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Lecture exam 2
Development concept
| Term | Definition |
|---|---|
| Development | The sequence of physical, psychosocial, and cognitive developmental changes that take place over the human life span. Simultaneous and ongoing process |
| Three developmental processes | Growth, Differentiation, maturation |
| What is growth? | Quantitative change. Increase in size and weight of the body. |
| What is Differentiation? | Cells and structures becoming specialized. Both quantitative and qualitative. |
| What is maturation? | Enables cells to function at higher level. Aging. |
| Normal human development | Organized, processed, follows a predictable sequence across all life stages |
| Development Theories | Freuds theory of psychosexual development; Eriksons theory of psychosocial development; Piagets theory of cognitive development; Kohlbergs theory of moral development. |
| Specific risk categories in development | Prenatal; birth; social; underlying health conditions and status; |
| Development assessment | Early identification of developmental problems, noticing risk factors; use of regular screening tools to assess for delay; rquires focused attention and intervention |
| Development assessment in infants and children | Use of screening tools to assess growth, motor skills, social skills and language. Requires direct observation with planned developmental challenges |
| Development assessment in adolescents | Assess for physical development, sexual development, home environment, social behavior, drugs and alcohol, sexual activity, suicidal tendencies. HEADSS : Home, education, activities, drugs, sexual activities, suicide risk |
| Development assessment in adults and older adults | Less focused on development and more focused on functional ability, stress management, and coping skills |
| Principles of Interventions if there is a delay in development | #1. Early identification and early intervention, #2. Specific interventions are dependent on thee category and type of development. #3. Management always requires interdisciplinary collaboration. |
| Developmental tasks | Unique set of skills and competencies to be mastered at each developmental stage across the life span in order for the individual to cope with the environment. Determined by culture. |
| Types of development | Physical, physiological, motor, social/emotional, cognitive, communication, adaptive |
| Cognitive development | Working memory capacity, self regulation and processing and using of information about the environment. |
| Types of communication development | Articulation, voice, fluency |
| Period of exuberence | Language explosion period. Frontal lobe development. 18 months - 3 years. Critical time in speech |
| Adaptive development | Range of skills that enable independence at home and in the community. Learned skills. They include self-care activities. |
| Expected development | demonstrating the expected development and physical maturation, physiological function and or expected tasks with in or across the developmental domains that are associated with the chronological age. |
| Developmental delay | developmental change was not found in an individual that can be found in 95% of others of the same chronological age range |
| Developmental Arrest | Plateau of development. Change in some category and is noted when chronological age continues to progress but developmental change does not. Underlying health abnormalities or social conditions. |
| Global delay in development | Lag in multiple neurocognitive developmental areas: speech and language, gross and fine motor; and personal and social development |
| Pervasive developmental disorder (PDD) | Significant developmental delay in basic milestones. Identified by three years old. |
| Freuds theory of psychosexual development | 5 stages : oral (birth- 1), anal (1-3), phallic (3-6), latency (6-12), genital ( puberty- adulthood) Believed that under stress a person could regress to previous stage temporarily. If not temporarily then development would be arrested. |
| Eriksons theory of psychosocial development | 8 stages: trust vs. mistrust; autonomy vs. shame and doubt; initiative vs guilt; industry vs inferiority; identity vs role confusion; intimacy vs. isolation; generativity vs self absorption; integrity vs despair |
| Piagets theory of cognitive development | Explains how children innately organize their world and learn to think. 4 periods: Sensory motor ( birth -2); preoperational (2-7); concrete operational ( 7-11); Formal operations (11- adult) |
| Kohlbergs theory of moral development | 3 levels: preconventional (18 months - 5 years); conventional (6-12); postconventional (12-19) |
| Denver Developmental Screening Test II (DDSTII) | Classic tool used to measure developmental status in children 1month - 6 years old. Screens gross motor, fine motor and language. |
| What is required for a diagnosis of a developmental problem? | A thorough neurodevelopmental history, physical examination, advanced testing and assessment for specific delay and potential underlying associated health disturbances. |
Created by:
brittanyb62605
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