FINALS MCN LEC > WEEK 1 > Flashcards

WEEK 1 Flashcards

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1
Q
  • Used to denote an increase in physical size or a quantitative change
A

GROWTH

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2
Q

pattern of physiologic growth is similar to all people

A

GROWTH

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3
Q
  1. Height
  2. Weight
  3. Bone size
  4. Dentition
A

INDICATORS OF GROWTH

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4
Q

Used to denote an increase in skill or the ability to
function.

A

DEVELOPMENT

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5
Q

Qualitative change, behavioral aspect of growth.

A

DEVELOPMENT

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6
Q
  • A synonym for development
  • Behaving in a sensible grown up way
A

MATURATION

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7
Q
  1. GENETICS
  2. ENVIRONMENT
A

FACTORS AFFECTING GROWTH & DEVELOPMENT

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8
Q
  • Socio-economic level
  • Parent-child relationship
  • Ordinal position in the family
  • Health
  • Nutrition
A
  1. ENVIRONMENT
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9
Q
  • Gender
  • Race
  • Health
  • Intelligence
A
  1. GENETICS
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10
Q

a skill or a growth responsibility arising at a particular time in an individual`s life.

A

DEVELOPMENTAL TASK

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11
Q

successful achievement will provide a foundation for the accomplishment of future tasks

A

DEVELOPMENTAL TASK

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12
Q

SIGMUND FREUD

A

PSYCHOSEXUAL THEORY

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13
Q

Refers to the Personality Development

A

PSYCHOSEXUAL THEORY

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14
Q

concepts of unconscious mind, defense mechanisms, the id, ego and the superego

A

PSYCHOSEXUAL THEORY

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15
Q
  1. ID
  2. EGO
  3. SUPEREGO
A

STRUCTURES OF THE PSYCHE

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16
Q

developed during infancy operates under
“pleasure principle”

A
  1. ID
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17
Q

developed during toddler period operates under “reality principle”

A
  1. EGO
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18
Q

balances the id and superego

A
  1. EGO
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19
Q

developed during preschool period operates
under “conscience-morality principle”

A
  1. SUPEREGO
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20
Q
  1. ORAL STAGE (birth - 18 months)
  2. ANAL STAGE (18 months – 3 years)
  3. PHALLIC STAGE (3-6 years old)
  4. LATENCY STAGE (6-12 YRS. OLD)
  5. GENITAL STAGE (13 yrs. & after)
A

FIVE STAGES OF PSYCHOSEXUAL THEORY

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21
Q

Child explores the world by using the mouth, esp.
the tongue

A
  1. ORAL STAGE (birth - 18 months)
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22
Q

Feelings of dependence arise & can persist through
life.

A
  1. ORAL STAGE (birth - 18 months)
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23
Q

difficulty in trusting others may be demonstrated

A

FIXATION : ORAL STAGE (birth - 18 months)

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24
Q
  1. Nail-biting
  2. Smoking
  3. Overeating
  4. Alcoholism
  5. Argumentativeness
  6. Overdependence
A

FIXATION : ORAL STAGE (birth - 18 months)

