Title 2024 Competency Review - Developmental Psychology Pt. 1.pdf ✅

13/04/2024 1 INTELLECTUAL PROPERTY DISCLAIMER The materials presented in this academic session, including but not limited to text, images, and ideas, are protected by intellectual property laws. The presenter holds the rights to original contributions, and any unauthorized use or reproduction without explicit written consent may violate these laws. Participants are expected to respect and adhere to the intellectual property rights associated with the presented materials. © 2024 Gabrielle Anne Canlas COMPETENCY REVIEW ON: DEVELOPMENTAL PSYCHOLOGY (Pt. 1) Ms. Gabrielle Anne O. Canlas, RPm (she/her/hers) April 13, 2024 01: The Study of Human Development STUDY OF DEVELOPMENT • The traditional approach to the study of development emphasizes extensive change from birth to adolescence (especially during infancy), little or no change during adulthood, and decline in old age. But a great deal of change does occur in the five or six decades after adolescence • Development can be defined as systematic changes and continuities in the individual that occur between conception and death, or from ‘womb to tomb’. This Photo by Unknown Author is licensed under CC BY-SA This Photo by Unknown Author is licensed under CC BY-SA © 2024 Gabrielle Anne Canlas THREE AREAS OF DEVELOPMENT ➢Physical development is concerned with physical and biological processes, such as genetic inheritance; the growth of the body and its organs; the functioning of physiological systems, including the brain; health and wellness; the physical signs of aging and changes in motor abilities; and so on. ➢Cognitive development is concerned with thought and other mental and intellectual processes, such as perception, attention, language, learning, memory, intelligence, creativity and problem-solving. ➢Psychosocial development is concerned with aspects of the self, and social and interpersonal interactions, such as motives, emotions, personality traits, morality, social skills and relationships, and roles played in the family and in the larger society. © 2024 Gabrielle Anne Canlas © 2024 Gabrielle Anne Canlas 1 2 3 4 5 6
13/04/2024 2 This Photo by Unknown Author is licensed under CC BY © 2024 Gabrielle Anne Canlas LIFE-SPAN PERSPECTIVE According to life-span development expert Paul Baltes' (1939– 2006), the life-span perspective views development as: • Lifelong - no age period dominates development. • Multidimensional - development has biological, cognitive, and socioemotional dimensions. Within each of these dimensions are many components. • Multidirectional - Throughout life, some dimensions or components of a dimension expand and others shrink. • Plastic - the developmental process is not fixed but rather can be altered considerably depending on the individual’s experiences. © 2024 Gabrielle Anne Canlas • Multidisciplinary - A full understanding of human development will come only when many disciplines • Contextual - All development occurs within a context or setting. Human beings not only influence but also are influenced by their historical-cultural context. • A process that involves growth, maintenance, and regulation of loss - Achieving mastery of life often involves conflicts and competition among three goals of human development: growth, maintenance, and regulation of loss. • A co-construction of biology, culture, and the individual. Human development is the product of many interacting causes – both inside and outside the person, both biological and environmental. In terms of individual factors, we can go beyond what our genetic inheritance and environment have given us. © 2024 Gabrielle Anne Canlas LIFE-SPAN PERSPECTIVE CONTEXTS OF DEVELOPMENT Human beings are social beings. Right from the start, they develop within a social and historical context. © 2024 Gabrielle Anne Canlas THE FAMILY • For an infant, the immediate context normally is the family. • Attachments to parents and siblings are usually lifelong and serve as models for relationships in the wider world. • Within the family, children learn the language, skills, and social and moral values of their culture. • Warm, gratifying family ties predict physical and psychological health throughout development (Khaleque & Rohner, 2012). In contrast, isolation or alienation from the family, especially from parents, is generally associated with developmental problems. © 2024 Gabrielle Anne Canlas THE FAMILY: DIRECT INFLUENCES • Studies of families of diverse ethnicities show that when parents are firm but warm, children tend to comply with their requests. And when children cooperate, their parents are likely to be warm and gentle in the future. • In contrast, children whose parents discipline harshly and impatiently will likely refuse and rebel. And because children’s misbehavior is stressful, parents may increase their use of punishment, leading to more unruliness by the child © 2024 Gabrielle Anne Canlas Cooperation Warm & Firm 7 8 9 10 11 12
