Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
26 Cards in this Set
- Front
- Back
|
When do kids regress?
|
After the birth of a sibling
|
|
|
What is Nighttime Enuresis?
|
-disorder of arousal
-message from the bladder not getting to the brain and causing child to wake up -nocturnal enuresis -can occur during any stage of sleep -causes: adverse potty training when they weren’t ready → psychological factors -sphincter muscles – age 2 developed, sometimes later |
|
|
What is Primary and Secondary Enuresis?
|
Primary- 85% of cases. child has never demonstrated bladder control
Secondary- problem is preceded by a period of urinary continence |
|
|
What are parasomnias?
|
sleep walking, sleep terrors, and nightmares
|
|
|
Families should get _____ in _____ together.
|
involved; activities
|
|
|
What is sleepwalking, & when does it occur?
|
-15% of ages 5-12
-Child sits upright in bed -open eyes, unseeing -last few seconds or 30 minutes -no later memory of the episode -occur in the first 1-3 hours following sleep onset (NREM sleep; deep sleep) -cause: CNS immaturity, disorder is outgrown |
|
|
What are sleep terrors, & when does it occur?
|
-ages 4-12, 3%
-occur during deep, slow-wave sleep, 2 hours into sleep; NREM sleep, first third of the night -child sits upright and screams, distress, repetitive motor movements, dilated pupils -intense physiological arousal, agitiation, difficult to arouse and unresponsive to environment, very limited/no memory of episode causes: CNS immaturity, disorder is outgrown |
|
|
What are nightmares, & when does it occur?
|
-occurs during REM sleep, during middle and latter portions of the night, verbalizations are subdued
-moderate physiological arousal, slight or no movements, easy to arouse and responsive to environment, episodes remembered causes: direct manifestation of anxieties the child faces |
|
|
What is Rumination?
|
a syndrome characterized by the voluntary regurgitation of food or liquid in the absence of an organic cause.
-throws head back and makes chewing and swalling movements until food is brought up initiation: placing fingers down throat or by chewing on objects |
|
|
What is Pica?
|
characterized by the habitual eating of substances usually considered inedible, such as paint, dirt, paper, fabric, hair, and bugs.
- persistent consumption beyond first year of life, age 2-3 years old |
|
|
What is Encopresis and it's treatment?
|
-refers to the passage of feces into the clothing or other unacceptable areas when this is not due to physical disorder
-3 months period, 4 years of age treatment: medical and behavioral management; enemas or high fiber intake to eliminate fecal impactions; scheduled toilet times; diet, laxatives, stool softeners |
|
|
What is Anorexia?
|
2 types: restricting, binge-eating/purging
-phobia of food, fear of eating -distorted thinking, maladaptive attitudes and thinking (i must be perfect, i can avoid guilt by not eating) |
|
|
What is Bulimia?
|
-2 types, purging (vomiting, laxatives) and non-purging (fasting, excessive exercise)
-a way to cope with problems -recurrent episodes of binge eating, inappropriate compensatory behavior in order to prevent weight gain |
|
|
What is Pathorexia?
|
binge on any kind of food, instead of throwing up they’ll over exercise to compensate
|
|
|
What is Orthorexia?
|
seeing more now then true anorexia and bulimia, a form of eating disorder – people will binge on healthy foods then throw up
|
|
|
What is Childhood Obesity?
|
-less liked by peers, social isolation, rejection and bullying
-causes: multiplex & complex, bio, psycho, social/cultural -food intake and activity level of obese children are in need of change; affected by family, peer, and other env. influences and to be learned in the same manner as any other behavior, |
|
|
How does society contribute to eating disorders?
|
television may contribute, easy access to fast food - sedentary lifestyle; video games
inactivity levels food advertisements |
|
|
What does research on Asthma suggest?
|
-common chronic illness in young people, 10%, reversible
-hyperresponsiveness of airways to variety of stimuli; inflammation and narrowing of air passages & air exchange is impaired (expiration) -unpredictable, problem for research; severe attacks may cause anxiety (ER treatment) -prevention of death: daily medication to prevent wheezing, env. control of potential irritants, desensitization to allergens, avoidance of infenction, ER treatment of wheezing |
|
|
Anorexia vs. Bulimia
|
-Extreme weight loss in anorexia
-At or above normal weight in bulimia Similarities: ¤Onset after a period of dieting ¤Fear of becoming obese ¤Drive to become thin ¤Preoccupation with food, weight, appearance ¤Elevated risk of self-harm or attempts at suicide ¤Feelings of anxiety, depression, perfectionism ¤Substance abuse ¤Disturbed attitudes toward eating Differences: ¤People with bulimia tend to be controlled by emotion – may change friendships easily; highly impulsive with mood instability ¤Different medical complications: • Only half of women with bulimia experience amenorrhea vs. almost all females with anorexia do • People with bulimia suffer damage caused by purging, especially from vomiting and laxatives o Dental problems o Potassium deficiencies – weakness along with intestinal, kidney and cardiac problems may result Personality: ¤People with bulimia are more worried about pleasing others, being attractive to others, and having intimate relationships ¤People with bulimia display fewer of the obsessive qualities that drive restricting-type anorexia |
|
|
What is childhood diabetes?
