Health and Dis Exam 1

Discontinuity

Development involves distinct stages

Freud’s Psychosexual Theory

• Adult personality determined by how conflicts at each stage — between sources of pleasure and demands of reality — are resolved.

• Unresolved conflict leads to problems

Frued’s 5 stages

oral, anal, phallic, latency, genitals

Frued’s 5 stages: Oral

Birth to 1½ years — pleasure centers on mouth.

Frued’s 5 stages: Anal

1½ to 3 years — pleasure focuses on anus.

Frued’s 5 stages: Phallic

3 to 6 years — pleasure focuses on genitals

Frued’s 5 stages: Latency

6 years to puberty — represses sexual interest; develops social/intellectual skills.

Frued’s 5 stages:Genital

Puberty onward — sexual reawakening; source of pleasure becomes someone outside family.

Erikson’s Psychosocial Theory

• Motivation for behavior is social.

• Personality and developmental change occurs throughout lifespan.

• Both early and later experiences are important.

Erickson’s Stages: Generativity vs. Stagnation

Middle adulthood (40s, 50s)

Erickson’s Stages: Integrity vs. Despair

Late adulthood (60s onward)

Pavlov’s Classical Conditioning

• Associations created between environmental stimuli and physiological responses.

Skinner’s Operant Conditioning

• Development consists of pattern of behavioral changes brought about by rewards and punishments.

Bandura’s Social Learning Theory

• Physical and social environments influence behavior.

• Observational learning: People learn through observing and imitating others.

Reciprocal determinism

individuals and environment interact and influence each other.

Piaget’s Cognitive-Developmental Theory

• Two processes underlie cognitive construction of world: Organization and Adaptation

Piaget’s Cognitive-Developmental Theory: 2 forms of Adaptation

• Assimilation: Fitting new information into pre-existing schemas.

• Accommodation: Altering pre-existing schemas to fit new information.

Information-Processing Theory

• Mind works like a computer.

• Both process information.

Vygotsky’s Sociocultural Theory

• Emphasizes how culture and social interaction guide and are inseparable from cognitive development

Zone of Proximal Development (ZPD):

Vygotsky, Skills too hard vs. too easy; ZPD is the area where child can perform with support.

Scaffolding:

Vygotsky, Support provided to help child within ZPD.

Thelen’s Dynamic Systems Theory

• Children’s developmental domains, maturation, and environment form an integrated system constantly changing.

• Results in developmental change and emergence of new abilities.

Ethology

• Scientific study of evolutionary basis of behavior.

• Humans display preprogrammed biological behaviors that promote development.

Evolutionary developmental theory:

• Applies evolution and genetic/environmental interaction to understand changes throughout life.

• Genetic factors interact with physical/social environment.

John Bowlby and Attachment Theory

Attachment to caregiver during first year has important consequences throughout lifespan.

Sensitive period

Bowlby, Time during infancy when attachment should occur to promote optimal development of social relationships.

Critical period:

Imprinting must occur at a certain, very early time in life (Lorenz’s geese).

Person First Language:

Introduces person before description. Emphasizes fullness of person; avoids defining by disability/condition. Examples: person diagnosed with schizophrenia, individual with Alzheimer’s, person with polio.

Identity First Language:

States descriptor first. Characteristic is integral part of identity/community membership; should be emphasized rather than minimized. Destigmatizes identity. Examples: Disabled person, autistic person, deaf person.

Medical Models of Disability

• Disability is a defect within the individual.

• Must cure, fix, or eliminate defect for good quality of life.

• Conveys pity and shame.

Social Models of Disability

• Centers disability in society, not as defect within individual.

• Disability = restrictions imposed by society.

• Solution is fixing society, not person

Reproductive Justice Definition

• Human right to maintain personal bodily autonomy, have children, not have children, and parent children we have in safe and sustainable communities.

• About access, not choice and human rights

What is Ableism

• System of assigning value to people’s bodies and minds based on societally constructed ideas of normalcy, productivity, desirability, intelligence, excellence, and fitness.

• Rooted in eugenics, Leads to determining people’s value

First Trimester

Germinal and embryonic periods occur

End of first and all the other Trimesters

part of fetal period.

