Title Developmental Psychology Notes.pdf ✅

1 ALL RIGHTS RESERVED No part of this examination may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without permission in writing from the lecturer or the review center. DEVELOPMENTAL PSYCHOLOGY Prepared by: Dr. Benny S. Soliman, LPT, RGC, RPm, RPsy. PREFACE On November 15, 2022, the Professional Regulatory Board of Psychology (PRB-Psychology) announced that Theories of Personality as a Board Exam course will be replaced by Developmental Psychology. The PRB-Psychology emphasized the importance of developmental psychology in the practice of psychometric. For instance, the focus of conducting intake interview is on life history- so, our knowledge about stages of human development is essential to appropriately perform this task. In Abnormal Psychology, knowledge about human development is equally important in determining whether the behavior, thoughts, and feelings of the client is developmentally appropriate or not. Further, in counseling and psychotherapy, background about developmental psychology can help psychologists choose what technique is appropriate to the client based on his/her developmental characteristics. Based on the foregoing discussions, developmental psychology is indeed essential in the practice of psychology. Actually, many psychology graduates who will be taking the 2023 BLEP are convinced that developmental psychology is really important, but, their main concern is the abrupt implementation of the changes. In response, RGO Review Center prepared an intensive review program to prepare you in developmental psychology and other board exam courses. The content of this learning material conforms to the Table of Specification presented by PRB-Psychology last November 15, 2022. Table of Specifications (Developmental Psychology-20%) Topics and Outcome Weight No. of item A. Perspective on Nature and Nurture 5% 5 1. Explain the role of heredity and environment in human growth and development. B. Ethics on Research Methods in Developmental Psychology 5% 5 2. Examine the ethical consideration of various research methods in developmental psychology. C. Developmental Theories 25% 25 3.1. Evaluate difference theories in the development of personality and other human attributes in the light of the following theories: psychosexual, psychosocial, ecological, socio-cultural, attachment, and learning 3.2. Apply the theory of cognitive, moral, and maturational development of a person across the lifespan 3.3. Explain the theory of identity formation during adolescence period. D. Developmental Principles 5% 5 4. Explain appropriate developmental principles on the issues of human development E. Developmental Issues and Tasks on Developmental Stages 30% 30 5.1 Explain the critical issues of physical, cognitive, and socio-emotional in pre-natal development. 5.2 Describe the developmental issues concerning childhood, adolescence, and adulthood in the physical, cognitive, and psychosocial aspects of development. 5.3 Identify critical issues concerning death and bereavement 5.4 Describe the expected developmental tasks in physical, cognitive, and psychosocial development expected during childhood, adolescence, and adulthood. 5.5. Differentiate developmental tasks in physical, cognitive, and psychosocial development expected during childhood, adolescence, and adulthood. F. Developmental Challenges and Milestones on Developmental Stages 30% 30 6.1. Explain the challenges faced during prenatal, childhood, adolescence, and adulthood stages in terms of physical, cognitive, and psychosocial development. 6.2. Differentiate the challenges concerning prenatal, childhood, adolescence, and adulthood stages in terms of physical, cognitive, and psychosocial development. 6.3. Identify the challenges of coping with death of another person. 6.4. Describe the expected developmental milestones on physical, cognitive, and psychosocial development during childhood, adolescence, and adulthood. 6.5. Differentiate developmental milestones expected in childhood, adolescence, and adulthood in terms of physical, cognitive, and psychosocial development. 6.6. Evaluate issues involved in decisions about death TOTAL 100% 100 items
2 ALL RIGHTS RESERVED No part of this examination may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without permission in writing from the lecturer or the review center. I. INTRODUCTION TO DEVELOPMENTAL PSYCHOLOGY Definition of Developmental Psychology  Developmental Psychology is the scientific study of systematic processes of change and stability in all domains, or aspects of development and throughout all periods of the life span (Papalia et.al, 2009). It studies how thinking, feeling, and behavior change throughout a person’s life.  Development is systematic (coherent and organized) and adaptive (aimed at dealing with internal and external conditions of existence) 4 Goals of Developmental Psychology 1. Description 2. Explanation 3. Prediction 4. Intervention Domains of Development 1. Physical Development- growth of the body and brain, sensory capacities, motor skills, and health. 2. Cognitive Development- learning, memory, attention, language, reasoning, thinking, etc. 3. Psychosocial Development- emotions, personality, and social relationships. Influences on Human Development Influences on human development can be described in two primary ways:  Nature › heredity/ genetic factors/ biological processes › twin studies  Nurture › environmental influence › adoption studies It is also important to consider which developments are maturational or not. Maturation- unfolding of a natural sequence of physical and behavioral changes. Many typical changes of infancy and early childhood, such as the abilities to talk and walk, are tied to maturation of the body and brain (Papalia & Martorell, 2021).  Normative influences- biological or environmental events that affect many or most people in a society in similar ways (Baltes & Smith, 2004, as cited in Papalia & Martorell, 2021). Normative age-graded influences- highly similar for people in a particular age group. Normative history-graded influences- significant events that shape the behavior and attitudes of a historical generation: a group of people who experience the event at a formative time of their lives. Historical generation is different from cohort: a group of people born at about the same time.  