13/04/2024 3 THE FAMILY: INDIRECT INFLUENCES • When a marital relationship is warm and considerate, mothers and fathers are more likely to engage in effective co-parenting, mutually supporting each other’s parenting behaviors. • In contrast, parents whose marriage is tense and hostile often co-parent ineptly. They interfere with each other’s child-rearing efforts, are less responsive to children’s needs, and are more likely to criticize, express anger, and punish. © 2024 Gabrielle Anne Canlas This Photo by Unknown Author is licensed under CC BY-SA-NC THE FAMILY: ADAPTING TO CHANGE • Important events, such as the birth of a baby, a change of jobs, or the addition to the household of an aging parent in declining health, create challenges that modify existing relationships. • The way such events affect family interaction depends on the support other family members provide and on the developmental status of each participant. • Historical period also contributes to a dynamic family system. © 2024 Gabrielle Anne Canlas © 2024 Gabrielle Anne Canlas SOCIOECONOMIC STATUS & FAMILY FUNCTIONING • Researchers assess a family’s standing on this continuum through an index called socioeconomic status (SES), which combines three related, but not completely overlapping, variables: (1) years of education and (2) the prestige of one’s job and the skill it requires, both of which measure social status; and (3) income, which measures economic status. • SES is linked to the timing of marriage and parenthood and to family size. • The two groups also differ in child-rearing values and expectations, as well as family interactions. © 2024 Gabrielle Anne Canlas © 2024 Gabrielle Anne Canlas SES AND PARENTAL INVESTMENT Socioeconomic status Economic Status/Income Parental Educational Level Parental occupation status Parental Investment Material Investment Time investment Neighborhood quality Reference: Zhang, Y. (2021). The role of socioeconomic status and parental investment in adolescent outcomes. Children and Youth Services Review, 129, 106186. SOCIOECONOMIC STATUS & FAMILY FUNCTIONING: POVERTY • When families slip into poverty, development is seriously threatened. • Joblessness, a high divorce rate, a lower remarriage rate among women than men, widowhood, and government programs with insufficient resources to meet family needs are responsible for disheartening rates of poverty. • The constant stressors that accompany poverty gradually weaken the family system. © 2024 Gabrielle Anne Canlas 13 14 15 16 17 18
13/04/2024 4 SOCIOECONOMIC STATUS & FAMILY FUNCTIONING: AFFLUENCE • Despite their advanced education and great material wealth, affluent parents too often fail to engage in family interaction and parenting that promote favorable development. © 2024 Gabrielle Anne Canlas © 2024 Gabrielle Anne Canlas What were your childhood experiences like in the yards, streets, parks, and other community settings surrounding your home? How did you spend your time, whom did you get to know, and how important were these moments to you? i Start presenting to display the poll results on this slide. BEYOND THE FAMILY: NEIGHBORHOODS • Neighborhoods offer resources and social ties that play an important part in children’s development. • Neighborhood resources have a greater impact on the economically disadvantaged than on well-to-do young people. • In dangerous, disorganized neighborhoods, high-quality activities for children and adolescents are scarce. Even when they are available, crime and social disorder limit young people’s access, and parents overwhelmed by financial and other stressors are less likely to encourage their children to participate © 2024 Gabrielle Anne Canlas BEYOND THE FAMILY: NEIGHBORHOODS • During late adulthood, neighborhoods become increasingly important because people spend more time at home. Proximity to relatives and friends is a significant factor in the decision to move or stay put late in life • In the absence of nearby family members, older adults mention neighbors and nearby friends as resources they rely on most for physical and social support. © 2024 Gabrielle Anne Canlas BEYOND THE FAMILY: SCHOOLS • Children and youths in the developed world spend much time in school. And today, because many children younger than age 5 attend “school-like” child-care centers or preschools, the impact of schooling begins earlier and is even more powerful. • Achieving well in elementary and secondary school is crucial for admission to and success in college. Higher education contributes to life satisfaction and longevity. • Well-educated adults tend to have larger social networks and, therefore, access to more social support. • Education also enhances knowledge and decision-making skills (e.g., healthy behavior, family functioning). • Increased education is linked to reduced likelihood of smoking, heavy drinking, unsafe driving, and overweight and obesity. • Compared to adults with less education, college graduates less often have children out of wedlock and more often have stable marriages. © 2024 Gabrielle Anne Canlas THE CULTURAL CONTEXT: CULTURAL VALUES AND PRACTICES • Culture refers to a society’s or group’s total way of life, including customs, traditions, laws, knowledge, beliefs, values, language, and physical products, from tools to artworks • Not all citizens share the same values. Some belong to subcultures —groups of people with beliefs and customs that differ from those of the larger culture © 2024 Gabrielle Anne Canlas 19 20 21 22 23 24