Académique Documents
Professionnel Documents
Culture Documents
Prepared by:
Maria Czarina Ramona A. Naniong, RN, RPT
COLLEGE OF EDUCATION
2nd Semester, SY 2009-2010
CHILD AND ADOLESCENT DEVELOPMENT
Preliminary Examination
Name:_____________________________________________________
I. Directions: Place a
Score:______
if it is false.
= Late Childhood
= Adolescence
d. anti-hazing act
e. anti-rape act
f. anti-child abuse act
anins
COLLEGE OF EDUCATION
2nd Semester, SY 2009-2010
Score:______
if it is false.
Visual
Impairment
Downs Syndrome
Stuttering
Night Blindness
Mongoloidism
Delayed Reading
Hearing
Impairment
Cerebral
Palsy
Cataract
Dyscalcula
Deformed Legs
Slurred Speech
Mutism
Language
Problem
Learning
Disability
aanins
COLLEGE OF EDUCATION
2nd Semester, SY 2009-2010
Taxonomy Level
No. of Items
Cognitive - Remembering
Cognitive Remembering
Cognitive Understanding
Cognitive Understanding
Cognitive Analyzing
Cognitive - Evaluating
10
Cognitive Evaluating
Affective - Characterizing
Cognitive - Understanding
20
Cognitive Evaluating
Affective - Characterizing
Total
50
2. Preoperational Stage
COLLEGE OF EDUCATION
2nd Semester, SY 2009-2010
CHILD AND ADOLESCENT DEVELOPMENT
Semi-Final Examination
Name:_____________________________________________________
Score:______
I. Directions: Complete the table by classifying the following cognitive disorders under the
correct group.
paranoia
hydrophobia
mongoloidism
bulimia
depression
Organic
Disorder
manic-depressive
severe panic attack
self-love
thyroid imbalance
suicidal tendency
Anxiety
Disorder
Mood Disorder
autism
obesity
head injury
claustrophobia
overreaction
Personality
Disorder
Eating Disorder
a. Pre-Operational
c. Concrete Operational
b. Sensorimotor
d. Formal Operational
9. At which stage does a child begin to explore his surroundings with his
hands?
a. Pre-Operational
c. Concrete Operational
b. Sensorimotor
d. Formal Operational
10. Joey likes to pretend they she is fighting aliens with her omnitrix like Ben 10. This is
called:
a. symbolic or pretend play
c. cognitive play
b. mental play
d. imaginary play
11. What can a child do at the Concrete Operational Stage?
a. recite the Preamble to the Constitution
b. understand the sequences in a story
c. comprehend the ideals behind the schools mission and vision
d. talk to his classmate about his favorite cartoon character
12. Which is one role of play in the preschool and early childhood years?
a. develops competitive spirit
b. separates reality from true-to-life experiences
c. increases imagination due to expanding knowledge and emotional range
d. develops the upper and lower limbs
13. What can a child do at the Preoperational Stage?
a. recite and explain the preschools VMGO
b. understand the sequences in the story of Cinderella
c. discuss the history behind the schools mission and vision
d. talk to his classmate about his favorite cartoon character
14. Which statement best describes Piagets theory?
a. it should be studied in isolation from the other developmental theories
b. it should be studied in relation to the other developmental theories
c. its importance to education should be emphasized because it is the only theory
that focuses on cognitive development
d. none of the choices
15. Which is not a sign of childhood depression?
a. Regular sadness, weeping, crying; and/or hopelessness.
b. Lack of interest in or failure to enjoy activities.
c. Low energy; and poor concentration
d. Consistent performance in school
16. Researchers have determined the cause of autism to be:
a. head injuries
c. abnormal genes
b. birth defects
d. still undetermined
17. Which cognitive disorder makes the person check and recheck repeatedly to make sure
that a door is locked?
a. obsessive-compulsive
c. autism
b. delusion
d. schizophrenia
18. Which one describes a phobia?
a. fear of big dogs
b. fear of being hit by a bus while crossing the street
c. fear of taking a bath
d. fear of commitment
19. Which does not accompany schizophrenia?
a. bulimia
c. paranoia
b. delusional thoughts
d. hallucinations
20. Eating disorders usually result from:
a. trauma to the brain
c. poor self concept
b. genetics
d. poor eating habits
21. Cognitive disorders are easier to treat than physical abnormalities. This
statement is:
a. true
b. false
22. Which is the best practice to help develop the motor skills of a child during the
sensorimotor stage?
