Human Development Overview
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This document provides an overview of key concepts in human development from prenatal stages through adulthood. It discusses four main questions of developmental science: plasticity, individual differences, continuity, and sources of development. The stages of development are divided into ages and domains. The sources of development are explored through nature versus nurture and ecological models. Critical periods and the effects of injury on plasticity are examined. Individual differences are considered in terms of the nature of differences between people and consistency of characteristics across the lifespan. The primary objectives are to compare developmental theories using the four questions, observe child development, and examine adult development through case studies.
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Human Development
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https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Review the most common theories of child development: Psychoanalytic, behavioral, social learning, cognitive, attachment, ecological
Apply theoretical concepts to child development
Hypothesize how failure to accomplish tasks in one area of development can negatively impact other areas
Human Growth & Development: Developmental Psychology. By Theresa Lowry-Lehnen...
Human Growth & Development: Developmental Psychology. By Theresa Lowry-Lehnen...Theresa Lowry-Lehnen
Human Growth & Development
Developmental Psychology
(Theories and Models)Components of Human Development
For Miss Joy Lim’s General Psychology class
DGE2
First Term | SY 2010-2011
De La Salle-College of Saint Benilde
Developmental Psychology and Learning (I Bimestre)
Universidad Técnica Particular de Loja
Inglés
Developmental Psychology and Learning
I Bimestre
Abril - Agosto 2007
Ponente: Dra. María Arias
Recommended
Human Development
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Review the most common theories of child development: Psychoanalytic, behavioral, social learning, cognitive, attachment, ecological
Apply theoretical concepts to child development
Hypothesize how failure to accomplish tasks in one area of development can negatively impact other areas
Human Growth & Development: Developmental Psychology. By Theresa Lowry-Lehnen...
Human Growth & Development: Developmental Psychology. By Theresa Lowry-Lehnen...Theresa Lowry-Lehnen
Human Growth & Development
Developmental Psychology
(Theories and Models)Components of Human Development
For Miss Joy Lim’s General Psychology class
DGE2
First Term | SY 2010-2011
De La Salle-College of Saint Benilde
Developmental Psychology and Learning (I Bimestre)
Universidad Técnica Particular de Loja
Inglés
Developmental Psychology and Learning
I Bimestre
Abril - Agosto 2007
Ponente: Dra. María Arias
Life span developmentpkn2.0
Life Span Development. Newborn to adulthood developmental processes explained.
All about development psychology and its types
Developmental psychology is the scientific study of age associated behavioral changes which occur as a child grows up.
Chapter 3 human development
Taken from website http://www.smccd.net/accounts/saterfield/Psyc100_03/ppt_resources.htm
Cognitive and social development are key areas of development
Cognitive and social development are key areas of development since
how infants undergo these two areas of development play an important role in
determining their cognitive and social capabilities as adults. This essay
examines what is currently known about cognitive and social development,
how these developmental processes may differ in cultural contexts where
breastfeeding is more prevalent, and how studies can be conducted to
determine if these developmental processes occur at an earlier age or in a
different manner in such a cultural context.
Cognitive development focuses on how the processes involved in
acquiring, processing, and organizing information develop in humans (Oakley,
2004). The two most important theories of cognitive development are the
theories of Jean Piaget and Lev Vygotsky.
Jean Piaget stated that cognitive structures are modified through the
processes of assimilation and accommodation. Assimilation is the process
through which new information is incorporated into an individual’s existing
cognitive structures, whereas accommodation is the process through which
new cognitive structures are formed in order to fit new information that is
encountered (Altman et al., 2017).
Piaget also theorized that there are four stages of cognitive
development. The first stage is the sensorimotor period which starts at birth
and lasts until the age of 2 where infants are learning about the world through
their sensory and motor abilities. The next stage, the preoperational period,
occurs from ages 2 to 7 and it is characterized by increased abilities in
symbolic thinking and language use. The third stage is the concrete
operational period which occurs between the ages of 7 to 12 where a child’s
ability to reason about concrete ideas significantly increases. The final stage
is the formal operational period which occurs after the age of 12,
characterized by the ability to reason about hypothetical problems and the
ability to think abstractly (Altman et al., 2017).