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25
produces pleasure & sense of comfort & safety
POSITIVE : ORAL STAGE (birth - 18 months)
26
- Provide oral stimulation like pacifiers. - Do not discourage thumb sucking. - Encourage breastfeeding - Encourage the caregiver to have feeding pleasurable & provide when required
ORAL STAGE (birth - 18 months)
27
Anus & rectum are the centers of pleasure
2. ANAL STAGE (18 months – 3 years)
28
occurs during toilet training in which child learns to control urination & defecation
2. ANAL STAGE (18 months – 3 years)
29
obsessive compulsive personality traits (cruelty, temper tantrums,etc.)
FIXATION: 2. ANAL STAGE (18 months – 3 years)
30
creative personality & productivity.
PRODUCTIVITY: 2. ANAL STAGE (18 months – 3 years)
31
Help the child achieve bowel & bladder elimination without undue emphasis on its importance
2. ANAL STAGE (18 months – 3 years)
32
Even when hospitalized, continue toilet training.
2. ANAL STAGE (18 months – 3 years)
33
Genitals are the center of pleasure
3. PHALLIC STAGE (3-6 years old)
34
Child learns sexual identity through the awareness of the genital area
3. PHALLIC STAGE (3-6 years old)
35
Masturbation offers pleasure
3. PHALLIC STAGE (3-6 years old)
36
difficulties with sexual identity & problems with authority
FIXATION: 3. PHALLIC STAGE (3-6 years old)
37
encourages identity & identifies with the parent of the opposite sex & later takes on a love relationship.
POSITIVE: 3. PHALLIC STAGE (3-6 years old)
38
refers to the male child`s attraction to his mother & hostile attitudes to his father.
Oedipus Complex
39
refers to the female child`s attraction to his father & hostile attitudes to his mother
Electra Complex
40
.Explain to the caregiver to accept the child`s interest like fondling with his genitals
PHALLIC STAGE (3-6 years old)
41
Help the parents answer the child`s questions about birth & sexual differences
PHALLIC STAGE (3-6 years old)
42
Child`s personality dev’t appears to be non-active or dormant
4. LATENCY STAGE (6-12 YRS. OLD)
43
Energy is directed to physical & intellectual activities
4. LATENCY STAGE (6-12 YRS. OLD)
44
Sexual impulses tend to be repressed
4. LATENCY STAGE (6-12 YRS. OLD)
45
obsessiveness & lack of self-motivation
FIXATION: 4. LATENCY STAGE (6-12 YRS. OLD)
46
high self-esteem
POSITIVE: 4. LATENCY STAGE (6-12 YRS. OLD)
47
Help the child to have positive experiences to help in the dev`t of his self-esteem
4. LATENCY STAGE (6-12 YRS. OLD)
48
Help the child prepare for the conflicts of adolescence.
4. LATENCY STAGE (6-12 YRS. OLD)
49
Encourage the child with intellectual & physical pursuits
4. LATENCY STAGE (6-12 YRS. OLD)
50
Energy is directed towards attaining a mature sexual relationship
5. GENITAL STAGE (13 yrs. & after)
51
This involves reactivation of the pre-genital impulses
5. GENITAL STAGE (13 yrs. & after)
52
sexual problems (frigidity, impotence & inability to have a satisfactory sexual relationship)
FIXATION: 5. GENITAL STAGE (13 yrs. & after)
53
achievement of independence & wise decision making
POSITIVE: 5. GENITAL STAGE (13 yrs. & after)
54
Encourage separation from parents.
5. GENITAL STAGE (13 yrs. & after)
55
Provide opportunities for the child to relate to the opposite sex
