Five factor trait theory, and 3. Temperament model of personality can be adapted to account for variations in the personal, societal, and cultural factors discussed in this paper. How does the gene-environment interaction influence personality? A person’s genetic make-up in combination with a person’s environment form an individuals personality by interacting with each other. Abnormal or radical behavior could therefore “be explained by hereditary factors in combination with poor environmental conditions” (Oreland, Leppert, Hallman, Lindström, Nilsson, K., Sjöberg, R., …Öhrvik, J., 2006).
The characteristics of each disorder will be examined and whether there is cognitive and/or motor deficits associated. Development is a continuous process of change in our capacity to interact and exist within the world by a cumulative process (Getchell and Haywood, 2005). Along with being a continuous process development has two other defining characteristics. Getchell and Haywood (2005) describe how development is closely related to age and certain periods of rapid and slow change (p. 5). Lastly development is based on a sequence series of events that build off the previous.
Life span Perspective The life span perspective of development The science of human development attempts to understand how and why an individual will change or remain the same over time (Berger, 2008). There are stages in life that begins with birth and infancy then continues to early childhood, middle childhood, adolescence, early adulthood, adulthood, late adulthood, and finally the end of one’s life (Berger, 2008). If an individual lives a full lifetime, the stages mark different developments including physical, emotional, and psychological. Currently, there are five characteristics of development. First, multidirectional is a characteristic suggesting change occurs in every direction (Berger, 2008).
Birth Order Effects Alfred Adler’s theory of individual psychology focuses on the individual as an organized entity. Individual psychology theory has several major components. Each individual has a style of life or life style as it is now known. Adler characterized life style as the uniting of biology, psychology, drives, perceptions, memory and dreams (Ansbacher, 1969). Additionally each individual strives for a goal “which determines behavior and from that behavior the goal may be inferred” (Ansbacher, 1969, p. 249).
DIFFERENT STAGES OF CHILD DEVELOPMENT INTRODUCTION OF Child development Child development refers to the biological, psychological and emotional changes that occur in human beings between birth and the end of adolescence, as the individual progresses from dependency to increasing autonomy. It is a continuous process with a predictable sequence yet having a unique course for every child. It does not progress at the same rate and each stage is affected by the preceding types of development. Because these developmental changes may be strongly influenced by genetic factors and events during prenatal life, genetics and prenatal development are usually included as part of the study of child development. Related terms include developmental psychology, referring to development throughout the lifespan, and pediatrics, the branch of medicine relating to the care of children.
The Life-Span Perspective of Development Kimberlynn Silva PSY375 April 22, 2013 Dr. Judith Suggs The Life-Span Perspective of Development The life-span perspective of development, according to Berger (2011), “views human development as (1) multidirectional, (2) multicontextual, (3) multicultural, (4) multidisciplinary, and (5) plastic” (p. 10). While each of these categories is separate, they are all important to the development of the human person in the span of life. Multidirectional development shows the ways in which the human person changes, and the rate at which those changes occur. The traditional belief has been that change advances continuously until about 18 and then levels out until approximately 50, at which time the changes begin again (Berger, 2011). Some of the major theorists, such as Freud, Erikson, and Piaget theorize that these changes occur in age-related stages; while others, such as Skinner and Maslow do not (Berger, 2011).
Life-span development and my life experie Lifespan Development (19, 07, 2010) Table of Contents Introduction……………………………………………………………………………………..3 Background of the study………………………………………………………………………..3 The theories and concepts in life-span development relative to the current case….……4 John Bowly and Mary Ainsworth’s attachment theory………………………………………4 Leonie Sugarman’s life-span development theory…………………………………………..5 Freud’s psychosexual theory…………………………………………………………………..7 Erik Erikson’s psychosocial theory…………………………………………………………….8 Conclusion..…………………………………………………………………………………….10 Reference List………………………………………………………………………………….12 Case Study: Life-span Development and My Life experiences Introduction Background of the study Life-span development involves all the stages of development of human beings from conception to death. It encompasses several intermediary stages such as birth through infancy, childhood, adolescence, young adulthood, and late adulthood to death. However, not all changes that occur in the life of an individual can be considered as development. Therefore, development involves a continuous and systematic pattern of changes that can be grouped into three broad categories. These changes include; physical development, cognitive development and psychosocial development (Sigelman & Rider 2006, pp.2-3).
It depends on the person. Life stages are the stages that a person will go through in a life time. These are known as infancy 0-2/3 years old, childhood 3-9 years old, adolescence 9-18 years old, young adult 19-45 years old, middle adult 45-65 years old and later adult 65+. Norms-this is to know that all people develop at all different rates , so it is not right to say that this is abnormal, if they reach a stage at a slower or faster pace than another individual. Human growth- this is the increase of size and mass, which is
Social Influences on Behavior Alicia Wolford PSY/300 January 18, 2014 Social Influences on Behavior Human behaviors and interactions can be affected from many different social influences. These influences are not limited personally to cultures child/parent interactions, “Peer relationships or society in general.” (Hunter, 2009) For human interactions and development, this process begins at birth and will continue to progress throughout the lifetime of individuals. Human behaviors help to shape individual behavioral expressions and personalities. Human beings are constantly emerging, in which case we as humans are constantly developing, growing and changing. This human process is called social development.
Feldman (2009) defines the nature nurture debate as the issue of the degree to which environment and hereditary factors influence the behaviour. According to Flanagan (2002) nature refers to behavioural or physical traits found in a developing child that are due to genetic factors. Feldman (2009:39) says “nature refers to hereditary factors, characteristics and tendencies that influence development.” Thus nature can be defined as inborn characteristics such as generic diseases evident in a developing child. Santrock (2004) defines nurture as environmental factors that have an influence on the development of a human being. According to Bernstein (2011) nurture refers to all environmental influence, after the birth of a child that affects development.