a. provide different sensory experiences to the child
b. introduce a variety of toys
c. encourage physical activities
d. talk to the child
23. Which disorder does not belong to the group?
a. Paranoia
c. Narcissism
b. Delusional Behavior
d. Antisocial Behavior
24. Which is not an organic disorder
a. OCD
c. Amnesia
b. Autism
d. Alzheimers
25. During the preoperational stage, the child is egocentric or self-centered. How can the
teacher improve this behavior?
a. teach the child about empathy
b. reinforce classroom lessons
c. encourage him to talk about school and friends
d. urge the child to be more competitive
26. If the teenager wants to choose the course he will take up in college:
a. reinforce his classroom lessons
b. observe his ability to reason out logically
c. ask questions that make him think and reflect
d. respect his need to become a more independent thinker
27. How do you help a young child develop speech and speech patterns?
a. answer his questions
b. avoid baby talk
c. encourage imaginative play
d. set good examples
28. A 4 year old girl asks why Doras animal friends can talk. How should you react?
a. allow the child to use her imagination
b. teach the child about pretend play
c. explain the difference between fantasy and reality
d. smile and hug the child
29. Can you ask preschool children questions that will make them think?
a. No, they have not yet developed logical thinking.
b. No, they will just ignore you.
c. Yes, it is never too early to develop HOTS (higher order thinking skills) in a child.
d. Yes, just dont expect sensible and reasonable answers from them.
30. Which of these questions will help develop the student into a more independent
thinker?
a. Who killed Magellan?
b. How does photosynthesis take place?
c. Do you think a mother has the right to abort her unborn baby?
d. Why do you always come to school late?
31. What was the topic of the seminar that was held together with a politicians campaign?
______________________________________________________________________________
32. Name one of the senator-hopefuls who attended the Senate Forum?
______________________________________________________________________________
33. Name one event held during Education Week?__________________________________
34. Name one food served during Education Night? _________________________________
35. Who was judged as Mr. Ramp Model during Education Night? (name or number)
______________________________________________________________________________
aanins
Loving relationships give young children a sense of comfort, safety, confidence, and
encouragement. They teach young children how to form friendships, communicate emotions, and
to deal with challenges. Strong, positive relationships also help children develop trust, empathy,
compassion, and a sense of right and wrong. Starting from birth, babies are learning who they are
by how they are treated. Through everyday interactions, parents, relatives and caregivers send
babies messages like: Youre clever. Youre good at figuring things out. Youre loved. You make
me laugh. I enjoy being with you. These messages shape a babys self-esteem.
Young toddlers are starting to develop a sense of self-awarenessthat they are separate
and independent from others. This new knowledge helps them understand that other people have
thoughts and feelings that may be different from their own. Realizing this helps children begin to
develop empathy the ability to put ones self in another persons shoes and imagine what he is
feeling. Young toddlers are also becoming more and more interested in their peers, though at this
age they usually dont play with other children, but next to or nearby. Children will begin to play
more interactively with peers as they near age 3 and beyond.
You will also see a real explosion in pretend play, a critical aspect of childrens
development. Pretend play builds language, thinking, and social skills when children take on
roles and develop their own ideas and stories. Two-year-olds are also capable of empathy
understanding the feelings of others. You might see a child comfort a peer who is hurt or even
cry when he sees another child who is upset. At the same time, toddlers still love to say No!
and struggle with resolving conflicts with friends. Children develop more advanced social play
skills, such as sharing and turn-taking.
Another way to help children begin to learn social skills, stay safe, and begin to learn
values and morals is to provide appropriate discipline from birth. During the first months, the
priority of discipline is keeping babies safe until they can comprehend right and wrong and the
consequences of their actions. Physical punishment such as spanking is not very effective, if at
all, because young children don't understand the cause and effect connection between
misbehavior and punishment.
Here are some suggestions to guide the young childs development:
Help the young child understand her feelings:
Explore the idea of feelings through play.
Be a careful observer.
Help the child express his feelings in age-appropriate ways.
Encourage early friendships.
Offer some play activities that dont require sharing.
Ask children to imagine how their behavior might affect others:
Make a friend book.
Help the child to see others points of view.
Let the child take the lead in deciding what to play.
Comment on or describe what the child is doing.
Get involved in the childs play by following her lead.
Support the toddlers developing skills.
