Untitled Flashcards Set

I. Externalizing Disorders A. Defining – disorder involving poor impulse control 1. rule breaking 2. aggression 3. impulsivity 4. inattention B. Incidence – 7-10% of children and teens C. Gender Patterns D. Associated with problems in adulthood 1. substance abuse 2. anti-social personality disorder E. Most Frequently Diagnosed 1. ADHD 2. Oppositional Defiant Disorder a. DSM V: A pattern of angry/irritable mood, argumentative/defiant behavior, or vindictiveness lasting at least 6 months 1. Angry/Irritable Mood 2. Argumentative/Defiant Behavior 3. Vindictiveness b. Prognosis c. Treatment 3. Conduct Disorder a. DSM V: problematic behavior related to poor impulse-control, including rule breaking, aggression, impulsivity, and inattention 1. aggression to humans or animals 2. property destruction (fire) 3. deceitfulness or theft b. Prognosis c. Treatment F. Strong Genetic Component G. Development Cascade Model 1. Child with difficult temperament 2. Parent and Child “train” one another to respond poorly a. child maintains high levels of aggression b. parent loses more control 3. Teachers and others do not tolerate child’s behaviors 4. Child is further frustrated II. Families A. Bronfenbrenner’s System 1. Child a. gender, age, etc, b. temperament 2. Microsystem – immediate environment a. parents b. siblings c. other people in the household 3. Mesosystem – connections between those in immediate a. parents’ relationship health b. siblings’ relationships i. favoritism ii. factions c. other family members 4. Exosystem – indirect environment a. friends of siblings b. social media c. family social support network 5. Macrosystem – cultural values a. structures to prevent poverty b. structures to support families c. structures to support education d. systemic racism 6. Chronosystem – changes over time a. changes over family time (aging of children and parents) b. changes over historical time B. Supporting Families 1. Continuity of Attachment Figures 2. Financial Support – Avoiding Poverty 3. Social Support – moving beyond the nuclear family ideal 4. Low Levels of Parental Conflict 5. Shared Sense of Meaning I. Self-Concept – What you know about yourself A. Developmental Progression 1. From Actions to Dispositions 2. From Concrete to Abstract 3. From Absolute to Situational B. Measuring Self-concept II. Self-esteem – How you feel about your self A. Developmental Pattern 1. Preschool 2. Entry into Elementary School 3. Fourth Grade B. Susan Harter's Work 1. Multiple Domains - General Self-esteem a. Academic Self-esteem b. Social Self-esteem (Peer) c. Physical Self-esteem d. Behavioral e. Athletic 2. High Self-Esteem 3. Improving Self-esteem C. Academic Mindsets – Carol Dweck 1. Entity Theorists – Fixed Mindsets 2. Incremental Theorists – Growth Mindsets III. Erikson's Theory A. Recap of Early Stages 1. Trust versus Mistrust 2. Autonomy versus Shame and Doubt 3. Initiative versus Guilt 4. Industry versus Inferiority a. self-esteem b. competence B. Subsequent Stages 5. Identity versus Role Confusion 6. Intimacy versus Isolation 7. Generativity versus Stagnation 8. Ego Integrity versus Despair I. Ecuador A. 4 Major Systems 1. Public Schools a. Quichua is often primary language but classes taught in Spanish as well b. largely free, but usually fees that can make it impossible for poor families c. large disparities for urban and rural schools, d. school uniforms allow for easy identification, e. school day starts early (7:00) and end early (1:00) 2. Private Secular Schools a. usually bilingual (English and Spanish) b. quality can vary dramatically and some are accused of selling grades c. can have very long waiting lists 3. Private Religious Schools a. usually Catholic b. a recent increase in evangelical schools c. only available in some areas d. wait list can lead to a delay in schooling e. More extra curriculars are offered 4. Home Schooling (more an issue for visitors and ex-pats) B. Education Overall 1. Only mandatory for ages 6-14 2. Literacy rate of 91.4% which is greatly improved over past 10 years 3. Many children still forced to do labor (agriculture, begging) rather than attend school, especially after the age of 14 C. Special Education 1. Ecuadorian law mandates 4% of all public and private employees should be people with disabilities (V.P. Lenín Moreno Garcés is a paraplegic) 2. Focus is primarily on vocational skills D. Universities in Ecuador 