5. GENITAL STAGE (13 yrs. & after)
56
Allow the child to verbalize feelings about new relationships
5. GENITAL STAGE (13 yrs. & after)
57
PSYCHOSOCIAL DEVELOPMENT THEORY
ERIK ERIKSON
58
Adapts & expands Freud`s theory to include the entire life span
PSYCHOSOCIAL DEVELOPMENT THEORY
59
Believes the ego to be the conscious core of the personality.
PSYCHOSOCIAL DEVELOPMENT THEORY
60
Each stage signals a Task that must be achieved
PSYCHOSOCIAL DEVELOPMENT THEORY
61
The resolution of the Task can be complete, partial or unsuccessful
PSYCHOSOCIAL DEVELOPMENT THEORY
62
1. INFANCY (0-1) : TRUST VS. MISTRUST 2. TODDLER (1-3) : AUTONOMY VS. SHAME& DOUBT 3. PRE-SCHOOL (3-5): INITIATIVE VS. GUILT 4. SCHOOL AGE (6-12): INDUSTRY VS. INFERIORITY 5. ADOLESCENT (12-20) IDENTITY VS. ROLE CONFUSION
8 STAGES OF PSYCHOSOCIAL DEVELOPMENT
63
TRUST VS. MISTRUST
INFANCY (0-1)
64
INDICATORS OF (+) RESOLUTION 1. Trust to others 2. Confidence 3. Love
INFANCY (0-1) : TRUST VS. MISTRUST
65
INDICATORS OF (-) RESOLUTION 1. Mistrust 2. Withdrawal 3. Estrangement
INFANCY (0-1) : TRUST VS. MISTRUST
66
NURSING IMPLICATIONS: 1. Provide a primary caregiver 2. Provide an experience that add to security e.g. soft sounds and touch 3. Provide visual stimulation for active child involvement
INFANCY (0-1) : TRUST VS. MISTRUST
67
AUTONOMY VS. SHAME& DOUBT
TODDLER (1-3)
68
INDICATORS OF (+) RESOLUTION 1. Independence 2. Decides for self 3. Self-control 4. Cooperative 5. Self-expression
TODDLER (1-3) : AUTONOMY VS. SHAME& DOUBT
69
INDICATORS OF (-) RESOLUTION 1. Compulsive self-restraint (impulsive), or compliance 2. Willfulness (rebellious) and defiance (refusal to obey)
TODDLER (1-3) : AUTONOMY VS. SHAME& DOUBT
70
NURSING IMPLICATIONS 1. Provide opportunities for decision making 2. Praise for ability to make decisions 3. Caregivers should allow children to do things they want to do
TODDLER (1-3) : AUTONOMY VS. SHAME& DOUBT
71
INITIATIVE VS. GUILT
PRE-SCHOOL (3-5)
72
INDICATORS OF (+) RESOLUTION 1. Learns how to do things 2. Assertiveness 3. Purpose 4. Evaluates own behavior
PRE-SCHOOL (3-5): INITIATIVE VS. GUILT
73
INDICATORS OF (-) RESOLUTION 1. Lack of self-confidence 2. Pessimism 3. Fear of wrongdoing 4. Over control/Over restriction of own activity
PRE-SCHOOL (3-5): INITIATIVE VS. GUILT
74
NURSING IMPLICATIONS 1. Provide opportunities for exploring new places and activities 2. Allow play to include activities involving water, clay, or finger paint
PRE-SCHOOL (3-5): INITIATIVE VS. GUILT
75
INDUSTRY VS. INFERIORITY
SCHOOL AGE (6-12)
76
INDICATORS OF (+) RESOLUTION 1. Learns how to do things well 2. Able to create, develop and manipulate 3. Sense of competence and perseverance
SCHOOL AGE (6-12): INDUSTRY VS. INFERIORITY
77
INDICATORS OF (-) RESOLUTION 1. Loss of hope 2. Withdrawal from school and peer.
SCHOOL AGE (6-12): INDUSTRY VS. INFERIORITY
78
NURSING IMPLICATIONS: 1. Allow child to assemble and complete a short project so that child feels rewarded for accomplishments
SCHOOL AGE (6-12): INDUSTRY VS. INFERIORITY
79
IDENTITY VS. ROLE CONFUSION
ADOLESCENT (12-20)
80
INDICATORS OF (+) RESOLUTION 1. Coherent of self 2. Plans to actualize one`s abilities
ADOLESCENT (12-20) IDENTITY VS. ROLE CONFUSION
81