Empathize with the childs frustration.
Ask the child if she knows what may be causing the problem.
Offer observations.
Ask if she has any ideas
Ask if she wants suggestions.
Provide the support she needs to be successful.
Praise the process, not just the result.
Help the toddler become a confident problem-solver.
Help the child learn to resolve conflict in healthy, appropriate ways.
Keep it simple.
Issue #3- Young adolescence is a prime time for shyness, given the self-consciousness of the age
Often shyness may be manifested in blushing, nervous stomach, sweating, and increased
pulse rate. Adolescents may experience these symptoms, but the need to conform to group norms
may cause them to hide the symptoms and appear to be confident. Whether shyness is obvious,
or a hidden malady, it can be painful and viewed as a negative trait by peers and adults. As with
Issue #1, providing a variety of outlets for socialization will help ease shyness. Offering activity
opportunities that vary enough to appeal to a variety of students may help shy students find their
talents and interests, and other students who share them.
Issue #4- Teachers social backgrounds may be different from their students
This is a very common phenomenon. We may teach students with whom we have difficulty
relating. It is essential that educators look seriously at the differences between the social realities
of the teachers and those of the students and be willing to make needed adjustments in
perceptions and in the way they conduct schooling. Learning will be more meaningful if teachers
understand young adolescent realities. Knowing student social realities will assist us in relating
to them and connecting them more fully to school experiences.
Eriksons Psychosocial Developmental Theory
Our personality traits come in opposites. We think of ourselves as optimistic or
pessimistic, independent or dependent, emotional or unemotional, adventurous or cautious,
leader or follower, aggressive or passive. Many of these are inborn temperament traits, but other
characteristics, such as feeling either competent or inferior, appear to be learned, based on the
challenges and support we receive in growing up.
The man who did a great deal to explore this concept is Erik Erikson. Erikson (19021994) developed a theory about human stage development from birth to death. Erikson focused
on how peoples' sense of identity develops; how people develop or fail to develop abilities and
beliefs about themselves which allow them to become productive, satisfied members of society.
Because Erikson's theory combines how people develop beliefs psychologically and mentally
with how they learn to exist within a larger community of people, its called a 'psychosocial'
theory.
Eriksons stages are, in chronological order in which they unfold: trust versus mistrust;
autonomy versus shame and doubt; initiative versus guilt; industry versus inferiority; identity
versus identity confusion; intimacy versus isolation; generativity versus stagnation; and integrity
versus despair. Each stage is associated with a time of life and a general age span. For each stage,
Erikson's theory explains what types of stimulation children need to master that stage and
become productive and well-adjusted members of society and explains the types of problems and
developmental delays that can result when this stimulation does not occur.
For purposes of our discussion on the child and the adolescent, only those stages
concerning our focus will be emphasized.
1. Infancy: Birth to 18 Months
Ego Development Outcome: Trust vs. Mistrust
Basic strength: Drive and Hope
Erikson also referred to infancy as the Oral Sensory Stage where the major emphasis is
on the mother's positive and loving care for the child, with a big emphasis on visual contact and
touch. If we pass successfully through this period of life, we will learn to trust that life is
basically okay and have basic confidence in the future. If we fail to experience trust and are
constantly frustrated because our needs are not met, we may end up with a deep-seated feeling of
worthlessness and a mistrust of the world in general.
Incidentally, many studies of suicides and suicide attempts point to the importance of the
early years in developing the basic belief that the world is trustworthy and that every individual
has a right to be here.
Not surprisingly, the most significant relationship is with the maternal parent, or whoever
is our most significant and constant caregiver.
2. Early Childhood: 18 Months to 3 Years
Ego Development Outcome: Autonomy vs. Shame
Basic Strengths: Self-control, Courage, and Will
During this stage we learn to master skills for ourselves. Not only do we learn to walk,
talk and feed ourselves, we are learning finer motor development as well as the much appreciated
toilet training. Here we have the opportunity to build self-esteem and autonomy as we gain more
control over our bodies and acquire new skills, learning right from wrong. And one of our skills
during the "Terrible Two's" is our ability to use the powerful word "NO!" It may be pain for
parents, but it develops important skills of the will.
It is also during this stage, however, that we can be very vulnerable. If we're shamed in
the process of toilet training or in learning other important skills, we may feel great shame and
doubt of our capabilities and suffer low self-esteem as a result.
The most significant relationships are with parents.
