Nursing 1 Exam 1 Lifespan&development

Front 1

refers to physical
changes that occur over time, such as changes in
height, sexual development, or fluctuations in weight
and muscle tone - the measurable change in the physical size of the body and its parts.

Back 1

Growth

Front 2

refers to the process
of adapting to one’s environment over time. Examples
of development include a child coming to recognize
right from wrong, an adolescent deciding on a vocation,
or an older adult recognizing the nearness of
death - behavioral changes in functional abilities and skills.

Back 2

Development

Front 3

refers to genetic endowment

Back 3

Nature

Front 4

is the influence of the environment on the individual.

Back 4

nurture

Front 5

"Developmental task - the specific goal that must be achieved at each developmental stage of the life cycle." "A developmental
task is midway between an individual need and societal demand. It assumes an active
learner interacting with an active social environment."

Back 5

Developmental task by Havighurst

Front 6

Principle of growth & development #1.

Back 6

Growth and development usually follow an orderly,
predictable pattern. However, the timing, rate of
change, and response to change are unique for each
individual. "All individuals go thru the same processes & Pattern is predictable and orderly but not at the same rate."

Front 7

Principle of growth & development #2.

Back 7

Growth follows a cephalocaudal pattern; beginning
at the head and progressing down to the chest, trunk,
and lower extremities.

Front 8

Principle of growth & development #3.

Back 8

Development proceeds in a proximodistal pattern:
beginning at the center of the body and moving outward.

Front 9

Principle of growth & development #4.

Back 9

Simple skills develop separately and independently.
Later they are integrated into more complex skills.

Front 10

Principle of growth & development #5.

Back 10

Each body system grows at its own rate.

Front 11

Principle of growth & development #6.

Back 11

Body system functions become increasingly differentiated
over time.

Front 12

Havighurst’s Infancy and early childhood

Back 12

● Learning to walk
● Learning to eat solid foods
● Learning to talk
● Learning to control the elimination of body wastes
● Learning sex differences and sexual modesty
● Achieving psychologic stability
● Forming concepts and learning language to describe social and physical reality
● Getting ready to read

Front 13

Havighurst’s Middle childhood

Back 13

● Learning physical skills necessary for ordinary games
● Building wholesome attitudes toward oneself as a growing organism
● Learning to get along with age-mates
● Learning an appropriate masculine or feminine social role
● Developing fundamental skills in reading, writing, and calculating
● Developing concepts necessary for everyday living
● Developing conscience, morality, and a scale of values
● Achieving personal independence
● Developing attitudes toward social groups and institutions

Front 14

Havighurst’s Adolescence

Back 14

● Achieving new and more mature relations with age-mates of both sexes
● Achieving a masculine or feminine social role
● Accepting one’s physique and using the body effectively
● Achieving emotional independence from parents and other adults
● Preparing for marriage and family life
● Preparing for an economic career
● Acquiring a set of values and an ethical system as a guide to behavior; developing an ideology
● Desiring and achieving socially responsible behavior

Front 15

Havighurst’s Early adulthood

Back 15

● Selecting a mate
● Achieving a masculine or feminine social role
● Learning to live with a partner
● Starting a family
● Rearing children
● Managing a home
● Getting started in an occupation
● Taking on civic responsibility
● Finding a congenial social group

Front 16

Havighurst’s Middle age

Back 16

● Assisting teenage children to become responsible and happy adults
● Achieving adult civic and social responsibility
● Reaching and maintaining satisfactory performance in one’s occupational career
● Developing adult leisure-time activities
● Relating oneself to one’s spouse as a person
● Accepting and adjusting to the physiological changes of middle age
● Adjusting to aging parents

Front 17

Havighurst’s Later maturity

Back 17

● Adjusting to decreasing physical strength and health
● Adjusting to retirement and reduced income
● Adjusting to death of a spouse
● Establishing an explicit affiliation with one’s age group
● Adopting and adapting social roles in a flexible way
● Establishing satisfactory physical living arrangements

Front 18

Freud's ID

Back 18

represents instinctual urges, pleasure, and
gratification, such as hunger, procreation, pleasure,
and aggression. It is dominant in infants and young
children, as well as in older children and adults who
cannot control their urges.

