Lifespan Development Lesson 2: Developmental TheoriesLumen Learning
CC-BY-SA Lesson 2 Slides on Developmental Theories from Laura Overstreet's Lifespan Psychology course from Open Course Learning: https://drive.google.com/folderview?id=0B0b0olJJwIXAcXpiX0N3U0ZfczA&usp=sharing&tid=0B9nrmpuRmC4ENjVGdVo3dVh6NzQ
Lifespan Development Lesson 2: Developmental TheoriesLumen Learning
CC-BY-SA Lesson 2 Slides on Developmental Theories from Laura Overstreet's Lifespan Psychology course from Open Course Learning: https://drive.google.com/folderview?id=0B0b0olJJwIXAcXpiX0N3U0ZfczA&usp=sharing&tid=0B9nrmpuRmC4ENjVGdVo3dVh6NzQ
The research literature indicates an association between the development of suicidal behaviours of young people and parental suicide behaviours. However, we lack empirical data on what children and adolescents know about their parent's suicidal behaviours and how they cope with the stress of living in a family where a parent has attempted suicide and may be at risk of attempting. We present the results of a qualitative exploratory study to understand what young adolescents know about the suicidality of a suicidal parent, what they thought and felt about it and how they coped with the situation. We conducted semi-structured interviews with eight adolescents between 12 and 15 years old living in a family where a parent had attempted suicide in the past 3 years, in order to obtain information on the perception of the adolescents themselves. In most cases we did not know if they knew or what they knew about their parent being suicidal. A significant number of the adolescents knew or suspected that their parent was suicidal. They used coping strategies like talking to their best friend or listening to music, but were inclined not to confide in adults and not to bring up the subject in the family. All the parents had contacted a community crisis centre for help, the adolescents were generally not offered any support . Support was generally only provided to the suicidal parent who contacted the crisis centre and to other adults involved in the intervention. Support should also be systematically offered proactively to the children and adolescents when their parent has suicidal behaviours in order to help them find efficient strategies to cope with the stresses associated with living with a suicidal parent. Specific approaches to helping children learn to cope better will be presented and discussed.
What is an Abuse?
What is Child maltreatment?
Scope of the problem:
Consequences of maltreatment:
A GLOBAL PROBLEM
TYPES OF CHILD ABUSE
COMPILING DATA
EXTREME CASES OF CHILD NEGLECT AND ABUSE
STARVED, ABANDONED, ALONE: GENIE, THE FERAL CHILD
ZHENYA BARSUKOV
GIRL IN THE WINDOW
The Development of Social Relations - Fundamentals of Psychology 2 - Lecture 3Simon Bignell
The Development of Social Relations - Fundamentals of Psychology 2 - Lecture 3.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
emotional problems in youngsters.
•Conduct disorder usually happens between the ages of 6 and 15.
•factors contributing to development of conduct disorder
•brain damage
•child abuse or neglect
•genetic vulnerability
• school failure
• traumatic life experiences.
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Changes from DSM-IV to DSM-V
•The chapter on “Disruptive, impulse-control, and conduct disorders” is new to DSM-5.
•It brings together disorders that were previously included in the chapter “Disorders Usually First Diagnosed in Infancy, Childhood, or Adolescence”.
Families
Peer Relations, Play, and Television
The Self, Gender, and Moral Development
Parenting styles
Adapting parenting to developmental changes in the child
Cultural, ethnic, and social class variations in family
Siblings relationship and birth order
The changing family in a changing society
Depressed parents
Adapting Parenting to Developmental Changes in the Child
Welcome to the Program Your Destiny course. In this course, we will be learning the technology of personal transformation, neuroassociative conditioning (NAC) as pioneered by Tony Robbins. NAC is used to deprogram negative neuroassociations that are causing approach avoidance and instead reprogram yourself with positive neuroassociations that lead to being approach automatic. In doing so, you change your destiny, moving towards unlocking the hypersocial self within, the true self free from fear and operating from a place of personal power and love.
2. Privation
Definition:
Occurs when a child has never formed an
attachment bond.
Usually as a
result of
complete lack of
emotional care of
the child – during
the first few
years
Can cause
permanent
damage to
emotional and
social
development
3. Hodges & Tizard (1989)
Aim –
Investigate whether a lack of emotional
care had permanent and irreversible
effects to emotional and social
development
4. Hodges & Tizard (1989) –
procedure
Interviews in an institution
Interviewed children, parents and teachers regarding
attitudes and behaviour
The institution had a high turnover of staff
(why would they do this?)
65 children who were institutionalised before 4 months
Interviews were compared with a control group
(who might their control group be?)
5. Hodges & Tizard (1989)
Findings –
• Children exhibited unusual attachment
behaviours – demanding of adult attention
By the age
of 2
• Children did not have any deep
relationships, were much more attention-
seeking
At the age
of 4
• Less likely to have a special friend or be
part of a social group
• More likely to be quarrelsome and bullies
At 16
6. Hodges & Tizard (1989)
What conclusions can be
drawn from Hodges &
Tizard’s research?
There is evidence that
early institutionalisation
can cause permanent
damage
8. Positive Evaluation - Genie
This is positive at it demonstrates
Hodges and Tizard’s findings that
privation has irreversible effects
However...
Genie was locked in her room by her father
until she was 13 ½ because he thought she
was retarded. When she was found she was
severely physically underdeveloped and
couldn’t stand or talk. Genie never fully
recovered socially or learned to speak
9. Negative Evaluation - Attrition
This is a weakness because it would result
in sample bias, specifically as it is
usually the most troubled participants
who drop out.
Hodges and Tizard’s study was
longitudinal meaning that people are
very likely to drop out – resulting in a
reduction in the sample
10. Negative Evaluation – Czech twins
This is a weakness because it
demonstrates that the effects of
privation are reversible
However...
The Czech twins were locked up for 7 years by their
stepmother and couldn’t talk when first discovered.
They were subsequently looked after by 2 loving
sisters and by 14 they had near normal intellectual
and social functioning. By 20 they were above
average intelligence and had excellent relationships
with members of their foster family