INDICATORS OF (-) RESOLUTION 1. Feelings of confusion 2. Indecisiveness 3. Possible antisocialism
INDICATORS OF (+) RESOLUTION 1. Coherent of self 2. Plans to actualize one`s abilities
82
INTERPERSONAL MODEL
HARRY STACK SULLIVAN
83
Behavior is motivated by needs to avoid & satisfy needs.
INTERPERSONAL MODEL
84
- personality is shaped almost entirely by one’s relationships with other people
- INTERPERSONAL MODEL
85
1. PROTOTAXIC LEVEL 2. PARATAXIC LEVEL 3. SYNTAXIC LEVEL
LEVELS OF COGNITION
86
– able to accurately communicate experiences to others; - developed at age 12-18 months
SYNTAXIC LEVEL
87
– unable to accurately communicate experiences to others
PARATAXIC LEVEL
88
unable to communicate experiences; common among infants and newborns
PROTOTAXIC LEVEL
89
A. INFANCY B. CHILDHOOD C. JUVENILE D. PREADOLESCENCE E. EARLY ADOLESCENCE F. LATE ADOLESCENCE
INTERPERSONAL MODEL DEVELOPMENTAL TASKS
90
Start at any time after about age 16 or when a person is able to feel both intimacy and lust toward the same person
F. LATE ADOLESCENCE
91
Stable pattern of sexual activity and the growth of the syntaxic mode
F. LATE ADOLESCENCE
92
- Attraction with opposite sex - Development of best friends (same gender)
E. EARLY ADOLESCENCE
93
May confuse lust with love and develop sexual relationships that are devoid of true intimacy
E. EARLY ADOLESCENCE
94
BEGINNING – need for best friend END – eruption of lust (age 8-9)
D. PREADOLESCENCE
95
- Most crucial stage - Rectification of earlier mistakes (stage of perfection)
D. PREADOLESCENCE
96
Errors made in this stage are nearly impossible to overcome in later life
D. PREADOLESCENCE
97
Formation of same-gender or cross-gender CHUMSHIPS
D. PREADOLESCENCE
98
BEGINNING – need for peers of equal status END – need for chum, or a single best friend
C. JUVENILE
99
Children learn how to COMPETE, COMPROMISE, and COOPERATE.
C. JUVENILE
100
BEGINNING – with syntaxic language END – need for playmates of equal status
B. CHILDHOOD
101
RELATIONSHIP – with mother, who is now differentiated from other persons who nurture the child - Development of IMAGINARY PLAYMATES
B. CHILDHOOD
102
- Period from birth until with syntaxic language - AUTISTIC LANGUAGE is common
A. INFANCY
103
Relationship with mother includes two opposing forces: tenderness and anxiety
A. INFANCY
104
MORAL DEVELOPMENT
LAWRENCE KOHLBERG
105
Described child’s development in terms of their concept of right or wrong
MORAL DEVELOPMENT
106
Described that INFANTS are in the PRERELIGIOUS STAGE
MORAL DEVELOPMENT
107
LEVEL 1: PRECONVENTIONAL (EGOCENTRIC FOCUS LEVEL 2: CONVENTIONAL (SOCIETAL FOCUS) LEVEL 3 : POSTCONVENTIONAL (UNIVERSAL FOCUS)
STAGES OF MORAL DEVELOPMENT
108
A. STAGE 1 : 2-3 YEARS B. STAGE 2: : 4-7 YEARS
LEVEL 1: PRECONVENTIONAL (EGOCENTRIC FOCUS)
109
C. STAGE 3 : 7-10 YEARS D. STAGE 4: 10-12 YEARS
LEVEL 2: CONVENTIONAL (SOCIETAL FOCUS)
110
STAGE 5 : OLDER THAN 12
. LEVEL 3 : POSTCONVENTIONAL (UNIVERSAL FOCUS)
111
EGOCENTRIC FOCUS
LEVEL 1: PRECONVENTIONAL
112
SOCIETAL FOCUS
LEVEL 2: CONVENTIONAL
113
UNIVERSAL FOCUS
. LEVEL 3 : POSTCONVENTIONAL
114
authority figures are obeyed
LEVEL 1: PRECONVENTIONAL (EGOCENTRIC FOCUS)
115
Heteronomous Morality or Punishment Obedience Orientation
STAGE 1 : 2-3 YEARS
116
Child does right because a parent tells him to avoid punishment
