...The development of many mental disorders are proved to have been related to biological vulnerability and/or some form of brain abnormality (Sue et al., 2016). Consistent to this, numerous studies provided evidence that genetic inheritance was a key feature of the biological contribution on the development of major depression (e.g. Klein, Lewinsohn, Rohde, Seely & Durbin 2002; Schreier, Höfler, Wittchen & Lieb 2006). However, Mr. X’s case did not present any family history of depression which meant that there were no evidences that him having depression was associated with genetics. Ingram & Ritter (2000) noted that several cognitive theories suggested that disruptions on the basic bonding processes between a child and their caretaker produce...
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...The Case Study PSYC 210: Developmental Psychology Spring D 2015 Antonio Robinson L270221508 APA In the case study presented, a situation was highlighted in which a child’s impulsivity caused a deadly outcome to occur. Observance of behavioral experiments and theories, over the years, has given the understanding that a child’s behavior is influenced by what they see, hear, and are taught from other children and adults. As brain functioning develops, children learn how to process simple thoughts and emotions into more complex reasoning skills. They will also become more experienced, thoughtful, and less impulsive as they mature. Children will experience multiple stages of development and growth until they finally reach adulthood. In the case of the 6 year old mentioned above, the child cannot be held responsible for the crime that was committed because the factors that determine brain development and functioning have not fully matured. Legally, no child under the age of 7 can be held accountable for their actions until all of the biosocial, cognitive, and psychosocial portions of brain and behavioral functioning have fully matured. First of all, the biosocial aspect of development in early childhood relates to brain development and thought processes. A majority of the brain is already present and operational by age 2 (Berger, 2014, p.219), however, the prefrontal cortex of the brain is considered to be the last part to mature. This region of the brain helps with...
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...the oldest debates in psychology. It centers around the influence of inherited genes and environmental factors on the human development. Nature is those things inherited such as eye color, hair color, certain diseases, etc. Nurture is all the environmental influences after conception which influences development such as carcinogens, language, behaviors, etc. Some philosophers believe most of our characteristics and behaviors are as a result of inherited genes. Those who believe in extreme hereditary influences are known as Nativist. However, others believe the mind is born as a blank slate and we are who we are because of our experiences and are learned behaviors. Those who believe strongly in environmental influences are known as empiricists. (McLeod, 2007) Why has this debate become so controversial? According to McLeod, 2007 this debate has become heated because it begins a way of evaluating behavioral differences in society which then becomes a political debate about distributive justice and power in society. Many in psychology have come to the realization it is not an all or nothing view. Therefore, the debate has become one of deciding which one is most important. Leaving the question of if both factors influence our development which one is more responsible? Case Study A The Italian National Institute of Health, Rome Italy performed a twin study of the attachment styles in young adults. They assessed the relative contribution of both genetic and environmental influences...
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...Child Development Case Study Analysis Kimberly D. Carter PSYC2700 CHILD DEVELOPMENT May 15, 2015 Abstract Early Childhood Education In this paper I am taking the time to go over some very important materials in the world of Early Childhood Education and some of the reason why each and every child should have access to great educational standard. The paper will include topics that involve policy and policy initiative relating to the education of childhood, three benefits of early childhood education. Describing high quality characteristics of a program geared toward early childhood development. Characteristics of high quality early childhood programs A high quality program starts with a list of high priorities beginning with the list below: • The ration for teach and child is low. • Staff should be well trained with degrees pertaining to child development or early childhood education. • The center or facility has the appropriate curriculum for each age group within the center • Emotional and Social growth are top priority. • Encourages parents to be involved both at home and in the facility. • Great and positive interactions amongst the teacher and child. • Child-focused environment where the child is given choices • the variety of books, toys and learning supplies is endless for the child to make choices of their own. • All forms of playing, including indoor and outdoor, and all these areas are safe for children of all ages....