In contrast to Piaget, Lev Vygotsky’s theory focused on the influence
that social interactions have on cognitive development. Vygotsky stated that
there are three factors that shape a child’s cognitive development: culture,
language, and the zone of proximal development (ZPD) (Oakley, 2004).
Vygotsky believed that culture is important in shaping cognitive development
since what knowledge a child acquires and how that knowledge is acquired is
determined by the culture that the child is a part of. Vygotsky stated that
language has an important role in cognitive development since the world is
understood and represented using language (Oakley, 2004). The third factor,
ZPD, is the distance between a child’s abilities on their own and a child’s
potential abilities that can be developed with some guidance and support
(Oakley, 2004).
Social development refers to the development of social understanding
and the acquiring of social skills. Two key areas of social development are the
devel ...
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Similar to Human Development Overview
Cognitive and social development are key areas of development
Cognitive and social development are key areas of development since
how infants undergo these two areas of development play an important role in
determining their cognitive and social capabilities as adults. This essay
examines what is currently known about cognitive and social development,
how these developmental processes may differ in cultural contexts where
breastfeeding is more prevalent, and how studies can be conducted to
determine if these developmental processes occur at an earlier age or in a
different manner in such a cultural context.
Cognitive development focuses on how the processes involved in
acquiring, processing, and organizing information develop in humans (Oakley,
2004). The two most important theories of cognitive development are the
theories of Jean Piaget and Lev Vygotsky.
Jean Piaget stated that cognitive structures are modified through the
processes of assimilation and accommodation. Assimilation is the process
through which new information is incorporated into an individual’s existing
cognitive structures, whereas accommodation is the process through which
new cognitive structures are formed in order to fit new information that is
encountered (Altman et al., 2017).
Piaget also theorized that there are four stages of cognitive
development. The first stage is the sensorimotor period which starts at birth
and lasts until the age of 2 where infants are learning about the world through
their sensory and motor abilities. The next stage, the preoperational period,
occurs from ages 2 to 7 and it is characterized by increased abilities in
symbolic thinking and language use. The third stage is the concrete
operational period which occurs between the ages of 7 to 12 where a child’s
ability to reason about concrete ideas significantly increases. The final stage
is the formal operational period which occurs after the age of 12,
characterized by the ability to reason about hypothetical problems and the
ability to think abstractly (Altman et al., 2017).
In contrast to Piaget, Lev Vygotsky’s theory focused on the influence
that social interactions have on cognitive development. Vygotsky stated that
there are three factors that shape a child’s cognitive development: culture,
language, and the zone of proximal development (ZPD) (Oakley, 2004).
Vygotsky believed that culture is important in shaping cognitive development
since what knowledge a child acquires and how that knowledge is acquired is
determined by the culture that the child is a part of. Vygotsky stated that
language has an important role in cognitive development since the world is
understood and represented using language (Oakley, 2004). The third factor,
ZPD, is the distance between a child’s abilities on their own and a child’s
potential abilities that can be developed with some guidance and support
(Oakley, 2004).
Social development refers to the development of social understanding
and the acquiring of social skills. Two key areas of social development are the
devel ...
Kimbrilee Schmitz To respond my opinion 8.1Consider the model.docx
Kimbrilee Schmitz: To respond my opinion 8.1
Consider the models of Piaget, Erickson, and others regarding the stages of cognitive developmental. Do these models suggest a correlation between cognitive development and learning development throughout the human lifespan? Why or why not?
