Nursing Quiz 6 (Adolescence) Psychosocial And Cognitive

Front 1

what is the central role of adolescence?

Back 1

define identity independent from parents

Front 2

the following are what between adolescent and parents?
- authority
-affection
-responsibility
-respect
-initimacy
-money and material goods
- immaturity
- possessiveness
- habit

Back 2

inumerable ties broken

Front 3

in regards to chores, what kind of relationship does adolescent have with parent

Back 3

straw boss convict

Front 4

this is the refuge where adolescent can study, register own growth, stand in front of mirror, perfect image and style they want

Back 4

bathroom and room

Front 5

this is the time where there is an opportunity for real exchanges with family

Back 5

mealtimes

Front 6

feelings when adolescent...
- not sure act like child or adult
- repudiates childish self, not with assurance or regret
- feels self- confident up to moment contronts task of demonstrating competence
- demands priviledges, but views corresponding responsibilities as onerous

Back 6

ambiguity and ambivalence

Front 7

parents and child are war with each other about status and each side is at war with itself

Back 7

dual ambivalence

Front 8

the following are what...
1. facilities (resource, growth, development) for individual differences and needs
2. financial responsibilities
3. sharing of responsibilities foster independence
4. mutually satisfying marriage relationship
5. open communication
6. rework relationship with relatives, friends, and associates
7. broaden horizons
8. formulate workable philosophy of life as family member

Back 8

family developmental tasks

Front 9

-friends of the same age
-influence adolescent more than parents
-intense loyalty
- sense of acceptance, belonging
- learn how to behave
- sense of immediacy, the present
- influence self esteem and self- confidence
- provide sense of support
- safe place to try out behavior
-behavioral conformity
-incorporate new ideas

Back 9

peer group

Front 10

language that consists of coined terminology and of new or extended interpretations attached to traditional terms
- sense of belonging

Back 10

peer group dialect

Front 11

Piaget's stage of cognitive development for adolescent
- 11 or 12 to 15 years
- continues through adulthood
- 4th and final stage

Back 11

formal operations

Front 12

stage of Piaget's theory where
- cognitive structures reach maturity
- quality of reasoning or thoughts is at maximum
- no further structural improvements in quality of reasoning
- has potential to think as adult
- constructs reasoning and thought to solve all classes of problems
- move beyond concrete experiences
- think in abstract terms
-think in more logical terms
-develop images of ideal circumstances
-entertain possibilities of future

Back 12

formal operations

Front 13

is the following an example of formal or concrete operations?

1. tangible problems in the present
2. context bound, tied to available experiences
3. deal with each problem in isolation

Back 13

concrete operations

Front 14

Is the following an example of formal operations or concrete operations?

1. greater range, depth. and power of reasoning
2. hypothetical and verbally complex problems
3. hypothetical deductive reasoning

Back 14

formal operations

Front 15

mechanism of mental activity by which cognitive construction takes place
- knowledge is constructed from physical or mental actions on objects
.....internal reflection can result in new knowledge

Back 15

reflective abstraction

Front 16

intuition, beyond the observable construct new knowledge
- involves construction and comparison

Back 16

analogies

Front 17

-teens assumption that they are focus of everyone's attention
- their own experiences, thought, and feelings are unique

Back 17

adolescent egocentrism

Front 18

teens unjustified oncern that they are the focus of other's attention

Back 18

imaginary audience

Front 19

teens exaggerated belief in their own uniqueness
- ex... no one has ever before had the same thoughts or feelings that I do!!

-" you just don;t know what it feels like to be in love!"

- leads to feelings of invulnerability to risks and physical dangers

- bad things will not happen to me

Back 19

personal fable

Front 20

Piaget's stage in which children treat morality as absolute and moral constraints as unalterable

- break moral precept, God, or some other moral authority will make bad things happen to them

- right or wrong depends on consequences of action, ignore intentions

Back 20

moral realism

Front 21

Piaget;

-see morality as relative to situation
-judging right or wrong of situation can take into account intention of the person

Back 21

autonomous morality

Front 22

Kohlberg;

2-6 years
- moral reasoning based on fear of punishment or desire for reward
..... stage 1 good behavior based on desire to avoid punishment
.....stage 2 whatever satisfies one's own needs

Back 22

preconventional morality

Front 23

Kohlberg; 7-12 years

- moral reasoning based on opinions of others or formal laws
- stage 3 act the way others will approve of
-stage 4 doing one's duty as prescribed by society's laws

Back 23

conventional morality

Front 24

Kohlberg; >12 years

- moral reasoning based on abstract principles underlying right and wrong
-stage 5 meet one's obligation to help keep society running smoothly

Back 24

postconventional / principled morality

Front 25

an individual believe he or she is a specific unique person; he/ she has emerged as adult

Back 25

identity

Front 26

results through synthesis of biopsychosocial characteristics from a number of sources, for example, earlier sex identity parents, friends, social class, ethnic, religious, and occupational groups

Back 26

identity formation

Front 27

results if the adolescent fails to achieve a sense of identity
- feels uncertain about self or place in the world

Back 27

identity diffusion

Front 28

what person believes self to be

Back 28

real, personal identity

Front 29

what are the following?
1. accepting changing body
2. learn to handle body in variety of physical skills and maintain good health
3. acheive satisfying and socially acceptable feminine or masculine role
4. member of one or more peer groups, develop skills to relate to variety of people
5. independence from parents, yet affectionate relationship with them
6. select occupation in line with interests and abilityies and prepare for economic independence
7. prepare to settle down
8. develop intellectual and work skills and social sensitivities of competent citizen
9. socially responsible behavior in cultural setting
10. develop workable philosophy, mature set of values, worthy ideals, assume standards of morality

Back 29

developmental tasks of adolescent