Lifespan Development for Paramedics PDF

Edith Cowan University School of Medical and Health Sciences PST1201 Lifespan Development for Paramedics Introduction to Life Span Development Edith Cowan University School of Medical and Health Sciences Key References Key references for this module are: – Curtis, K. & Ramsden, C. (2016). Emergency...

Edith Cowan University School of Medical and Health Sciences PST1201 Lifespan Development for Paramedics Introduction to Life Span Development Edith Cowan University School of Medical and Health Sciences Key References Key references for this module are: – Curtis, K. & Ramsden, C. (2016). Emergency and Trauma Care 2e For Nurses and Paramedics: – Williams, B., Ross, L., & Grantham, H. J. M. (2020). Paramedic principles and practice : a clinical reasoning approach 2E Edith Cowan University School of Medical and Health Sciences Definitions Lifespan development - the scientific study of how people change or stay the same over time. Human development - physical, cognitive & psychosocial development of humans throughout the lifespan. Edith Cowan University School of Medical and Health Sciences Three Domains 1. Physical 2. Cognitive 3. Psychosocial – emotional, psychological, social roles and relationships. Edith Cowan University School of Medical and Health Sciences Domain – Physical Height Weight Fine & gross motor skills Coordination Brain development Puberty Sexual health Menopause Changes to our senses Primary & Secondary aging Edith Cowan University School of Medical and Health Sciences Domain - Cognitive Logical thinking Language development Mental processes Thinking Learning Understanding Moral reasoning Practical intelligence Memory abilities Edith Cowan University School of Medical and Health Sciences Domain - Psychosocial Emotions Personality Self esteem Self identity and roles Dating & romance Cohabitation Marriage Parenting Finding work or a career Retirement Coping with loss Coping with death & dying Edith Cowan University School of Medical and Health Sciences Is development continuous or discontinuous? Continuous – gradual and cumulative process. Discontinuous – takes place in unique stages at specific times or ages. The concept of continuous development can be visualised as a smooth slope of progression, whereas discontinuous development sees growth in more discrete stages. Edith Cowan University School of Medical and Health Sciences Nature Vs Nurture? Nature = biology and genetics Nurture = environment and culture Edith Cowan University School of Medical and Health Sciences Theories of Development throughout the Lifespan Psychoanalytic Cognitive – developmental Learning Humanistic A theory is a well developed set of ideas that propose an explanation for observed events that can be used to make predictions about future observations. A valuable tool for understanding human behaviour. Edith Cowan University School of Medical and Health Sciences Sigmund Freud Sigmund Freud was a neurologist from Vienna who believed that: Personality forms in the first few years as a result of how parents and care-givers impact us. Id - born with it. Instincts. Immediate gratification. Infants are all id. Ego - 1-3yrs. Rational part of our personality. It balances the demands of the id and superego. Superego - 5yrs onward. We learn social rules for right and wrong. Is our conscience and strives for perfection. Judges our behaviour leading to feelings of pride or guilt. Edith Cowan University School of Medical and Health Sciences Sigmund Freud Edith Cowan University School of Medical and Health Sciences Erik Erikson Believed that we develop through a series of 8 stages in life (not just early childhood). Erik Erikson was a student of Freud’s – expanded on his work. Social relationships are important at each stage of development. Edith Cowan University School of Medical and Health Sciences Cognitive Theories of Lifespan Development Jean Piaget watched his own children’s development noticed that children’s intelligence differed from adults tested children’s IQ and saw a pattern in their wrong answers Believes children of different ages interpret the world differently Schema Assimilation Accommodation Edith Cowan University School of Medical and Health Sciences Piaget’s Stages of Cognitive Development Edith Cowan University School of Medical and Health Sciences Behavioural Theories of Lifespan Development A theory of learning that we respond to events or stimuli rather than internal factors that motivate our actions. Classical conditioning – Ivan Pavlov and his dog. Operant conditioning – alters behaviour depending on a reward or punishment system. Rat studies. Edith Cowan University School of Medical and Health Sciences Ivan Pavlov Ivan Pavlov - Russian physiologist showed how our response to one situation becomes attached to new situations. Edith Cowan University School of Medical and Health Sciences John Watson John B Watson – recognised distinctions between adults and children. He believed that human behaviour can be understood in terms of experiences and learning. Little Albert experiment. Edith Cowan University School of Medical and Health Sciences Information-Processing Theory This theory suggests that humans process the information they receive, rather than merely responding to stimuli. This theory equates the mind to a computer which is responsible for analysing information from the environment. Edith Cowan University School of Medical and Health Sciences Lifespan Development Stages Prenatal and infancy Toddlerhood Early Childhood Middle Childhood Adolescence Early Adulthood Late adulthood (Death and Dying) Edith Cowan University School of Medical and Health Sciences Prenatal Term pregnancy 37-42 weeks 9 calendar months divided into 3 trimesters Trimester 1 from 0 – 