CH 20- School Age pt 2

School-aged developmental focus

Developing competence, self-esteem, and independence

Erikson stage (school-aged)

Industry vs Inferiority

Key Erikson question

How can I be good?

Industry outcome

Competence and confidence

Inferiority outcome

Feelings of failure and low self-esteem

School-aged self-concept

Develops through experiences and relationships

Self-esteem definition

Belief in one's worth and abilities

Importance of peers

Peer involvement strongly influences self-esteem

Sense of control

Child feels responsible for own behavior

Body concept development

Understands body parts and most body system functions

Sleep needs (school-aged)

8-12 hours per night without naps

Effect of poor sleep

Linked to obesity and poor concentration

Common sleep disturbances

Sleepwalking, sleep talking, night terrors

Sleepwalking prevalence

About 1 in 6 children sleepwalk at least once

Sleepwalking nursing advice

Ensure safety (stairs, sharp objects), child often stays in bed

School-aged stress sources

Schoolwork, competition, failure, bullying, cheating, divorce

Physical signs of stress

Palpitations, 'butterflies,' sweaty hands

Positive stress

Improves focus and performance

Excessive stress effect

Tunnel vision, decreased awareness

Healthy coping strategies

Walking, deep breathing, exercise, talking, arts and crafts

Somatization definition

Stress expressed as physical symptoms

Somatization examples

Stomachaches, headaches, psychogenic pain

Depression prevalence

2-3% of school-aged children

Depression symptoms

Withdrawal, sadness, guilt, anorexia, sleep changes, aggression

Depression risk factors

Homelessness, divorce, death of parent, chronic illness

Depression treatment

Counseling, family therapy, medication

Effects of parental divorce

Anger, loss, behavior changes, financial and school disruptions