TEST BANK for The Life Span, Human Development for Helping Professionals 5th Edition Patricia Broderick, Pamella Blewitt

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, Table of Contents U! U!




Chapter Questions
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Chapter 1 Organizing Themes in Development
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Chapter 2 Genetics, Epigenetics, and the Brain: The Fundamentals of Behavio
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ral
Development 11
Chapter 3 Cognitive Development in the Early Years
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Chapter 4 Emotional and Social Development in the Early Years
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Chapter 5 The Emerging Self and Socialization in the Early Years
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Chapter 6 Realms of Cognition in Middle Childhood
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Chapter 7 Self and Moral Development: Middle Childhood Through Early
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Adolescence 51
Chapter 8 Gender and Peer Relationships: Middle Childhood Through Early
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Adolescence 59
Chapter 9 Physical, Cognitive, and Identity Development in Adolescence
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Chapter 10 The Social World of Adolescence
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Chapter 11 Physical and Cognitive Development in Young Adulthood
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Chapter 12 Socioemotional and Vocational Development in Young Adulthood
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Chapter 13 Middle Adulthood: Cognitive, Personality, and Social Development
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Chapter 14 Living Well: Stress, Coping, and Life Satisfaction in Adulthood
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Chapter 15 Gains and Losses in Late Adulthood
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Answer Keys
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Chapter 1 answers
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Chapter 2 answers
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Chapter 3 answers
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Chapter 4 answers
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Chapter 5 answers
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Chapter 6 answers
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Chapter 7 answers
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Chapter 8 answers
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Chapter 9 answers
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,Chapter
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Chapter
U! 11 U! answers 169
Chapter
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Chapter
U! 13 U! answers 180
Chapter
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Chapter
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Chapter 1 U!


Organizing Themes in Development U! U! U!




Multiple Choice Questions
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1. Dr. Jones encountered a problem with a new client in therapy. Using the mo
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delof reflective practice described in Chapter 1, what is the sequence of ste
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ps he should use in order to work with this client effectively?
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a. Reflect on what has worked best in his own personal experience a
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ndapply that knowledge to the client’s problem.
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b. Reflect on well- U! U!


established theories; apply the theoretical knowledge tothe individual' U! U! U! U! U! U! !U U!


s case; and then test out new ways of thinking about the problem if
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prior theory does not suffice. U! U! U! U!


c. Apply experience-based knowledge first, and then use theory-
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basedknowledge. !U


d. First test out any method by subjecting it to rigorous scienti
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ficexperimentation and then apply it for use with the client.
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2. Theories of development differ from opinion primarily because
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a. they provide a complete picture of development.
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b. they have been proven to be true. U! U! U! U! U! U!


c. they are based on scientific research. U! U! U! U! U!


d. they are more abstract than opinions. U! U! U! U! U!




3. Which of the following terms is most closely associated with stage theor
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y ofdevelopment?
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a. Gradual transformation U!


b. Instability
c. Incrementality
d. Discontinuity

4. Which of the following helpers is most likely to have an impl
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icit“incrementalist” belief about intelligence?
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a. A counselor who recommends a strategy of academic skill building fo
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r aclient who is experiencing academic problems.
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b. A therapist who helps the client adjust to the limitations of his acade
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micability. !U


c. A school counselor who bases the decision about which care
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erinformation to provide on the client’s intelligence test resu
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lts.
d. A counselor who develops a program to track elementary school-
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agedchildren in classes that reflect their academic achievement.
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5. Stage theories of development typically describe _
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changes inbehavior, cognition, or social relationships.
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a. quantitative
b. incremental
c. qualitative
d. cumulative
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