South dakota state university

Concepts addressed: Human Growth and Development: Aging, death, and dying ii. Primary reason for low socioeconomic status 1. Interruptions in their employment for marriage and child rearing 2. Concentrated in part-time, short-term, or irregular and poorly paid Theories and Research Methods a. Normal vs. pathological aging a. Biological age b. Psychological age c. Social age Development of this review sheet was made possible by funding from the US Department of Education through South Dakota’s EveryTeacher Teacher Quality Enhancement grant. a. Concern with the inner world of subjective experiences a. The presence of both orientations b. Balance between the two orientations 7. Age-related trends in personality development a. Introversion/extroversion development b. Feminine/masculine aspects of personality 2. Epigenetic: (biological term) the structure of an organism and its sequence of development are laid down in its genetic code but for organism to reach the full development of its potential, the environment must provide specific stimulation. 3. Erikson parallels the trust of infancy and integrity when he writes "And it seems possible to paraphrase the relation of adult integrity and infantile trust by saying the healthy children will not fear life if their elders have integrity enough not to fear death." a. Ego development moves through sequential and cumulative d. Stage Theories Based on Personal Myths and Transitions a. Basic pattern or design of a person's life at any given time b. Three- dimensional i. The individual's socio-cultural world iii. Is defined by the manner in which the individual a. Age of subjects b. Size of sample c. Composition of sample Development of this review sheet was made possible by funding from the US Department of Education through South Dakota’s EveryTeacher Teacher Quality Enhancement grant. 1. Age doesn't really qualify as an independent variable--it can't be ii. Types of designs used in developmental research a. Select several subjects from each of a number of age groups iii. May be appropriate when groups are close in age a. Single group of subjects is followed over some time period b. Problems a. Combines the two developmental designs b. Lets you evaluate the degree of contribution made by factors Normal Aging and Disease Prevention a. Why our bodies age 1. Absolute human life span 2. Mean human life span 1. Internal biological factors 2. External biological forces 3. Environmental influences 4. Social factors a. Theories that focus on external factors b. Theories that explain aging as the outcome of a variety of a. Running down b. Wearing out c. Wearing down Development of this review sheet was made possible by funding from the US Department of Education through South Dakota’s EveryTeacher Teacher Quality Enhancement grant. a. Wearing down b. Destructive immune system responses c. Autoimmune reaction c. Physical consequences of normal aging i. How to determine what constitutes "normal" aging 2. Intrinsic 3. Progressive 4. Deleterious Sensory and Motor Functioning a. Processing the environment 1. Components of the system 2. Four steps a. Step l--entrance through the sensory store b. Step 2--perceptual encoding and analysis c. Step 3--decision and response selection i. Limitations at input reduce the integrity of the sensory ii. Limitations at output restrict the range of possible i. Limitations reduce the speed, efficiency, and allocation of processing resources available to support performance 1. Structural changes in vision 2. General effects Development of this review sheet was made possible by funding from the US Department of Education through South Dakota’s EveryTeacher Teacher Quality Enhancement grant. 3. Specific structural changes 4. Cornea a. Major refracting structure b. Important age-related changes iii. Decreased curvature and increased thickness a. Vitreous humor b. Increased susceptibility to glare 1. Changes in the retina 2. Macular degeneration 3. Diabetic retinopathy energy required for someone to detect the stimulation must be changed in order for a person to notice the difference 3. Increases in sensitivity to glare 4. Decreases in accommodation 5. Decreases in color sensitivity 6. Decreases in acuity 7. Increases in adaptation time 8. Decreases in the size of the visual field 1. Decreases in encoding speed 2. Problems with visual search iii. On perceptual organization and flexibility Development of this review sheet was made possible by funding from the US Department of Education through South Dakota’s EveryTeacher Teacher Quality Enhancement grant. 1. Decreases in closure 2. Decreases in perceptual flexibility a. To reduce glare b. Use flat paint rather than glossy enamels c. Avoid polished floors d. Careful placing of light fixtures so they can be turned up e. Replace florescent bulbs with incandescent a. Update prescriptions b. Paint light switches to contrast with wall color c. Use a penlight to illuminate a menu or an aisle d. Cover horizontal treads of stairs with materials different from e. Large print books, large numbers on rooms, clocks, elevator 7. Body Sway 8. Falls from loss of balance 1. Touch Sensitivity 2. Temperature Sensitivity 3. Pain Sensitivity 4. Kinesthesia Disease, Disability and Health Care a. What is health? 1. Cross-sectional versus longitudinal studies b. Alterations in anatomy and physiology c. Functional status d. "Quality of life" a. Prenatal and birth events b. Health as hygienic and preventive behaviors a. It is very clear from the different methods of measuring health, that "health" can be conceptualized in a variety of ways. Some of these conceptualizations are often ignored. Development of this review sheet was made possible by funding from the US Department of Education through South Dakota’s EveryTeacher Teacher Quality Enhancement grant. However, ignoring these conceptualizations limits our knowledge about what healthy aging truly is. v. Use of physicians’ services by older adults 1. Why underutilized for chronic disease/disorder? 