China
Africa
Explore chapters and articles related to this topic
Begin Recovery Work
Published in Sandra Rasmussen, Developing Competencies for Recovery, 2023
Developmental learning is a sound way to develop competencies for recovery. Learning is concerned with the acquisition of knowledge, skills, and attitudes. Development is the broadening and deepening of this learning over a lifetime. Developmental-learning theory integrates learning theory and developmental psychology.
Conceptual pathways to HIV risk in Eastern and Southern Africa
Published in Kaymarlin Govender, Nana K. Poku, Preventing HIV Among Young People in Southern and Eastern Africa, 2020
Richard G. Cowden, Leigh A. Tucker, Kaymarlin Govender
Developmental psychology has traditionally dominated the way in which the experiences of young people have been constructed and understood (Burman, 2008). Traditional developmental discourse tends to assume that healthy and adaptive development is achieved through successful completion of developmental stages and attainment of age-related competencies (Burman, 2008; Hogan, 2005). This narrow perspective features several contentious assumptions, including framing development as a relatively homogenous and universal experience that is progressive, linear, and unidirectional. Emerging evidence suggests that developmental differences among young people are at least partly attributable to distinctions in both the inter- and intraindividual courses of progression, the sociocultural norms and expectations of adolescence, and the environmental context in which development occurs (Foulkes & Blakemore, 2018). Understanding qualitative (e.g. type) and quantitative (e.g. magnitude) differences in developmental experiences is critical to generating well-informed conceptualisations of development that are relevant to the contexts in which young people live.
What Promotes Joy
Published in Eve Shapiro, Joy in Medicine?, 2020
When I was in college I started out as a chemistry major and then switched to psychology. I thought psychology was interesting. I ran youth groups, I always worked with kids, but I didn’t know what I wanted to do professionally. I thought school psychology sounded interesting, so I went back to my hometown to get a school psychology degree, which was essentially a master’s in clinical psychology. The people who taught the courses were lay analysts who had private practices. I learned all the testing. I loved it. It was a great program. I got a research assistantship and was periodically asked to teach. I was very interested in developmental psychology and worked with some of the developmental psychologists on their research projects.
Examining the Field of Applied Sport Psychology in Denmark
Published in Journal of Sport Psychology in Action, 2023
Niels Boysen Feddersen, Knud Ryom
Our findings show that various educational backgrounds exist in Denmark, and some sports psychological practitioners have dual-roles as coach and sport psychological practitioner. Few have a clinical background, and few work as sports psychological practitioners full-time. There seem to be missing guidelines on how practitioners must meet standards of providing mandatory child certificates (similar to the Disclosure and Barring services check in the UK or Working with Children Check in Australia). Besides these results, we also find that the next steps for developing sport psychology in Denmark are at the organizational and regulatory levels to enhance the profession’s credibility and competencies. Educational institutions should consider focusing on youth and developmental psychology to prepare young practitioners for their jobs. The findings should also encourage governing bodies, such as the Danish Football Association, to consider the requirements they demand of clubs and psychology practitioners.
Psychopathic Traits and Empathic Functioning in Detained Juveniles: Withdrawal Response to Empathic Sadness
Published in International Journal of Forensic Mental Health, 2019
Esther L. de Ruigh, Lucres M. C. Jansen, Robert Vermeiren, Arne Popma
Participants were recruited from six different residential youth care institutions (five juvenile justice institutions and one residential care institution) in the Netherlands, to which they were referred because of severe behavioral problems or serious offenses. Admission to a closed facility was compulsory for all juveniles, either by penal law (juvenile justice institutions) or civil law (residential care institution). All participants (and when under the age of 18 also parents/caregivers) signed an informed consent document. Exclusion criteria were inability to sign informed consent, insufficient command of the Dutch language, cardiac problems that would interfere with the measurement of heart rate (HR) or heart rate variability (HRV) (e.g., arrhythmia and asthma), and inability to understand instructions and questionnaires, which was brought to our attention by institution staff. This study was approved by the Ethics Committee at the University of Amsterdam, and performed in accordance with the ethical standards described in the 1964 Declaration of Helsinki. Data were collected between February 2014 and April 2016, in collaboration with the department of Developmental Psychology of the University of Amsterdam.
Beyond the Bayley: Neurocognitive Assessments of Development During Infancy and Toddlerhood
Published in Developmental Neuropsychology, 2019
Natalie H. Brito, William P. Fifer, Dima Amso, Rachel Barr, Martha Ann Bell, Susan Calkins, Albert Flynn, Hawley E. Montgomery-Downs, Lisa M. Oakes, John E. Richards, Larissa M. Samuelson, John Colombo
The state of neurocognitive assessment of children up to 3 years of age has been neglected and inconsistently addressed in the current scientific literature. There is a need to build consensus around reliable tasks and best practices for such assessments in order to evaluate the efficacy of various early interventions. Agreement from the developmental science community would permit more domain-specific measures to be utilized during clinical research trials. The purpose of this review is to identify candidate measures of a possible standard “toolkit” for inclusion in future clinical trials and interventions evaluating the effects of early neurocognitive development. Not all domains are covered and as the field of developmental psychology contains numerous potential candidates for inclusion, we focus on tasks and paradigms that have been reliably used within our own respective laboratories. The domains included for consideration in this age range (0–3) are attention, memory, executive function (EF), language, and socioemotional development. Sections include discussions across different levels of measurement (e.g., behavior, electrophysiology), with a concluding section devoted to additional variables of interest that may help to contextualize early neurocognitive findings. First, a brief overview of the most commonly used global assessment for early neurodevelopment, as well as example of a collection of domain-specific tasks for older children is presented.