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54 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Biophysical Dimension
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-Biophysical growth and development
-Biophysical Hazards |
-Biophysical growth and development
-Prenatal growth and development -Developmental milestones -General health status -Biophysical Hazards -Problems with general health status including problems with any major organ system |
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Psychological Dimension
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-Cognitive development and info processing
-Communication -Attitudes and emotions -Social cognition and regulation -Psychological hazards |
-Cognitive development and info processing
- attention span, memory, concentration, abstract thought - learning abilities -Communication - client's language ability and vocabulary -Attitudes and emotions - self-perception - emotional response - perception of others -Social cognition and regulation - social knowledge, social skills problem solving skills -Psychological hazards - past life experiences and life events |
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Social Dimension
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-Families, groups, support systems and
contexts -Multicultural and gender considerations -Social hazards |
-Families, groups, support systems and contexts
- Systems: boundaries - Communication and roles - Environmental context -Multicultural and gender considerations - Cultural and gender context -Social hazards - Social context of client's life |
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Parental Styles:
Hoffman |
-Power Assertive
-Love Withdrawal -Induction |
-Power Assertive
- physical force, punishment Result: misbehaved outside norm -Love Withdrawal - silent treatment, belittling Result: anxiety -Induction - explanation rationality Result: self control, internal standards |
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Parenting Styles:
Baumrinds's Model |
Authoritarian
Authoritative Permissive Indulgent Permissive Indifferent |
Authoritarian
-Restrictive firm control Result: fearful, passively hostile Authoritative -Warm, negotation Result: Self-reliant Permissive Indulgent -Over involved, no limits Result:Low self-control Permissive Indifferent -under involved, ignore, lax Result: rebellious, impulsive |
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Parenting Styles:
Erikson |
Warmth/hostile continuum
Permissive restrictive |
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PET Parenting
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Parent Effectiveness Training
Who owns the problem? If child, use active listening If parent, use "I" messages No lose problem solving |
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STEP Parenting
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Systematic Training for Effective Parents
Four Goals to misbehavior: Attention, Power, Revenge, Inadequacy |
Techniques:
1. Give responsibility: avoid over-protection and over service 2. use logical and natural consequence |
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Parenting Styles:
Behavior Modification |
Application:
1. Establish baseline measure of behavior 2. Specific reinforcement to increase or decrease behavior 3. Evaluate progress 4. Revise as needed |
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Parenting Styles:
Behavior Modification Reinforcement Positive and Punishment |
Positive Reinforcement:
1. Quality 2. Immediacy 3. Consistency 4. Shaping: Modifying behavior in small attainable steps |
Punishment
1. Immediate 2. Effects often limited to specific punishing situation 3. Sill need to show and reward correct behavior 4. Cautions -Can model wrong thing -Teaches what NOT to do - Effects limited 5.Suggestions for use: Reward correct behavior |
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Parenting Styles;
Behavior Modification Timeouts |
Timeouts: Removal from reinforcement
1.Immediate 2.Consistent 3.Short term - 1 minute every year of age 4.Boring place 5.Withhold attention 6.Praise appropriate behavior |
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MIDDLE CHILDHOOD
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Age 6 - Puberty
(Growth and Development continue at a steady, consistent pace, particularly in psychical, cognitive and motor skill.) |
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Middle Childhood:
Developmental Milestones (Biophysical) |
Biophysical Development
- Increase in height, weight, muscle mass and coordination - Skeletal structure taking adult shape - Development of motor skills such as hitting, running, jumping, climbing and other activities that require fine motor skills |
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Middle Childhood:
Developmental Milestone (Psychological) |
Psychological Development:
Industry vs. Inferiority - Focused on achievement and self-control - "I am what I learn" - Define self through internal and social characteristics |
Multi-dimensional Perspective:
-How is she doing in school? |
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Middle Childhood:
(Psychological) |
Cognitive Development
Concrete Operational - versatility, conservation, - Critical thinking skills with ability to think with more flexibility and complexity - Memory, attention, details - long-term memory and connectedness -Control emotions |
Multi-dimensional Perspective
-How does she communicate? -How is her memory? |
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Middle Childhood:
Peer Groups (Social) |
Peers can offer one another valuable info about their abilities and relation to outside worlds
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Multi-dimensional Perspective:
-Find out how she is interacting with her peers |
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Middle Childhood:
Peer Groups (Social) Negative |
Negative effects:
