Abstract This paper discusses developmental theory and applies it to a specific case of a student in elementary school with ADHD, hyperactivity disorder. Within the paper the practice of developmental theory is discussed, and then the theory is applied to the pertinent case. In this instance the child will need to be observed for what he is doing, and assessments made to provide him with a treatment plan.
From the Paper "The concept of developmental theory relies on the examination of an individual's life experiences, as well as the person's emotional and physical growth within their society. While there may be standard expectations of growth within certain age groups, there are also elements of growth that can only be determined within each individual (Maier, 1994, p. 58). This is evident when it is considered that each person has varying experiences within life, and that these experiences have a direct affect on the development of every individual. Within the realm of developmental theory a child can be evaluated in several areas. These may include life transitions, personal values, attachments to others, personal interactions, and "trials and errors" (Maier, 1994 p. 59)."
Abstract This paper describes a research project which attempted to determine techniques and modalities that have been shown to be effective in the treatment of developmental disabilities in general. A specific emphasis was placed on how these issues affect this population in Albuquerque, New Mexico. A review of the peer-reviewed and relevant literature is followed by an assessment of the significance of the research and its implications for policymakers and practitioners. A summary of the research is provided at the conclusion.
Outline:
Abstract
Disabled in Albuquerque
Introduction
Statement of the Problem
Importance of the Study
Review and Discussion
Developmentally Disabled in Albuquerque Today
Creating a Collaborative Environment among Service Providers
Significance of Analysis
Implications for Policymakers
Implications for Healthcare Practitioners
Summary and Conclusion
From the Paper "Because resources are by definition scarce, it is important to identify the most effective treatment modality available for helping people who are developmentally disabled. While most healthcare practitioners today may debate the fine points, a virtual consensus has emerged in recent years that suggests a collaborative and interdisciplinary environment is the most effective clinical intervention available because it makes the most of the resources that are available. By treating children and adults with developmental disabilities in an interdisciplinary setting characterized by culturally sensitive practitioners, the knowledge and expertise of a wide range of practitioners can be brought to bear on these challenging problems."
Abstract This paper attempts to address the topic of developmental psychology, also known as human development. This scientific area of study within the field of psychology focuses on the study of the gradual psychological changes that take place in human beings as they mature. The paper discusses how, historically, this subject area dealt primarily with the psychological development in infants and children, and later expanded its focus to other periods of psychological and physical change, such as adolescence and aging.
Outline:
Introduction
History
Categorization by Age and Stage in the Lifecycle
Some Important Theories
Stage Theory
Incremental/Continuous Theories
Social Contextualism
Ecological Systems Theory
Methods Adopted in the Field
Conclusion
From the Paper "The thoughts of the Soviet researcher Lev Vygotsky are gradually gaining more popularity in the field of American psychology. In the field of developmental psychology, in specific, his ground-breaking work relating to the significance of social interactions and the so-called "zone of proximal development" is now recognized. Vygotsy based his theory on three premises namely: (a) humans are associated with the physical world and each other by processes of cultural mediation that utilize both psychological and technical tools of the surrounding culture, (b) cultural mediation and, therefore, human psychological functions go through uninterrupted and lifelong alterations, and (c) human psychological functions arise from practical activity in specific contexts. Thus cultural groups have a significant impact on cognition and its development and cognition is a dynamic activity in which the individual both shapes and is shaped by the environmental surroundings. (The Vygotsky Project)"
Tags:developmental, Psychology, Human Development, Piaget, Infancy, Childhood
Abstract This work attempts to describe various aspects of parents? coping styles with their developmentally challenged child, assuming that, with the help of therapeutic intervention, both the developmentally challenged child and the family system as a systematic unit, and, of course, each one of its members individually, will draw much benefit and gain the power to efficiently cope with their life.