3. Play Age: 3 to 5 Years
Ego Development Outcome: Initiative vs. Guilt
Basic Strength: Purpose
During this period we experience a desire to copy the adults around us and take initiative
in creating play situations. We make up stories with Barbie's and Ken's, toy phones and miniature
cars, playing out roles in a trial universe, experimenting with the blueprint for what we believe it
means to be an adult. We also begin to use that wonderful word for exploring the world
"WHY?"
While Erikson was influenced by Freud, he downplays biological sexuality in favor of the
psychosocial features of conflict between child and parents. Nevertheless, he said that at this
stage we usually become involved in the classic "Oedipal struggle" and resolve this struggle
through "social role identification." If we're frustrated over natural desires and goals, we may
easily experience guilt.
The most significant relationship is with the basic family.
4. School Age: 6 to 12 Years
Ego Development Outcome: Industry vs. Inferiority
Basic Strengths: Method and Competence
During this stage, often called the Latency, we are capable of learning, creating and
accomplishing numerous new skills and knowledge, thus developing a sense of industry. This is
also a very social stage of development and if we experience unresolved feelings of inadequacy
and inferiority among our peers, we can have serious problems in terms of competence and selfesteem.
As the world expands a bit, our most significant relationship is with the school and the
neighborhood. Parents are no longer the complete authorities they once were, although they are
still important.
5. Adolescence: 12 to 18 Years
Ego Development Outcome: Identity vs. Role Confusion
Basic Strengths: Devotion and Fidelity
Up to this stage, according to Erikson, development mostly depends upon what is done to
us. From here on out, development depends primarily upon what we do. And while adolescence
is a stage at which we are neither a child nor an adult, life is definitely getting more complex as
we attempt to find our own identity, struggle with social interactions, and grapple with moral
issues.
Our task is to discover who we are as individuals separate from our family of origin and
as members of a wider society. Unfortunately for those around us, in this process many of us go
into a period of withdrawing from responsibilities, which Erikson called a "moratorium." And if
we are unsuccessful in navigating this stage, we will experience role confusion and upheaval.
A significant task for us is to establish a philosophy of life and in this process we tend to
think in terms of ideals, which are conflict free, rather than reality, which is not. The problem is
that we don't have much experience and find it easy to substitute ideals for experience. However,
we can also develop strong devotion to friends and causes.
It is no surprise that our most significant relationships are with peer groups.
Kohlbergs Moral Developmental Theory
Lawrence Kohlberg (1927-1987) described three levels of moral development which
described the process through which people learn to discriminate right from wrong and to
develop increasingly sophisticated appreciations of morality. He believed that his levels were
cumulative; each built off understanding and abilities gained in prior stages. According to
Kohlberg, moral development is a lifelong task, and many people fail to develop the more
advanced stages of moral understanding.
Kohlbergs three levels pre-conventional, conventional and post-conventional are
further divided into stages.
Pre-Conventional Level
At this level, the child is responsive to cultural rules and labels of good and bad, right or
wrong, but he interprets the labels in terms of either the physical or hedonistic consequences of
action (punishment, reward, exchange of favors) or the physical power of those who enunciate
the rules and labels. The level is divided into the following three stages:
Stage 0: Egocentric judgement. The child makes judgements of good on the basis of what he
likes and wants or what helps him, and bad on the basis of what he does not like or what hurts
him. He has no concept of rules or of obligations to obey or conform independent of his wish.
Stage 1: The punishment and obedience orientation. The physical consequences of action
determine its goodness or badness regardless of the human meaning or value of these
consequences. Avoidance of punishment and unquestioning deference to power are values in
their own right, not in terms of respect for an underlying moral order supported by punishment
and authority (the latter is stage 4).
Stage 2: The instrumental relativist orientation. Right action consists of what instrumentally
satisfies one's own needs and occasionally the needs of others. Human relations are viewed in
terms such as those of the market place. Elements of fairness, reciprocity, and equal sharing are
present, but they are always interpreted in a physical, pragmatic way. Reciprocity is a matter of
"you scratch my back and I'll scratch your", not loyalty, gratitude, or justice.
Conventional Level
At this level, the individual perceives the maintenance of the expectations of his family,
group, or nation as valuable in its own right, regardless of immediate and obvious consequences.