Some children experience constant rejection and negative interactions with peers |
Multi-dimensional Perspective
-Does she have particularly harmful relationships with peers? -Might friends be rejecting her because of any other factors? Strengths Perspective: Help her focus on positive parts of her own identity that she shares with her peers Find new positive ways to interact |
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Middle Childhood:
Peers Play |
Play:
Opportunity to exercise imagination, interact with others, practice social roles, develop cognitive and physical skills, find natural ways to release tension. |
Multi-dimensional Perspective
-assess play to understand if her development is at the right stage -Motor skills and peer interaction - Help us understand potential issues in her play that could impact other areas |
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Middle Childhood:
Emotional and Personality development |
Personality:
Define self and emotions by internal characteristics Emotions: Understand and express complex emotions: pride, guilt Personal responsibility |
Multidimensional Perspective
-How well does she express and regulate her emotions -Does she take personal responsibility for the feelings of others? |
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Adolescence (10-12 and lasts until 18-22)
Biophysical : Developmental Milestones |
-Onset of puberty and hormonal changes associated with it
-Development of primary and secondary sex characteristics |
Multidimensional Perspective:
-Is client's behavior affected by hormonal changes |
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Adolescence:
Biophysical - Puberty |
Puberty:
Characterized by rapid physical and sexual growth, often accompanied by hormonal, emotional, and other changes. Hypothalamus and pituitary glads in brain and sex glands or gonads are main structures. Males: androgen Females: estrogen |
-Is client developing at a similar rate to her peers?
-Is client getting adequate nutrition? -How is family affecting eating patterns? In addition to viewing puberty from medical model, s.w. needs to assess issues using other models such as ecological or systems perspective. |
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Adolescence:
Psychological Identity vs. Role Confusion |
Marcia's Categories on Identity Development:
1. Identity Achievement -Strong sense of self 2. Foreclosure -Did not go through working out identity 3. Diffusion -Unresolved identity crisis 4. Moratorium - Never self-reflected 3. Diffusion 4. Moratorium |
Multidimensional Perspective:
-Do they have a mature sense of self? -Do they see their personal value? - Have they developed personal values and beliefs? |
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Adolescence:
Psychological Formal Operations (Piaget) |
Formal Operations
Move beyond concrete experiences and begin to think abstractly, reason logically and draw conclusions from the information available, as well as apply all these processes to hypothetical situations. |
-Able to understand consequences of actions?
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Adolescence:
Psychological Milestones |
Cognitive:
-Cognitive skills become more complex and sophisticated -Thinking becomes more abstract and teens think hypothetically -Can use reason and logic and take on others' perspectives |
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Adolescence
Moral Development Kohlberg Preconventional |
Preconventional (Pre-school/Elementary) LEVEL 1 ROLE CONFORMITY
Stage 1: Children are motivated to behave in order to avoid punishment (self-interest, external controls) Stage 2: Children are motivated to behave for the desire of a benefit and reward (Self-interest) |
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Adolescence
Moral Development Conventional |
Conventional (Adolescence) ROLE CONFORMITY
Stage 3: Right is defined according to what pleases other people and wins their praises (what is expected of me) Stage 4: Right regarded in terms of doing one's duty and showing respect for authority (Idealistic) |
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Adolescence
Moral Development Post-conventional |
Post Conventional (After Adolescence)
Stage 5: Right is defined in terms of standards that are agreed upon by the whole society (internal moral compass) |
(Not Everyone Reaches Stage Six)
Stage 6: Right is defined by decisions of the conscience in accord with self-chosen ethical principles |
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Adolescents
Sexual Behavior |
Teens are having their first sexual experiences at young ages
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Adolescents
Substance Abuse |
United States leader in adolescent drug use (alcohol most common)
Common drugs: LSD, inhalants, marijuana, amphetamines, club drugs:ecstasy, date-rape drug Cause short term and long term problems for adolescents and family At risk for disrupted development |
Factors associated with substance abuse:
-Stressful life events and conflicted relationships tend to be predictors for substance abuse -Poor relationships Conversely -close relationships buffer teens from substance abuse Smoking and Nicotine addiction: -adult addictions established in teen years -social workers play preventative role |
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Suicide
Continuum of Depressive Symptoms |
High _______Medium________Low
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Suicide : Prevalence
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Prevalence:
California: 2 teens commit suicide every day Rate of death tripled 25-50% experienced severe depression |
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Suicide Protective Factors
(Resiliency) |
Academic Achievement
Social Skills Relationships w/ Adults Self Worth Social Supports |
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Suicide
Continuum of Depressive Symptoms |
High _______Medium________Low