Outline
The Birth of a Developmentally Challenged Child
Emotional Difficulties in the Family of the Developmentally Challenged
Child
Coping with Stressful Situations in the Family
Coping Theory According to Menushin's Family Therapy
The Structural Approach ? Therapeutic Conclusions
Family in Therapy
Generation of the Therapeutic System Therapeutic Intervention by Way of Therapeutic Group
From the Paper "The crisis of change stems from the sudden change that occurred in the parents? perception of themselves, their family and their future. Each parent has plans for the new born. The expectations are broken when they receive the new that their child was born with mental deficiency and diminished capacity, and they are replaced with an attempt of the parents to rehabilitate their world in light of the sad news."
Tags: guilt, denial, protection, grief, deficiency, disability, handicapped, different, normal
Abstract This paper considers the many challenges and obstacles encountered by individuals with developmental disabilities and the caretakers of those individuals. The paper discusses the stress of caring for someone with a developmental disability, the harmful effects caused by negative stereotyping of the developmentally disabled and functional difficulties that the developmentally disabled experience in society.
Outline
Societal View
Stereotypes
Challenges for Families
Functioning in Society
Assisting Transitions
From the Paper "The societal view of people with developmental disabilities such as autism, down's syndrome, and mental retardation is complicated. On the one hand, there is a tradition in Western healthcare of institutionalizing these clients and keeping them separate from society. On the other hand, there is a growing movement for the integration of these individuals into productive roles into society through assisted living, independent living, and other alternatives stressing independence and empowerment of the disabled individual. This is sometimes known as the respective eras of institutionalization and deinstitutionalization in respect to individuals with developmental disabilities and how society views them. Seltzer et. al (2001) remark that "Many agencies that provide services to individuals with mental retardation were created in the era of deinstitutionalization (sic) and many still serve individuals who previously lived in state institutions whose families may not be highly involved."
A detailed essay covering the diagnosis, symptoms, treatment, prevention and prognosis of each pervasive developmental disorder such as autism, Rett syndrome, etc.
Abstract A paper which covers the main points of Pervasive Developmental Disorders, including autism, Rett syndrome, childhood disintegrative disorder, Asperger's syndrome, and 'pervasive developmental disorder not otherwise specified' (PDDNOS). The treatment, prevention, diagnosis, signs and symptoms, and treatment of each disorder is covered.
Table of Contents:
Asperger's Syndrome
What is Asperger's Syndrome?
Characteristics & Diagnosis
Diagnostic Criteria
Treatment
Autistic Disorder
What is Autism?
Causes, Incidence, Risk Factors
Prevention
Diagnosing Autism
Treatment
Prognosis
Childhood Disintegrative Disorder
What is Childhood Disintegrative Disorder?
Signs and Symptoms
Diagnostic Criteria
Causes, Incidence, Other Risk
Prevention
Diagnosis
Signs and Tests
Prognosis
Treatment
Monitoring the Condition
Pervasive Developmental Disorder Not Otherwise Specified
What is PPDNOS?
Symptoms
Diagnosis
Treatment
Prognosis
Rett Syndrome
What is Rett Syndrome?
Causes, Incidence
Diagnosis
Signs and Tests
Treatment
Prognosis
What we learned?
Bibliography
From the Paper "Early diagnosis and appropriate educational programs are very important to children with autism or PDD. Public Law 105-17, the Individuals with Disabilities Education Act (IDEA), includes autism as a disability category. From the age of three, children with autism and PDD are eligible for an educational program appropriate to their individual needs. Educational programs for students with autism or PDD focus on improving communication, social, academic, behavioral, and daily living skills. Behavior and communication problems that interfere with learning sometimes require the assistance of a knowledgeable professional in the autism field who develops and helps to implement a plan which can be carried out at home and school."
Abstract This paper examines the fields of scientific sociology and the broader field of developmental studies, examining both similarities and differences in the two fields. The paper explains that while the worlds of scientific sociological investigation and developmental studies are indeed closely related, the field of scientific sociology has yet to overcome a great deal of its "snobbery," before it can work effectively with the newer and broader field of developmental study.
