MCOL Devel Psych Essay 15 Faulty thinking Spring 2024

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Jul 2, 2024

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Psychology 201 Developmental Psychology NAME= Essay #15 (focused on Chapter 15, 25 points, pace yourself due date is Tuesday, April 30 at 11:30 pm) The research literature in child psychology that is related to children’s causal thinking makes the point that we cannot always assume that what goes in (the information we provide for children) is always understood! Children often distort information to fit their existing schemas (go back to section on information processing model for clarification of terms—the index can help you find these sections). A heads-up for each of you as healthcare professionals is that we need to repeat information about such topics as reproduction and the causes of illness when children reach different developmental levels. Another lesson that can be inferred from this literature is that we need to realize that children may interpret our comments very literally . For example, when we use an analogy in our explanation for very young children (e.g., seeds, birds, bees), we are likely to see that analogy directly represented in the child’s understanding of the phenomenon (e.g., “The father put an seed in the mother, and it has to stay in there a long time to keep warm, and then when it’s ready, the doctor helps it get out of the mother.” Direct quote from a 4-year old child). Perhaps literal interpretation of conversation with adults also is what lies behind some faulty adolescent thinking! For example, we puzzle over how teenagers could come up with the notion that they will not get pregnant if they don’t want to—another direct quote from a 14-year old adolescent child! Think for a moment about the actual answer adults often give to a child’s plea for a little brother or sister: “Your father and I have decided that we don’t want any more children—two is just the right number for our family.” The parents do not go on to explain that they actively have to prevent the occurrence of a little brother or sister through use of contraception—instead they leave the child with the idea that because a couple decides that they do not want a child, that’s a done deal! Is teenage disregard for the possibility of getting pregnant a product of the egocentric thinking characteristic of the “optimistic bias” often spoken/thought by adolescents (“It won’t happen to me!”)? Or, is it possibly a faulty belief based on a literal interpretation of the message provided earlier by parents that “not wanting” is a key factor in preventing pregnancy? The possibility of faulty inferences based on analogies or incomplete information has important implications for nurse educators and social workers doing client education involved in the development and presentation of educational curricula on topics such as AIDS, sex, smoking, drugs, and reproduction . 1. For this assignment, choose one of the five topics listed in the last paragraph, above. I have highlighted the topics in red. 2. Now, find an online education brochure you would hand to an adolescent on this topic. Please provide the URL for locating your resource (the brochure). 3. Now, answer the following questions. a. Why did you select this brochure? Your textbook can be helpful here—all three chapters related to adolescence. Be practical here, too, and consider factors such as illustrations, reading level, etc. b. What age-range are you trying to reach with this brochure? c. Write out an introduction to be spoken before providing your adolescent patient with this brochure by assuming that this patient has egocentric thinking/optimistic bias.

d. Write out an introduction to be spoken prior to providing your adolescent patient with this brochure by assuming that literal interpretation of information obtained from family members or friends could have led to faulty thinking in this adolescent about this topic. (Hint: Now, what might I mean by introduction of the topic (highlighted in red in parts c and d? Here is an example: “I am glad you asked that question. You might have heard in the past…”)

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