1. Free tuition at public universities 2. Central University of Ecuador (1594), 3. Catholic Universities in Cuenca, Quito and Guayaquil 4. Universidad de Quito has grown, 5. Growing number of universities starting up and trying to gain accreditation 6. Only about 14% of the population gets a university degree II. Cuba A. Child Development 1. Children are Valued a. Very good maternity Leave Policy (34 weeks gestational age to 18 months postpartum) b. Infant mortality rate is less than 5 per 1000 — lower than the U.S. rate. c. There are 289 maternity homes (facilities where high-risk pregnant women can await labor while being monitored by nurses and with daily physician visits). d. Focus on breastfeeding e. Fathers often take an active parenting role –both parents tend to work f. Childcare centers have long hours and low rates 2. The Cuban Revolution a. Role of women made it essential to provide day care facilities – 99.5% of Cuban children go to nursery school b. Focus on science – They base a lot on the finding that the “first 1000 days, a child’s brain develops rapidly and can be impacted depending on their experiences.” c. Focus on communities a. ‘Educa a tu Hijo’ Program d. Prevention is highly prioritized a. Polyclinics play a role b. Family and neighbors play a role 3. Principles of Education a. Cuba dedicates 13.6% of the GDP to education (second in the world) b. Literacy rate of 99.8% c. Average “school life expectancy” is higher for women (19 years) than it is for men (16 years) d. Classrooms at all ages are strictly capped at 25 students e. Almost half of all teachers in Cuba have the equivalent of a master’s degree f. National curriculum, but local development of teaching materials g. Emphasis on “Education for social cohesion” 4. Links to the Community a. Linked to good childcare and preventative medicine b. Special outreach programs for children in rural areas c. Solidarity within schools and classrooms, but competition between schools and classrooms (emulation) d. Focus on gender equity at all ages (proof is in lack of gender gaps in math and science scores) e. Clear connections between school and work f. Community participation in school management (e.g., Casas de estudio) g. Children work to keep the school running 5. College a. Focus on empirically-based educational practices b. Focus on the sciences, especially chemistry and medicine c. Free college, but testing determines your major d. Women are more likely to attend college and tend to outperform them as undergraduates, however only about 50% of graduate students are women 6. Teacher Training in Cuba a. 15 National Higher Education Pedagogical Institutes (HPIs) b. Pre-service training is 5 years c. Almost half of teachers for day-care centers have the equivalent of a M.A. d. Extensive in-service training provided (6 years total) e. Teachers enjoy high status and morale f. There is a “transparent system” of accountability (testing) g. The colectivo of teachers meets every two weeks to discuss teaching strategies, the problems of the school, evaluation, and the general educational "climate" of the school h. Action research is extensive and presented every 2 years I. Piaget’s Theory A. Sensorimotor B. Preoperational 1. Limitations a. Transductive Reasoning b. Conservation Problems C. Concrete Operational 1. Logical 2. Able to engage in mental operations 3. Must still work with concrete ideas 4. Conservation Skills a. mass b. liquid c. weight d. volume II. The Psychometric Approach A. Achievement of children in the U.S. B. Concerns in testing children 1. Types of tests a. Achievement tests b. Readiness Tests c. Developmental Screening Tests d. Intelligence tests 2. Less valid with younger children 3. Rating schools on test scores is problematic 4. Dangers of labeling C. Reasons why Test Scores are Declining 1. Prenatal Factors 2. Motivation for Learning - Learned Helplessness 3. Family Factors 4. Anxiety a general anxiety b. academic anxiety D. Learning Disabilities 1. Dyslexia - impairment in the ability to read 2. Childhood Aphasia a. damage to the left-side of brain b. Types i. Wernicke's aphasia – fluent aphasia ii. Broca’s aphasia – nonfluent aphasia iii. Global Aphasia 3. Dyscalculia 4. Social Implications a. lowered self-esteem b. stigmatization by peers c. tend to have difficulties reading social cues III. Schools and The Self-Fulfilling Prophecy A. Rosenthal’s Study B. Teacher Effects C. Student