Test Bank Answers Ch3 Developmental View Children

CHAPTER 3: UNDERSTANDING THE DEVELOPMENTAL WORLDVIEW OF CHILDREN AND ADOLESCENTS

Multiple Choice

1. Adolescents often overestimate the amount of attention that other people pay to them, a concept known as

1. make-believe
2. imaginary audience
3. psychosis
4. attention seeking

2. This is the term that describes those behaviors students engage in that provide them with an excuse for failing:

1. self-handicapping
2. projection
3. rationalization
4. sublimation

3. According to Kohlberg, at this level children begin to incorporate a broader, more abstract perspective into their moral reasoning and seek to maintain the social order:

1. preaccommodation
2. conventional
3. postconventional
4. preconventional

4. A child’s ability to understand that individuals might engage in behavior according to their own false beliefs increases between the ages of

1. 2 and 3
2. 7 and 8
3. 9 and 10
4. 4 and 6

5. The growing awareness of an internal mental life is referred to as:

1. theory of body
2. theory of spirit
3. theory of mind
4. theory of soul

6. Which French philosopher, put forth the romantic notion of the child as a noble savage who was naturally endowed with an innate sense of right and wrong that would be harmed by adult interference?

1. Rousseau
2. Badiou
3. Descartes
4. Sartre

7. By this time of life, students are generally able to use flexible, abstract thinking, but may be inconsistent in their application of logical reasoning.

1. Early childhood
2. Childhood
3. Adolescence
4. Early Adulthood

8. This system in the ecological model includes the larger institutions and culture that directly or indirectly impact the individual such as legislation, government programs, and the entire educational system.

1. microsystem
2. exosystem
3. mesosystem
4. macrosystem

9. This system in the ecological model includes environments in which the child interacts on a daily basis, such as the home and classroom milieus:

1. microsystem
2. exosystem
3. mesosystem
4. macrosystem

10. Who examined the social environment in a comprehensive manner and described the multiple spheres of influence which impact children?

1. Breener
2. Bronfenbrenner
3. Tenbronfenner
4. Pronfenner

11. In these societies, an individual’s sense of self is considered part of a strong social network that includes their families and communities:

1. Collectivistic
2. Idiosyncratic
3. Characteristic
4. Individualistic

12. According to Kohlberg, at this level children react to questions of right or wrong based on whether it is rewarded or punished by adults.

1. preaccommodation
2. conventional
3. postconventional
4. preconventional

13. By the time children reach the age of six, they will have a vocabulary of about

1. 10,000 words
2. 50,000 words
3. 30,000 words
4. 15,000 words

14. Although there are a few clear areas where Vygotsky and Piaget differed in their conceptualization of cognitive development, one of the most important was in the area of the role of:

1. socialization
2. spirituality
3. culture
4. communication

15. According to Vygotsky, this describes the process of children comprehending new concepts by assimilating this information into existing cognitive schema:

1. assimilation
2. accommodation
3. zone of proximal development
4. cognitive development

16. According to Piaget, this describes the process of children comprehending new concepts by assimilating this information into existing cognitive schema:

1. assimilation
2. accommodation
3. zone of proximal development
4. cognitive development

17. Boys lag slightly behind girls and begin their developmental changes around the age of:

1. 15
2. 14
3. 13
4. 12

18. During this stage of life, these individuals develop an incredible number of synapses, or branches that reach between neurons:

1. Infancy and early childhood
2. Adulthood
3. Middle adulthood
4. Late adulthood

19. In this process an insulating layer of fat covers nerve cells.

1. cortexing
2. synaptic pruning
3. diminution
4. myelination

20. It is hypothesized that the overgrowth of synapses

1. has no effect on children
2. prevents young children from adapting to their environments
3. prepares young children to adapt to their environments
4. prepares older adults to adapt to their environments

21. The process of myelination continues through:

1. late childhood
2. late adolescence
3. adulthood
4. late adulthood

22. What two theorists have contributed much to our understanding of how children develop and build on their cognitive skills up to the highest levels of reasoning?

1. Piaget and Vygotsky
2. Ellis and Glasser
3. Vygotsky and Glasser
4. Frankl and Piaget

23. Girls begin their developmental changes around the age of:

1. 13
2. 12
3. 11
4. 14

24. When synapses disappear this is called:

1. synaptic release
2. synapses reduction
3. synapses diminution
4. synaptic pruning

25. School-based professionals need to be familiar with and skilled in the use of developmentally appropriate approaches that match the students’ :

1. physical activity and emotional levels
2. emotional and cognitive levels
3. verbal and physical activity levels
4. parent’s cognitive levels

True/False

1. Mental health professionals can stop children from experiencing stress or negative events in their lives.

2. There can be serious limitations to traditional counseling approaches that rely too heavily on language or oral expression, especially when working with a younger population or students who have disabilities.

3. Most children will enter kindergarten with the ability to carry on a conversation by taking turns, keeping on topic, and using meaningful sentences.

4. The final stage described by Kohlberg was the conventional stage in which individuals are able to consider the perspectives of others in their moral decision-making

5. Self-concept is related to both cognitive and social/emotional development and refers to one’s understanding of oneself as an independent person with unique and consistent attributes.

