Nursing Care of a Family with a School-Age Child PDF

NURSING CARE OF A FAMILY WITH A CONCERNS OF BOYS SCHOOL-AGE CHILD 1. hypertrophy of breast tissue 2. increased seminal fluid...

NURSING CARE OF A FAMILY WITH A CONCERNS OF BOYS SCHOOL-AGE CHILD 1. hypertrophy of breast tissue 2. increased seminal fluid 3. nocturnal emissions SCHOOL – AGE  Refers to children between the ages 0f 6- CONCERNS FOR TRANSGENDER CHILDREN 12 years  School-age child development describes 1. psychosocial disorder the expected physical, emotional, and 2. depression mental abilities of children ages 6-12.  The school-age years are a time of steady TEETH - deciduous teeth are lost and permanent growth and development. teeth erupt; the average child gains 28 teeth between 6-12 years. GROWTH AND DEVELOPMENT OF A SCHOOL- AGE CHILD DEVELOPMENTAL MILESTONES PHYSICAL GROWTH Weight  Average annual weight gain - approximately 3-5 lbs (1.3-2.2 kg) Height  increase in height is 1-2 inches Pulse Rate  70-80 bpm Blood Pressure  112/60 mmHg SEXUAL MATURATION  Girls - usually occurs between the years of 12 and 18  Boys - between 14-20 years COGNITIVE DEVELOPMENT Concrete Operational Stage (7 to 11 Years)  During this stage, children begin to thinking logically about concrete events  They begin to understand the concept of conservation; that the amount of liquid in a short, wide cup is equal to that in a tall, skinny glass, for example SAMAR, JASMIN CARYLE O. | BSN 2E   Their thinking becomes more logical and CLASS INCLUSION - the ability to understand that organized, but still very concrete objects can belong to more than one  Children begin using inductive logic, or classifications reasoning from specific information to a general principle DECENTERING  also known as decentration  refers to the ability to consider multiple aspects of a situation  is the ability to project one’s self into other people’s situations and see the world from their viewpoint rather than focusing only on their own view. ACCOMODATION  the ability to adapt thought processes to fit what is perceived such as understanding that there can be more than one reason for other people’s action PSYCHOSEXUAL DEVELOPMENT The Latent Period (6 years to Puberty) Erogenous Zone: Sexual Feelings Are Inactive  The latent period is a time of exploration in which the sexual energy repressed or dormant. This energy is still present, but it is sublimated into other areas such as intellectual pursuits and social interactions. This stage is important in the development of social and communication skills and self-confidence.  As with the other psychosexual stages, Freud believed that it was possible for children to become fixated or "stuck" in this phase.  Fixation at this stage can result in immaturity and an inability to form fulfilling relationships as an adult.  Psychosocial Conflict: Industry vs. Inferiority  Major Question: "How can I be good?" CONSERVATION - the ability to appreciate that a  Basic Virtue: Competence change in shape does not necessarily mean a  Important Event(s): School change in size. SAMAR, JASMIN CARYLE O. | BSN 2E   Through social interactions, children COMMON HEALTH PROBLEMS OF SCHOOL- begin to develop a sense of pride in their AGE PERIOD accomplishments and abilities. 1. DENTAL CARRIES  Children need to cope with new social and - caries or cavities academic demands. Success leads to a 2. MALOCCLUSION sense of competence, while failure results - a deviation of tooth position from the in feelings of inferiority. normal - congenital - familial traits MORAL DEVELOPMENT  School age children begin to mature in terms of moral development as they enter COMMON FEARS AND ANXIETIES OF A a stage of PRECONVENTIONAL SCHOOL-AGE PERIOD REASONING, sometimes as early as 5 1. Anxiety related to beginning school years old (Kohlberg, 1984) 2. School refusal or phobia  During this stage, if asked, “why it is wrong 3. Homeschooling to steal from your neighbor?” they will 4. Children who spend time independently answer “the police says it’s wrong or 5. Sex education “because if you do, your go to jail.” 6. Stealing 7. Bullying PRECONVENTIONAL  Stage 2. Individualism and Exchange (4-7 years old) - At this stage, children recognize that there is not just one right view that is handed down by the authorities. Different individuals have different viewpoints. CONVENTIONAL 3. Orientation to interpersonal relations of mutuality (7-10 years) - the child follows rules because of a need to be a good person in own eyes and eyes of others. 4. Maintenance of social order, fixed rules, and authority (10-12 years) - child finds following rules satisfying. - follow rules of authority figures as well as parents in an effort to keep the system working SAMAR, JASMIN CARYLE O. | BSN 2E