FINAL EXAM: 100 Qs
TOPICS: [Normal Development-5 , Legal/ethical-3 , Neuroanatomy-5 ,
Therapeutic communication-3, Depression/somatic-13 , Anxiety-8 ,
Stress/suicide-3 , Trauma-2 , OCD & related-10 Cultural Considerations-4 ,
Bipolar disorder-15, Psychotic disorders-16, ADHD-10 ]
*Normal Development*
Piaget-page 1008 “children / development”
Theory of cognitive development ; processes by which the infant, and then
the child, develops into an individual who can reason and think using
hypotheses
1. Sensorimotor : (birth to 2 years) - Infants learn through senses and actions.
- developing object permanence
2. Preoperational: (2 to 7 years) - Children develop symbolic thinking and
language but struggle with logical reasoning. (struggle with conservation) /
+ symbolic thinking (using words and images to represent things )
3. Concrete operational : (7 to 11 years) - Children begin to think logically
about concrete events and understand concepts like conservation.
4. Formal operational : (12 years and up) - Adolescents develop abstract and
hypothetical thinking. -- develop abstract reasoning, hypothetical thinking,
and can solve problems systematically
Assimilation: Integrating new information into existing cognitive structures.
Accommodation: Modifying existing cognitive structures to fit new information.
Schema: Mental frameworks that organize knowledge and guide understanding.
“how a child constructs a mental model of the world” He disagreed with the idea
that intelligence was a fixed trait, and regarded cognitive development as a
process that occurs due to biological maturation and interaction with the
environment
Piaget INNATE primitive schemas, such as sucking, which give us the means to
interact with the world. Initial schemas are physical, but as the child develops,
they become mental schemas – sucking, grasping, rooting
Kohlberg-Theory of Moral Development-page 902 - theory of moral
development
six stages of moral reasoning, grouped into three levels: pre-conventional,
conventional, and post-conventional; Each level reflects increasing
complexity in moral reasoning, starting with obedience to authority and
progressing to universal ethical principles
,Kohlberg's theory : moral development is a process of cognitive development,
with individuals progressing through these stages as they gain more experience
and develop their reasoning skills.
Piaget: moral development gradual process parallel to cognitive development
-preschool : follow rules set by parents
-middle years: children accept rules inability to allow for exceptions
-adolescence- young ppl recognize rules what is good for society at large.
*Kohlberg: integration of Piaget concepts in multiple stages of moral development
3 LEVELS OF MORALITY:
1. Pre-conventional Level:
Stage 1: Obedience and Punishment Orientation: Individuals focus on self-
interest and avoiding punishment.
Stage 2: Individualism and Exchange: Morality is based on what is fair or
beneficial to oneself.
2. Conventional Level:
Stage 3: Interpersonal Accord and Conformity: Individuals strive to live up
to the expectations of others and be seen as "good".
Stage 4: Authority and Social-Order Maintaining Orientation: Individuals
focus on maintaining social order and fulfilling duties.
3. Post-conventional Level:
Stage 5: Social Contract and Individual Rights: Individuals recognize that
laws are social contracts that can be changed if they are not just.
Stage 6: Universal Ethical Principles: Individuals are guided by universal
ethical principles of justice, equality, and human rights.
Erikson : psychosocial development / resolving these conflicts leads to a healthier
personality and the development of specific "virtues" that contribute to overall
well-being
1. Trust vs. Mistrust (Infancy): Infants develop a sense of trust when their needs
are consistently met by caregivers.
2. Autonomy vs. Shame and Doubt (Toddlerhood): Toddlers learn to exercise their
will and make choices, or they may develop shame and doubt.
, 3. Initiative vs. Guilt (Preschool): Children explore their abilities through play and
taking initiative, or they may experience guilt if their actions are restricted.
4. Industry vs. Inferiority (School Age): Children develop a sense of competence
through learning new skills and achieving goals, or they may feel inferior if they
fall short.
5. Identity vs. Role Confusion (Adolescence): Teenagers explore their identity and
roles in society, or they may experience confusion about who they are.
6. Intimacy vs. Isolation (Young Adulthood): Young adults seek intimacy and close
relationships, or they may experience isolation.
7. Generativity vs. Stagnation (Middle Adulthood): Adults contribute to society and
future generations, or they may feel stagnant and unproductive.
8. Ego Integrity vs. Despair (Late Adulthood): Older adults reflect on their lives
and find meaning and acceptance, or they may experience despair.
Cultural Considerations-pgs-1047-1056
Culture a set of meanings, norms, beliefs, values, and behavior patterns shared by
people
Culture six essential components: (1) Culture is learned; (2) culture can be
passed on from one generation to the next; (3) culture involves a set of meanings
in which words, behaviors, events, and symbols have meanings agreed upon by the
cultural group; (4) culture acts as a template to shape and orient future behaviors
and perspectives within and between generations, and to take account of novel
situations encountered by the group; (5) culture exists in a constant state of
change; and (6) culture includes patterns of both subjective and objective
components of human behavior
A cultural assessment should be a component of every complete psychiatric
assessment
cultural formulation : five areas of assessment (1) cultural identity of the
individual; (2) cultural explanations of the individual’s illness; (3) cultural factors
related to psychosocial environment and levels of functioning; (4) cultural elements
of the relationship between the individual and the clinician; and (5) overall cultural
assessment for diagnosis and care
Cultural Identity of the Individual. : characteristics shared by a person’s
cultural group. Identity allows for a self-definition.
Factors that comprise an individual’s cultural identity include race, ethnicity,
country of origin, language use, religious beliefs, socioeconomic status, migration
history, the experience of acculturation, and the degree of affiliation with the
individual’s group of origin.
