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Concrete thinking: Concrete operational thinking is typical in school-age children (ages 7–11). It involves logical reasoning about tangible objects and events but lacks the capacity for abstract or hypothetical reasoning, which is more characteristic of adolescence.

Egocentric thinking: Egocentric thinking is more commonly associated with the preoperational stage (ages 2–7), where children struggle to see perspectives other than their own. While adolescents may display a form of egocentrism (e.g., personal fable, imaginary audience), this differs from the rigid egocentrism seen in younger children.

Preoperational thinking: Preoperational thinking occurs in early childhood (ages 2–7) and includes symbolic play and intuitive reasoning. Adolescents have surpassed this stage and operate at a more advanced cognitive level that involves logical and abstract reasoning.

Offer the infant a cool beverage to drink frequently: Cool beverages are not appropriate for thermoregulation in infants, especially those not yet on solid food. They primarily rely on breast milk or formula, and fluid intake alone is not effective for managing temperature in infants.

Keep the infant in a well-ventilated room with a fan: While ventilation may help regulate temperature in hot environments, the use of fans can increase the risk of hypothermia in infants due to rapid heat loss. Infants should be kept in environments with stable, moderate temperatures.

Place the infant in direct sunlight for extended periods of time: Prolonged exposure to direct sunlight can lead to overheating and increases the risk of sunburn or heatstroke in infants. Controlled indoor lighting and indirect sunlight are safer alternatives for light exposure.

Punishment and obedience: At this stage, moral reasoning is based on avoiding punishment. Individuals obey rules set by authority figures without questioning them, focusing on the physical consequences of actions rather than the morality behind them.

Good boy-nice girl: This stage is characterized by a desire to gain approval from others by being “nice” or doing what is expected in social relationships. Morality is centered around conformity and maintaining interpersonal relationships rather than questioning rules.

Law and order: Here, individuals follow laws and rules rigidly, believing that maintaining social order is paramount. There is a strong emphasis on duty and upholding established laws, without critically evaluating their fairness or impact on individual rights.

The toddler cannot turn a doorknob: Turning a doorknob requires fine motor coordination typically seen closer to 2 years of age. It is developmentally appropriate for a 15-month-old to not yet have this skill, so this finding is not concerning.

The toddler cannot jump with both feet: Jumping with both feet generally develops between ages 2 to 3. It is not expected for a 15-month-old to perform this gross motor skill, so its absence at this age is normal and not a cause for concern.

The toddler cannot build a tower of six to seven cubes: At 15 months, toddlers may only be able to stack two to three blocks. Building a tower of six to seven cubes is a skill typically achieved around 24 months. The inability to do this at 15 months is developmentally appropriate.

Controls impulsive feelings: Impulse control is still developing in preschoolers and becomes more established during the school-age years. Preschoolers often act out emotionally due to limited self-regulation, so full control over impulses is not expected.

Builds a collection of cards: Organizing and collecting items in a systematic way is more typical of school-age children, who develop interests in categorization and collecting based on rules and order. Preschoolers do not yet have this level of structured play.

Expresses need for privacy: While preschoolers may start to show modesty, a strong, consistent desire for privacy typically emerges in school-age children as they become more self-aware and socially conscious.

"Can I listen to your lungs?": Using a question format may give the toddler the impression that they can refuse the procedure. Toddlers often assert autonomy and may say “no,” so it’s better to use clear, simple statements rather than yes/no questions.

"I am going to take your blood pressure now.": The term “blood pressure” may be unfamiliar and sound intimidating to a toddler. Without context or simplified language, this may provoke fear or confusion about what is being done.

"Can you stand very still while I feel how warm you are?": This approach includes a question, which may result in resistance. Also, toddlers may not be able to follow complex instructions like standing still, and it doesn’t clearly explain the use of a thermometer or what will happen.

Family conflict: Ongoing family conflict can contribute to emotional distress and increase suicide risk, but it is not the most immediate or direct indicator. It often interacts with other factors, such as mental health status, to influence risk.

Availability of firearms: Access to firearms significantly raises the lethality of suicide attempts and is an important environmental risk factor. However, without an underlying psychiatric issue or suicidal ideation, availability alone is not the strongest predictor.

Homosexuality: Being part of a sexual minority is associated with increased risk of mental health issues and bullying, which can elevate suicide risk. However, homosexuality alone is not a risk factor unless combined with factors such as rejection, isolation, or mental illness.