Front 19

Freud's ego

Back 19

begins to develop around 4 to 6 months of
age and is thought to represent reality. It strives to
balance what is wanted (id) and what is possible to
obtain or achieve.

Front 20

Freud's superego

Back 20

is sometimes referred to as our conscience.
This force develops in early childhood (age 5
to 6) as a result of the internalization of primary
caregiver responses to environmental events.

Front 21

Freud's unconscious mind

Back 21

is composed of thoughts
and memories that are not readily recalled but unconsciously
influence behavior.

Front 22

Anna Freud's defense mechanisms

Back 22

Anna described as thought patterns or behaviors
that the ego employs in the face of threat to biological
or psychological integrity. In other words, defense mechanisms protect us from excess anxiety. For example, after receiving a failing grade in
chemistry, a student might refuse to think about it, intellectualize reasons why she failed, blame her teacher, or compensate by emphasizing her A grade in
psychology.

Front 23

Piaget's Adaptation

Back 23

is the ability to adjust to and
interact with one’s environment. To be able to adapt, one must assimilate and accommodate.

Front 24

Piaget's Assimilation

Back 24

is the integration of new experiences with one’s own
system of knowledge.

Front 25

Piaget's Accommodation

Back 25

is the change in one’s system of knowledge that results from processing new information. For example, an infant is
born with an innate ability to suck. Presented with
the mother’s nipple, the infant is able to assimilate the
nipple to the behavior of sucking. If given a bottle, the
infant can learn to accommodate the artificial nipple.
However, the baby may adapt by accepting the artificial
nipple only from the father, crying and fussing if
the mother offers a bottle instead of her breast.

Front 26

Piaget describes cognitive development as occurring
from birth through adolescence in a sequence of
four stages:

Back 26

sensorimotor
preoperational thought
concrete operations
formal operations

Front 27

Freud’s oral

Back 27

Birth–18 months - The infant’s primary needs are centered on the oral zone: lips, tongue, mouth.The need for hunger and pleasure are satisfied through the oral zone.Trust is developed through the meeting of needs.When needs are not met, aggression can manifest itself in the form of biting, spitting, or crying.

Front 28

Freud’s Anal

Back 28

18 months–3 years - Neuromuscular control over the anal sphincter allows the child to have control over expulsion or retention of feces.This coincides
with the child’s struggle for separation and independence from caregivers. Successful completion of this stage yields a child who is self-directed, cooperative, and without shame.Conversely, the anal
child will exhibit willfulness, stubbornness, and need for orderliness.

Front 29

Freud’s Phallic

Back 29

3–6 years - The focus is on the genital organs.This coincides with the
development of gender identity. Unconscious sexual feelings toward the parent of the opposite sex are common.Children emerge from this stage with a sense of sexual curiosity and a
mastery of their instinctual impulses.

Front 30

Freud’s Latency

Back 30

6–12 years - Ego functioning matures, and sexual urges diminish.The child
focuses his energy on same-sex relationships and mastery of his
world, including relationships with significant others (teachers,
coaches).

Front 31

Freud's Genital

Back 31

13–20 years - Puberty causes an intensification of instinctual drives, particularly sexual.The focus of this stage is the resolution of previous conflicts and the development of a mature identity and the ability to form adult relationships.

Front 32

Piaget’s Sensorimotor (Birth–2 years)

Back 32

● Learns the world through the senses
● Displays curiosity
● Shows intentional behavior
● Begins to see that objects exist apart from self
● Begins to see objects as separate from self

Front 33

Piaget’s Preoperational (2–7 years)

Back 33

● Uses symbols and language
● Sees himself as the center of the universe: egocentric
● Thought based on perception rather than logic

Front 34

Piaget’s Concrete operations (7–11 years)

Back 34

● Operates and reacts to the concrete: what is perceived is actual.
● Egocentricity diminishes, can see from others’ viewpoints
● Able to use logic and reason in thinking
● Able to conserve: to see that objects may change but recognizes them as the same (e.g., water may change to ice, or a tower of blocks is the same as a long fence of blocks)

Front 35

Piaget’s Formal operations (11–adolescence)

Back 35

● Develops the ability to think abstractly: to reason, deduce, and define concepts in a logical manner
● Some individuals do not develop the ability to think abstractly

Front 36

Erikson's Stage 1:

Back 36

Trust versus Mistrust (birth to about 18
months). The child develops a sense of trust in
himself and the external world as a result of having
his needs consistently met. This is the beginning
of self-confidence. An infant who does not
have his needs met develops a sense of mistrust
and suspiciousness in others that will affect future
interpersonal relationships.

