is sherbano book is enough ?

do we need to do topic of groeth n aspects of growth in detail?

good for some topics which you think are accomplished in sherbano book


growth definition, and yes aspects of development (not growth) like social, emotional, cognitive etc are all part of this compulsory topic.

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"Success is not final, failure is not fatal: it is the courage to continue that counts" Winston Churchill

hey can you people help me out in these topics.. even an outline would suffice!
Goals of Clinical Diagnosis & Sources of information in clinical diagnosis!

since you have asked only the outline so i'll only provide the outline. i have read the topic but not learnt it that well so my outline will be a rough one.

clinical diagnosis
definition
goals of diagnosis
a) to determine the root cause of the disorder in the particular case
b) to find ways to rectify the disorder
c) to ensure methods to maximize the participation of individual in normal day-to- day matters
d) to prevent the disorder from emerging again. (future management)
e) differential diagnostic procedure ( to identify an entity when multiple alternatives exist)
f) clinical formulation( hypothesis about cause and nature of the problem)

sources of clinical diagnosis
a) interview
b) observation
i) direct observation therapy(DOT)
ii) indirect observation methody
c) examination of physical health
d)intelligence tests
e) personality assessment
f) evaluation of cognitive development

ok thank you !
any book suggestion for paper II & especially abnormal psychology?

i haven't prepared abonormal yet, but i'll use zareen bukhari or jahangir cram series

comments, criticism and suggestions are strongly encouraged.

Q.4. Describe cognitive skills that develop during each of Piaget's stages
q.4 Describe Jean Piaget's four stages of development ; and discuss the process of organization, adaptation ,assimilation and accommodation.
Object permanence

Jean piaget, a swiss developmental psychologist developed a theory which deals with observable stages of cognitive development. According to piaget, each species is born with two abilities i.e organization and adaptation .piaget stated that cognitive skills develop as a result of psychological setups commonly known as schemes. Organization is to combine and structure and recombine and restructure information.

Organization: piaget stated that all individuals have the ability to organize information using psychological structures. These structures are known as the schemas. schemes are the building block of thinking process.

Adaptation: adaptation takes place through assimilaition and accommodation. In the process of assimilation, existing schemes are used to adjust to new situations. In other words, new situations are understood using existing information. Accommodation, however is the process whereby existing schemes are altered to adjust to new situation.

Piaget’s cognitive skill theory
Piaget spent decades experimenting with children and observed that their cognitive skills are different from those of adults. Infact, infants mind is not a miniature of adult mind, rather it functions differently

a) Sensorimotor stage: the stage lasts from birth till two years. In this stage, individuals use sensory and motor skills to help understand world i.e they make use of vision, grasping, touching skills etc. according to piaget, the most important cognivitive aspect of the stage is object permanence. This is the ability to understand that objects exist even if they are beyond view.. It is not until 9 months that children begin to look for objects that have been hidden before them. they perceive the existence of objects relative to themselves. Therefore, object permanence is the most important achievement of the stage.

b) Pre-operational stage: the stage lasts from 2 years to 7 years. This stage is characterized by the absence of operational thinking. In this stage, individuals think symbolically. At this stage, children seem to think in a manner different from that of other children and infants. They exhibit a thinking which is egoist and artificial.

c) Concrete operational thinking: the stage lasts from 7 years to 11 years. intuitutive thinking is replaced by logical thinking. Children in this stage can think and use operations. Individuals in this stage are capable of understanding that equal quantities of substance remains same even if it changes shape. Mental abilities needed to comprehend mathematical transformation and conservation is present. Logical thinking is present but only with reference to concrete examples.

d) Formal operational stage: from 11 years onwards is the stage of formal operational stage. This stage is the culmination of piaget’s cognitive developmental stage. Logical, idealist and abstract thinking develops. Unlike childhood, in adolescence thinking develops which does not anchor on concrete examples. Individuals are capable of abstract presuppositions, make-belief situations etc.

Critical analysis
Piaget’s theory has been under criticism for its stage like development. This theory cannot be generalized on all individuals. It is not necessary for all the children to develop different cognitive skills at the time period specified by jean piaget.

comments, criticism and suggestions are strongly encouraged

Also describe briefly the main reasons of Mental Retardation?
Mental retardation
mental retardation

“it is the sub average intellectual functioning existing concurrently with deficit adoptive skills”
American association on mental deficiency

Characteristics of mental retardation
• IQ level is below 70
• Deficit in atleast two skills including resource management, hygiene, health, grooming, self-care, occupational functioning, home life.

Levels of mental retardation

Mild mental retardation:
• IQ level is between 55 to 70
• Mild retarded individuals can be educated
• They can perform skilled and semi skilled jobs
• With special education programmes, they can lead a normal life
• 85% are mild mental retarded

Moderate mental retardation
• IQ level is between 35-50
• Such individuals can be trained
• They can perform semi skilled jobs
• Supervision can be very beneficial
• 10% are moderate mental retarded

Severe mental retardation
• IQ level is between 25-40
• Supervision is mandatory
• These individuals cannot look after themselves and even eat on their own
• Speech is often affected
• 4% are severe mental retarded

Profound mental retardation
• IQ level is below 25
• Then can be trained to walk and talk
• Retardation demands a constant supervision
• 1% are profound retarded.

Etiology of mental retardation

Biological causes

Chromosomal abnormalities: studies conducted suggest that chromosomal abnormalities in pregnancies can lead to mental retardation. A majority of such pregnancies end up in still births. the few infants that survive may die even after birth or may survive as down syndrome. In addition, fragile x syndrome can also lead to mental retardation.

Injury/trauma: In most of the cases, injury, trauma, accidents, falls particularly in the childhood can lead to mental retardation

Disease: often it is reported that infectious diseases in a pregnant mother can lead to mental retardation, particularly rubella. Along with rubella, other diseases syphilis, mumps, measles can also lead to mental retardation. Even so HIV can also cause mental retardation.

Oxygen deficiency: often there is an oxygen deficiency at the time of birth, which causes mental retardation.

Environmental factors
Sometimes, extreme environmental factors such as stagnancy of stimulus contributes to mental retardation. Very rarely, individuals are forced into environmental conditions where there movements and intellectual abilities are threatened. Such circumstances cause mental retardation.

Assessment of mental retardation

Behaviour assessment
• teacher's report
• conner’s scale

Cognitive assessment
• IQ tests
• Vinceland adaptive scale

Therapies

Biological therapies: in this method drug therapy is applied. Medicines such as neuroleptics, haloperidol are given to the patients

Cognitive therapies: operant conditioning may often be very useful in treatment of mentally retarded individuals. In this method, reinforcement, positive and negative may help to modify the behaviour of the patients.

Residence therapy: middle and old age mentally retarded individuals are often kept in residences which are integrated in community. medical aid is provided to them. often nurses and supervisors help them in adjusting to the surroundings. sometimes, some patients even do jobs and live in separate apartments. But severe and profound mentally retarded persons live in apartments with other people.

Behaviour therapies: behaviour therapists try to help the mentally retarded individuals. Often, modifying behaviour requires intensive training. Therapists break up the tasks into simple divisible steps. For e.g eating is divided into several steps like picking up spoon, scooping food into spoon, opening up mouth, taking spoon into mouth, closing up lips and chewing.

Critical analysis: mental retardation is relatively a common disorder with three out of 100 children born with the disorder. It is more in males than females with almost one –third male born affected. this disorder often has emotional consequences and poses a burden on the economy.

Is Jhangir cram series enough for paper 2

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