Advanced Directives Decision Making Essay

 

 

For this assignment, reference the materials attached regarding advanced directives/decision making. There are several documents there for you to review and use if needed. CPR facts, advanced planning document, quality of life worksheet, and ventilator information.

Having an advanced directive, also known as a medical power of attorney, or a medical decision maker is one of the most important things we can do, it is also one of the most difficult things for people to do. In western culture addressing issues around death and dying is often considered a taboo subject. People are often unwilling to consider developing an advanced directive until it is too late.

Creating an advanced directive is a very complex process, it is important to understand that it is a much larger process than just picking someone to “make medical decisions” for you. There is a great deal that goes into it. As you review the material, think about the following: First, examine your own values, thinking about what is important to you, what quality of life is acceptable to you? Second, educate yourself regarding the various types and success rates of resuscitation methods and think about how far you are willing to go. Third, think about who you would want as your decision makers.

Occasionally, the people we choose, are for various reasons not able or comfortable being “our people”. The development of an Advance Directive can spark discussions with other family members about their own desires that you may or may not have know, sometimes the people you may initially chose are not willing/able to be your decision maker either because they cannot honor your wishes, or they have different beliefs, or it is too hard for them. These conversations can be intensely challenging, but can also be very rewarding. Advanced Directives Decision Making Essay

For this assignment, review the materials indicated in course content on advanced directives/decision making. Develop your own advanced directive. Pick you decision makers, talk with them about your wishes and determine if they are willing to be your person. Share your thoughts about this process, information you learned you may not have known, and indicate any challenges or barriers people might experience developing an advanced directive. Think about Eric Erickson’s final stage of development: integrity vs. despair as you consider individuals willingness to address an advanced directive.

learning about the human lifespan from many different perspectives: physical, cognitive, and socioemotional and we have looked at several theories.  You require to apply your learning from this semester.  I have provided 4 charts for your use in answering the following questions below.  Feel free to also add information from our textbook. Each answer should be a minimum of two paragraphs in length.  Expand on this to insure you achieve the full points.  I expect that you will address cognitive development, moral development, attachment styles, and psychosocial development in your answers.  DO NOT copy from the charts in your answer, use the materials to formulate your answer.

 

This is require  critical thinking and requires you to look at some information you have seen before and some you have not seen before, and utilize it. The Maslow chart is new information in this course.  How will you use it?

 

1. Emily is 3 years old. She has a 1 year old baby brother.  What can her parents expect from her physically, cognitively and socioemotionally considering the theories of Erikson, Piaget, Kohlberg, Bowlby and Maslow.  What activities might she enjoy?

2 paragraphs

2. Michael is 8 years old. What can his parents expect from him physically, cognitively, and socioemotionally considering the theories in these charts? What activities might he enjoy?  Consider 2 different attachment styles, how would they impact his development? Advanced Directives Decision Making Essay

2 paragraphs

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3. Sherry is 15. She has self-esteem issues and is overweight. She has a few close friends but is quite shy. What can you say about her psychological development and her future?

2 paragraphs

 

4. Henry is a 40 year old an. He has had multiple jobs and is not able to keep any beyond 6 months. He is close to being homeless. What would Erikson say about his psychosocial development? What would Bowlby say about his attachment style? What does his future look like?

2 paragraphs

 

5. What stage of Erikson’s theory are you in? What can you say about your life regarding  crisis and virtue? Describe at least 1 change you could make at your present age which may affect you in later life.

 

2 paragraphs

 

6. From the movie “Still Alice” Erickson, what stage of development is she in? what are the factors driving her decisions, and how does her family react? What examples of moral dilemmas did she face and what stage of moral development did she demonstrate in the movie by her choices?

 

2 paragraphs

 

 

 