The attitude is not only one of conformity to personal expectations and social order, but of
loyalty to it, of actively maintaining, supporting, and justifying the order and identifying with the
persons or group involved in it. The level consists of the following two stages:
Stage 3: The interpersonal concordance or "good boy-nice girl" orientation. Good behavior is
what pleases or helps others and is approved by them. There is much conformity to stereotypical
images of what is majority or "natural" behavior. Behavior is frequently judged by intention -"he means well" becomes important for the first time. One earns approval by being "nice".
Stage 4: The "law and order" orientation. The individual is oriented toward authority, fixed
rules, and the maintenance of the social order. Right behavior consists in doing one's duty,
showing respect for authority, and maintaining the given social order for its own sake.
Post-Conventional, Autonomous, or Principled Level
The individual makes a clear effort to define moral values and principles that have
validity and application apart from the authority of the groups of persons holding them and apart
from the individual's own identification with the group. The level has the two following stages:
Stage 5: The social-contract legalistic orientation. Right action tends to be defined in terms of
general individual rights and standards that have been critically examined and agreed upon by
the whole society. There is a clear awareness of the relativism of personal values and opinions
and a corresponding emphasis upon procedural rules for reaching consensus. Aside from what is
constitutionally and democratically agreed upon, right action is a matter of personal values and
opinions. The result is an emphasis upon the "legal point of view", but with an additional
emphasis upon the possibility of changing the law in terms of rational considerations of social
utility (rather than freezing it in terms of stage 4 "law and order"). Outside the legal realm, free
agreement, and contract, is the binding element of obligation. The "official" morality of the
American government and Constitution is at this stage.
Stage 6: The universal ethical-principle orientation. Right is defined by the decision of
conscience in accord with self-chosen ethical principles that appeal to logical
comprehensiveness, universality, and consistency. These principles are abstract and ethical (the
Golden Rule, for instance); they are not concrete moral rules like the Ten Commandments. At
heart, these are universal principles of justice, of the reciprocity and equality of the human rights,
and of respect for the dignity of human beings as individual persons.
Freuds Psychosexual Theory
Children have to develop sexually and form a gender identity. This developmental
channel is unique because it spans developments across the other physical, psychological, and
social channels. Early on, children learn how their bodies work and look and what it means to be
a boy or a girl; they learn how boys and girls are different. As they grow older and enter
adolescence and puberty, they continue to learn how their bodies work sexually and how to
responsibly handle their sexuality so as to balance their sexual desires and appropriate behavior.
They continue to decide for themselves what it means to be masculine or feminine throughout
their lifespan.
Sigmund Freud (1856-1939) was a Viennese doctor who came to believe that the way
parents dealt with children's basic sexual and aggressive desires would determine how their
personalities developed and whether or not they would end up well-adjusted as adults. Freud
believed that there are specific stages in which an individual has a specific need, and if needs are
left unfulfilled or overstimulated, according to Freud there are dramatic effects on an individuals
behavior. Freuds explanation of these developmental stages provided early psychosocial
explanations for an individuals deviance or abnormal behavior. Freud outlined five stages of
development: the oral stage, the anal stage, the phallic stage, the latency stage, and the genital
stage.
Stage 1, from 0 - 2 years, is the oral phase. At this age, babies learn about the world by
putting things in their mouths. They see toys or cookies or anything, and the first thing they'll do
is put it in their mouth. If a person becomes fixated (stays in) at this stage, s/he will exhibit oral
behaviors as an adult, like smoking, compulsive eating, etc.
Stage 2, from 2 - 4 years, is the anal phase. This is when children are beginning to potty
train, and become aware of this part of their anatomy. There's a lot of focus on it because of toilet
training, and a child (who doesn't cooperate) can react one of two ways: anal retentive, or anal
expulsive. The anal retentive child refuses to use the toilet at all, because he cannot go where he
pleases. As an adult the anal retentive person is fussy, meticulous, overly organized, and
sometimes anti-social. The anal expulsive child reacts violently, by soiling his pants or other
areas, in protest against using the toilet. He proves he will put his feces anywhere he likes. The
anal expulsive adult is brash, unorganized, and often unconcerned with others' feelings.
Stage 3, from 4 - 6 years, is the phallic stage. At this age, children become aware of their
genitals and frequently masturbate. How they react depends on how their parents react, should
they catch them in the act. If their parents are upset, they may find the genitals dirty and
shameful. If their parents ignore the behavior, it may or may not have consequences.