Learning development consists of allowing a person to learn at their own pace so they fully understand what is learned and feel accomplished when they master a task. If a person is pushed to learn to fast, they feel defeated because they do not understand the concepts. If a person is learning at a pace that is too slow, they become bored. People also need to have time to learn, reflect, and apply what they have learned (Mayhew, Wolniak & Pascarella, 2008). Although some learning needs to be structured so people learn the correct concepts, there needs to be time for out of the box thinking and hands on applications.
Piaget’s stages of cognitive development starts with an infant that cannot recognize that they are separate from the world and ends around age 11 where a child has a good concept of themselves and the world around them (Malerstein and Ahern, 1979). Erickson’s stages of life development stretches from birth to old age. Erickson believed that people had to complete steps in one phase before entering the next stage. These stages go from learning about one’s self and the world and end in reflecting on life and making sure all questions are answered (Ornstein, Cron & Slocum, 1989). Both of these models have a correlation with learning development. People have to learn certain things in each stage of their life. If they do not learn or accomplish certain things it is difficult for them to move forward in their life. Although there are age ranges set up with the models of cognitive development not everyone reaches each stage in the same time period. Just like learning development, people must learn and accomplish things at their own pace.
Resources:
Malerstein, A., & Ahern, M. M. (1979). Piaget's Stages of Cognitive Development and Adult Character Structure. American Journal Of Psychotherapy, 33(1), 107. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rlh&AN=5349402&site=eds-live&scope=site
Mayhew, M. J., Wolniak, G. C., & Pascarella, E. T. (2008). How Educational Practices Affect the Development of Life-long Learning Orientations in Traditionally-aged Undergraduate Students. Research in Higher Education, (4). 337. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.25704567&site=eds-live&scope=site
Ornstein, S., Cron, W. L., & Slocum, J. W. (1989). Life stage versus career stage: A comparative test of the theories of Levinson and Super. Journal Of Organizational Behavior, 10(2), 117-133. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1989-31344-001&site=eds- ...
Current Directions in PsychologicalScience2015, Vol. 24(5).docx
Current Directions in Psychological
Science
2015, Vol. 24(5) 358 –362
© The Author(s) 2015
Reprints and permissions:
sagepub.com/journalsPermissions.nav
DOI: 10.1177/0963721415589345
cdps.sagepub.com
The past quarter century has yielded tremendous
advances in our understanding of personality traits: indi-
viduals’ characteristic patterns of thinking, feeling, and
behaving ( John, Naumann, & Soto, 2008). Key points of
consensus have emerged regarding how specific behav-
ioral tendencies are organized into broader traits (per-
sonality structure), how personality traits change over
time (personality development), and how personality
traits influence important life outcomes. The vast majority
of this research has focused on adulthood, likely reflect-
ing the traditional view of personality as a mature psy-
chological phenomenon (Caspi, Roberts, & Shiner, 2005).
However, a growing body of research explicitly focuses
on personality traits in childhood and adolescence. What
does this research tell us about youth personality traits?
In what ways are they similar to—and different from—
adult traits? We will address these questions by discussing
our own research and related studies examining youth
personality structure, youth personality development,
and the predictive utility of early personality traits for life
outcomes. We review this research with an eye toward
identifying key points of convergence across studies, key
similarities and differences between youth and adult per-
sonality traits, and key questions that remain in need of
further investigation.
Youth Personality Structure: Hierarchy
and Foundation
Two key points of consensus have emerged from
research examining adult personality structure. First,
adults’ traits are organized hierarchically, with broad,
higher-order traits subsuming narrow, lower-order ones
(Markon, 2009). Second, the Big Five trait dimensions—
extraversion (sociability, assertiveness, energy level),
agreeableness (compassion, politeness, trust in others),
conscientiousness (organization, industriousness, reli-
ability), neuroticism (anxiety, depressiveness, emotional
volatility), and openness to experience (intellectual curi-
osity, creativity, aesthetic sensitivity)—constitute a par-
ticularly valuable, foundational level of the adult
personality hierarchy ( John et al., 2008). The Big Five
traits represent an optimal balance between bandwidth
(conceptual breadth), fidelity (descriptive specificity),
and generalizability (across samples and measures).
