Hockenberry, et al.

: Wong's Essential of Pediatric Nursing, 8

th
Edition
Chapter 15: Health Promotion of the School-Age Child and Family
MU!"PE #H$"#E
1. Which of the following statements accrately descri!es physical de"elopment dring the
school-age years#
1. Child$s weight almost triples.
%. Child grows an a"erage of % inches per year.
&. Few physical differences are apparent among children at the end of middle
childhood.
'. Fat gradally increases( which contri!tes to child$s hea"ier appearance.
A)S: %
%. *n middle childhood( growth in height and weight occrs at a slower pace. +etween the ages
of , to 1% years( children grow % inches per year.
1. *n middle childhood( children$s weight will almost do!le- they gain & .g/year.
&. At the end of middle childhood( girls grow taller and gain more weight than !oys.
'. Children ta.e on a slimmer loo. with longer legs in middle childhood.
0*F: Cogniti"e 1e"el: Comprehension 23P: *ntegrated Process: )rsing Process:
Assessment
4SC: Area of Client )eeds: Health Promotion and 4aintenance: 5rowth and 0e"elopment
%. 5enerally the earliest age at which p!erty !egins is:
1. 1& years in girls( 1& years in !oys.
%. 11 years in girls( 11 years in !oys.
&. 16 years in girls( 1% years in !oys.
'. 1% years in girls( 16 years in !oys.
A)S: &
&. P!erty signals the !eginning of the de"elopment of secondary se7 characteristics. 2his
!egins in girls earlier than in !oys. 8sally a %-year difference occrs in the age at onset.
1( %( and '. 5irls and !oys do not sally !egin p!erty at the same age.
0*F: Cogniti"e 1e"el: Comprehension 23P: *ntegrated Process: )rsing Process:
Assessment
4SC: Area of Client )eeds: Health Promotion and 4aintenance: 5rowth and 0e"elopment
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2est +an.
&. Which of the following descri!es the cogniti"e a!ilities of school-age children#
1. Ha"e de"eloped the a!ility to reason a!stractly
%. +ecome capa!le of scientific reasoning and formal logic
&. Progress from ma.ing ;dgments !ased on what they reason to ma.ing ;dgments
!ased on what they see
'. Ha"e the a!ility to classify( to grop and sort( and to hold a concept in their minds
while ma.ing decisions !ased on that concept
A)S: '
'. *n Piaget$s stage of concrete operations( children ha"e the a!ility to grop and sort and ma.e
conceptal decisions.
1. Children cannot reason a!stractly ntil late adolescence.
%. S.ill of adolescents.
&. )ot a de"elopmental s.ill.
0*F: Cogniti"e 1e"el: Comprehension 23P: *ntegrated Process: )rsing Process:
Assessment
4SC: Area of Client )eeds: Health Promotion and 4aintenance: Pre"ention and <arly
0etection of 0isease
'. Which of the following descri!es moral de"elopment in younger school-age children#
1. 2he standards of !eha"ior now come from within themsel"es.
%. 2hey do not yet e7perience a sense of gilt when they mis!eha"e.
&. 2hey .now the rles and !eha"iors e7pected of them !t do not nderstand the
reasons !ehind them.
'. 2hey no longer interpret accidents and misfortnes as pnishment for misdeeds.
A)S: &
&. Children who are age , and = years .now the rles and !eha"iors e7pected of them !t do
not nderstand the reasons for these rles and !eha"iors.
1. >ong children do not !elie"e that standards of !eha"ior come from within themsel"es( !t
that rles are esta!lished and set down !y others.
%. >onger school-age children learn standards for accepta!le !eha"ior( act according to these
standards( and feel gilty when they "iolate them.
'. 4isfortnes and accidents are "iewed as pnishment for !ad acts.