|
type 1- insulin-dependent diabetes mellitus: lifelong disorder that results when the pancreas produces insufficient insulin. - daily injection required
|
|
|
What does research on chronic illnesses with children suggest? How do families adjust?
|
- poor adjustment problems, internalizing nature
-complex function of a number of variables; the youths existing competen-cies and the types and variety of coping skills that the young person possesses are likely to be important in this process. A second category of variables is disease factors, such as severity, degree of impairment, and the functional independence of the young person. In addition, the youths environment ( e. g., family, school, health care) is likely to be a factor in variations in adjustment. ability to grip things, ability to do routine house-hold chores), pain, and psychosocial adjustment. Family variables such as conflict, control, and organization also appear to be associated with ad-justment. parental distress may interact with illness- related factors to affect child adjustment. Cohesion is another family variable that seems to be important. It is often suggested that a life-threatening illness draws family members closer to-gether. Rather than asking about better disease adjustment, it may be more reasonable to ask how the experience of chronic illness affects individual development |
|
|
Measurement of Pain in children
|
page 406; three different response systems might be assessed: cogni-tive- affective, behavioral, and physiological
|
|
|
HEAD START PROGRAM
|
participating mothers improved their parenting skills. Their chil-dren exhibited significantly less misbehavior and more positive affect compared to control children whose behavior remained unchanged.
-effective with African American, Asian, Caucasian and Hispanic Head Start families. Also, other investigators have employed the program as a prevention program with Hispanic families and low-income African American mothers and their toddlers |
|
|
Maternal employment
|
-effects of different arrangements may vary depending on the broad context of childrens lives. More generally, the issue of nonparental care has implications for social policy. It is noteworthy that child care effects tend to be small to moderate in size, and weaker than the influence of parents ( NICHD Early Child Care Research Net-work, 2006). However, these effects can be important when they involve large numbers of children and may provide benefits particularly to some disadvan-taged children. In a nation that depends heavily on nonmaternal care, the availability of quality day care is not incidental to childrens welfare.
Many studies indicate that the effects of early child care depend in part on the quality of day care, which is defined by several indices such as the ratio of caregivers to children, responsive staff child inter-action, staff training, developmentally appropriate curricula, and health and safety standards ( Scarr, 1998). High- quality care is positively related to the development of cognition and language for young-sters who enter day care early in life ( Belsky, 2001; NICHD Early Child Care Research Network, 2006). Benefits also apply to social behavior, such as proso-cial skills, albeit to a smaller extent. The effects of the amount of day care that chil-dren receive that is, the hours of care per week and/ or the age at which children begin nonparental care are more complex. Debate has centered on psy-chosocial outcomes, and some studies claim that more time in care is associated with child trouble-some behavior while other studies do not show this link ( Loeb et al., 2004; NICHD Early Child Care Research Network, 2003a). Overall, there may be some negative effect, with children in more care ex-hibiting relatively more externalizing problems. A recent report from a major study evaluating children from 4 years of age through the end of sixth grade found such an association in the early years, but the association no longer held by third grade ( Belsky et al., 2007). However, greater exposure to center care was related to such problems, as reported by teachers. Quality of care had some influence in the ex-pected direction. The children cared for by family members showed no cognitive effects but more be-havioral problems. |
|
|
Latch-Key Children
|
These are the so- called latchkey children, or children in self- care, who must use a key to let themselves into their empty homes after school.
The developmental implications of self- care likely are affected by the amount of time in self- care, the childs developmental level, family influences, neighborhood characteristics, and available social supports. Studies of the impact of self- care suggest either problematic outcomes or no differences be-tween self- care and other after- school arrangements ( Vandell & Shumow, 1999). Factors such as younger age and time spent hanging out with peers rather than being at home seem to be associated with poorer outcomes for children in self- care. The nega-tive effects of self- care may also be more evident for children from disadvantaged families. |
|
|
Violent offenders – common denominators
|
guns from home, violent video games, identify characteristics – small schools, mental health problems, teased a lot, rejected by girls
|
