The agenda of concepts linked with it has insinuations for theory, research, method, and involvement at any age period. There have been many questions from bother researchers and child psychologists educated in the areas of adolescence, adulthood, and old age concerning the roles that inter-individual difference, influences from communalities, and intra-individual inconsistency towards development. There will be a section that focuses on two theories directed towards life-span development. The last section will cover the question on how heredity and the environment interact to produce individual differences in development. Life Span perspectives on development The perspective or approach on life-span focuses on the recognition that individual developments have many things that contribute to the outcome.
Life Span Perspective Ruth Hinson Psychology 375 October 1, 2015 Kate Andrews, Ph.D. Life Span Perspective Life span can be defined as the period that extends from conception to death. Thus, life span development is a process that begins at conception and continues to death. The life span perspective sees human development occurring as a result of all the different aspects of life that can promote change, such as school, socioeconomic status, genetics, and so on. The life span perspective uses multiple frameworks to understand how each aspect of life can influence development. These frameworks are multidirectional, multicontextual, multicultural, multidisciplinary and plasticity (Berger, 2011).
It is generally accepted that aspects of all of them should be taken into consideration when determining factors influencing development. There are four key issues in lifespan development. The first of these involves the debate on whether developmental change is continuous or discontinuous. The proponents for continuous change see development as something gradual that happens over the person’s lifetime and involves person’s changing and growing as they develop physically. A toddler does not have the same capacity for achievement as an adult, and the adult’s capacity is improved over the adolescent’s.
This interlocked nature of trajectories and transitions leads to the broadly accepted viewpoint of the life course perspective that an individual's childhood is connected to adulthood experiences. The life course focuses on the full life span, from birth to death, thus posits that transitions occurring early in life or childhood can have consequences and shape events later in life. (Blackwell
Matthew Rigsby Dr. Karuso Developmental Psych Tu/Th 9:25 11 March 2013 Major Issues: Development and Growth Since the beginning of time, humankind has been constantly striving to solve the mystery of development. Not until very recently has there been a field of study opened up to this broad field. Three major issues that still are being argued over today are: Nature vs. Nurture, Continuity vs. Stages, and Stability vs. Change. Every psychologist that majors in the field has a differing opinion on each issue, and that in turn affects the public's view on each subject and how they see development as a whole.
WHAT IS CULTURE? Culture is multifaceted and a complex concept, and cannot be easy defined due to its many definitions, and different uses (Burnard & Gill, 2009). Over the past 150 years, the term culture has been given many definitions, all of which date “back to the work of Tylor (1871, cited by Eckermann, 1995:2) which all seem to emphasize: ...that culture is learned, shared and complex. Its patterns are interrelated to make a living, breathing tapestry that works to satisfy groups’ needs. Cultures are continually adapting, comprised of beliefs, values, attitudes, language, patterns of thought and communication, religion and knowledge as well as tools and technology” (Crisp & Taylor, 2009, p. 110).
Habits and The Influence of Behavioral and Social-Cognitive Theories Marianne Shilling PSY/250 November 12, 2012 Anne Snyder Habits and The Influence of Behavioral and Social-Cognitive Theories Each individual develops growth patterns similar and different to other individuals. Sometimes these patterns present as habits. A child has habits that change or disappear by the age of adulthood. The habits that do not disappear may be attributed to a traumatic event or developmental impedance. Because the originations of certain habits that stay on through to adulthood are almost impossible to determine, they are worth investigating to try to understand their effects on the individual.
Examine According to Carlson, Brack, Laygo, Cohen, and Kirkscey, the specific competencies that are necessary, and the appropriate contexts for their application, are still poorly understood (Williams 2006). Social work literature is laden with suggestions for cultural competencies. These competencies are often organized into categories for self-awareness, attitudes, skills, and knowledge that are echoed in parallel standards for counseling psychology “multicultural competence” (Williams 2006 also cited from another source). Social Work has used these categories with additional emphasis on multilevel practice and continuums of competency (Williams 2006). Beyond those contributions, Boyle and Springer (2001) claim that there may be hundreds of conceptual definitions of cultural competence and related concepts like ethnic-sensitive, cross-cultural, and multicultural practice (Williams 2006).
We will exam the periods of human life that are profoundly affect by the perspectives and ideas behind this science. Lifespan Psychology or Human Development is the field of psychology devoted to the study of understanding the consistency and change throughout the lifespan of people. This rather lofty science is dedicated to looking at the big picture as it applies to an indviduals social, emotional and mental development. It takes into consideration all the things that can and often do effect and individuals development beginning from the moment of conception and ending at the moment of death(Berk, 2007). Lifespan Psychology or Human Development is a broad field contributed to by many other disciplines within the even braoder field of Psychology.
Even going back hundreds of years, knowledge is what has helped humans discover the powers of their mind and implement them to make their daily lives exponentially easier. The origins of the nature of knowledge are derived in two forms; knowledge by acquaintance and knowledge by description. In the following quotations, Albert Einstein and Walter Lippmann, create antagonistic assessments on the impacts of experience on knowledge and therefore have different beliefs on the more superior and existent root of knowledge. It seems that the human mind has first to construct forms independently before we can find them in things. Knowledge cannot spring from experience alone, but only from the comparisons of the invention of the intellect with observed fact.