They provide a solid foundation that higher levels of the
589345CDPXXX10.1177/0963721415589345Soto, TackettPersonality Traits in Childhood and Adolescence
research-article2015
Corresponding Author:
Christopher J. Soto, Department of Psychology, Colby College, 5550
Mayflower Hill, Waterville, ME 04901
E-mail: [email protected]
Personality Traits in Childhood and
Adolescence: Structure, Development,
and Outcomes
Christopher J. Soto.
Running head CHILDHOOD DEVELOPMENT1Childhood development 5.docx
Running head: CHILDHOOD DEVELOPMENT 1
Childhood development 5
Childhood Development: 3-12 years
Laurie Schaalma
PSY605: Developmental Psychology
Instructor: Lisa Pennington
February 27, 2017
The human development timeline marks distinct milestones that individuals are expected to pass as they move through the different stages of their lives. The rate of growth and development varies for every individual based on genetic or environmental factors that may either enhance or undermine development. Monitoring the development stages is especially critical among children since any anomalies can be quickly identified and the necessary intervention strategies employed. The primary domains of development are physical, social, language and emotional. The paper will analyze the development stages for the 3-12 years’ age group through assessing the different popular theories that explain the important features of the age group.
Between the ages of 3 and 12 years, a lot of learning takes place with a child's ability to assimilate information from the environment drastically improving. Up to the age of 7 years, the physical growth ensures that children can roam around and interact with their physical environment. Increased dexterity means they can hold things and play with toys. Speech also develops with a significant growth in vocabulary which makes them able to converse with both adults and other children. Reading skills also significantly improve with most children of the age of 5 being able to recognize simple words in print (Piaget, 2000). Their capacity for reasoning is also highly elevated making it the most appropriate stage for parents to instill values and morals through positive reinforcement or punishment. Per Erikson's Eight Stages of Development, the child struggles between embracing their autonomy and shame to gain a sense of Will. Children often exhibit stubborn tendencies and wild tantrums as a mode of coping with others saying ‘NO' to their requests. Erikson's third psychological crisis is marked by the child developing a sense of purpose although imagination is restricted (Elkind, 1970).
Freud's theory of sexual development suggests that children gain pleasure from oral stimulation during breastfeeding and anal stimulation during toilet training (Oswald, 2008). The phallic stage is marked with sexual identification where children tend to emulate the same-sex parent and develop a strong interest and love for the opposite-sex parent (Freud, 1924). This stage is especially common in the pre-teen years as children struggle to develop a sense of self.
The four cognitive development stages developed by Piaget explain the milestones in the thought process of an individual. The preoperational stage may encompass children between the ages of 2-7 years where the child grasps some aspects of symbolism. The third stage is the concrete operational stage that is considered the most significant marked by children developing a se ...
Vo l u m e 3 4 N u m b e r 2 J u n e 2 0 0 9 31The Au.docx
Vo l u m e 3 4 N u m b e r 2 J u n e 2 0 0 9 31
The Australian Early Development Index, who does it measure:
Piaget or Vygotsky’s child?
Joseph Agbenyega
Faculty of Education, Monash University
sEVErAL PsyChOLOgICAL InsTruMEnTs have been developed and used over
the years to measure various domains of child development. The Australian Early
Development Index (AEDI) is a current assessment tool being used as a community
measure of young children’s development. It measures the following domains: Physical
health and wellbeing; Social competence; Emotional maturity; Language and cognitive
skills; Communication skills and general knowledge. This article examines the tacit
nuanced construction of the child within the AEDI, and critiques this within a cultural-
historical theoretical perspective of child development. The paper argues that the AEDI
image of the child has its roots in Piagetian and Gesellian stage theories of universality.
This position is juxtaposed with more encompassing views held in the Vygotskian
tradition. The paper advances arguments for an alternative consideration of child
development that does not prescribe vulnerability to certain groups of children.
