Human Growth
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| An example of mental development is ____. | solving problems
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| An example of emotional development is ____. | expressing fear and excitement
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| The reflex that occurs when an infant reacts to a loud noise or sudden movement is the ____. | Moro reflex
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| A psychological disorder in which a person alternately binges and then fasts is ____. | bulimia
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| When a dying person says, “The lab tests are wrong, I can’t have leukemia,” the person is probably in the stage of dying known as ____. | denial
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| The basic needs required by every human being to sustain life are ____. | physiological needs
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| When a dying person says, “Just let me live until my son graduates from college,” the person is probably in the stage of dying known as ____. | bargaining
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| When people have attained their full potential, or are what they want to be, they have met the need for ____. | self-actualization
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| An example of the defense mechanism called projection may be ____. | “I’m late because my car wouldn’t start.”
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| If you ask for a transfer to another area because you do not like your supervisor, this is an example of the defense mechanism known as ____. | withdrawal
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| The exchange of information, thoughts, ideas, and feelings is ____. | communication
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| Which of the following factors does not interfere with the communication process? | properly working hearing aid
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| Which of the following is not an example of a communication barrier? | minor or child status
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| An example of a psychological barrier to communication is ____. | a negative attitude and constant criticism
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| An example of a subjective observation is ____. | Mr. Mendez says he is very warm
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| Progression from self-centeredness concept to recognition of others in the environment | Infancy
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| Emotional development is often stormy and in conflict | Adolescence
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| Frequently the most productive life stage with physical development basically complete | Early adulthood
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| Physical development is on the decline, and all body systems are usually affected | Late adulthood
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| Respond to discomforts such as pain, cold, or hunger by crying | Infancy
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| Learn bladder and bowel control | Early childhood
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| Tend to be more group-oriented and form groups with members of own sex | Late childhood
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| Females experience menopause, and males may experience the male climacteric | Middle adulthood
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| Begin to make decisions based on logic rather than on trial and error | Early childhood
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| Social development usually involves spending less time with family and more time with peer groups | Adolescence
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| Deals with independence, makes career choices, selects a marital partner, and starts a family | Early adulthood
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| Playing alongside other children is more common than playing with other children | Early childhood
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| Secondary sexual characteristics develop in both males and females | Adolescence
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| Most of the primary teeth are lost, and permanent teeth erupt | Late childhood
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| Family relationships often decline as children begin lives of their own and parents die | Middle adulthood
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| show interest and concern, be alert and maintain eye contact, avoid interrupting the speaker, pay attention to what speaker is saying, | Techniques that can be used to learn good listening skills.
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| Elements of the communication process. | sender, message, receiver
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| Rationalization | reasonable excuse or acceptable explanation for behavior
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| Projection | placing blame on someone else or circumstances
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| displacement | transferring feelings about one person to someone else
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| compensation | substitution of one goal for another
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| daydreaming | dreamlike thought process that occurs when a person is awake
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| repression | transfer of unacceptable or painful ideas, feelings, and thoughts into the unconscious mind
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| suppression | refusing to deal with unacceptable feelings or thoughts
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| denial | disbelief of an event or idea that is too frightening or shocking for a person to cope with
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| withdrawal | ceasing to communicate or physically removing self from a situation
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| discussion should explain ways to deal with beliefs and practices regarding health and illness, language differences, eye contact while communicating, ways of dealing with terminal illness or disability, and the use of touch | ways cultural diversity can interfere with the communication process
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| physiological, safety, love and affection, esteem, self-actualization | five levels of needs in Maslow’s hierarchy of needs, starting with the lowest level and ending with the highest level.
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| “No, not me!” | denial
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| occurs when person is no longer able to deny death | anger
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| occurs when person accepts death but wants more time to live | bargaining
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| occurs when person realizes that death will come soon and goals will not be completed | depression
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| occurs when person accepts fact that death will occur | acceptance
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| occurs when person cannot accept reality of death or feels loved ones cannot accept the truth; | denial
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| strikes out at anyone who comes in contact with them; | anger
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| frequently turns to religion and spiritual beliefs; | bargaining
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| tries to complete unfinished business and help those around him or her deal with death | acceptance
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| law that allows adults who have terminal illnesses to instruct their doctors, in writing, to withhold treatments that might prolong life; | “right to die”
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| ceasing to communicate or physically removing self from a situation | withdrawal
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| unhealthy if used all the time and substituted for more effective ways of dealing with situations | defense mechanisms
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| placing blame on someone else or circumstances | projection
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| allows the individual to cope with a certain situations | defense mechanisms
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| substitution of one goal for another; | compensation
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| dreamlike thought process that occurs when a person is awake; | daydreaming
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| transferring feelings about one person to someone else | displacement
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| disbelief of an event or idea that is too frightening or shocking for a person to cope with | suppression
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| transfer of unacceptable or painful ideas, feelings, and thoughts into the unconscious mind; | repression:
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| refusing to deal with unacceptable feelings or thoughts; | suppression
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| three elements of communication | ender, message, receiver
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| L: learn about end-of-life services and care; I: implement plans or advanced directives to ensure wishes are honored; V: voice decisions; E: engage others in conversations about end-of-life care options | The National Hospice and Palliative Care Organization has a LIVE promise. What do the letters indicate?
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| How does the defense mechanism of regression work? | involves retreating to an earlier developmental level in order to feel more safety and security than is experienced at the current level; for example, an 8-year-old might revert to thumb sucking to avoid conflict or stress
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