2. Applying the resident's bill of rights a. Why are resident's rights so important? b. Do you know of any nursing home practices that may have led to the formal establishment of these rights? Explain c. Which of these rights would be most important to you if you d. Why might some nursing home administrators and staff resist the implementation of some of these rights? i. The health of groups as aggregates of individuals 1. Average individual health within the population 2. Either every individual's health 3. A sample of individual's and infer the population's average 4. Problems ii. But does not measure some important characteristics of group health 1. The physical and biologic environment 2. The social environment 3. Potential services and resources in a community ii. Can only study those intellectual processes indirectly iii. Individual differences and psychometrics v. The stable, consistent ways in which people are different from each other vii. The field that involves the assessment of individual differences b. Psychometric theories of intelligence 1. Factor-analytic approach-a complicated statistical procedure that combines scores from many separate test items into a few factors, which substitute for the separate scores. Used to identify mental abilities that contribute to performance on intelligence tests. Development of this review sheet was made possible by funding from the US Department of Education through South Dakota’s EveryTeacher Teacher Quality Enhancement grant. b. Schaie's work with older adults—summary of Schaie’s PMA i. Reliable decrements cannot be found for all abilities in all people. Decline is not likely at all until very late in life. ii. Decline is most evident in abilities where speed of response and the peripheral nervous system (external to the brain and spinal cord, involving the sensory organs or muscles) are involved. iii. Declines are evident in most abilities for individuals of any age who have severe cardiovascular disease and those in their thirties and sixties who live in deprived environments (see Hertzog et al., 1978). iv. Data on intelligence and aging obtained from independent samples overestimate loss of abilities where losses in fact occur since these subjects do not have the benefit of practice. Repeated-measurement samples data accurately estimate age changes for those in better health and in more stimulating environments, while underestimating loss for those in worse health and/or living in impoverished situations. v. Cohort effects account for more of the variance in intelligence with age than do ontogenetic (age-related), biologically based factors, with age effects assuming more importance only late in life. vi. Individual differences in what skills decline, as well as the extent of such decline, are substantial. Many older people, dependent on their health, their educational background, whether they are isolated from others, and whether they have maintained skills developed earlier, sustain and even improve their skills, while others decline much earlier in life. 1. A form of intelligence that depends on culturally loaded, fact-oriented information--tasks loaded on this include vocabulary, general information, and arithmetic problems 1. A form of intelligence that requires very little specific knowledge but involves the ability to see complex relationships and solve problems iii. Horn's theory of fluid and crystallized intelligence iii. Why does intelligence decline in old age? a. Perceived control of intellectual functioning Development of this review sheet was made possible by funding from the US Department of Education through South Dakota’s EveryTeacher Teacher Quality Enhancement grant. a. Ability to pass information to later steps in the process iii. Treatment: strategies that help to organize and connect incoming information 1. Mental retracing 2. Use of external aids includes diagnostic symptoms for a variety of disorders) brains with a variety of mental disorders) 1. Acute brain syndromes 2. Chronic brain syndromes. a. Drug toxicity b. Medications and alcohol, heavy metals, carbon monoxide c. Metabolic disorders d. Salt and water imbalance Development of this review sheet was made possible by funding from the US Department of Education through South Dakota’s EveryTeacher Teacher Quality Enhancement grant. e. Endocrine abnormalities f. Hyper- and hypoglycemia, thyroidism g. Nutritional problems h. General malnutrition, vitamin B12 deficiency i. Heart and lung disease j. Kidney disease k. Head injury l. Tumor and trauma m. Infections n. Central nervous system o. Emotional problems p. Depression q. Communication deficit r. Vision, hearing, aphasias i. Minimal awareness of self and environment iii. As the result of toxic levels of drugs, drug-drug interactions, electrolyte imbalances, or potassium deficits c. Can be misdiagnosed as organic brain syndrome 3. Lack of concern for personal and social amenities 4. Loss of control over bodily functions a. Dementia - a global term for any neurological disorder whose primary symptomology is the deterioration of mental functioning b. Senility - a term used by the general public to describe the severe mental deterioration displayed by some older adults c. Senescence - a term used to describe normal developmental a. Loss of intellectual ability severe enough to interfere with Development of this review sheet was made possible by funding from the US Department of Education through South Dakota’s EveryTeacher Teacher Quality Enhancement grant. c. Impairment in abstract thinking, judgment, or higher cortical d. Clear state of consciousness (no delirium or intoxication) e. Documented or presumed evidence of an organic cause NOTE: It is almost impossible to differentiate a reversible (acute brain syndrome) from an irreversible (chronic brain syndrome) dementia using these five criteria. i. Senile plaques are composed of a protein, amyloid, and contain at their perimeter the remaining fragments of deal neurons ii. Neurofibrillary tangles are pairs of filaments in neurons that have become intertwined and twisted around each other. a. Internet resource from The National Hospital for Neurology Development of this review sheet was