TOPICS: [Normal Development-5 , Legal/ethical-3 , Neuroanatomy-5 ,
Therapeutic communication-3, Depression/somatic-13 , Anxiety-8 ,
Stress/suicide-3 , Trauma-2 , OCD & related-10 Cultural Considerations-4 ,
Bipolar disorder-15, Psychotic disorders-16, ADHD-10 ]
*Normal Development*
Piaget-page 1008 “children / development”
Theory of cognitive development ; processes by which the infant, and then
the child, develops into an individual who can reason and think using
hypotheses
1. Sensorimotor : (birth to 2 years) - Infants learn through senses and actions.
- developing object permanence
2. Preoperational: (2 to 7 years) - Children develop symbolic thinking and
language but struggle with logical reasoning. (struggle with conservation) /
+ symbolic thinking (using words and images to represent things )
3. Concrete operational : (7 to 11 years) - Children begin to think logically
about concrete events and understand concepts like conservation.
4. Formal operational : (12 years and up) - Adolescents develop abstract and
hypothetical thinking. -- develop abstract reasoning, hypothetical thinking,
and can solve problems systematically
Assimilation: Integrating new information into existing cognitive structures.
Accommodation: Modifying existing cognitive structures to fit new information.
Schema: Mental frameworks that organize knowledge and guide understanding.
“how a child constructs a mental model of the world” He disagreed with the idea
that intelligence was a fixed trait, and regarded cognitive development as a
process that occurs due to biological maturation and interaction with the
environment
Piaget INNATE primitive schemas, such as sucking, which give us the means to
interact with the world. Initial schemas are physical, but as the child develops,
they become mental schemas – sucking, grasping, rooting
Kohlberg-Theory of Moral Development-page 902 - theory of moral
development
six stages of moral reasoning, grouped into three levels: pre-conventional,
conventional, and post-conventional; Each level reflects increasing
complexity in moral reasoning, starting with obedience to authority and
progressing to universal ethical principles
,Kohlberg's theory : moral development is a process of cognitive development,
with individuals progressing through these stages as they gain more experience
and develop their reasoning skills.
Piaget: moral development gradual process parallel to cognitive development
-preschool : follow rules set by parents
-middle years: children accept rules inability to allow for exceptions
-adolescence- young ppl recognize rules what is good for society at large.
*Kohlberg: integration of Piaget concepts in multiple stages of moral development
3 LEVELS OF MORALITY:
1. Pre-conventional Level:
Stage 1: Obedience and Punishment Orientation: Individuals focus on self-
interest and avoiding punishment.
Stage 2: Individualism and Exchange: Morality is based on what is fair or
beneficial to oneself.
2. Conventional Level:
Stage 3: Interpersonal Accord and Conformity: Individuals strive to live up
to the expectations of others and be seen as "good".
Stage 4: Authority and Social-Order Maintaining Orientation: Individuals
focus on maintaining social order and fulfilling duties.
3. Post-conventional Level:
Stage 5: Social Contract and Individual Rights: Individuals recognize that
laws are social contracts that can be changed if they are not just.
Stage 6: Universal Ethical Principles: Individuals are guided by universal
ethical principles of justice, equality, and human rights.
Erikson : psychosocial development / resolving these conflicts leads to a healthier
personality and the development of specific "virtues" that contribute to overall
well-being
1. Trust vs. Mistrust (Infancy): Infants develop a sense of trust when their needs
are consistently met by caregivers.
2. Autonomy vs. Shame and Doubt (Toddlerhood): Toddlers learn to exercise their
will and make choices, or they may develop shame and doubt.
, 3. Initiative vs. Guilt (Preschool): Children explore their abilities through play and
taking initiative, or they may experience guilt if their actions are restricted.
4. Industry vs. Inferiority (School Age): Children develop a sense of competence
through learning new skills and achieving goals, or they may feel inferior if they
fall short.
5. Identity vs. Role Confusion (Adolescence): Teenagers explore their identity and
roles in society, or they may experience confusion about who they are.
6. Intimacy vs. Isolation (Young Adulthood): Young adults seek intimacy and close
relationships, or they may experience isolation.
7. Generativity vs. Stagnation (Middle Adulthood): Adults contribute to society and
future generations, or they may feel stagnant and unproductive.
8. Ego Integrity vs. Despair (Late Adulthood): Older adults reflect on their lives
and find meaning and acceptance, or they may experience despair.
Cultural Considerations-pgs-1047-1056
Culture a set of meanings, norms, beliefs, values, and behavior patterns shared by
people
Culture six essential components: (1) Culture is learned; (2) culture can be
passed on from one generation to the next; (3) culture involves a set of meanings
in which words, behaviors, events, and symbols have meanings agreed upon by the
cultural group; (4) culture acts as a template to shape and orient future behaviors
and perspectives within and between generations, and to take account of novel
situations encountered by the group; (5) culture exists in a constant state of
change; and (6) culture includes patterns of both subjective and objective
components of human behavior
A cultural assessment should be a component of every complete psychiatric
assessment
cultural formulation : five areas of assessment (1) cultural identity of the
individual; (2) cultural explanations of the individual’s illness; (3) cultural factors
related to psychosocial environment and levels of functioning; (4) cultural elements
of the relationship between the individual and the clinician; and (5) overall cultural
assessment for diagnosis and care
Cultural Identity of the Individual. : characteristics shared by a person’s
cultural group. Identity allows for a self-definition.
Factors that comprise an individual’s cultural identity include race, ethnicity,
country of origin, language use, religious beliefs, socioeconomic status, migration
history, the experience of acculturation, and the degree of affiliation with the
individual’s group of origin.