0*F: Cogniti"e 1e"el: Comprehension 23P: *ntegrated Process: )rsing Process:
Assessment
4SC: Area of Client )eeds: Health Promotion and 4aintenance: Pre"ention and <arly
0etection of 0isease
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%
2est +an.
5. Which of the following statements characteri?es moral de"elopment in the older school-age
child#
1. 2hey are a!le to ;dge an act !y the intentions that prompted it rather than ;st !y
the conse@ences.
%. Ales and ;dgments !ecome more a!solte and athoritarian.
&. 2hey "iew rle "iolations in an isolated conte7t.
'. 2hey .now the rles !t cannot nderstand the reasons !ehind them.
A)S: 1
1. 3lder school-age children are a!le to ;dge and act !y the intentions that prompted the
!eha"ior rather than ;st !y the conse@ences.
%. Ales and ;dgments !ecome less a!solte and athoritarian.
&. Ale "iolation is li.ely to !e "iewed in relation to the total conte7t in which it appears.
'. 2he sitation as well as the morality of the rle itself inflences reactions.
0*F: Cogniti"e 1e"el: Comprehension 23P: *ntegrated Process: )rsing Process:
Assessment
4SC: Area of Client )eeds: Health Promotion and 4aintenance: Pre"ention and <arly
0etection of 0isease
,. An :-year-old girl tells the nrse that she has cancer !ecase 5od is pnishing her for B!eing
!ad.C She shares her concern that if she dies( she will go to hell. 2he nrse shold interpret
this as !eing which of the following#
1. A !elief common at this age
%. A !elief that forms the !asis for most religions
&. Sggesti"e of e7cessi"e family pressre
'. Sggesti"e of a failre to de"elop a conscience
A)S: 1
1. Children at this age may "iew illness or in;ry as a pnishment for a real or imagined
mysti@e.
%( &( and '. 2he !elief in di"ine pnishment is common at this age.
0*F: Cogniti"e 1e"el: Comprehension 23P: *ntegrated Process: )rsing Process:
Pro!lem *dentification
4SC: Area of Client )eeds: Psychosocial *ntegrity: Coping and Adaptation
=. What is the role of the peer grop in the life of school-age children#
1. 5i"es them an opportnity to learn dominance and hostility
%. Allows them to remain dependent on their parents for a longer time
&. 0ecreases their need to learn appropriate se7 roles
'. Pro"ides them with secrity as they gain independence from their parents
A)S: '
'. Peer-grop identification is an important factor in gaining independence from parents.
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&
2est +an.
1. 2hrogh peer relationships( children learn ways to deal with dominance and hostility. 2hey
also learn how to relate to people in positions of leadership and athority and how to e7plore
ideas and the physical en"ironment.
%. Peer-grop identification helps in gaining independence rather than remaining dependent.
&. A child$s concept of appropriate se7 roles is inflenced !y relationship with peers.
0*F: Cogniti"e 1e"el: Comprehension 23P: *ntegrated Process: )rsing Process:
Assessment
4SC: Area of Client )eeds: Health Promotion and 4aintenance: 5rowth and 0e"elopment
:. A grop of !oys ages D and 16 years ha"e formed a B!oys-onlyC cl! that is open to
neigh!orhood and school friends who ha"e s.ate!oards. 2his shold !e interpreted as which
of the following#
1. +eha"ior that encorages !llying and se7ism
%. +eha"ior that reinforces poor peer relationships
&. Characteristic of social de"elopment of this age
'. Characteristic of children who later are at ris. for mem!ership in gangs
A)S: &
&. 3ne of the otstanding characteristics of middle childhood is the creation of formali?ed
grops or cl!s.
1 and %. Peer-grop identification and association are essential to a child$s sociali?ation. Poor
relationships with peers and a lac. of grop identification can contri!te to !llying.
'. A !oys-only cl! does not ha"e a direct correlation with later gang acti"ity.