Table of Contents
Thesis Statements
Comparisons and Contrasts of Sociology and Development
The Scientific Sociological Viewpoint
A Typical Example
The 4 S Society
Conclusions
From the Paper "The Scientific Sociologist, Psychologists and other professionals in attendance at these various meetings received their "wake-up," calls where this issue was concerned. However, not all agreed that the events of the past quarter-century confirm Mead's precocious reasoning that academic scholars and professional societies have unwisely abdicated public education and cultural leadership to others. Putting it somewhat less politely, academic research relevant to the general public is a challenge that cannot be put off any longer."
Tags: colleges, universities, undergraduate, course, study, lives, third, world, program
Abstract This paper discusses how the challenges experienced by individuals who have developmental disabilities necessitate accessibility to transition practices and services. It looks at how these services aid individuals through the fostering of skills and provision of support, which may improve the likelihood that developmental disabilities will not hold individuals back from living up to potential and achieving goals. It contends that providing the skills, resources and support to ensure successful transition to adult life for students with developmental disabilities should be a priority for educators, clinicians and parents. The process should be approached from a longitudinal perspective, beginning in elementary school and extending through high school, into working life, and should continually be monitored and attended to throughout adult life.
From the Paper "It is important to evaluate what types of educational and transitional experiences are most conducive to optimal functioning by individuals with developmental disabilities in integrated, post-school settings (Neubert, Moon, Grigal, 2002). Key features of successful transition practices have been identified, such as age-appropriate social interactions with same-age peers, attending classes and social functions on college campuses, working in the community, as well as participation in community-based instruction during the last few years of school (Neubert et al., 2002). Research has indicated a specific need for specialized transition services for individuals with developmental disorders who are between the ages of 18 and 21, which must include choices in regards to education, career, and support services (Neubert et al., 2002). "
Abstract This paper examines, using Erik Erikson's developmental model, infancy, toddlerhood, early childhood and middle childhood the way they are depicted in Hollywood movies. The author evaluates whether these stages are accurate depictions or whether they distort the psych-social crisis associated with the developmental stage. The paper includes films "Rebel without a Cause", "Man on Fire", "To Kill a Mockingbird", "The Straight Story" and "Sunset Boulevard".
From the Paper "The purpose of this paper is to examine three developmental stages and the way they are depicted in the movies or on television programs emphasizing whether these depictions are accurate."
Abstract This paper discusses the question of whether democracy is a necessary precondition for a truly developmental state. This paper contends that although there exist valid arguments on both sides of this issue, democracy is not necessary for a developmental state within the parameters as it will be defined in this paper.
From the Paper "Democracy and the Developmental State Introduction The question of whether democracy is a necessary precondition for a truly developmental state is one of the most important issues confronting developing economies in the non-Western world in the late twentieth and early twenty-first centuries. In this paper I contend that, although there exist valid arguments on both sides of this issue, democracy is not necessary for a developmental state within the parameters as it will be defined in this paper. As will be seen, the examples of the rapidly industrializing economies of Asia allow us unique insights into this question from a range of cultural perspectives."
This paper discusses pervasive developmental disorder (PDD), the "umbrella term" for a group of disorders including autism, Asperger's disorder, childhood disintegrative disorder, Rett's disorder and non-specific pervasive developmental disorder.
Abstract This paper explains that all PDD are neurological disorders, which is usually evident by age 3, with the child demonstrating severe and pervasive impairment in the development of social interaction and communication skills. The author points out that intervention programs not only address the child but also the parents and their role in the child developmental process. The paper relates that the Education for All Handicapped Children Act of 1975 and the 1990 amendments support special education by requiring that states provide free special education for all children with disabilities from birth to age 21 years and that children be taught in the "least restrictive environment" possible while also receiving the necessary attention for their special needs.
From the Paper "A medical diagnosis can affect many areas of a child and the family's life because of the disorder itself and the attitude and barriers toward the disorder that are within society. When a child has a disorder, they are labeled most of the time disabled. Children who have disabilities face a variety of challenges within their personal lives. A physical disability makes it difficult to perform daily activities, such as performing personal hygiene routines, eating, and simply dressing themselves. These challenges can be overcome by providing a disabled child with assistive devices, help from others,..."