Front 37

Erikson's Stage 2:

Back 37

Autonomy versus Shame and Doubt (about
18 months to 3 years). The goal is for the child to
develop self-control and independence while maintaining
self-esteem. This requires an ability to cooperate
and express feelings and thoughts. Failure
to successfully negotiate this stage will lead to an
adult who lacks self-confidence and feels controlled
by others and who may exhibit extreme
compliance (self-restraint) or defiance.

Front 38

Erikson's Stage 3:

Back 38

Initiative versus Guilt (3 to 5 years). The focus
of this stage is to develop initiative by gradually
assuming responsibility and developing selfdiscipline.
During this stage, the superego (conscience)
develops, and the child learns to manage
impulses. Failure to develop initiative leads to
guilt, limited creativity, lack of self-confidence,
and pessimism.

Front 39

Erikson's Stage 4:

Back 39

Industry versus Inferiority (6 to 11 years).
In this stage, the child learns that recognition
comes through achievement and completion of
tasks. This success occurs primarily in school.
The adult who has not fulfilled the tasks of this
stage will demonstrate a sense of inadequacy in
all areas of life.

Front 40

Erikson's Stage 5:

Back 40

Identity versus Role Confusion (11 to 21
years). This stage coincides with puberty. The adolescent
develops a sense of self and begins to make
decisions about the future. Social groups serve as
a place to test out ideas and behaviors. Healthy
role models facilitate the development of identity.
Failure to recognize one’s abilities and sense of
self results in an individual without a solid place in the world. This is manifested by problems with
interpersonal relationships and occupational functioning.
Delinquent and rebellious behavior may
be prominent when the task of identity formation
is not met.

Front 41

Erikson's Stage 6:

Back 41

Intimacy versus Isolation (21 to 40 years).
Erikson (1963) defines intimacy as “the capacity
to commit himself to concrete affiliations and
partnerships and to develop the ethical strength
to abide by such commitments” (p. 263). Isolation
is the avoidance of intimacy. The task at this stage
is to develop a commitment to work and relationships.
Failure to do so will result in impersonal relationships
and difficulty with maintaining a job.

Front 42

Erikson's Stage 7:

Back 42

Generativity versus Stagnation (40 to 65
years). The goal of this stage is to be creative and
productive. Often this is accomplished through
work or relationships, such as raising healthy,
functional children or contributing to society by
developing a distinguished career in nursing. The
person who fails to achieve generativity may manifest
stagnation in the form of superficial relationships
and self-absorption. Simply having children
does not guarantee generativity.

Front 43

Erikson's Stage 8:

Back 43

Ego Integrity versus Despair (over 65 years).
The task of this stage is the acceptance of one’s
life, worth, and eventual death. Ego integrity reflects
a satisfaction with life and an understanding
of one’s place in the life cycle. A sense of loss,
discomfort with life and aging, and a fear of death
are seen in despair.

Front 44

Gilligan's Stage 1:

Back 44

Caring for oneself. In this stage, the focus is
providing for oneself and surviving. The individual
is egocentric in thought and does not consider
the needs of others. When concerns about selfishness
begin to emerge, the individual is signaling a
readiness to move to stage 2.

Front 45

Gilligan's Stage 2:

Back 45

Caring for others. At this level, an individual
recognizes the importance of relationships with
others. The individual is willing to make sacrifices
to help others, often at the expense of her own
needs. When the individual recognizes the conflict
between caring for oneself and caring for others,
she is ready to move to stage 3.

Front 46

Gilligan's Stage 3:

Back 46

Caring for self and others. This represents
the highest stage of moral development. In this
stage, care is the focus of decision making. The individual
carefully balances her own needs against
the needs of others to decide on a course of action.