STAGE 1 : 2-3 YEARS
117
NURSING IMPLICATIONS: 1. Child needs to determine what right actions are. 2. Give clear instructions to avoid confusions.
STAGE 1 : 2-3 YEARS
118
Naive Instrumental Hedonism or Instrumental Relativist Orientation
STAGE 2: : 4-7 YEARS
119
Carries out actions to satisfy own needs rather than society’s
STAGE 2: : 4-7 YEARS
120
Does something for another if that person does something for him in return- “an eye for an eye” (TALEON LAW)
STAGE 2: : 4-7 YEARS
121
NURSING IMPLICATIONS: 1. Child is unable to recognize that situations require actions. 2. Unable to take responsibility for self-care as meeting own needs interferes with this
STAGE 2: : 4-7 YEARS
122
Cordial interpersonal relationships are maintained.
LEVEL 2: CONVENTIONAL (SOCIETAL FOCUS)
123
Conformity or Interpersonal Concordance Orientation
STAGE 3 : 7-10 YEARS
124
- Follows rules because of a need to be a good person in own eyes and in the eyes of others - “Good boy or Good girl” image is important.
STAGE 3 : 7-10 YEARS
125
1.Law & Order Orientation 2.Individual feels duty bound to maintain social order.
STAGE 4: 10-12 YEARS
126
Follows rules of authority figures as well as parents to keep the system working
STAGE 4: 10-12 YEARS
127
NURSING IMPLICATIONS: 1. Child often asks what the rules are & is something “right”. 2. May have difficulty in modifying a procedure because one method may not be “right”.
STAGE 4: 10-12 YEARS
128
Individual understands the morality of having democratically established laws
. LEVEL 3 : POSTCONVENTIONAL (UNIVERSAL FOCUS)
129
.Utilitarian or Social Contract Legalistic Orientation
STAGE 5 : OLDER THAN 12
130
2.Follows standards of society for the good of all people 3.It is wrong to violate others right
STAGE 5 : OLDER THAN 12
131
NURSING IMPLICATIONS: 1. An adolescent can be responsible for self-care because he views this as a standard of adult behavior
STAGE 5 : OLDER THAN 12
132
COGNITIVE DEVELOPMENT
JEAN PIAGET
133
Described child’s development in terms of cognitive abilities
COGNITIVE DEVELOPMENT
134
Variety of new experiences (STIMULI) must exist before intellectual abilities can develop
COGNITIVE DEVELOPMENT
135
1. ASSIMILATION 2. ACCOMODATION 3. ADAPTATION OR COPING BEHAVIOR
COGNITIVE DEVELOPMENT: THREE PRIMARY ABILITIES
136
Ability to handle the demands made by the environment
3. ADAPTATION OR COPING BEHAVIOR
137
Process of change whereby cognitive processes matures sufficiently to allow the person to solve problems that was unsolvable before
2. ACCOMODATION
138
Process through which humans encounter & react to new situations by using the mechanisms they already possess.
1. ASSIMILATION
139
I. SENSORIMOTOR (birth - 2 years) ll. PREOPERATIONAL (2-7 YEARS) lll. CONCRETE OPERATIONAL THROUGH (7-12 YEARS) IV. FORMAL OPERATIONS (12 YEARS)
PHASES OF COGNITIVE DEVELOPMENT
140
STAGE 1: USE OF REFLEXES (BIRTH – 1 MONTH) STAGE 2: PRIMARY CIRCULAR RXN (1-4 MONTHS) STAGE 3: SECONDARY CIRCULAR RXN (4-8 MONTHS) STAGE 4: COORDINATION OF SECONDARY RXN (8-12 MONTHS) STAGE 5: TERTIARY CIRCULAR REACTION (12-18 MONTHS) STAGE 6: INVENTION OF NEW MEANS THROUGH MENTAL COMBINATIONS ( 18-24 MONTHS)
I. SENSORIMOTOR (birth - 2 years)
141
Sensory organs & muscles become more functional.
