Cystic fibrosis can have many effects of an individual’s life as they are expected to have a shorter life expectancy compared to people without the condition. It can affect someone intellectually as they could be in and out hospitals or doctors for check ups so if it was a child they could miss out on vital parts of their education and fall behind from missing lessons. It could also affect the individual physically as their co-ordination and motor skills may not be as great and they may be short of breath easier due to the blockage in the lungs from the mucus. It may stop a student participating in sports and
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.
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.
The physical changes middle-aged people go through vary from person to person depending on previous life experiences. Murrary, Zentner, & Yakimo, (2009) states that if the person has always been active, he or she will continue with little slowdown. People from lower socioeconomic groups often show signs of aging earlier than people from more affluent socioeconomic groups because of their years of hard physical labor, poorer nutritional status, limited access to health care, and lack of money for aids to cover the signs of aging. (p.569) The physical changes seen in middle adulthood are gray, thinning hair, compression of the spinal cord, presbyopia and gradual decrease in hearing, decreased efficiency of heart and elasticity of blood vessels, and reduced breathing capacity. Holahan (2004) also adds that “decades of exposure and use take their toll on the body as wrinkles develop, organs no longer function as efficiently as they once did, and lung and heart capacities decrease.
Homan’s (2007) definition portrays this more holistic approach to ‘individuals’, stating that ‘Cultural competence is the capacity to respond appropriately to the various cultural environments in which we may participate, enabling us to strengthen our relationships and accomplish our mutual purposes’, adding that ‘Cultural competence is both a value and an essential set of skills in our mobile, fluid society’. More recently, Ben-Ari & Strier (2010) concludes that all fluid concepts of cultural competence currently share two basic assumptions. Firstly that it is a “necessary and sufficient ‘condition’ for working effectively with differences and secondly; that it can be taught, learned, trained and attained”; and therefore presumably measured? Miller et al. (2010) talk of ‘Camphinha-Bacote’s Cultural Competence Model’ (2002) which states that there are five key constructs of cultural competence – ‘cultural desire, cultural awareness, cultural knowledge, cultural skill and cultural encounters’.
Freud’s theory is a basis of id, ego, and superego, whereas Piaget’s theory offers an explanation of human development as being cognitive and occurring over a person’s lifetime. The concept of nature and nurture in life-span development are more than just mere perspectives; they both influence development and play a major role in determining the kind of person an individual will be. This paper will explain in further detail the life-span perspective of development; summarize Freud’s and Piaget’s theories of life-span development; and explain how heredity and environment interact to produce individual differences in human development. What is Life-span Development? As aforementioned, a person’s life-span begins with conception.
Siddhartha's family issues and social support systems will be examined for their influence on Siddhartha's developmental growth and adjustment, and the influences of heredity and environment on his psychological development will be discussed. In addition, Cognitive-Social theory and Existential theory will be used to explain Siddhartha's unique patterns and traits, including which best explains his behaviors and achievements. Siddhartha Gautama's mother died a few days after his birth. Shortly thereafter,
Both Heredity and environmental can have a role in life situation. The science of human development is described as the science that seeks to understand how and why people change or remain the same over time (Bergers). Scientist cannot give reason or predict life’s situations, through empirical science; data is collected through observations, experience and experiments. Development can be characterized with an element of change, also refers to growth and progression. People are seen as making progression in an era of phases.
Moreover, death could seem to have a less affect on children depending on their upbringing and nature of the situation. For instance, if a parent is dying of cancer, the child may be told that their parent is leaving soon, and so are given time to adjust to this reality, and learn to accept it. This is further supported by Saler et al. (1992) found that if a child is allowed to mourn the death of a parent, they suffer less from depression as opposed to children who are not allowed to mourn. Divorce on the other hand usually end on bad terms, so conflict could cause the child stress, as opposed to the process of being deprived of an attachment figure.
Intrusive memories can include flashbacks, or reliving the traumatic event for minutes or even days at a time as well as upsetting dreams about the traumatic event. Symptoms of avoidance and emotional numbing involve trying to avoid thinking or talking about the traumatic event, feeling emotionally numb, avoiding activities you once enjoyed, hopelessness about the future, memory problems, trouble concentrating, and difficulty maintaining close relationships. Often, a person with PTSD will change their entire outlook on life after a traumatic event. The symptoms of their PTSD will cause them to reevaluate their life, and often cause them to make irrational decisions based on fear of such an event occurring