Front 47

Fowler's Stages 0-2:

Back 47

are closely associated with evolving cognitive abilities. In these stages, faith depends
largely on the views expressed by the person’s parents and caregivers.

Front 48

Fowler's Stage 3:

Back 48

coincides with the ability to use logic and hypothetical thinking to construct and evaluate ideas. At this point, faith is largely a collection of conventional, unexamined beliefs. Fowler’s studies demonstrated that approximately 25% of
all adults function at this level or below.

Front 49

Fowler's Stages 4-6:

Back 49

represent increasing levels of refinement of faith. With each increase in level there is decreasing likelihood that an individual can attain this stage of development. Fowler found that the number of people achieving stage 6 was exceedingly rare.

Front 50

gestational period

Back 50

time between conception and birth

Front 51

embryonic phase

Back 51

first 8 weeks from conception of baby

Front 52

morula

Back 52

Continual cell division leads to the development of a tiny ball of cells which travels toward the uterus for a period of about
7 days before implanting as a multicelled blastocyst in
the woman’s uterus.

Front 53

By the end of week 8, all organs are formed, and
the embryo is now called a

Back 53

fetus.

Front 54

Fowler’s Stage 0: Primal faith

Back 54

This is faith that is formed in infancy and is based on a sense of trust and
reliability of the environment.The infant’s caregivers are responsible for
instilling this faith.

Front 55

Fowler's Stage 1: Intuitive-projective faith

Back 55

This stage begins in the preschool period, when the child has language skills
and is able to express his thoughts and imagination.At this stage, the child
is aware of God and religious issues such as death but has a sense of wonder
and magic around these issues.

Front 56

Fowler's Stage 2:Mythic-literal faith

Back 56

This stage develops at early school age (6–7) and coincides with Piaget’s
stage of concrete operations.The child’s faith is based on shared traditions,
stories, practices, and beliefs.

Front 57

Fowler's Stage 3: Synthetic-conventional faith

Back 57

This stage begins in early adolescence.This coincides with Piaget’s stage of
formal operations.The faith expressed by someone at this stage reflects a
drawing together of stories, values, and beliefs that have been learned over
time into a unified whole.

Front 58

Fowler's Stage 4: Individuative-reflective faith

Back 58

The transition to this stage often requires an experience that tests an
individual’s faith.There is no automatic progression.This stage is characterized
by critical reflection on previously learned religious beliefs.The individual
sorts out his beliefs and develops a unique approach to faith.

Front 59

Fowler's Stage 5:Conjunctive faith

Back 59

Fewer than 20% of persons evolve beyond stage 4.Often tragedy or a
life-changing event is required to reach beyond that level. For those who
reach this stage, the task is to unify a paradox.This stage is evidenced by an
awareness that truth is complex and that faith requires acceptance of beliefs
that contradict experience and knowledge.

Front 60

Fowler's Stage 6: Universalizing faith

Back 60

Only a rare person evolves to this level of faith. Persons who exemplify this
level of faith “have become incarnators and actualizers of the spirit of an
inclusive and fulfilled human community” (Piper, 2002, p. 3). Examples include
Mother Teresa,Martin Luther King, Jr., and Gandhi.

Front 61

teratogens

Back 61

substances that interfere with normal growth and development.

Front 62

Week 4
End of first lunar
month

Back 62

Length: 1/4 in. (0.6 cm)
Appearance:Curled upon itself with head touching tail.
Signs of formation of arm and leg buds.
Liver formed.
Heart present. Begins to pulsate about the 14th to 24th day.
Primitive blood cells present.
Beginnings of brain present.

Front 63

Weeks 6–8
Second lunar month

Back 63

Length: 1 in. (2.5 cm)
Weight: 1/30 oz (1 g)
Chambers of heart develop.
Rapid brain development occurring.
Primitive limbs present. Fingers and toes begin to form.
Face develops. Eyes, ears, nose appear. Palate and upper lip forming.
Gastrointestinal tract developing. Part of intestine still in umbilical cord.
Urogenital systems forming.
Head disproportionately large because of rapid brain development.
Organogenesis completed.