Introduction
In ThIs PAPEr I WILL explore three different
theoretical traditions of development—Piaget, Gesell
and Vygotsky—focusing on the root belief structures.
Following this effort I will analyse how each theoretical
orientation shapes the Australian Early Development
Index (AEDI). I will then concentrate on the contribution
of Vygotsky’s cultural–historical theory to reframe a more
comprehensive view of looking at child development
and measurement. The purpose for doing this is to
tease out the tacit deficit model in the AEDI and how
its universal usage creates and prescribes vulnerability
to certain groups of children.
Theoretical perspectives on child
development
This section begins by unpacking the important
components of Piaget’s cognitive developmental
theory, followed by Gesell’s and Vygotsky’s as these
relate to the AEDI. The choice of Piaget’s and Gesell’s
philosophical positions are important to this paper
because these traditions often provide the framework
for constructing psychometric tests for measuring
school readiness from a maturational and biological
perspective, as does the AEDI. On the other hand,
Vygotsky’s cultural–historical theory is considered in
this paper as it provides an alternative and a broader
philosophical framework beyond a maturational
and biological perspective for thinking about child
development and school readiness.
Views about development are situated within broader
systems of theoretical knowledge. Damon (1998)
argues that the field of child development within the
last century was dominated by ‘three grand systems’:
Piaget, psychoanalysis and learning theory (p. xv).
Jean Piaget is renowned for his work on cognitive
development of children. His work focused on the
processes ...
A Unified Theory of Development A Dialectic Integration of Na.docx
A Unified Theory of Development: A Dialectic Integration of Nature
and Nurture
Arnold Sameroff
University of Michigan
The understanding of nature and nurture within developmental science has evolved with alternating ascen-
dance of one or the other as primary explanations for individual differences in life course trajectories of suc-
cess or failure. A dialectical perspective emphasizing the interconnectedness of individual and context is
suggested to interpret the evolution of developmental science in similar terms to those necessary to explain
the development of individual children. A unified theory of development is proposed to integrate personal
change, context, regulation, and representational models of development.
The attention of philosophers and then scientists to
human development has always begun with a con-
cern that children should grow up to be good citi-
zens who would contribute to society through
diligent labor, moral family life, civil obedience,
and, more recently, to be happy while making these
contributions. The motivation for these concerns
was that there were many adults who were not.
Although attention was paid to the socialization
and education of children, it was ultimately in the
service of improving adult performance. The socie-
tal concern has always had a life-span perspective.
Without healthy, productive adults no culture
could continue to be successful. This concern
continues to be a major motivator for society to
support child development research. Although the
intellectual interests of contemporary develop-
mental researchers range widely in cognitive and
social–emotional domains, the political justification
for supporting such studies is that they will lead to
the understanding and ultimate prevention of
behavioral problems that are costly to society.
With these motivations and supports there have
been major advances in our understanding of the
intellectual, emotional, and social behavior of
children, adolescents, and adults. Moreover these
understandings have increasingly involved multi-
level processes cutting across disciplinary bound-
aries in the social and natural sciences. This
progress has forced conceptual reorientations as
earlier unidirectional views that biological or social
circumstance controlled individual behavior are
becoming multidirectional perspectives where indi-
vidual behavior reciprocally changes both biologi-
cal and social circumstance.
The models we use to understand how individ-
uals change over time have increased in complex-
ity from linear to interactive to transactive to
multilevel dynamic systems. Was this progression
in complexity an expression of empirical advances
in our developmental research or is it related to
more general progressions in the history of science
as a whole? Several years ago during a discussion
of a need for a critical social history of develop-
mental psychology by a number of distinguished
scientists (Bronfenbrenner, Kessel, Kessen, &
White, 198 ...
AdultsSokol, J. T. (2009) Identity Development Throughout the.docx
Adults
Sokol, J. T. (2009) "Identity Development Throughout the Lifetime: An Examination of
Eriksonian Theory," Graduate Journal of Counseling Psychology1(2), Article 14.