During stage 3, the Oedipus and Electra complexes occur. The Oedipus complex is easily
described as "when a young boy wants to kill his father and marry his mother," and it is so
named after the Greek myth, Oedipus Rex. However, the complex is not so literal.
A young boy, according to Freud, idolizes his mother and therefore feels a type of
attraction to her. He is jealous of the attention she gives his father; he wants all the attention for
himself. He must get over his resentment of his father, and learn to emulate him instead, in order
to get past this complex. He must also begin to see his mother in a more human light.
Most people can recognize young children going through an "idolizing" stage with the
parent they are least like (the opposite-sex parent), and even being jealous of the attention the
same-sex parent gives him/her. Others might disagree and say this occurs because the oppositesex parent is a novelty, and jealousy occurs because children are very self-centered at a young
age. Regardless; Freud saw it as a sexual focus.
Stage 4, from 6 - 12 years, is what Freud called the 'latency period.' He thought no
psychosexual development occurred during this time.
Stage 5, from 12 - 18 years, is the genital phase. This is when puberty is occurring and
children reach sexual maturity. Their early attempts at sexuality will guide their adult behavior.
Children that are shunned may grow up to be isolated, or to behave wantonly. Children that are
exposed to healthy sexuality will grow up as functional, whole adults.
Freud thought that all development was complete by the time a person reached adulthood,
and that any tendencies the person had from their early years would always show through.
Psychologists today disagree with this approach to development; they believe that it continues
throughout life.
The deepest feelings of pleasure, according to Freud, come from sexual relationships with
other adults. Freud believed that gratification during each stage is important to prevent an
individual from becoming fixated in any particular level. Fixation, as Freud described it, is
attaching oneself in an unreasonable or exaggerated way to another individual or one particular
stage of development. Freud claimed that such a fixation at one particular stage can cause bad
habits or problems in an individuals adult life. There are many examples of this. For example, if
a person is orally fixated (according to Freud, they are stuck in the oral stage of development), a
person may bite their nails, chew on pens. Freud also blamed smoking on fixation at the oral
stage. On the other hand, if an infant does not receive adequate oral gratification, the individual
may be prone to excessive eating or drinking in adult life. Many psychotherapists who are
advocates of this theory blame many sexual disorders such as fetishes and pedophiles on being
fixated at the genital stage. According to this theory, there is a delicate of balance that must be
met at each stage. If an individual a strict anal stage and had a tough toilet training, Freud said
that individual was more likely to be obsessively neat in adulthood. This is where the expression
anal-retentive comes from when describing someone that is excessively neat and orderly. On
the other hand if the child had a not so strict toilet training experience, Freud claimed it was
more likely that the individual would grow up to be a creative adult. In general each stage of
development places demands on an individual and arouses conflicts that must be resolved. One
of the most important conflicts occurs during the phallic stage when the pleasures of selfstimulation pave the way for what is called the Oedipus complex. Oedipus, according to Greek
mythology, unknowingly killed his father and married his mother. According to Freud, each
young boy symbolically relives the Oedipus drama. He has incestuous cravings for his mother
and views his father as a hated rival. Even though the father is considered a rival, the boy also
fears his father. Freud suggested that the boy feels castration anxiety and as a result repressed his
sexual desire for his mother . Eventually if all goes well, the boy identifies with the father and
comes to have harmless affection for the mother. The Electra complex is the female counterpart.
It is based on the view that each girl wants to possess her father and replace her mother. For
either sex, resolution of this conflict is considered essential if a young adult is to develop.
Another Freudian contribution to psychology is psychoanalysis, which can be seen as
one of the first systematic, psychodynamic approaches to show how human psychological
processes can result in mental disorders. He demonstrated that certain abnormal mental
phenomena occur during the attempt to cope with difficult problems. He also developed
techniques such as free association and dream analysis for becoming acquainted with conscious
and unconscious aspects of personality. These techniques are still widely used in therapy to treat
a number of mental disorders.
Banduras Social Cognitive Theory
The social learning theory of Bandura emphasizes the importance of observing and
modeling the behaviors, attitudes, and emotional reactions of others. Bandura states: "Learning
would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the
effects of their own actions to inform them what to do. Fortunately, most human behavior is
learned observationally through modeling: from observing others one forms an idea of how new
behaviors are performed, and on later occasions this coded information serves as a guide for
action." Social learning theory explains human behavior in terms of continuous reciprocal
interaction between cognitive, behavioral, an environmental influences.
make us popular and win the admiration of attractive people. Depending upon the component
processes involved we may model the behavior shown in the commercial and buy the product
being advertised.