Front 64

Weeks 9–12
Third lunar month

Back 64

Length: 3 in. (7.5 cm)
Weight: 1 oz (28 g)
Growth and maturation of structures continues.
Head disproportionately large.
Brain shows structural features.
Eyelids fused.
Nail beds form on fingers and toes.
Bile present in intestines.
Spontaneous movements present.
Ossification centers in bones begin to appear.
Enamel-forming cells and dentin forming.
Kidney secretion by 10th week.
Bone marrow begins to form blood cells.
Distinguishing sexual traits evident.
Respiratory-like movements (reflex activity) present.
Intestines retracted from umbilical cord into abdomen.
Palate completely fused.
Neck well defined.

Front 65

Weeks 13–16
Fourth lunar month

Back 65

Length: 6 to 7 in. (15.2 to 17.7 cm)
Weight: 4 oz (112 g)
Fetus active. Mother may experience quickening.
Skeleton calcified and visible on x-ray film.
Downy lanugo on head.
Placenta distinct.
Blood vessels visible beneath transparent skin.
Heart actually circulating blood through fetal body.
Increasing amount of respiratory movements can be detected by sonogram.
Enzymes ptyalin and pepsin being secreted.
Fetal thyroid gland begins functioning by the 14th week.
Total body blood volume: Less than 100 mL.
Amount of amniotic fluid present: 150 to 280 mL.

Front 66

Weeks 17–20
Fifth lunar month

Back 66

Length: 10 in. (25 cm)
Weight: 8 to 10 oz (224 to 280 g)
Fetal heart sounds evident with stethoscope.
Scalp hair visible.
Lanugo present, especially on shoulders.
Skin less transparent.
Eyebrows present.
Vernix caseosa present.
Fingernails and toenails apparent.
Some fat deposits present.

Front 67

Weeks 21–24
Sixth lunar month

Back 67

Length: 12 in. (30.5 cm)
Weight: 1-1/2 lb (672 g)
Skin wrinkled, pink, translucent.
Increasing amounts of vernix caseosa present.
Eyebrows and eyelashes well defined.
External ear soft, flat, shapeless.
Lanugo covering entire body.
Some breathing effort evident.

Front 68

Weeks 25–28
Seventh lunar month

Back 68

Length: 15 in. (37.5 cm)
Weight: 2-1/2 lb (1120 g)
Skin red, wrinkled, covered with vernix caseosa.
Looks like a “little old man.”
Membranes disappear from eyes. Eyelids open.
Scalp hair well developed.
Fingernails and toenails present.
Subcutaneous fat present.
Testes at internal inguinal ring or below.

Front 69

Weeks 29–32
Eighth lunar month

Back 69

Length: 15 to 17 in. (37.5 to 42.5 cm)
Weight: 3-1/2 to 4 lb (1568 to 1792 g)
Skin pink and smooth.
Areola of breast visible but flat.
Testicles begin descent down inguinal canal (may be in scrotal sac), or
Labia majora small and separated, clitoris prominent.
Hair fine and woolly.
One or two creases evident on anterior portion of soles.
Deposits of subcutaneous fat present.
Can be conditioned to respond to sounds outside of mother’s body.

Front 70

Weeks 33–36
Ninth lunar month

Back 70

Length: 19 in. (47.5 cm)
Weight: 5 to 6 lb (2240 to 2688 g)
Increased fat deposits give body and limbs a more rounded appearance.
Skin thicker, whiter.
Lanugo disappearing.
Sole creases involve anterior two thirds of foot.
Breast tissue develops beneath nipples.

Front 71

Weeks 37–40
Tenth lunar month

Back 71

Length: 20 in. (50 cm)
Weight: 7 to 7-1/2 lb (3136 to 3360 g)
After 38 weeks, considered full term.
Body plump.
Lanugo gone from face.
Vernix caseosa disappearing, present in varying amounts.
Testes in scrotum, or
Labia majora meet in midline and cover labia minora and clitoris.
Ear well defined. Erect from head.
Uniform color to eyes (a slate hue).
Acquires antibodies from mother.