I. SENSORIMOTOR (birth - 2 years)
142
Turning the mouth or nose in the direction of any facial touch. Disappears at 6 weeks
ROOTING
143
Using the tongue& mouth to take fluid or food. Disappears at 6months
SUCKING
144
Movement of throat muscles to push food from mouth to esophagus.
SWALLOWING
145
- Firm contraction of the hand muscles around an object. Disappears at 6 weeks – 3 months.
GRASPING
146
When foot stroke, toes fan upward & outward Disappears at 3 months.
BABINSKI
147
When startled, arms & legs swing quickly out; then immediately back & neonate curls up into a ball. Disappears at 4 - 5 months
MORO REFLEX
148
When head is turned to side, arm & leg on same side are extended in a fencing posture. Disappears at 2 - 3 months
TONIC NECK
149
EXTRUSION
Tongue pushes outward when touched by an object at the tip. Disappears at 4 months.
150
Hand-mouth & eye-ear coordination develop.
STAGE 2: PRIMARY CIRCULAR REACTION (1-4 MONTHS)
151
Infants spend much time looking at objects & separating self from them.
STAGE 2: PRIMARY CIRCULAR REACTION (1-4 MONTHS)
152
Beginning intention of behavior is present (infant brings thumb to mouth for a purpose: to suck it)
STAGE 2: PRIMARY CIRCULAR REACTION (1-4 MONTHS)
153
Enjoyable activity for this period: a rattle or a parent’s voice
STAGE 2: PRIMARY CIRCULAR REACTION (1-4 MONTHS)
154
Infant learns to initiate, recognize and repeat pleasurable experiences from environment
STAGE 3: SECONDARY CIRCULAR REACTION (4-8 MONTHS)
155
- Memory traces are present (a parent coming near will pick him up). - Good toy for this period: mirror, peek-a-boo
STAGE 3: SECONDARY CIRCULAR REACTION (4-8 MONTHS)
156
- Infant can plan activities to attain specific goals. - Can search for and retrieve a toy that disappears for view
STAGE 4: COORDINATION OF SECONDARY REACTIONS (8-12 MONTHS)
157
- Recognizes shapes and sizes of familiar object. - Because of increased sense of separateness, infant experiences separation anxiety.
STAGE 4: COORDINATION OF SECONDARY REACTIONS (8-12 MONTHS)
158
Good toy for this period: nesting toys (colored boxes).
STAGE 4: COORDINATION OF SECONDARY REACTIONS (8-12 MONTHS)
159
- Rituals are important. - Child is able to experiment to discover new properties as well as permanence
STAGE 5: TERTIARY CIRCULAR REACTION (12-18 MONTHS)
160
Good game for this period: throw and retrieve
STAGE 5: TERTIARY CIRCULAR REACTION (12-18 MONTHS)
161
- Uses memory and imitation to act - Can solve basic problems
STAGE 6: INVENTION OF NEW MEANS THROUGH MENTAL COMBINATIONS ( 18-24 MONTHS)
162
 Foresee maneuvers that will succeed or fail  Uses make believe and pretend play
STAGE 6: INVENTION OF NEW MEANS THROUGH MENTAL COMBINATIONS ( 18-24 MONTHS)
163
o Use symbols to represent objects (SYMBOLISM) o With difficulty differentiating objects
A. PRE-CONCEPTUAL PHASE (2-4)
164
o Use symbols to represent objects (SYMBOLISM) o With difficulty differentiating objects
A. PRE-CONCEPTUAL PHASE (2-4)
165
o Generalize things from experience (PRELOGICAL REASONING) o Exhibit faulty judgment and conclusion
A. PRE-CONCEPTUAL PHASE (2-4)
166
See only one characteristic of an object (CENTERING) o Fits information to their own idea (ASSIMILATION)
B. INTUITIVE PHASE (4-7)
167
o Magical thinking o Egocentrism