Retrieved from http://epublications.marquette.edu/gjcp/vol1/iss2/14
In this article, Sokol reviews the Eriksonian theory through a person’s lifespan. Erikson proposed a life span model of human development that was composed of eight psychosocial stages. A person has to deal with inherent crisis throughout each stage so as to continue with development. He also added the influence that culture and society in general has on people’s development. In this article, the author closely examines the various stages of life span in regard to identity formation as proposed under the Eriksonian theory.
The author discusses identity development in adulthood in regard to the Eriksonian theory. He criticizes the Erikson on his failure to provide details on identity formation beyond adolescence and mainly provision of contradicting ideas. Erikson states that final identity is fixed at the close of adolescence while still maintaining that identity development goes beyond adolescence into adulthood. As per the author, identity development especially in terms of religion, politics, vocations and sexual choices occur during young adulthood. It continues through middle adulthood through change of circumstances where people reorganize goals and ambitions as well as careers. Women take up masculine characters and vice versa to experience perspective shifts. There is continuous examination and evaluation to revise choices and draw up new beginnings hence identity development.
This article is important since it evaluates one of the development theories in regard to human development. Identity formulation even if it mainly occurs in childhood and adolescence, it continues further into adulthood especially since they are more likely to reorganize their lives and take up new
Brent, W. R., & Daniel, M. (2009). Personality Trait Change in Adulthood. National Institute of
Health. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2743415/
The authors define personality traits as enduring patterns of feelings, thoughts, and behaviors among people that distinguish them from others. Recent cross sectional and also longitudinal research has shown that the development of personality traits does occur in all age groups across the life span. It specifically occurs mainly in middle aged people who also tend to score highly on conscientiousness and agreeableness and much lower in traits like neuroticism, openness and extraversion.
The authors conclude that the development of personality traits in ongoing from childhood through to late adulthood. In adulthood, it is mainly positively although that does not mean the final trait in the person. It is influenced by certain factors such as growing responsibility and changing circumstances. Most personality changes occur in adults between 20-40 years. As .
HLP 7 VR Lesson TemplateAppendix D Lesson Plan TemplateInstru
HLP 7 VR Lesson Template
Appendix D: Lesson Plan Template
Instructions: Complete tables with your own information by deleting & replacing light gray example text. Consider either (a) developing separate plans for in-person & remote instruction or (b) including examples across contexts
Creating Effective Classroom Environments Social Skills Lesson Plan Template
Educator Name:
Add
Grade Level/Period:
Add
Date: Add
Lesson Focus:
Demonstrating _________________ (expectation) in the _________________ (setting/routine).
Teaching Objective:
Following instruction, students will demonstrate _________________ (expectation) in the _________________ (setting/routine) by_________________________________(describe behaviors) across __ out of __ sampled opportunities (criteria).
Teaching Examples:
Positive Examples
(Looks, sounds, & feels like…)
Negative Examples
(Does NOT look, sound, & feel like…)
·
·
·
·
·
·
Lesson Materials:
Lesson Activities:
Model (I do):
Lead (We do):
Test (You do):
Follow-up Activities:
Strategies to prompt:
Procedures to reinforce context-appropriate behavior:
Procedures to correct errors (e.g., context-inappropriate behavior):
Procedures to monitor/supervise:
Procedures to collect and evaluate student data:
Lesson plan template adapted from: Simonsen, B., Myers, D., Everett, S., Sugai, G. Spencer, R., & LaBreck, C. (2012). Explicitly teaching social skills school-wide: Using a matrix to guide instruction. Intervention in School and Clinic, 47, 259-266. https://doi.org/10.1177/1053451211430121
265
The Psychology of Human Sexuality, Second Edition. Justin J. Lehmiller.
© 2018 John Wiley & Sons, Ltd. Published 2018 by John Wiley & Sons, Ltd.
