A nurse has accepted a position on a pediatric unit and is learning about psychosocial development. Place Erikson's stages of psychosocial development in order from birth to adolescence. (Move the steps into the box on the right, placing them in the selected order of performance. Use all the steps.)

A. Providing support for family and friends following a suicide:

Providing support for family and friends following a suicide is an example of a tertiary intervention. Tertiary interventions focus on providing support, counseling, and resources to individuals affected by suicide after the event has occurred, aiming to prevent further emotional distress, promote healing, and reduce the risk of additional suicides in the community.

B. Recognizing the warning signs of suicide:

Recognizing the warning signs of suicide is an example of a primary intervention. Primary interventions aim to prevent suicide by identifying individuals at risk and intervening before a suicide attempt occurs. Educating healthcare professionals and the community about the warning signs of suicide is crucial for early identification and intervention.

C. Performing life-saving measures following a suicide attempt:

This is an example of a secondary intervention. Secondary interventions involve actions taken after the occurrence of a suicide attempt or completed suicide to prevent further harm or loss of life. Performing life-saving measures, such as cardiopulmonary resuscitation (CPR) or providing emergency medical care, falls under secondary interventions because it occurs after the suicide attempt to mitigate the immediate physical consequences.

D. Identifying individuals who are at higher risk for attempting suicide:

Identifying individuals who are at higher risk for attempting suicide is also an example of a primary intervention. This involves screening, assessment, and risk evaluation to identify individuals with risk factors and warning signs of suicide, allowing for targeted interventions, support, and prevention strategies to be implemented before a suicide attempt occurs.

A. "You must be getting better. You look great!": This response could potentially be interpreted as positive reinforcement, but it carries the risk of making assumptions about the client's mental state solely based on their appearance. It implies that the client's improved grooming is solely due to their improvement in depression, which may not necessarily be the case. Additionally, it may inadvertently minimize the client's experience of depression by attributing their grooming to improvement rather than recognizing it as an achievement in itself.

B. "Everyone feels better after showering": This response generalizes the client's experience and minimizes the significance of their actions. It implies that grooming is merely a routine activity that everyone does and that feeling better is solely related to physical cleanliness. It fails to acknowledge the client's effort and positive behavior, which could be significant achievements for someone experiencing depression.

C. "Why are you all dressed up today? Is it a special occasion?": This response might put the client on the spot and make them feel uncomfortable or self-conscious about their appearance. It could also imply that there must be a specific reason for the client to take care of their grooming, rather than recognizing it as a positive step regardless of the reason. Additionally, it doesn't acknowledge the client's effort or provide validation for their behavior.

D. "I see you have done some grooming today.": This response acknowledges the client's effort and positive behavior without making assumptions or judgments about the client's mental state or improvement. It demonstrates observance and recognition of the client's actions, which can help build rapport and trust between the nurse and the client. Additionally, it opens the door for further conversation if the client wishes to discuss their grooming habits or how they are feeling.