6. The mesosystem might be comprised of the family’s socioeconomic status, the neighborhood, and the larger school system

7. Attention span has been linked to myelination.

8. While Piaget described distinct stages through which children pass as they organize their thinking, Vygotsky asserted that children had their own unique ways of internalizing information based on their social contexts.

9. In Western societies, particularly North America, the orientation tends to be more collectivistic.

10. Early maturing girls are more likely to report a variety of internalizing and externalizing symptoms than their same age, same gender peers who experienced average pubertal maturation.

Short Answer Essay

1. Discuss the language development process. How will this affect the way you interact with clients who are children?

• By the time children reach the age of six, they will have a vocabulary of about 10,000 words. The mechanisms by which young children learn words so quickly and to use them in meaningful sentences is not fully understood.
• Most children will enter kindergarten with the ability to carry on a conversation by taking turns, keeping on topic, and using meaningful sentences – the pragmatics of language. They will have learned most of these skills through their exposure to and involvement in conversations.
• Younger children assign concrete meanings to words and it is not until they are in middle school that they will begin to understand the double meanings of words. For this reason, the school-based helper must be careful not to use certain types of humor that may be misunderstood, such as irony or sarcasm.
• As children develop, they become better able to organize their stories, to provide more detail, and to be expressive in their delivery. By adolescence, students are able to use and understand irony and sarcasm in responding to others. All aspects of their language skills continue to develop including vocabulary and grammar.
• One of the greatest language developments in adolescence is the degree to which students learn to vary their language depending on the situation. An adolescent male may use informal slang with his peers, a slightly more formal tone with his teachers or the principal (e.g., use of titles and last names, appropriate grammar), and a polite, friendly form of communication at his job as a fast food cashier.

2. Discuss and describe the ecological model. As a school counselor, how do you see yourself using this model?

• The ecological model has four contextual environments that impact the individual: the microsystem, mesosystem, exosystem, and macrosystem.
• The microsystem includes environments in which the child interacts on a daily basis, such as the home and classroom milieus.
• The relationships between contexts (e.g., the parent’s interactions with the school) are addressed in the mesosystem.
• The exosystem might be comprised of the family’s socioeconomic status, the neighborhood, and the larger school system.
• Finally, the macrosystem includes the larger institutions and culture that directly or indirectly impact the individual such as legislation, government programs, and the entire educational system. When considering a child’s circumstances, it is important to consider variables at each of these levels and determine the degree of fit between the individual and the environment

3. Discuss the neurological changes that occur throughout the development of children and adolescents in the impact it has on counseling clients from these age groups.

• During infancy and early childhood, children develop an incredible number of synapses, or branches that reach between neurons. Shortly after this fantastic cycle of growth, many of these synapses disappear. Those that are used more frequently remain. This process is known as synaptic pruning. The process of growth and shedding takes place over the course of several years.
• It is hypothesized that the overgrowth of synapses prepares young children to adapt to their environments. Once it is determined which synapses are used and which are unnecessary, the excess connections disappear, allowing the brain to work more efficiently.
• A process known as myelination also begins early in a child’s development. In this process an insulating layer of fat covers nerve cells. The insulating layer increases the speed at which neurochemical information moves along the axon, facilitating more rapid and efficient information processing. At the earliest ages, those nerves that involve sensory development become myelinated, followed by those neurons responsible for motor development. The final area of the brain in which myelination occurs is in the cortex with the neurons associated with complex thinking skills. This pattern of brain growth continues through late adolescence.
• When working with adolescents, a common thought experienced by professional helpers is, “What were they thinking?” We must remember that the nerve cells that connect adolescents’ frontal lobes with the rest of their brains are still developing. This means that this part of the brain, which manages such complex skills as planning, impulse control, and reasoning, can be accessed, but not always quickly.
• Attention span has also been linked to myelination. Therefore, children’s ability to concentrate and attend to novel stimuli increases with age and brain development. Because of these important development differences, the school-based practitioner needs to be aware that younger children may need shorter sessions and more “think time” to respond than an adolescent.

4. List and describe the stages of Kohlberg’s moral development model. As a school counselor, how do you see yourself using this model?

• At the earliest stages, Kohlberg proposed that children are in a preconventional stage in which they react to questions of right or wrong based on whether it is rewarded or punished by adults.
• At the next level, conventional, children begin to incorporate a broader, more abstract perspective into their moral reasoning and seek to maintain the social order. At this level, it is important to children to be seen as “good” and to seek favor of those in authority.
• The final stage described by Kohlberg was the postconventional stage in which individuals are able to consider the perspectives of others in their moral decision-making. Rather than investing in being “good,” individuals make judgments based on broad, moral principles
• The stage of moral development must be considered when working with student clients because their level of moral reasoning guides their decision-making. That is, a young child may place greatest importance on whether or not a behavior will result in a negative consequence. Students may be reluctant to tell you about feelings or behaviors because they are afraid that they might be punished. Further, it may be difficult for them to understand the bigger implications of their actions. Your role as the professional helper is to recognize children’s developmental level and to encourage them to entertain more advanced levels of moral reasoning.