B. INTUITIVE PHASE (4-7)
168
o Concept of time is now and distance is only as far as he can see o Demonstrates beginning causation
B. INTUITIVE PHASE (4-7)
169
- Recognizes cause-and-effect relationships - Able to discern truth despite change in physical properties (CONSERVATION)
lll. CONCRETE OPERATIONAL THROUGH (7-12 YEARS)
170
- Conservation of Quantity learned at age 7-8 - Conservation of Weight learned at age 9
lll. CONCRETE OPERATIONAL THROUGH (7-12 YEARS)
171
- Conservation of Volume learned at age 11 - Inductive Reasoning (specific to general)
lll. CONCRETE OPERATIONAL THROUGH (7-12 YEARS)
172
- Uses memory to learn - Able to reverse steps (REVERSIBILITY)
IIl. CONCRETE OPERATIONAL THROUGH (7-12 YEARS)
173
- Considers possibilities (ABSTRACT THINKING) - Scientific reasoning - Deductive reasoning (general to specific)
IV. FORMAL OPERATIONS (12 YEARS)
174
- Can deal with past, present and future - Solves hypothetical problems
IV. FORMAL OPERATIONS (12 YEARS)
175
DEVELOPMENTAL TASK
HAVIGHURST-
176
Successful achievement of task leads to happiness & to success with later tasks.
DEVELOPMENTAL TASK
177
Failure leads to unhappiness, disapproval by society and difficulty with later tasks
DEVELOPMENTAL TASK
178
1. INFANCY & CHILDHOOD 2. MIDDLE CHILDHOOD 3. ADOLESCENCE
DEVELOPMENTAL STAGES & TASKS
179
1. Establish more mature relationship 2. Achieve a masculine & feminine role
3. ADOLESCENCE
180
1. Learn physical skills required for games 2. Build healthy attitudes toward oneself 3. Learn to socialize with peers
2. MIDDLE CHILDHOOD
181
4. Learn appropriate masculine & feminine roles 5. Gain basic reading, writing & mathematical skills 6. Develop concepts necessary for everyday living
2. MIDDLE CHILDHOOD
182
7. Formulate a conscience based on a value system 8. Achieve personal independence 9. Develop attitudes towards social groups & institution
2. MIDDLE CHILDHOOD
183
1. Eat solid foods 2. Control elimination of wastes 3. Walk
1. INFANCY & CHILDHOOD
184
4. Relate emotionally to others 5. Talk 6. Distinguish right from wrong through the dev`t of conscience
1. INFANCY & CHILDHOOD
185
7. Learn sex differences & sexual modesty 8. Achieve psychological stability 9. Form simple concepts of social & physical reality
1. INFANCY & CHILDHOOD
186
3. Accept own body 4. Establish emotional independence from parents
3. ADOLESCENCE
187
5. Achieve assurance of economic independence 6. Prepare for an occupation 7. Prepare for marriage & establishment of family
3. ADOLESCENCE
188
8. Acquire skills necessary to fulfill civic responsibilities 9. Develop a set of values that guide behavior
3. ADOLESCENCE
189
SPIRITUAL THEORY
JAMES FOWLER
190
Described child’s development in terms of spirituality
SPIRITUAL THEORY
191
STAGE 0 STAGE 1 STAGE 2 STAGE 3
STAGES OF SPIRITUAL DEVELOPMENT
192
- Undifferentiated (0-3) - No concept of spirituality
STAGE 0
193
- Intuitive-Projective (4-6) - Spirituality is formed from images and beliefs from trusted other
STAGE 1
194
- Mythic-Literal (7-12) - Belief is marked by fantasy, stories and myths
STAGE 2
195
- Synthetic-Conventional (12-18) - Societal expectations influence beliefs
STAGE 3
FINALS MCN LEC
flashcards
Decks in class (7)
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