Principles:
1. The highest level of observational learning is achieved by first organizing and rehearsing the
modeled behavior symbolically and then enacting it overtly. Coding modeled behavior into
words, labels or images rather than merely observing results in better retention.
2. Individuals are more likely to adopt a modeled behavior if it results in outcomes they value.
3. Individuals are more likely to adopt a modeled behavior if the model is similar to the observer
and has admired status and the behavior has functional value.
Abnormal Social and Emotional Development
Most of the disorders involving social and emotional development are descriptions of the
forms of anxiety that may occur in children and teenagers. Anxiety, as earlier defined, is a
complex emotion, and its signs and symptoms may be apparent in different ways. The level of
anxiety that a child manifests is in direct proportion to his coping skills.
Social anxiety disorder or social phobia is an excessive fear of being negatively
evaluated, rejected, humiliated or embarrassed in front of others. Therefore children and
adolescents with social phobia fear a wide range of situations such as giving oral reports,
participating in gym class, speaking to adults or peers, starting or joining in conversations, eating
in public, and taking tests. They may fear unfamiliar persons, and therefore have difficulty
making friends or meeting new people.
Children and teenagers with social phobia typically respond to these feelings by avoiding
the feared situation. They may stay home from school or avoid parties. Social phobia can be
limited to specific situations, so the adolescent may fear dating and recreational events but be
confident in academic and work situations. While studies have reported cases of social phobia in
children as young as 8 years, it is more frequently diagnosed in adolescents. Twice as many
females as males have social anxiety disorder. Social anxiety disorder usually begins in the early
to mid-teens, although it can sometimes begin earlier in childhood or in adulthood. Family
history, negative life experiences, anxious temperament and new social demands are also risk
factors. The symptoms of social anxiety disorder include:
Intense fear of social and performance situations
Avoids social situations or endures them with intense distress
Fears situations such as unstructured interactions with peers, initiating
conversations, performing in front of others, inviting others to get together, talking on the
telephone, and eating in front of others
Minimal interaction and conversation with peers
Appears isolated and on the fringes of the group
May sit alone in the library or cafeteria, hang back
Excessive shyness
Concern about negative evaluation, humiliation or embarrassment
Difficulty with public speaking, reading aloud, being called on in class, gym class
Anticipation of a social event may provoke a panic attack
Physical symptoms such as sweating, blushing, heart palpitations, shortness of breath,
nausea, muscle tenseness
Generalized anxiety disorder (GAD) has been defined and discussed in an earlier
module.
Children with separation anxiety disorder (SAD) have intense anxiety about being
away from home or caregivers that affects their ability to function socially and in school. The
child may cling to parents, refuse to go to school, or be afraid to sleep alone.
School refusal behavior refers to children who are entirely absent or truant from school
or leave during the day.
Selective mutism is anxiety regarding speaking in some environments. Typically, children
will speak at home within the family, but not in school or in unfamiliar situations.
Reactive attachment disorder usually begins before 5 years of age and is associated
with parental neglect, abuse, failure to meet the childs basic physical or emotional needs. The
disturbed social relatedness may be evidenced by the childs failure to initiate or respond to
social interaction or indiscriminate sociability or lack of selectivity in the choice of attachment
figures.
Oppositional defiant disorder consists of a pattern of uncooperative, defiant and hostile
behavior toward authority figures. It is diagnosed when behavior is more frequent and intense
than in unaffected children and cause dysfunction in social and academic situations. Most
authorities believe that genes, temperament and adverse social conditions interact to create the
manifestations of this disorder.
If left untreated, oppositional defiant disorder can lead to conduct disorder. This
disorder is characterized by persistent antisocial behavior in children and adolescents that
significantly impairs their ability to function well in social or academic situations. Symptoms are
clustered in four areas:
Young people with conduct disorder have little empathy for others, low self-esteem, poor
frustration tolerance and temper outbursts. This disorder is associated with early onset of sexual
behavior, drinking, smoking, use of illegal substances, and other reckless or risky behaviors.
Many of these children are diagnosed with antisocial personality disorder as adults.
Attention deficit disorder (ADD) describes a behavior of persistent inattention that is
more common and severe than in typical children of the same level of development. Attention
Deficit Disorder is now classified as a separate category from Attention Deficit Hyperactive
Disorder (ADHD) because not all children with the disorder are hyperactive.