Effects 1. general 2. Stereotype threat – fear of being judged on the basis of a negative stereotype can trigger anxiety that interferes with performance (Steele, 1997) D. Common Biases 1. gender 2. race and ethnicity 3. family reputation 4. attractiveness of child 5. economics I. Body Size and Development A. Growth Spurts 1. Averages a. height –2-3 inches per year b. weight –5 pounds per year 2. Proportions 3. Gender differences – girls develop faster by about age 9 a. the secular trend b. precocious puberty i. females more than males ii. possible factors II. Common Health Problems A. Myopia (Nearsightedness) – 25% of school children B. Nocturnal Enuresis 1. Genetic Basis 2. Behavioral Treatment – bedwetting alarm C. Asthma – most common chronic illness D. Injuries III. Brain Development A. Androgens and the Brain (ages 7-8) 1. Organization of the Brain 2. Social Dominance B. Child Abuse – left prefrontal cortex damage 1. Executive function (memory, impulse control, problem solving, concentration, planning, impulsivity) 2. Emotional blunting 3. Social interactions 4. Motor function IV. Organized Sports A. Pros 1. Learn competition 2. Scheduled exercise 3. Learn skills 4. Shared activity with adults B. Cons 1. Pressure 2. Don’t learn moral development 3. Don’t learn leadership 4. Less unstructured play 5. Injuries I. Neurodiversity A. Autism Spectrum Disorder B. Attention Deficit Hyperactivity Disorder (ADHD) 1. Etiology a. genetic component b. more frequent in males c. linked to some prenatal factors (smoking, prematurity) d. linked to environmental factors (lead, noise) 2. Symptom Patterns a. primarily inattentive b. primarily hyperactive impulsive c. combined inattention and hyperactivity 3. Treatment a. stimulants (Adderall, Ritalin) b. behavioral therapy II. Hypermobility Spectrum Disorders (HSD) A. Overview 1. Heritable Condition 2. Defective Connective Tissue 3. Double-Jointed is Common 4. Rarely Diagnosed B. Symptoms 1. Velvety or very thin skin 2. Fatigue 3. Widespread gastrointestinal issues 4. Vascular Issues 5. Clumsiness 6. Neurological Issues -- Overly reactive fight or flight response 7. Postural orthostatic tachycardia syndrome (extreme increase in heart rate when standing up) C. Consequences 1. School absences 2. Trouble sitting in chair 3. Anxiety 4. Low self-confidence 5. Drops in blood pressure can lead to brain fog III. Physical Activity A. Recommendation – 60 minutes a day 1. P.E. Class – 90 minutes a week on average a. often not inclusive b. some activities are mostly waiting c. can discourage many students 2. Recess is important! a. should be unstructured b. should encourage activity 3. Intramurals should focus on fun 4. Organized Sports a. high cost b. segregation c. injuries d. concussions i. sports ii. consequences IV. Nature-Deficit Disorder A. Benefits of Exposure to Nature 1. Learning 2. Stress Reduction 3. Health 4. May reduce some ADHD symptoms B. Scandinavian Forest Schools I. Emotional Development A. Childhood Emotions – Izard’s research 1. Infant Emotions a. disgust b. interest c. happiness d. sadness e. fear f. anger 2. Self-Conscious Emotions a. guilt – I did a bad thing b. shame – I am a bad person II. Erikson’s Theory A. Trust versus Mistrust B. Autonomy versus Shame and Doubt C. Initiative versus Guilt III. Walter Mischel’s Research A. The Marshmallow Test 1. Self-Regulation 2. Delay of Gratification II. Diana Baumrind’s Research A. Dimensions 1. Control and Expectations 2. Warmth B. Styles 1. Authoritarian a. description b. consequences 2. Authoritative a. description b. consequences 3. Permissive Indifferent/Neglectful/Uninvolved a. description b. consequences 4. Permissive Indulgent a. description b. consequences C. Analysis of Research 1. Correlational 2. Measure Attitudes, Not Behaviors 3. The Love Confound D. Goodness of Fit 1. Child Factors 2. Environment E. Cultural Differences 1. Socioeconomic Status (SES) a. Middle to High SES i. parenting style ii. value internal characteristics • autonomy • critical thinking iii. views of discipline b. Low SES i. parenting style ii. value external characteristics • obedience • good grades iii. views of discipline F. Families from Collectivist Cultures a. Parenting Styles b. Extended Families c. Sex Roles I. Intelligence Testing A. Measurement of Intelligence as Goal B. Uses 1. Research 2. Private School Admittance -- not yet very stable 3. Assessing Cognitive Delays