made possible by funding from the US Department of Education through South Dakota’s EveryTeacher Teacher Quality Enhancement grant. i. Absolute stability - constancy in the quantity (level) of a personality attribute ii. Differential stability - consistency of individual differences in a sample of iii. Ipsative stability - consistency across time in a particular individual for a iv. Coherence - consistency over time of underlying personality styles or patterns 1. Definition: any distinguishable, relatively enduring way in which one individual differs from others (Guilford, 1959). a. Traits are based on comparisons of individuals b. The qualities or behaviors making up a particular trait must be c. The traits attributed to a specific person are assumed to be 3. Costa and McCrae's model 4. The big five a. A positive self-attitude b. An accurate perception of reality c. Environmental mastery d. Autonomy e. Personality balance f. Psychological growth or self-actualization a. Argue that behaviors that are harmful to individuals and/or take away from their sense of well-being are best considered abnormal. b. Behaviors that most laypeople and professionals would define as abnormal by this standard are often quite adaptive for many older adults. b. Models of abnormal behavior in old age Development of this review sheet was made possible by funding from the US Department of Education through South Dakota’s EveryTeacher Teacher Quality Enhancement grant. 1. Medical model 2. Aging-as-illness model 3. The Behavioral model b. Holds that psychopathology results from a complex interaction of interpersonal factors, intrapersonal factors, biological and physical factors, and life-cycle factors 1. Unrelated to physiological problems 2. Caused by psychological or socio environmental factors 1. Risk factors for suicide in older adults a. Living alone b. Being male c. Experiencing the loss of a spouse d. Failing health 2. Signs of impending suicide for all age groups a. Extreme mood or personality changes b. Discussion of suicide and death c. Preoccupation with the futility of continuing the struggle of d. Giving cherished personal possessions to friends and relatives e. Disturbance in sleeping and/or eating f. Severe threat to identity and self-esteem g. Death of loved one and/or long-term friend 3. Suicide techniques used by older adults b. Single-car automobile accidents c. Failure to take needed medications d. Mixing medications e. Combining medications with dangerous drugs such as alcohol f. Overdosing on prescription medications a. For mild to moderate - psychotherapy alone is usually b. For severe - drugs, ECT, and psychotherapy Development of this review sheet was made possible by funding from the US Department of Education through South Dakota’s EveryTeacher Teacher Quality Enhancement grant. b. Major problems c. Risk for side effects d. Compliance a. Behavior therapy b. Cognitive therapy a. Physical changes that interfere with social functioning, b. More serious for older adults c. Older adults also experience the occurrence of stressful events ii. Systematic desensitization with phobias b. Prescription and over-the-counter (OTC) drugs 1. Involve losing touch with reality and disintegration of the personality 2. Two behaviors that occur in psychoses Development of this review sheet was made possible by funding from the US Department of Education through South Dakota’s EveryTeacher Teacher Quality Enhancement grant. 3. Early onset 4. Late onset, or paraphrenia 5. Outcomes Optimally Mentally Healthy Older Adults – What Are They Like? a. The older Family 2. Factors influencing the success of marriages b. Relative maturity at time of marriage c. Financial security d. Pregnancy at the time of the marriage a. Six categories of long-term marriages ii. All of the couples in these relationships demonstrated shared and separate interests, and showed commitment to the marriage and acceptance of each other iii. No marriages were continuous-decline or continuous iv. 2 of the 17 showed either curvilinear or stable-positive c. Decrease in their standard of living d. Severe stress associated with loss of support e. Decrease in self-esteem Development of this review sheet was made possible by funding from the US Department of Education through South Dakota’s EveryTeacher Teacher Quality Enhancement grant. a. Spouse is generally the primary caregiver b. Children are the secondary caregivers c. More wives than husbands provide care d. Also may be coping with their own aging, physical illnesses, e. Few in-home services are available to support caregivers f. Stresses may be even greater for recently married older 1. Adult children have abandoned their parents in their old age, particularly in comparison to earlier days. 1. All families are able and willing to provide adequate care for older Retirement and Widowhood Retirement a. Financial impact of retirement b. Reasons for lower socioeconomic status b. Reasons for lower socioeconomic status Development of this review sheet was made possible by funding from the US Department of Education through South Dakota’s EveryTeacher Teacher Quality Enhancement grant. 2. Primary Reason for low socioeconomic status 3. Widowhood a. Interruptions in their employment for marriage and child b. Concentrated in part-time, short-term, or irregular and poorly a. Physical suffering b. Interrupted goals c. Survivors' welfare d. Fear of the unknown a. Three stages of grief b. Coping with grief a. Coping with the impending death of another person 4. Some questions on "terminal care" a. Should we prolong life? b. How do we make good decisions about when to quit? c. How can we get our requests granted? i. This page has a variety of information about death and dying. Audio files are available. iii. -- Forms for advance directives/living wills for all states can be downloaded from this site and filled out by you. Development of this review sheet was made possible by funding from the US Department of Education through South Dakota’s EveryTeacher Teacher Quality Enhancement grant.

Source: http://www.sdbor.edu/educators/praxis/sdsu/documents/psyc1.pdf