Teratogens

Agent such as disease, drug, or environmental factor that disrupts prenatal development, increasing risk of abnormalities, defects, or death.

• Severity depends on dose, individual differences, time of exposure (greatest early embryonic development).

Prenatal Care

includes screening for manageable conditions and treatable diseases; educational, social, nutritional services

Reasons for delayed prenatal care

lacked money/insurance, couldn’t get appointment, didn’t know pregnant, didn’t have Medicaid, doctor/health plan didn’t start as early, too busy, lacked transportation, didn’t want anyone to know, couldn’t take time off work, needed child care

Stages of Birth: Stage 1

Uterine contractions 10–15 minutes apart, last up to 1 minute; longest stage, 8–14 hours.

Stages of Birth: Stage 2

Baby’s head moves through cervix and birth canal; 30–90 minutes; ends when baby completely emerges.

Stages of Birth: Stage 3

Afterbirth; placenta, umbilical cord, other membranes detached and expelled; lasts about 5–15 minutes.

Attendants of Birth

Midwives, provide health care during pregnancy, birth, postpartum

Doula provides continuous physical, emotional, educational support before, during, after childbirth.

Assessing Newborn — APGAR Scale

Method for assessing health of newborns at 1 and 5 minutes after birth.

Letter of APGAR

• Appearance (color)

• Pulse (heart rate)

• Grimace (reflex irritability)

• Activity (muscle tone)

• Respiration (breathing)

Egocentrism

inability to distinguish between one’s perspective and others’.

Animism

Belief that inanimate objects have lifelike qualities and are capable of action.

centration

centering your attention on one characteristic, lack of conservation

Symbolic Function Substage:

• Mentally represent an object that is not present.

• Animism and Egocentrism

Intuitive Thought Substage:

why questions

Centration and Mountain Task

Vygotsky’s Theory

• Children develop ways of thinking and understanding through social interactions.

• Zone of Proximal Development (ZPD).

• Scaffolding.

authoratative

loving parents with high expectations

Authoratation

high demands of kids with little emotional investment

Executive function

• Higher-level cognitive functions related to prefrontal cortex. Working memory = short-term memory + processor + control mechanism.

From 18 months to 3 years, three mental states: Perceptions

• Perceptions: By age 2, recognize another person sees what’s in front of them with own eyes.

From 18 months to 3 years, three mental states: Emotions

Can distinguish positive and negative emotions.

From 18 months to 3 years, three mental states: Desires

Recognize if people want something, they’ll try to get it.

From ages 3–5: False beliefs

children understand mind can represent events and objects accurately or inaccurately.

Self-concept

set of attributes, abilities, characteristics a person describes themselves with.

Emotional development: 2–4 years

increase terms to describe emotions; learning causes/consequences of feelings.

Emotional development: 4–5 years

increased ability to reflect on emotions; understand different people can have different emotions to same event.

Parenting Styles

Authoritative, authoritarian, uninvolved, permissive

Play: Function

• Affiliation with peers

• Tension release

• Advances in cognitive development

• Exploration

• Provision of a safe haven

Play: Types

• Representational play

• Solitary play

• Social play (parallel, cooperative)

• Sociodramatic play

• Rough-and-tumble play

• Imaginary companions

Physical Changes in Early Childhood: Body growth

Average 2–3 inches height/year; about 5 pounds/year.

Physical Changes in Early Childhood: Gross and fine motor skills progression

• 3 years: hopping, jumping, running; pick up tiny objects with thumb and finger.

• 4 years: low jungle gyms; more precision in puzzle piece placement.

• 5 years: races, climbing high playground structures; tying shoes, copying numbers/letters

Physical Changes in Early Childhood:Brain development

• At 5 years, brain is 90% of adult size.

• Myelination increases speed and efficiency of information

Lateralization

brain hemispheres become more specialized.

Cephalocaudal development

Earliest growth always occurs at top — head.

Proximodistal development

• Growth starts at center of body and moves toward extremities

Birth to 1 year: infants nearly ____ weight and increase length by ——-

triple and 50%.