NCTRC EXAM ELABORATED
SUMMARY
Psycho-Analytic Theory
Engaging in play to reduce anxiety. ie: play therapy-
abused child uses doll to master situation.
Catharsis Theory
Play to release repressed thoughts, feelings, and
emotions. An outlet for aggression.
Diversion Theory
To amuse ourselves.
Compensation Theory
To play/recreate, to fulfill needs not met at work.
Surplus Energy
To get rid of excess energy.
cervical vertebrae
C1-C8 nerves control neck and upper limb sensation.
Injury Above C3
Can impair breathing; ventilator support likely needed.
Quadriplegia
Total loss of movement and sensation in all limbs.
thoracic vertebrae
T1-T12 nerves affect thorax and abdomen functions.
Injury to T1 or Below
Preserves neck, shoulder, and arm movement.
T5 Injury Effects
Can impact balance and proprioception.
lumbar vertebrae
,L1-L5 nerves influence lower back and leg function.
sacral vertibrae
Control lower legs, pelvis, bowel, and bladder functions.
Intraindividual
Solo activity; action taking part in the individual's mind or
mind and part of body but no contact with another person
or external objects.
Extraindividual
Action directed by a person toward an object in the
environment, requiring no contact with another person.
Aggregate
Action directed by a person towards an object in the
environment while in the company of others also directed
towards an object. Action is not directed towards each
other and not participation between people is needed.
Interindividual
1:1 competition; action of a competitive nature directed by
one person towards another.
Unilateral
Action of a competitive nature among three or more
persons, one of whom is an antagonist or 'it'.
Multilateral
Group game where each player competes with every other
player; action of a competitive nature among 3 or 4
persons, with no one person as antagonist.
Intragroup
Action of a cooperative nature by two or more persons
reaching a mutual goal. Action requires positive verbal and
nonverbal interactions.
Intergroup
, Action of a competitive nature between two or more
intragroups.
Healthy People 2020
In December 2010, the Department of Health and Human
Services launched Healthy People 2020, which has four
overarching goals:
1. Attain high-quality, longer lives free of preventable
disease, disability, injury, and premature death;
2. Achieve health equity, eliminate disparities, and
improve the health of all groups;
3. Create social and physical environments that promote
good health for all; and
4.Promote quality of life, healthy development, and healthy
behaviors across all life stages.
The four main categories of child development
· Physical
This includes growth and physical skills like crawling,
walking, and standing.
· Cognitive
This includes how a child thinks, understands, and
constructs knowledge. For example, children learn to
classify objects by color, shape, or height.
· Language
This includes how a child understands and uses language,
including commands and gestures.
· Social-emotional
This includes how a child develops their emotions and
relationships with others. For example, children develop a
sense of favorites, and may feel uncomfortable around
strangers.
Standards of Practice
SUMMARY
Psycho-Analytic Theory
Engaging in play to reduce anxiety. ie: play therapy-
abused child uses doll to master situation.
Catharsis Theory
Play to release repressed thoughts, feelings, and
emotions. An outlet for aggression.
Diversion Theory
To amuse ourselves.
Compensation Theory
To play/recreate, to fulfill needs not met at work.
Surplus Energy
To get rid of excess energy.
cervical vertebrae
C1-C8 nerves control neck and upper limb sensation.
Injury Above C3
Can impair breathing; ventilator support likely needed.
Quadriplegia
Total loss of movement and sensation in all limbs.
thoracic vertebrae
T1-T12 nerves affect thorax and abdomen functions.
Injury to T1 or Below
Preserves neck, shoulder, and arm movement.
T5 Injury Effects
Can impact balance and proprioception.
lumbar vertebrae
,L1-L5 nerves influence lower back and leg function.
sacral vertibrae
Control lower legs, pelvis, bowel, and bladder functions.
Intraindividual
Solo activity; action taking part in the individual's mind or
mind and part of body but no contact with another person
or external objects.
Extraindividual
Action directed by a person toward an object in the
environment, requiring no contact with another person.
Aggregate
Action directed by a person towards an object in the
environment while in the company of others also directed
towards an object. Action is not directed towards each
other and not participation between people is needed.
Interindividual
1:1 competition; action of a competitive nature directed by
one person towards another.
Unilateral
Action of a competitive nature among three or more
persons, one of whom is an antagonist or 'it'.
Multilateral
Group game where each player competes with every other
player; action of a competitive nature among 3 or 4
persons, with no one person as antagonist.
Intragroup
Action of a cooperative nature by two or more persons
reaching a mutual goal. Action requires positive verbal and
nonverbal interactions.
Intergroup
, Action of a competitive nature between two or more
intragroups.
Healthy People 2020
In December 2010, the Department of Health and Human
Services launched Healthy People 2020, which has four
overarching goals:
1. Attain high-quality, longer lives free of preventable
disease, disability, injury, and premature death;
2. Achieve health equity, eliminate disparities, and
improve the health of all groups;
3. Create social and physical environments that promote
good health for all; and
4.Promote quality of life, healthy development, and healthy
behaviors across all life stages.
The four main categories of child development
· Physical
This includes growth and physical skills like crawling,
walking, and standing.
· Cognitive
This includes how a child thinks, understands, and
constructs knowledge. For example, children learn to
classify objects by color, shape, or height.
· Language
This includes how a child understands and uses language,
including commands and gestures.
· Social-emotional
This includes how a child develops their emotions and
relationships with others. For example, children develop a
sense of favorites, and may feel uncomfortable around
strangers.
Standards of Practice