Signs of ADD:
Lacks attention to detail particularly in schoolwork
Careless, messy work, inadequately thought through
Trouble completing tasks, often shifts from one uncompleted task to another
Daydreamer, does not follow instructions
Acts without regard to consequence of their conduct
Avoids tasks that require attention and understanding
Difficulty following conversations, frequently interrupts and/or loses interest of subject
midpoint
Attention deficit hyperactivity disorder (ADHD) is a condition diagnosed in children
during preschool and early elementary school years. It is hard for these children to control their
behavior and/or pay attention. The incidence of ADHD is considerably higher in boys than girls.
Different symptoms may appear in different situations. One feature is child's self-control,
the child may not be able to sit still, and may be considered as disruptive. The inattentive child
may be overlooked as a daydreamer. The impulsive child who acts before thinking may be
considered rambunctious or undisciplined. The child who is passive seems unmotivated or
sluggish. Although all these symptoms vary, they are all different types of ADHD. Parents who
COLLEGE OF EDUCATION
2nd Semester, SY 2009-2010
CHILD AND ADOLESCENT DEVELOPMENT
Final Examination
Name:_____________________________________________________
Score:______
23. Children observe and imitate the behavior of others. This theory was proposed by:
a. Pavlov
b. Bandura
c. Piaget
d. Thorndike
24. Which may help an adolescent discover his identity?
a. decision to follow one path only
b. relating to people
c. parents pushing in to follow a specific path
d. exploring many different roles in a healthy manner
25. The boy convinces his classmates not to play with the chalk because of the punishment
that goes with it. In what level of Kohlbergs development is he?
a. post conventional
c. conventional
b. preconventional
d. none of a, b or c
26. A student believes in the principle: I will treat every classmate with respect not
because my teachers tell me so but because I know it is the right thing to do. In what stage
of moral development is he?
a. preconventional
c. conventional
b. postconventional
d. none of a, b or c
27. Eriksons claim that the general attitudes an individual learns during babyhood persist
throughout life and color his perceptions of people and situations. Which fact about human
development does this point to?
a. all individuals are different
b. early foundations are critical
c. development is affected by nature
d. development follows a definite pattern
28. A child needs enough challenge and stimuli in his surroundings to trigger additional
development of his:
a. social development b. intelligence
c. potentialities
d. interest
29. How should the penalty of an offending student be imposed by the teacher?
a. penalty should be based solely upon the offense
b. administer the penalty immediately
c. penalty should be severe
d. adjust penalty to the motive behind the offense
30. Bernadette, a senior high school student, claims that what she does is what her
conscience dictates as right. Based on Kohlbergs theory on moral development, in which
moral development stage is Bernadette?
a. preconventional
c. conventional
b. postconventional
d. none of a, b or c
31. A socially and emotionally stable child exhibits the following, except:
a. understands ones own feelings
b. has control of ones own behavior
c. expresses strong and extreme emotions inappropriately
d. establishes and maintains relationships
32. Which is NOT among the skills of a socially and emotionally healthy child?
a. is comfortable in social situations
b. is able to understand and talk about his/her own feelings
c. able to engage in and stay with an activity for a reasonable amount of time
d. endures conversations with other people with acute distress
33. How would a child with a social and emotional disorder behave in a party?
a. mingle with the crowd
b. stay in a corner all by himself
c. initiate a videoke singing contest
d. introduce himself to his seatmate in the dining room
34. A disturbance in social relations is seen in the child with:
a. ADHD
c. reactive attachment disorder
b. social phobia
d. all of the choices
35. Kim is hostile at his parents, teachers and the principal. He verbally lashes out at them
constantly. Kim exhibits signs of:
a. social phobia
b. ADD
c. oppositional defiance
d. ADHD
anins
COLLEGE OF EDUCATION
2nd Semester, SY 2009-2010
CHILD & ADOLESCENT DEVELOPMENT
Final Examination
TABLE OF SPECIFICATIONS
Competency / Objective
Taxonomy Level
No. of Items
Cognitive Evaluating
5
Cognitive Analyzing
Cognitive Remembering
Cognitive - Understanding
15
Cognitive - Understanding
Cognitive - Applying
Cognitive - Evaluating
Cognitive Creating
Cognitive Remembering
Total
12
Affective - Characterizing
50