Developmental Psychology

		Stage 1 (age 0-1)	Crisis to be resolved: Trust vs Mistrust	At this stage babies learn to trust that their parents will meet their basic needs. If a child’s basic needs aren’t properly met at this age, he or she might grow up with a general mistrust of the world.
			Virtue to be attained: Hope
		Stage 2 (age 2-3)	Crisis to be resolved: Autonomy vs Shame/Doubt	As toddlers, children begin to develop independence and start to learn that they can do some things on their own (such as going to the toilet). If a child is not encouraged properly at this age, he or she might develop shame and doubt about their abilities.
			Virtue to be attained: Will
		Stage 3 (age 4-6)	Crisis to be resolved: Initiative vs Guilt	As preschoolers, children continue to develop more independence and start to do things of their own initiative. If a child is not able to take initiative and succeed at appropriate tasks, he or she might develop guilt over their needs and desires. Advanced Directives Decision Making Essay
			Virtue to be attained: Purpose
		Stage 4 (age 7-12)	Crisis to be resolved: Industry vs Inferiority	Throughout their school years, children continue to develop selfconfidence through learning new things. If they are not encouraged and praised properly at this age, they may develop an inferiority complex.
			Virtue to be attained: Competence
		Stage 5 (age 13-19)	Crisis to be resolved: Identity vs Role Confusion	When they reach the teenage years, children start to care about how they look to others. They start forming their own identity by experimenting with who they are. If a teenager is unable to properly develop an identity at this age, his or her role confusion will probably continue on into adulthood.
			Virtue to be attained: Fidelity
		Stage 6 (age 20-34)	Crisis to be resolved: Intimacy vs Isolation	During early adulthood most people fall in love, get married and start building their own family. If a person is unable to develop intimacy with others at this age (whether through marriage or close friendships), they will probably develop feelings of isolation.
			Virtue to be attained: Love
		Stage 7 (age 35-65)	Crisis to be resolved: Generativity vs Stagnation	This is the longest period of a human’s life. It is the stage in which people are usually working and contributing to society in some way and perhaps raising their children. If a person does not find proper ways to be productive during this period, they will probably develop feelings of stagnation.
			Virtue to be attained: Care
		Stage 8 (age 65+)	Crisis to be resolved: Integrity vs Despair	As senior citizens, people tend to look back on their lives and think about what they have or have not accomplished. If a person has led a productive life, they will develop a feeling of integrity. If not, they might fall into despair.
			Virtue to be attained: Wisdom
	During this first stage, children learn entirely through the movements they make and the sensations that result. They learn that: 1. they exist separately from the objects and people around them, 2. they can cause things to happen, and 3. things continue to exist even when they can’t see them				Sensorimotor Stage (age 0-2)
	Once children acquire language, they are able to use symbols (such as words or pictures) to represent objects. Their thinking is still very egocentric though – they assume that everyone else sees things from the same viewpoint as they do.  They are able to understand concepts like counting, classifying according to similarity, and past-presentfuture but generally are still focused primarily on the present and on the concrete, rather than the abstract.				Preoperational Stage (age 2-7)
	At this stage, children are able to see things from different points of view and to imagine events that occur outside their own lives. Some organized, logical thought processes are now evident and they are able to order objects by size and color gradient and understand that if 3+4=7 then 7-4=3, that a red square can belong to both the ‘red’ category and the ‘square’ category, and that a short wide cup can hold the same amount of liquid as a tall thin cup. However, thinking still tends to be tied to concrete reality. Advanced Directives Decision Making Essay				Concrete Operational Stage (age 7-11)
	Around the onset of puberty, young people are able to reason in much more abstract  ways and to test hypotheses using systematic logic. There is a much greater focus on possibilities and on ideological issues.				Formal Operational Stage (age 11+)

			Stage 1 Obedience or Punishment Orientation		This is the stage that all young children start at (and a few adults remain in). Rules are seen as being fixed and absolute. Obeying the rules is important because it means avoiding punishment.
			Stage 2 Self-Interest Orientation	As children grow older, they begin to see that other people have their own goals and preferences and that often there is room for negotiation. Decisions are made based on the principle of “What’s in it for me?” For example, an older child might reason: “If I do what mom or dad wants me to do, they will reward me. Therefore I will do it.”
			Stage 3 Social Conformity Orientation	By adolescence, most individuals have developed to this stage. There is a sense of what “good boys” and “nice girls” do and the emphasis is on living up to social expectations and norms because of how they impact day-to-day relationships.
			Stage 4 Law and Order Orientation	By the time individuals reach adulthood, they usually consider society as a whole when making judgements The focus is on maintaining law and order by following the rules, doing one’s duty and respecting authority.
			Stage 5 Social Contract Orientation	At this stage, people understand that there are differing opinions out there on what is right and wrong and that laws are really just a social contract based on majority decision and inevitable compromise. People at this stage sometimes disobey rules if they find them to be inconsistent with their personal values and will also argue for certain laws to be changed if they are no longer “working”. Our modern democracies are based on the reasoning of Stage 5.
			Stage 6 Universal Ethics Orientation	Few people operate at this stage all the time. It is based on abstract reasoning and the ability to put oneself in other people’s shoes. At this stage, people have a principled conscience and will follow universal ethical principles regardless of what the official laws and rules are. Advanced Directives Decision Making Essay