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Peds Ch 2
Test 1
| Term | Definition |
|---|---|
| Family Systems Theory | *A change in any one part of a family system affects all other parts of the family system (circular causality) *Characterized by periods of rapid growth and periods of stability *Focus on interaction of family members within larger environment |
| Family systems theory application | *Mate selection *courtship process *family communication *boundary maintenance *power and control w/i family *parent-child relationships *adolescent pregnancy and parenthood |
| Family stress theory | *Explains how families react to stressful events and suggests factors that promote adaptation to stress. *Stress has a cumulative affect on families. *Potential to predict family behaviors in response to stressors and develop effective interventions. |
| Family stress theory application | *transition to parenthood *single-parent families *work-related stressors *acute or chronic childhood illness *death *divorce *teen pregnancy |
| Developmental Theory | *Has developmental stages *Performance at one stage influence the next stage. *Family in disequilibrium when entering a new life cycle, must strive towards homeostasis. *Oldest child marks transitions *Nurse provides anticipatory guidance for transitions |
| Developmental theory application | *anticipatory guidance * educational strategies *developing & strengthening family resources for transition into parenthood * fam adj to children entering school *empty nest and retirement |
| Duvall's stage 1 | *Marriage & Independent Home *Joining of the families *Reestablish couple identity *Make decisions about parenthood |
| Duvall's stage 2 | Families with infants *Integrate infants into family unit, maintain marital bond |
| Duvall's stage 3 | Families with preschoolers *Socialize children *Parent adjust to seperation |
| Duvall's stage 4 | Families with school children *develop peer relations |
| Duvall's stage 5 | Families with teenager *children develop autonomy *parents focus on midlife marital and career concerns |
| Duvall's stage 6 | Families as launching centers *young adults est independent identity *parents renegotiate marital relationship |
| Duvall's stage 7 | Middle -aged families *reinvest in couples identity *deal with disabilities or death |
| Duvall's stage 8 | Aging families *retirement *prepare for death of spouse, siblings and peers |
| Traditional nuclear family | married couple and their biological children |
| Nuclear family | 2 parents and their children (biologic, step, adoptive, or foster) |
| blended family (reconstituted) | at least 1 stepparent, step-sibling, or half-sibling |
| extended family | at least 1 parent, 1 or more children, and 1 or more members other than parent or sibling |
| binuclear family | parents continuing the parenting role while terminating the spousal unit |
| polygamous family | multiple spouse |
| communal family | *may have divergent beliefs, practices, and organization *share common ownership of property *goods ad services are shared without monetary consideration |
| LGBT families | families with same sex-parents |
| family function | interaction of family members, quality of relationships and interactions |
| roles | learned thru socialization process * structuring initially takes place w/i family unit and are shaped primarily by parents |
| authoritarian parenting | *unquestioned mandates *do it because i said so *children tend to be shy, self-conscious, submissive *may be assoc with defiant, antisocial behaviors |
| permissive parenting | *exert little or no control over child's actions *lax, inconsistent discipline, rarely punish child, and do not prevent child from upsetting home routine |
| authoritative parenting | *Mix of authoritarian and permissive *emphasizing reason for rules *respect individuality of child and allow to voice objections *control is focused on issue *foster inner-directedness *children have high self-esteem and interact w/ others |
| discipline | *to teach *a set of rules governing conduct *action taken to enforce the rules after noncompliance |
| limit setting | est the rules or guidelines for behavior |
| setting limits and discipline help to... | *test limits of control *achievement in area appropriate for level *channel undesirable feelings *protect from danger *learn socially acceptable behavior |
| reasoning | *explaining why an act is wrong *appropriate for older children |
| response burst | occurs when the desired behavior increases after ignoring is initiated because the child is testing the parents to see if they are serious about the plan |
| natural consequences | occur without any intervention, such as being late and having to clean up the dinner table |
| logical consequences | directly related to the rule, not being able to play with 1 toy until another is put up |
| unrelated consequences | imposed deliberately, no playing until homework is complete or use of time-out |
| flaws of spanking | *teaches that violence is ok *can physically harm if resulting from parental rage *children can become accustomed requiring an increase in punishment |
| foster care | placement of a child in a stable and approved environment with a non-related family. Most states require training and continued education to foster. |
| ecological framework | individuals adapt in response to changes in their surrounding environments. A person's behavior results from the interaction of their traits and abilities with the environment. |
| external assets that youth receive from the community | 1. support 2. empowerment 3. boundaries and expectations 4. constructive use of time |
| internal assets that youth receive from community | 1. Commitment to learning 2. positive values 3. social competencies 4. positive identity |
| race | groups people together by their outward, physical appearance |
| ethnicity | group individuals by common characteristics that differentiate them from others in society. Unique cultural, social, and linguistic heritage. |
| ethnocentrism | attitude that one's ethnic group is superior to others, that one's values and beliefs are correct and best. |
| social class | family's economic and educational level. Does not include strength of family relationships. |
| physical poverty | lack of money or material resources, including poor nutrition, insufficient clothing, poor sanitation, and deteriorating housing. |
| invisible poverty | social and cultural deprivation such as limited employment opportunities, lack of healthcare services, and absence of public services. |
| absolute standard of poverty | delimit a basic set of resources needed for adequate existence |
| relative standard poverty | reflects the median standard of living, what appears to be deprivation in one area may be norm in another |
| spirituality | concerns the deepest level of human experience, meaning of our lives, relational consciousness |
| religion | particular and culturally influenced representation of human spirituality |
| social learning theory | emphasizes learning thru observation and imitation |
| script theory | media provides youth with a script or directions for how to behave in new situations |
| super-peer theory | media is a source of extreme peer pressure on youth to participate in what is shown to be normal behavior |
| culture | characterizes a group with its values, beliefs, norms, patterns, and practices that are learned, shared, and transmitted from one generation to another |
| gender | individuals self-identification as a man or woman |
| sex | biological designation of male or female |
| cultural humility | lifelong commitment to self-reflection and critique *addressing power imbalances in nurse-client relationship * developing mutually beneficial partnership with the community in which one is working |
Created by:
tkulwicki
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