The Psychology of Aging in Historical Perspective
José León-Carrión, Margaret J. Giannini in Behavioral Neurology in the Elderly, 2001
Evolutionary theory, as conceived by Charles Darwin, introduced new and important considerations. The theory focused on mental processes as instruments for adaptation, with new developments and variations deeply affecting all mental activities. Because the human mind had evolved from more primitive structures through adaptation and toward greater control, only through a developmental approach could it be fully understood. Such a view stressed the relevance of the study of child psychology as a means to obtain a deeper understanding of those processes from which the adult mind is formed. The study of developmental psychology soon followed the Wundtian steps toward the construction of the new science of mind. Notwithstanding, the main focus of study was placed on the early years of life, when habits, feelings, and learning receive a lasting impact and an acquired structure.
Short Bowel Syndrome
John F. Pohl, Christopher Jolley, Daniel Gelfond in Pediatric Gastroenterology, 2014
Beyond the medical considerations that are imperative to the treatment of children with SBS, child psychology involvement can be very important. Prolonged hospitalizations during early life are associated with delays in motor, speech, and cognitive development. Given the extended length of hospital stays associated with intestinal failure, it is important that developmental milestone achievement be addressed in the clinical setting and that the appropriate referrals are made when delays are noted. Speech milestones may also be delayed as a function of decreased oral stimulation associated with intestinal failure, since many patients receive either PN or enteral nutrition (EN) rather than using the oral route. Prematurity, prolonged hospitalization, and enteral feeding also increase the risk of oral and food aversion. Behavioral interventions provided by the psychologist can address these aversions within the clinic setting and can provide parents with strategies for use within the home, such as lip stimulation, inclusion in mealtimes, and exposure to varied food textures to increase tolerance and expand dietary repertoire. In addition, identifying and helping to minimize the parental stress that is common to families of chronically ill children further improves long-term management of children with SBS.
Biological Dimensions of Difference
Christopher J. Nicholls in Neurodevelopmental Disorders in Children and Adolescents, 2018
In considering all of the foregoing ways in which early development can go awry, it is not surprising that some children lag behind others in the achievement of developmental milestones. Just as there are reference charts for height and weight across the childhood years, against which physicians compare a child’s growth trajectory, there are norms for when children should acquire various developmental stages. The scientific field of developmental psychology is a rich source of knowledge about how children move from one stage to another. There are many factors involved such as attachment, separation and individuation, and ultimately identity development and self-concept. Normative data helps us to identify children who may be lagging behind expectations in various areas, so that we can involve those children in early intervention activities to help them catch up.
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.
Infants, children, and youth in foster care with prenatal substance exposure: a synthesis of two scoping reviews
Published in International Journal of Developmental Disabilities, 2023
Lenora Marcellus, Dorothy Badry
Formal appraisal of the quality of sources is not a required component of the JBI scoping review methodology, as it is challenging to compare across different epistemological and methodological traditions (Hong and Pluye 2019). Published research included topics such as infant, child and youth mental health, adoption and foster care, health, child development, child psychology, child welfare including child abuse and neglect, developmental disability research, youth work, addictions, justice, and human behavior and emerges from the disciplines of psychology, health, medicine, science, social work, psychiatry, nursing, pediatrics, neuropsychology, neuroscience, developmental disabilities, and occupational therapy. All included gray literature sources were developed by reputable government, research, and policy organizations. Quantitative and mixed methods studies were primarily focused on early screening, diagnosis, and intervention, followed by supporting foster care providers. Qualitative approaches were used primarily to study collaboration and supporting foster care providers. Overall, research studies were appropriately designed.
Building the plane in the air…but also before and after it takes flight: considerations for training and workforce preparedness in integrated behavioural health
Published in International Review of Psychiatry, 2018
Tziporah Rosenberg, Daniel Mullin
Others have proposed and published specific curricula for training for integrated care, largely focused on post-graduate or ‘on the job’ time periods. McDaniel, Belar, Schroeder, Hargrove, and Freeman (2002) described a curriculum for training psychologists in primary care integrated behavioural health. Their curriculum draws from health psychology, family psychology, and paediatric psychology, and, while its target audience may be professional psychologists, the core principles may also be applied to others trained in a mental health discipline. These core principles include the following basic assumptions, adapted here to expand to other mental health professionals: (a) Primary care mental health professionals function as generalists who play multiple roles on the primary healthcare team; (b) the education and training of mental health professionals must be developmental, biopsychosocial, and systemic in nature; (c) primary care includes a focus on prevention and wellness; (d) primary care is collaborative in nature; (e) primary care attends to the various interpersonal relationships that characterize its context; (f) primary care psychologists bring to the healthcare team expertise in behavioural health, developmental psychology, psychopathology, family and systems issues, and research skills; and (g) primary care is practiced in many different settings (McDaniel et al., 2002).
Related Knowledge Centers
- Adolescence
- Adult Development
- Ageing
- Child
- Cognitive Development
- Infant
- Developmental Biology
- Social Emotional Development
- Motor Skill
- Executive Functions