C. Legitimate Versions 1. Stanford-Binet a. Starts at age 2 (but chocking hazard parts for children under 3) b. Scales i. Fluid Reasoning ii. Knowledge iii. Quantitative iv. Visual–Spatial v. Working Memory 2. Weschler Preschool and Primary Scale of Intelligence-VI (WPPSI) a. Starts at age 2:6 (but hazard parts for children under 3) b. Scales i. verbal comprehension ii. visual spatial iii. working memory D. Limitations 1. Cultural Biases 2. Language Biases 3. Other Factors to Consider a. Motivation b. Temperament c. Test Anxiety d. Experimenter Effects II. Vineland Scales of Adaptive Development A. Purpose – diagnosis, treatment, and research B. Forms 1. Parent/Caregiver 2. Teacher 3. Expanded C. Scales 1. Communication 2. Daily Living 3. Socialization 4. Motor Skills 5. Maladaptive Behavior (optional) III. Executive Function A. Domains 1. inhibitory control 2. working memory 3. cognitive flexibility B. Driven by Nature (frontal lobe) and Nurture (practice) C. Executive Function Disorder 1. Not a distinct diagnosis a. Attention Deficit Hyperactivity Disorder (ADHD) b. Autism Spectrum Disorder (ASD) 2. Not reliably diagnosed in early childhood IV. The Development of Children’s Drawing A. Scribble (under 2) B. Tadpole (2-4) C. Preschematic (4-6) D. Schematic (6-9) I. The Piagetian Approach A. The Sensorimotor Stage B. The Preoperational Stage 1. Advances a. Mental representations b. Pretend Play --sociodramatic play 2. Limitations a. Animistic Thinking b. Conservation Problems i. liquid ii. mass iii. number iv. length c. Centration d. Irreversibility e. Transductive Thinking i. magical thinking f. Classification Problems i. class inclusion problems g. Egocentrism i. definition ii. consequences h. Egocentric Speech II. The Vygotskian Approach A. Sociocultural Theory B. Teachers C. Zone of Proximal Development D. Scaffolding E. Private Speech III. The Psychometric Approach A. Measurement of Intelligence as Goal B. Uses 1. Research 2. Predicts School Performance C. Limitations 1. Cultural Biases 2. Language Biases 3. Other Factors to Consider a. Motivation b. Temperament c. Test Anxiety d. Experimenter Effects I. Health and Nutrition A. Intuitive Eating 1. Diversity of Foods 2. Learn to Recognize Fullness 3. Frequent Snacking 4. Avoid: a. food bribes b. clean plate club B. Poverty and Nutrition – Food Insecurity 1. Obesity 2. Food Costs 3. Food Deserts C. Exercise – 60 minutes a day II. Illnesses A. Asthma 1. Rates by Race and Gender 2. Rates by Socioeconomic Status B. Food Allergies C. The Importance of Vaccines III. Environmental Pollutants A. Lead B. Pesticides IV. Child Maltreatment A. Categories 1. Neglect 2. Physical Abuse 3. Sexual Abuse 4. Psychological Abuse B. Department of Family and Children Services (DCFS) 1. Mandated Reporting 2. Prime Directive – Family Reunification I. Health and Nutrition A. Intuitive Eating 1. Diversity of Foods 2. Learn to Recognize Fullness 3. Frequent Snacking 4. Avoid: a. food bribes b. clean plate club B. Poverty and Nutrition – Food Insecurity 1. Obesity 2. Food Costs 3. Food Deserts C. Exercise – 60 minutes a day II. Illnesses A. Asthma 1. Rates by Race and Gender 2. Rates by Socioeconomic Status B. Food Allergies C. The Importance of Vaccines III. Environmental Pollutants A. Lead B. Pesticides IV. Child Maltreatment A. Categories 1. Neglect 2. Physical Abuse 3. Sexual Abuse 4. Psychological Abuse B. Department of Family and Children Services (DCFS) 1. Mandated Reporting 2. Prime Directive – Family Reunification I. Physical Development A. Growth Rate 1. normative 2. individual B. Body Proportions C. Physical Skills 1. Males a. gross motor b. fine motor 2. Females a. gross motor b. fine motor 3. Environmental Factors II. Autism Spectrum Disorder A. Basic Information 1. Range (Spectrum) 2. Diagnostic Criteria a. Problems reciprocating social/emotional interactions b. Severe problems in maintaining relationships c. Problems with nonverbal interactions d. At least two of the following • Stereotypies of speech or behavior • Excessive adherence to routines (patterns of behaviors or speech) • Highly restricted interests that are intense or focused • Hyper or hyo reactivity to sensory input B. Etiology 1. Genetics 2. Lack of Synaptic Pruning 3. Environmental Triggers C. Demographic Patterns 1. Sex 2. Parental Age D. Treatments 1. Applied Behavioral Analysis (ABA) – Applied Behavior Therapy 2. Sensory Integration Techniques 3. Social Stories