This paper examines in depth each of Erikson's eight developmental stages and compares and contrasts the development of two older adults, Penelope, age 88, and Ralph, age 77.
Abstract In addition to tracing Penelope's and Ralph's developmental milestones, this paper also explores their areas of satisfaction and dissatisfaction with their lives and discusses some of the possible reasons why their lives turned out as they did.
From the Paper ?Over a hundred years ago, William Wordsworth wrote, ?The child is the father of the man.? In other words, who we are and what we experience as children at least partially dictates who we are and what we will do as adults. Erik Erikson's theory of development followed this point of view. Erikson realized that no adult springs forth fully formed like Athena from the head of Zeus. Rather Erikson hypothesized that each human being goes through distinct developmental stages and that each stage has its own unique crisis or obstacle to overcome. Individuals who successfully navigate the crisis will develop a corresponding ?ego strength.? Those who do not will be left with maladaptive or malignant tendencies.?
Abstract Using the developmental theories of Piaget, Erikson, Kohlberg, and Skinner, this paper explains how to use them with high school math, English, algebra, and science.
Abstract The field of developmental psychology has made great strides by studying children's behavior. This information laid a solid foundation and structure and opened the door to numerous questions about evolving human development. This paper explains that as times change, however, new tools and methodology will have to be devised to keep abreast of changes in human makeup, societal and global alterations, and new technologies.
From the Paper "The science of developmental psychology began over one hundred years ago, yet the field remains in its infancy. There is still much to learn about behaviour and mental processes. Also, since human societies continually evolve and become more multifaceted, it is more difficult to define consistencies. Complexity broadens further as development psychologists work hand-in-hand with anthropologists, biologists, sociologists and other scientists for additional information. Despite these challenges, developmental psychologists have provided a significant amount of valuable information on the basic nature of human beings, the stages of development that are consistent from one individual to the next, the causes of certain behaviours, the nature versus nurture conflict, universality and specificity of actions. However, the world is undergoing a major transformation?becoming increasingly multicultural and technologically sophisticated. Social science and science disciplines are either being modified or created anew to gain knowledge on the changes occurring. To continue their important contributions to the study of human behaviour, developmental psychologists will need to expand their focus as well. In fact, this is already being evidenced in the emphasis on lifespan studies as well as the integration of developmental psychology with newer fields such as neuropsychology."
Abstract The paper identifies some of the potential problems a company may have in hiring developmentally challenged workers, and makes recommendations for addressing those problems. It assesses corporate obligations under government regulations. The writer concludes that there is a place for handicapped workers in the business world, under certain conditions.
From the Paper "When it comes to integrating, training, supervising and empowering the more developmentally disabled, one mistake that could easily be made is to separate them, and isolate them from the rest of the work force. It is important that company guidelines, an employee handbook of regulations, and a staff meeting resolve the problems when a developmentally disabled person is hired and assigned to a specific group or division. The goal must be to create an effective work environment. Yes, some supervision may initially require lengthier training and adjustment time, but the eventual goal of any company willing, able, even anxious to give developmentally challenged workers an opportunity is to create an atmosphere of "human value management". "Human value management can be described in one short phrase: create value through and with people." (Fitz-Enz, 1990, p. 45) It must be clearly understood by managers, supervisors, as well as "ordinary" workers, that developmentally challenged co-workers are not being given job opportunities merely out of charity. They are able and willing to contribute. They are not "dummies", perhaps only slower to learn and adapt. It is important to communicate to every worker that these people were hired because they can contribute, but may need some help in "getting up to speed". It would be a good idea for the Human Resources Department to appoint one staff member to meet with the developmentally challenged workers on a regular basis as a means of listening to their problems, trying to solve them, and to praise them for valuable contributions to the overall product or services output. More than others, these workers need reassurance and the knowledge that management cares about their feelings, their problems, and their accomplishments."
