential.

Scaffolding:

Building bridges between what a child knows and what a child needs to know. Structural spports to promote learning concepts and skills.