0*F: Cogniti"e 1e"el: Application 23P: *ntegrated Process: )rsing Process:
Assessment
4SC: Area of Client )eeds: Health Promotion and 4aintenance: Pre"ention and <arly
0etection of 0isease
D. Which of the following statements !est descri!es the relationship school-age children ha"e
with their families#
1. Children desire to spend e@al time with family and peers.
%. Children are prepared to re;ect parental controls.
&. Children need and want restrictions placed on their !eha"ior !y the family.
'. 2he peer grop replaces the family as the primary inflence in setting standards of
!eha"ior and rles.
A)S: &
&. School-age children need and want restrictions placed on their !eha"ior( and they are not
prepared to cope with all of the pro!lems of their e7panding en"ironment. 2hey feel more
secre .nowing that an athority figre can implement controls and restriction.
1. *n the middle-school years( children prefer peer-grop acti"ities to family acti"ities and want
to spend more time in the company of peers.
%. Althogh increased independence is the goal of middle childhood( children are not ready to
a!andon parental control.
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'
2est +an.
'. Family "ales sally ta.e precedence o"er peer "ale systems.
0*F: Cogniti"e 1e"el: Comprehension 23P: *ntegrated Process: )rsing Process:
Assessment
4SC: Area of Client )eeds: Health Promotion and 4aintenance: 5rowth and 0e"elopment
16. Which of the following is descripti"e of the play of school-age children#
1. *ndi"idality in play is !etter tolerated than at earlier ages.
%. Enowing the rles of a game gi"es an important sense of !elonging.
&. 2hey li.e to in"ent games( ma.ing p the rles as they go.
'. 2eam play helps children learn the ni"ersal importance of competition and
winning.
A)S: %
%. Play in"ol"es increased physical s.ill( intellectal a!ility( and fantasy. Children form grops
and cli@es and de"elop a sense of !elonging to a team or cl!. At this age( children !egin to
see the need for rles.
1 and &. Conformity and rital permeate their play. 2heir games ha"e fi7ed and n"arying rles(
which may !e !i?arre and e7traordinarily rigid.
'. With team play( children learn a!ot competition and the importance of winning( an attri!te
highly "aled in the 8nited States.
0*F: Cogniti"e 1e"el: Comprehension 23P: *ntegrated Process: )rsing Process:
Assessment
4SC: Area of Client )eeds: Health Promotion and 4aintenance: 5rowth and 0e"elopment
11. 2easing can !e common dring the school-age years. 2he nrse shold recogni?e that which
of the following applies to teasing#
1. Can ha"e a lasting effect on children
%. *s not a significant threat to self-concept
&. *s rarely !ased on anything that is concrete
'. *s sally ignored !y the child who is !eing teased
A)S: 1
1. 2easing in this age grop is common and can ha"e a long-lasting effect.
% and '. *ncreasing awareness of differences( especially when accompanied !y n.ind
comments and tants from others( may ma.e a child feel inferior and ndesira!le.
&. Physical impairments sch as hearing or "isal defects( ears that Bstic. ot(C or !irth mar.s
assme great importance.
0*F: Cogniti"e 1e"el: Comprehension 23P: *ntegrated Process: )rsing Process:
Assessment
4SC: Area of Client )eeds: Psychosocial *ntegrity: Coping and Adaptation
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5
2est +an.
1%. Which of the following is characteristic of dishonest !eha"ior in children age : to 16 years#
1. Cheating dring games is now more common.
%. 1ying reslts from the ina!ility to distingish !etween fact and fantasy.
&. 2hey may steal !ecase their sense of property rights is limited.
'. 2hey may lie to meet e7pectations set !y others that they ha"e !een na!le to
attain.
A)S: '
'. 3lder school-age children may lie to meet e7pectations set !y others to which they ha"e !een
na!le to measre p.
1. Cheating sally !ecomes less fre@ent as the child matres.
%. *n this age grop( children are a!le to distingish !etween fact and fantasy.