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Suicide : Facts
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Third leading cause of death for young people 10 - 24
4,500 death every year 83% deaths boys California: 2 deaths/day |
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Suicide Protective Factors
(Resiliency) |
Academic Achievement
Social Skills Relationships w/ Adults Self Worth Social Supports |
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Suicide and Depression
Risk Factors |
Biological:Genetic (bi-polar)
Family Factors: Maternal depression, abuse or neglect, lack of family support Environmental: Low SES, deaths, school, peer pressure Individual: body image, substance abuse, anxiety disorder, sexual identity, previous attempts, feelings of hopelessness |
Homosexual Suicide:
Higher risk Vulnerable to additional stressors and bullying Younger gay men more likely to attempt suicide than older gay men Harassment, parental abuse, antigay bullying, hostile environment |
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Suicide and Depression
Signs and Symptoms |
Signs and Symptoms:
Withdrawal, abnormal sleep patterns, change in habits, irritable |
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SAD PERSONS Scale
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Sex: female attempts and Male success
Age: below 19 over 45 Depressive Symptoms Prior Attempts Ethol and drug use Rational thinking loss Social supports lacking Organized plan No spouse Sickness |
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Suicide Red flags
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-People start getting affairs in order
-Start giving away possession -Life in spirits -Moodiness -Change in appearance -Art about death (Highest risk group: older white men) |
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Suicide:
Three checkpoints |
-Know red flags
-Identify risks -Assess level of risk |
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Suicide Intervention
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-Assess risk level
-Appeal to ambivalence: What are the reasons to live? -Based on risk level: no further action, no suicide contract, one to one supervision, hospitalization |
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Gender roles and sexual identity development
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Sexual identity: person's sexual orientation and attitude towards sexuality
Sexual orientation: gender with which a person prefers to have sex |
During puberty changes cause teen to think about the person they are becoming
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Adolescent Sexual Behavior
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Half of all adolescents between 14-18 have had sex
% of highschoolers who have had sex decreased and condom use increased |
Medical model: hormones influence development and sexual preferences
Cognitive: role confusion Social: theories say roles are socially constructed |
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Adolescents and Family Relationships:
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Teens are working towards independence but are still dependent on their families for emotional, financial and other support
Attachment to parent determines reaction to peer pressure |
-Pay attention to the connections
-How is relationship with parents? |
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Delinquency and theories of etiology:
Factor in violence on micro level |
Factors in violence on the micro level:
male, substance abuse; low educational achievement; low impulse control; feelings of powerlessness;childhood agression, hyperactivity and withdrawal |
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Delinquency and theories of etiology:
Factors in violence on the mezzo level |
Mezzo level:family conflict, lack of familial support and discipline, negative peer pressure
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Delinquency and theories of etiology:
Factors in violence on macro level |
Poverty, living in high-crime urban neighborhoods, exposure to violence through media and social environment
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Theory:
PSYCHODYNAMIC |
-Freud: Ego psychology
-Erikson -Unconscious motivations -Out of awareness -How behavior is influenced by internal processes and needs and emotions |
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Theory:
BEHAVIORISM |
Modeling
Skinner: Reinforcement Rewards |
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Theory:
COGNITIVE |
how we think about behavior influences our behavior
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Theory:
HUMANIST |
Maslow
-People are basically good -Effect by environment -Existential |
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Carol Gilligan
Theory of MORAL DEVELOPMENT |
Response to Kohlberg: critical of its focus on men
Theory emphasized individual's development of an ability to focus on care, inclusion, and attention to others. Focus on cooperation and inclusiveness |
Level 1:
Orientation to Personal Survival Level 2: Goodness as self-sacrifice Level 3: Morality of nonviolent responsibiity |
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Early vs. Late Maturation
BOYS |
Early Maturation: increased physical ability, brings respect and admiration from peers. better adjusted and more confident
Late: less physically desirable, more attention seeking behavior perceived as immature Some evidence suggests that early maturing boys feel more pressure |
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Early vs. Late Maturation
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Less clear
Early:some problems in school but more popular with boys and more independence Higher risk for anxiety, depression, substance use, early sexual exploration, stress and problems in school |
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