Companion Website: www.wiley.com\go\lehmiller2e
10
CHAPTER OUTLINE
Introduction, 265
Sexual Development From Infancy Through Adolescence, 267
Infancy and Childhood, 267
Puberty, 268
Adolescence, 270
Biopsychosocial Influences on Teenage Sexual Activity, 273
Implications of Early or Late Sexual Development, 274
Sexuality and Aging, 277
Biopsychosocial Influences on the Sexual Activities of Older Adults, 281
Lifespan Sexual Development
Introduction
Take a moment and think back to your very first sexual experience (if you have not had one yet,
envision what that experience might be like). Next, imagine what your sex life will look like ten
years from now—what kinds of things do you think you will desire, and which activities might
©JohnnyGreig/Getty Images
Lehmiller, J. J. (2017). The psychology of human sexuality. John Wiley & Sons, Incorporated.
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10 Lifespan Sexual Development266
you engage in? Finally, think about what your sex life will be like in the distant future, when you
are much older and in your retirement years.
If you’ ...
I need 100 words response for each of the discussion postDiscu.docx
I need 100 words response for each of the discussion post
Discussion Entry 1
The emerging adulthood stage is being studied in various ways now to include the lifespan theory and the resiliency theory. The lifespan development theory generally concentrates on the ontogenesis and the chronological mastery of skills, tasks, and abilities, while resiliency theory, in contrast, generally focuses the process of positive adaption when facing significant risk (Smith-Osborne, 2007). “Emerging adulthood is proposed as a new conception of development for the period from the late teens through the twenties, with a focus on ages 18-25” (Arnett, 2000, pg. 1). From my understanding, Arnett’s proposal is basically highlighting on the fact that there is a difference from “back in the day” to “current day” life experiences or achievements. “The reliance on traditional sociological markers that have served for over a century—stable job, independent domicile, financial self-sufficiency, marriage and children—is out of sync with the pace, direction, and even values of twenty-first-century life” (Gilmore, 2019, pg. 1). Arnett explains this by showing how the age of marriage has shifted and how childbirth age patterns has increased. The emerging adulthood phase is when an individual is acting independently in contradiction of social norms.
The first article dealt with homeless emerging adults and how the resiliency theory played a role in the case study. Young adults were interviewed, recruited, and analyzed to find four primary themes amongst the homeless young adults. Individual strengths, positive life perspectives, external social supports, and coping strategies are all themes that contributed to their resilience while living on the streets. Most emerging adults were facing multiple barriers while growing up and they were exposed to traumatizing events which cause most of them to flee their home/family. the resiliency theory reported how these individuals adapted to their new circumstances by learning how to find resources, establishing new relationships and who to trust, and developing a “street smart” skill (Thompson, Ryan, Montgomery, Lippman, Bender & Ferguson, 2016). This case study proposed that using a strength-based method would empower these individuals to use their resilient capabilities to build a self-efficient mentality that offers them a way out of homelessness. One major shortcoming of this study is that the recruits were from one specific city and were mainly Caucasian males. If the study would have been more worldwide, the results may have shown various results. Another factor that may hinder this type of research is that many homeless individuals develop mental health concerns and do not share the full extent of their situation which would alter the results as well. This study reflects how the cognitive and personality development does not always take place in a normal age range or in sequential order and human development rem ...
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Human Development Overview
- 1. Human Development Overview HDF 501: Lifespan Development Wheelock College Boston, MA
- 2. Four Questions of Developmental Science Plasticity Individual Differences Continuity Sources of Development
- 4. Ages and Stages Adolescence Adulthood Middle Childhood Early Childhood Later Infancy Early Infancy Prenatal Cognitive Language Emotional Social Physical
- 9. Ages and Stages Adolescence Adulthood Middle Childhood Early Childhood Later Infancy Early Infancy Prenatal Cognitive Language Emotional Social Physical Continuity Sources of Development Plasticity Individual Differences