ENTRIES A–Z
Philip Winn in Dictionary of Biological Psychology, 2003
The developmental process involving growth and differentiation leading to adult functioning. The manner in which the term is used introduces theoretical complexities which revolve around the nature of the interaction (if any) between heredity and environment in the maturational process (see NATURE-NURTURE). Maturation can simply be viewed as that proportion of the variance in psychoneurobiological changes occurring during development attributable to genetic factors. One interpretation is that maturation represents the invariant, biologically 'unfolding' of morphological (see MORPHOLOGY) and behavioural changes related to a genetically predetermined outcome. A more contemporary view is that maturation occurs within boundary conditions. Environmental input that normally is inevitable for members of a species is necessary for 'normal' maturational change, but there are genetically regulated limits on the extent, timing, and the kind of environmental input that can influence. Environment could be seen to trigger or initiate the process of maturation or have a more continuous and complex (albeit subtle) influence.
Human Development, Children, and Deceptive Behavior
Harold V. Hall, Joseph G. Poirier in Detecting Malingering and Deception, 2020
Heyman, Sritanyaratana, and Vanderbilt (2013) conducted a series of studies with 3- and 4-year-old youngsters. The children responded to the mistaken advice of a “Big Bad Wolf” puppet. In a separate study, the youngsters were told that they were responding to a mechanical cue rather than to the advice of the Wolf; these youngsters were better at rejecting the incorrect advice. The authors concluded that the findings correlated with levels of executive functioning involving the ability to reject (inhibit) the response to advice from others. The influence of executive function evolvement must clearly be coupled with the influence of parents, significant others, and society to guide the child through this developmental process in a wholesome and productive manner. That is, children must be made aware of the potential for deception in any human interaction, but also be made aware of the potential negative consequences of deceptive behavior both to themselves and to others. This parental/societal responsibility is a challenging feat. Clearly, adults do not always carry out this aim in an effective manner. As a result, youngsters can learn early on how to negatively engage in deception.
Stress and Parenting
Marc H. Bornstein in Psychological Insights for Understanding COVID-19 and Families, Parents, and Children, 2020
Newer to the literature have been attempts to explore the underlying physiological mechanisms of stress in parents, creating broader biopsychosocial perspectives on the nature of the parental stress experience. Although only a few studies in this area (Merwyn, Smith, and Dougherty, 2015; Sturge-Apple, Skibo, Rogosch, and Ignjatovic, 2011) tie biological mechanisms to behavioral stress responses in parenting, they forge new pathways for understanding the nature of stress in families within and across generations. Likewise, there has been a growing attention to culture and the experience of minority families with respect to parenting stress (Nomaguchi and House, 2013). Models of developmental process for minority children and families (Garcia Coll et al., 1996) describe critical attributes that can differentiate developmental processes for these families and children. Parenting stress is likely to be among those constructs that can be differentially understood by cultural context (Bornstein, 1995).
Clinical reasoning as a conceptual framework for interprofessional learning: a literature review and a case study
Published in Physical Therapy Reviews, 2018
Christina Gummesson, Anne Sundén, Angelika Fex
The two education programs are offered separately, both with modern curricula based on active learning principles. The students did not know each other and were not well acquainted with each other’s curricula or profession. The teachers have a background in the profession they teach within, and these teachers rarely co-teach across the programs. For the first cycles of development, faculty developer, hospital staff and teachers from the programs worked together and students were invited to participate in development of this new model before it would be launched with all students. The developmental process and the final model are described here. While developing a new education module we wanted to improve collaboration between on-campus education and clinical health care professionals. The overarching conceptual idea was to use the present collaboration between professionals at the hospital as an authentic action that we wanted to capture and translate into learning encounters for students.
A Best Evidence in Medical Education systematic review to determine the most effective teaching methods that develop reflection in medical students: BEME Guide No. 51
Published in Medical Teacher, 2019
Jane Uygur, Ellen Stuart, Muireann De Paor, Emma Wallace, Seamus Duffy, Marie O’Shea, Susan Smith, Teresa Pawlikowska
The data synthesis of the core group of studies in this review has provided a method of categorizing multifaceted education interventions to teach reflection. This may prove useful when designing new interventions to teach reflection in the undergraduate curriculum. In addition, this review has highlighted, which intervention components have the best evidence for enhancing reflection to date. Evidence in this topic area is lacking and further studies looking at single component interventions would be of benefit to this body of knowledge. Furthermore, a systematic review of assessment tools for reflection is recommended. Studies in this review highlight possible benefits of reflection education for medical students, however, further research in this area is required. Recommendations for designing an education module to develop reflection are: (i) introduce reflection and provide guidelines in order to increase the understanding of learners; (ii) clearly describe the developmental process and provide feedback; and (iii) assess the impact for learners. A realistic timeframe should be considered for all of these steps.
Perceived facilitators and barriers for participation in leisure activities in children with disabilities: Perspectives of children, parents and professionals
Published in Scandinavian Journal of Occupational Therapy, 2021
Friedolin Steinhardt, Anna Ullenhag, Reidun Jahnsen, Anne-Stine Dolva
Participation is a complex and still much discussed construct [4,16–20]. One of the widely used models is the biopsychosocial model incorporated in the ‘International Classification of Function, Disability and Health’ by the World Health Organisation [21]. There, participation is defined as ‘involvement in life situations’ [21, p.10]. However, despite its wide use the conceptualization of participation given in the ICF has received criticism from different researchers [11,17,18,20]. Main critique was a lack of theoretical clarity, or the individual’s subjective perspective on participation. In a recent comment, Mitra and Shakespeare [20] argue for a remodelling of the ICF to reflect the progress regarding the knowledge about the participation construct. This is in line with the argument of Adair et al. [22], who in their recent systematic review on participation measures conclude that the construct of participation is under constant development. This puts pressure on theory and measure development to adjust to this developmental process. In the view of the authors, participation is a multidimensional construct including both an objective and a subjective perspective. Therefore, when researching participation a focus on the individual’s perspective is of high significance.
Related Knowledge Centers
- Animal
- Metamorphosis
- Morphogenesis
- Regeneration
- Embryo
- Cellular Differentiation
- Stem Cell
- Regional Differentiation
- Tissue Growth
- Cytoplasmic Determinant