&. >ong children may lac. a sense of property rights- older children may steal to spplement
an inade@ate allowance( or it may !e an indication of serios pro!lems.
0*F: Cogniti"e 1e"el: Comprehension 23P: *ntegrated Process: )rsing Process:
Assessment
4SC: Area of Client )eeds: Health Promotion and 4aintenance: 5rowth and 0e"elopment
1&. A D-year-old girl often comes to the school nrse complaining of stomach pains. Her teacher
says she is completing her school wor. satisfactorily( !t lately( has !een somewhat
aggressi"e and st!!orn in the classroom. 2he school nrse shold recogni?e this as which of
the following#
1. Signs of stress
%. 0e"elopmental delay
&. Physical pro!lem casing emotional stress
'. 1ac. of ad;stment to school en"ironment.
A)S: 1
1. Signs of stress inclde stomach pains or headache( sleep pro!lems( !edwetting( changes in
eating ha!its( aggressi"e or st!!orn !eha"ior( relctance to participate( or regression to early
!eha"iors.
%( &( and '. 2his child is e7hi!iting signs of stress.
0*F: Cogniti"e 1e"el: Comprehension 23P: *ntegrated Process: )rsing Process:
Assessment
4SC: Area of Client )eeds: Psychosocial *ntegrity: Coping and Adaptation
1'. Which one of the following statements !est descri!es fear in the school-age child#
1. 2hey are increasingly fearfl for !ody safety.
%. 4ost of the new fears that tro!le them are related to school and family.
&. 2hey shold !e encoraged to hide their fears to pre"ent ridicle !y peers.
'. 2hose that ha"e nmeros fears need continos protecti"e !eha"ior !y parents to
4os!y items and deri"ed items 9 %66:( %665( %661 !y 4os!y *nc.
,
2est +an.
eliminate these fears.
A)S: %
%. 0ring the school-age years( children e7perience a wide "ariety of fears( !t new fears
related predominantly to school and family !other children dring this time.
1. 0ring the middle-school years( children !ecome less fearfl of !ody safety than they were
as preschoolers.
& and '. Parents and other persons in"ol"ed with children shold discss children$s fear with
them indi"idally or as a grop acti"ity. Sometimes school-age children hide their fears to
a"oid !eing teased. Hiding the fears does not end them and may lead to pho!ias.
0*F: Cogniti"e 1e"el: Application 23P: *ntegrated Process: )rsing Process:
Assessment
4SC: Area of Client )eeds: Psychosocial *ntegrity: Coping and Adaptation
15. 2he father of 1%-year-old Ayan tells the nrse that he is concerned a!ot his son getting Bfat.C
Ayan is at the 56th percentile for height and the =5th percentile for weight on the growth
chart. 2he most appropriate nrsing action is which of the following#
1. Aeassre father that Ayan is not Bfat.C
%. Aeassre father that Ayan is ;st a growing child.
&. Sggest a low-calorie( low-fat diet.
'. <7plain that this is typical of the growth pattern of !oys at this age.
A)S: '
'. 2his is a characteristic pattern of growth in preadolescent !oys( where the growth in height
has slowed in preparation for the p!ertal growth sprt( !t weight is still gained. 2his
shold !e re"iewed with !oth the father and Ayan( and a plan de"eloped to maintain physical
e7ercise and a !alanced diet.
1. 2his is false reassrance. His weight is high for his height. Ayan needs to maintain his
physical acti"ity.
%. 2he father is concerned( so an e7planation is re@ired.
&. A ntritional diet with physical acti"ity shold !e sfficient to maintain his !alance.
0*F: Cogniti"e 1e"el: Comprehension 23P: *ntegrated Process: 2eaching/1earning
4SC: Area of Client )eeds: Health Promotion and 4aintenance: Pre"ention and <arly
0etection of 0isease
1,. A child has an e"lsed F.noc.ed-otG tooth. 2he parents are relctant to try to reimplant the
tooth. *n which of the following shold the tooth !e placed for transport to the dentist#
1. Cold mil.
%. Cold water
&. Warm salt water
'. 0ry( clean ;ar
A)S: 1
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=
2est +an.