Nonnormative Influences- unusual events that have a major impact on individual lives because they disturb the expected sequence of the life cycle. Principles of Lifespan Developmental Approach Paul B. Baltes and his colleagues identified the following principles for the study of lifespan development: 1. Development is lifelong  development is a lifelong process of change  each period is affected by what happened in the past and will affect what is to come  each period has unique characteristics and value  no period is more or less important than other 2. Development is multidimensional  development has multiple interacting dimensions- biological, social, cognitive, psychological. 3. Development is multidirectional  as people gain (expand) in one area, they may lose (shrink) in another, sometimes at the same time (Papalia & Martorell, 2021; Santrock, 2019). 4. Development is plastic  plasticity means capacity for change; abilities/skills can be improved. 5. Development is contextual  development occurs within a context, or setting such as families, peer groups, schools, country, etc. (Santrock, 2019). 6. Development is a co-construction of biology, culture, and the individual  biological, cultural, and individual factors working together. 7. Development involves changing resource allocations  resources such as time, energy, money, and so on may be used for: o growth o maintenance o regulation of loss

4 ALL RIGHTS RESERVED No part of this examination may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without permission in writing from the lecturer or the review center. 6. It is our duty to ask participants about any factors that could bring forth potential harm, such as pre-existing medical conditions, and to detect, remove, or correct any foreseeable undesirable consequences prior to research proper. 7. To ensure that participants’ rights are protected, we seek independent and sufficient ethical review of the possible risks our research may pose to them. B. Informed Consent to Research 1. We do not just ask participants to sign in the consent form; we recognize that informed consent happens due to the willingness of the participants to work collaboratively with us. 2. We make sure that the consent form is translated in language or dialect that the participants understand. We will take reasonable measures to guarantee that the information was understood. 3. When we conduct research with persons below 18 years of age, we obtain informed assent from them and informed consent from their parents or legal guardian. 4. When we conduct research with adult participants who have difficulties in comprehension or communication, we obtain informed consent from adult family members of the participants and approval from independent advisors. 5. When we conduct research with detained persons, we pay attention to special circumstances which could affect the latter’s ability to give informed consent. 6. When obtaining informed consent, it is our duty to inform research participants about: a. the purpose of research, expected duration, and procedures; b. mutual responsibilities; c. their right to decline to participate and to withdraw from the research once participation has begun; d. the foreseeable consequences of declining or withdrawing; e. reasonably foreseeable factors that may be expected to influence their willingness to participate such as potential risks, discomfort, or adverse effects; f. how to rescind consent if desired; g. any prospective research benefits; h. protections and limits of confidentiality and/or anonymity; i. incentives for participation; and, j. whom to contact for questions about the research and research participants’ rights. We shall provide an opportunity for prospective participants to ask questions and receive answers. 7. When conducting intervention research using experimental treatments, it is our duty to clarify to participants at the beginning of research the following: a. experimental nature of the treatment b. services that will or will not be available to the control group(s) if appropriate; c. means by which assignment to treatment and control groups will be made; d. available treatment alternatives if an individual does not wish to participate in the research or wishes to withdraw once a study has begun; and, e. compensation for or monetary costs of participating, and if appropriate, including whether reimbursement from the participant or a third-party payor will be sought. 8. In longitudinal research, we may need to obtain informed consent on more than one occasion. C. Informed Consent for Recording Voices and Images in Research It is our duty to obtain informed consent from research participants before recording their voices or images for data collection, except when: a. the research consists only of naturalistic observations in public places, and it is not anticipated that the recording will be used in a manner that could cause personal identification or harm; and, b. the research design includes deception, and consent for the use of the recording is obtained during debriefing. D. Research Participation of Client, Students and Subordinates 1. When we conduct research with our clients, students or subordinates, we do not coerce them to participate, rather, we inform them about their right not to participate and we do not reprimand or penalize them for doing so. 2. When research participation is a course requirement or an opportunity for extra credit, we inform our clients, students or subordinates about equitable alternative activities that could fulfill their educational or employment goals. E. Dispensing with Informed Consent for Research We may dispense informed consent only on the following conditions: a. when we believe that the research would not distress or create harm to participants or general welfare or when our study involves: i. the study or normal educational practices, curricula, or classroom management methods conducted in educational settings; ii. only anonymous questionnaires, naturalistic observations, or archival research for which disclosure of responses would not place participants at risk of criminal or civil liability or damage their financial standing, employability, or reputation, and confidentiality is protected; iii. the study of factors related to job or organization effectiveness conducted in organizational settings which would not affect the participants’ employability, and confidentiality is protected; or, b. when it is mandated by law or is an institutional regulation. F. Offering Inducements for Research Participation 1. We may fairly compensate participants for the use of their time, energy, and knowledge, unless such compensation is refused in advance.