12 weeks Trimester 2 from 12 – 28 weeks Trimester 3 from 28 – 40 weeks Embryonic period from 2 weeks – 3 months can result in imperfections known as congenital malformations. Edith Cowan University School of Medical and Health Sciences Prenatal Physical < 23 weeks – non-viable due to physical immaturity. Very susceptible to birth defects when exposed to teratogens in utero. FHR 110-160bpm Edith Cowan University School of Medical and Health Sciences Prenatal Cognitive and Psychosocial Smiling - 26th week on 4D scans Listening - 3rd trimester and respond with kicks Urinating - 12th week Vision - 27th week study shows turn away from light source Edith Cowan University School of Medical and Health Sciences Newborn & Infancy Definition Newborn - younger than 28 days Infant - 28 days to 1 year of age Edith Cowan University School of Medical and Health Sciences Newborn Physical HR - 110 to 160 beats/minute (bpm) RR - 40 to 60 breaths/minute Systolic BP - 70mmHg Temperature - 36.7 to 37.8 degrees Celsius Weight – Full-term 3 to 3.5 kg (7 to 8 lbs.) – Head accounts for about 25% of total body weight Edith Cowan University School of Medical and Health Sciences Fontanels- unclosed joints between skull bones. Posterior fontanel - remains open until 3 months, room for brain growth. Anterior fontanel - remains open 9 -18 months after birth. Edith Cowan University School of Medical and Health Sciences Newborn/Infant Nervous System Sleep important to normal brain functioning – average 16 to 18 hours/day – sleep, wakefulness, evenly distributed over 24 hours. – sleep pattern gradually decreases, during the day with 9 to 10 hours at night. Edith Cowan University School of Medical and Health Sciences Newborn/Infant Physical Newborn reflexes 7 months –sitting up 9 months -crawling 12 months – walking Edith Cowan University School of Medical and Health Sciences Nervous System End of first year…… mature nerve development complete muscles matured enough for standing, walking with little or no assistance Edith Cowan University School of Medical and Health Sciences Toddler Toddler - age 1-3 years. Vital signs: HR - 80 -130 bpm RR - 20 to 30 breaths/minute Systolic BP - 70 to 100 mmHg Temperature - 36° to 37.6°C Edith Cowan University School of Medical and Health Sciences Toddler – cognitive & psychosocial Learn through play, trial & boundaries, pretending Capable of play @ 10mths Capable of cooperation @ 18mths Language development is key – babbling – signed and verbal – building sentences Terrible 2s – negativism Social – converse, initiate activities, assert themselves, resolve disputes. Edith Cowan University School of Medical and Health Sciences Early Childhood Early Childhood - 3 to 5 years Vital Signs: HR - 80 - 100bpm RR - 20 - 24 breaths Systolic BP - 95 - 110mmHg Temperature - 36 - 37.6°C Edith Cowan University School of Medical and Health Sciences Early Childhood Development Muscle mass and bone density increase Fine motor skills develop Passive immunity no longer protects More susceptible to minor respiratory and gastrointestinal infections Toilet training Social pretend, make believe and fantasy play begin Beginning of gender constancy Edith Cowan University School of Medical and Health Sciences Middle Childhood Middle Childhood - age 6 - 12 years. Vital signs: HR - 80 - 100bpm RR -16 - 22breaths Systolic BP - 100 to 120mmHg Temperature - 36 to 37.6°C Edith Cowan University School of Medical and Health Sciences Middle Childhood Development School is vital for cognition and social interactions Knowing the meaning of boyMiddle and girl Childhood Gender constancy Development of sex-role stereotypes Edith Cowan University School of Medical and Health Sciences Adolescence Adolescence - age 13 - 19 years. Vital signs: HR - 60 - 100bpm RR - 16 - 20 breaths Systolic BP - 100 to 120mmHg Temperature - 36 to 37.6°C Edith Cowan University School of Medical and Health Sciences Adolescence Physical development: growth spurt over 2-3 years puberty – hormonal changes external changes - breast development, facial and pubic hair onset of menarche Psychosocial development: may “try on” identities develop adult personality emotionally move towards peers Edith Cowan University School of Medical and Health Sciences Adulthood Adulthood Early - 20 to 40 years Middle - 41 to 60 years Late - 61 years + Edith Cowan University School of Medical and Health Sciences Adulthood Adulthood Average vital signs: HR - 70 bpm RR - 16 – 20 breaths/minute BP - 120/80 mmHg Temperature - 37°C Edith Cowan University School of Medical and Health Sciences Adulthood Reaching physical peak – – – – Lifelong habits, routines develop Body systems at optimal performance Pregnancy most likely to occur Aging process has begun by 40 years Edith Cowan University School of Medical and Health Sciences Early Adulthood Reaching physical peak Lifelong habits, routines develop Body systems at optimal performance Pregnancy most likely to occur Aging process begun – – – – Slowed reaction times Hearing loss Vision deficiencies Unintentional injury is leading cause of death Edith Cowan University School of Medical and Health Sciences Middle Adulthood Average vital signs same as early adulthood – Body systems continue to work at high level Edith Cowan University School of Medical and Health Sciences Middle Adulthood Physiological aging aspects are more obvious – – – – – – Cardiovascular health concern Hearing, vision changes Periodontal disease may develop Weight control difficult Cancer more prevalent Menopause, age 45-55yrs, marks end of reproductive capacity Edith Cowan University School of Medical and Health Sciences Late Adulthood Vital signs depend on health status – Affected by physiological changes in body systems – Life span determined by health, genetics, other factors