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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.
Protagonist of one’s own development
Published in Silvia Bonino, Coping with Chronic Illness, 2020
When it comes to development, it is often believed that it depends mainly on biological factors (such as a good physical constitution) or on environmental factors (such as a rich and stimulating context). It is forgotten that, from the early developmental stages, the individual plays a fundamental role in their own development through the action they exert on their surrounding reality. This differs from that of any other animal due to the specific thinking capacity of the human mind. In millions of years of evolution, the development of living beings, starting from simpler and less organized forms, has reached the human being; in it, intelligence, which as we have seen constitutes the superior form of biological adaptation also present in animals, does not just manipulate reality and respond to stimuli that affect the senses.
Social Psychological Implications of Clinical Research
Published in Gary M. Matoren, The Clinical Research Process in the Pharmaceutical Industry, 2020
During their developmental stages, children are dependent on older people for nurture and gratification. These older people not only provide satisfactions but also can impose punishments to control the child's behavior. Thus, parents provide the guidance for the child to develop values about himself and the world around him. The adult world in and around the home also provides the child with an increasing awareness of the various degrees of status enjoyed by different people and the varying degrees of authority and power that different people appear to exercise. As the child grows, his modes of adapting to power and authority also develop, and he learns to distinguish between the various types of authority, for example, legitimate vs. illegitimate, rational vs. arbitrary, and benign vs. malicious.
The Effects of Perceived Enjoyment of Activities on Cognition in Late-Life
Published in Clinical Gerontologist, 2022
Hannah D. Gardner, Jessica V. Strong, Benjamin T. Mast
Additionally, the SST applied to the later developmental stages of life (Carstensen, Fung, & Charles, 2003) has shown time and time again that older adults are motivated more in this stage of life to find emotional meaning in relationships and activities. Participating in activities that are more enjoyable may not only be driven by the SST, but also by a decrease in the cognitive demand required for enjoyable activities compared to less enjoyable tasks (Urry et al., 2009; Winecoff et al., 2011). Perhaps pleasant activities are more personally meaningful and tailored to the interests and preferences of the individual. Promoting cognitive and psychological health requires more than keeping busy. People need to engage in activities that they enjoy and that keep them active. This would become increasingly important for less healthy older adults, including those with cognitive impairment, such that limited cognitive resources get committed to only the most enjoyable and meaningful activities. This suggests that activity planning be tailored to the interests of the person.
A Post-Hoc Comparison of Two Sexual Health Curricula on Sexual Health Knowledge, Perception, and Attitudes
Published in American Journal of Sexuality Education, 2021
The lack of systematic education on sexual health can be costly for youth in general but even more so for lesbian, gay, bisexual, transgender, queer/questioning, and other non-heterosexual identities (LGBTQ+) youth. Existing research show that the social and cultural contexts in which young people are positioned during their developmental stages have a profound impact on their physical, psychological and mental well-being. Suicidal thoughts and suicide attempts are more prevalent among LGBTQ + youth. Young people questioning and exploring their sexuality and gender identities are subject to varying forms of marginalization and harassment, such as verbal abuse and physical assault, which leads to an increase in the likelihood to self-harm and attempted suicide (Cochran & Mays, 2000; Hershberger & D’Augelli, 1995; McDermott et al., 2008). Victimization of LGBT young adults is also strongly associated with poorer mental well-being that leads to depression and suicidal ideation among young men as well as higher risk for STIs and HIV exposures (Russell et al., 2011) and self-harm and suicide (Scourfield et al., 2008).
The Steps of Sexuality—A Developmental, Emotion-Focused, Child-Centered Model of Sexual Development and Sexuality Education from Birth to Adulthood
Published in International Journal of Sexual Health, 2019
R. Cacciatore, E. Korteniemi-Poikela, R. Kaltiala
Erikson (1950) described the development in terms of a sequence of developmental stages from infancy to adulthood. Each stage brings about its characteristic psychosocial crisis that needs to be resolved positively so that development can proceed. The first stages are called, each according to its most salient developmental task, trust vs. mistrust (0–18 months), autonomy vs. shame (18–36 months), and initiative vs. guilt (3–5 years). Stages completed engender a sense of trust that will carry over to relationships other than primary caregiving, a growing sense of independence and autonomy, and to initiative that allows exploring interpersonal skills. Trust, autonomy and initiative are all directly relevant for emotionally meaningful relationships including those of a romantic and erotic nature. Between 5 and 12 years the developmental tasks are not directly related to sexuality. In adolescence (12–18 years), the development focuses on identity vs. role confusion. The adolescent actively explores identity options, where sexuality and gender identity are central. Intimacy, the primary aspect of development in adulthood, is made possible by successful resolution of the identity crisis (Erikson, 1950; Palombo et al., 2009).