1. An e"lsed tooth shold !e placed in a sita!le medim for transplant( either cold mil. or
sali"a Fnder the child or parent$s tongeG.
%( &( and '. Cold mil. is a more sita!le medim for transport.
0*F: Cogniti"e 1e"el: Comprehension 23P: *ntegrated Process: 2eaching/1earning
4SC: Area of Client )eeds: Physiological *ntegrity: Aedction of Ais. Potential
1=. 2he school nrse has !een as.ed to !egin teaching se7 edcation in the 5th grade. 2he nrse
shold recogni?e that:
1. Children in 5th grade are too yong for se7 edcation.
%. Children shold !e discoraged from as.ing too many @estions.
&. Correct terminology shold !e reser"ed for children who are older.
'. Se7 can !e presented as a normal part of growth and de"elopment.
A)S: '
'. When se7al information is presented to school-age children( se7 shold !e treated as a
normal part of growth and de"elopment.
1. Fifth graders are sally 16 to 11 years old. 2his age is not too yong to spea. a!ot
physiologic changes in their !odies.
%. 2hey shold !e encoraged to as. @estions.
&. Preadolescents need precise and concrete information.
0*F: Cogniti"e 1e"el: Comprehension 23P: *ntegrated Process: 2eaching/1earning
4SC: Area of Client )eeds: Health Promotion and 4aintenance: 5rowth and 0e"elopment
1:. Which of the following is an important consideration for the school nrse who is planning a
class on !icycle safety#
1. 4ost !icycle in;ries in"ol"e collision with an atomo!ile.
%. Head in;ries are the ma;or cases of !icycle-related fatalities.
&. Children shold wear a !icycle helmet if they ride on pa"ed streets.
'. Children shold not ride do!le nless !icycle has an e7tra-large seat.
A)S: %
%. 2he most important aspect of !icycle safety is to encorage the rider to se a protecti"e
helmet. Head in;ries are the ma;or case of !icycle-related fatalities.
1. Althogh motor "ehicle collisions do case in;ries to !icyclists( most in;ries reslt from
falls.
&. 2he child shold always wear a properly fitted helmet appro"ed !y the 8.S. Consmer
Prodct Safety Commission.
'. Children shold not ride do!le.
0*F: Cogniti"e 1e"el: Comprehension 23P: *ntegrated Process: 2eaching/1earning
4SC: Area of Client )eeds: Health Promotion and 4aintenance: Pre"ention and <arly
0etection of 0isease
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2est +an.
1D. When teaching in;ry pre"ention dring the school-age years( which of the following shold
the nrse inclde#
1. 2each the need to fear strangers.
%. 2each !asic rles of water safety.
&. A"oid letting child coo. in microwa"e o"ens.
'. Cation child against engaging in competiti"e sports.
A)S: %
%. Water safety instrction is an important sorce of in;ry pre"ention at this age. 2he child
shold !e taght to swim( select safe and sper"ised places to swim( swim with a companion(
chec. sfficient water depth for di"ing( and se an appro"ed flotation de"ice.
1. 2each stranger safety( not fearing strangers. 2his incldes( don$t go with strangers( don$t ha"e
personali?ed clothing in p!lic places( ha"e child tell parents if anyone ma.es child feel
ncomforta!le( and teach child to say HnoH in ncomforta!le sitations.
&. 2eaching child safe coo.ing.
'. Cation against engaging in ha?ardos sports sch as those in"ol"ing trampolines.
0*F: Cogniti"e 1e"el: Application 23P: *ntegrated Process: 2eaching/1earning
4SC: Area of Client )eeds: Health Promotion and 4aintenance: Pre"ention and <arly
0etection of 0isease
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