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...TBI in Early Childhood: Impact of Early Intervention on Childhood Development TBI in Early Childhood: Impact of Early Intervention on Childhood Development Traumatic brain injury (TBI) is a growing concern for children in their preschool years. Children of young ages undergo many developmental changes during the ages of two through five. These changes are significant for their growth and maturity. They include cognitive, social, and behavioral development as well as development in executive functioning. Sustaining a traumatic brain injury during these years can pose as a direct risk of developmental deficits in any or all of these areas. After an extensive literature review, it was found that most of the previous research resulted in areas of consensus. These areas compare the how TBI severity and the age of the TBI effect developmental. Results from multiple studies show that the more sever the TBI, the more prevalent the developmental deficiencies (Gerrard-Morris, A., Taylor, H., Yeates, K., Walz, N., Stancin, T., Minich, N., & Wade, S., 2009; McKinlay, A., Grace, R., Horward, L., Fergusson, D., & MacFarlane, M., 2008; Morse, S., Haritou, F., Ong, K., Anderson, V., Catroppa, C., & Rosenfeld, J., 1999; Taylor, H., Swartwout, M., Yeates, K., Walz, N., Stancin, T., & Wade, S., 2008). It is also found that children injured in early childhood are more vulnerable to developmental deficits, According to Taylor et. al (2008), a younger age at the time of injury is a predictor...
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...Case Study: Theodore Bundy Jeana Avery PSY 410 University of Phoenix Jan 27, 2010 Case Study: Theodore Bundy This paper will look at the case study of the serial killer Ted Bundy, who had antisocial personality disorder. Background of Bundy’s life will be provided, as well as the definition and criteria of antisocial personality disorder. Last, the paper will look at the biological, emotional, and cognitive causes of antisocial personality disorder. Background Theodore Bundy was born November 11, 1946 in Burlington, Vermont. Bundy never knew his biological father, and was raised in his early years by his grandparents, who Bundy believed were his parents. Bundy’s mother, whom he believed to be his sister, eventually took Bundy from his grandparent’s home and remarried. Three children resulted from his mother’s marriage to Johnnie Bundy, and Ted Bundy reacted with anger, resentment, and jealousy. Bundy did well in school, attended Sunday school, and was an avid skier. However, Bundy was haunted by his illegitimacy, and his mother’s resentment towards him. Bundy’s step-father would become violent when provoked, and Bundy felt overlooked, unsupported, and ignored. As a child, Bundy looked at naked pictures of women, obsessed about material possessions, and was humiliated by his family’s economic status. Due to Bundy’s lack of social skills, Bundy was shy, introverted, and felt inferior to others (Meyer, Chapman, & Weaver, 2009). “I am the most cold-blooded son...
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...1. AN HISTORICAL PERSPECTIVE ON CHILDHOOD ADVERSITY Modern health research defines childhood adversity as a range of unfavorable experiences that a child may have experienced before attaining the age of 18 (Pais & Bissell, 2006). A more recent definition provided by Centers for Disease Control and Prevention (CDC) describes Adverse Childhood Experience as a range of challenges, including abuse (emotional, physical and sexual), household challenges (violent treatment of the mother, household substance abuse, mental illness within household, parental separation or divorce and criminal household member) and neglect (emotional and physical) that affects a child before the age of 18 (CDC 2016). As such, the question on what defines an adverse...
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...Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings: Best Evidence Synthesis July 2003 Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings: Best Evidence Synthesis October 2003 This report is one of a series of best evidence syntheses commissioned by the Ministry of Education. It is part of a commitment to strengthen the evidence base that informs education policy and practice in New Zealand. It aims to contribute to an ongoing evidence-based discourse amongst policy makers, educators and researchers. The best evidence synthesis approach is being developed in collaboration with researchers. It draws together in a systematic way the available evidence about what works to improve education outcomes, and what can make a bigger difference for the education of all our children and young people. Prepared for the Ministry of Education Authors Linda Mitchell and Pam Cubey Copyright © Ministry of Education PO Box 1666 Wellington ISBN 0-478-18773-4 Web ISBN ISBN 0-478-18774-2 www.minedu.govt.nz Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings Best Evidence Synthesis Report prepared for the New Zealand Ministry of Education Linda Mitchell and Pam Cubey July 2003 New Zealand Council for Educational Research P O Box 3237 ...
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...The Importance of Early Childhood Education It is crucial for a child to receive early education because it is the time for growing, forming, and brain development. Children between the ages of 0 to 6 go through stages of acquiring specific skills like, sensorial, language, math, social, and cognitive. In those stages children have the ability to soak up and retain information, some people say like a sponge. As parents it is our duty to make sure we are stimulating our children’s mind between the ages of birth and 6 years. Parents have the opportunity to nurture and educate on all levels throughout a child’s life and should take that opportunity to make sure their child is taught properly. To ensure a successful future for a child it is very important to educate them at an early age. There were a few case studies that showed the importance of early education through pre-schools, Head Start Programs, and the involvement of children’s parents. The studies show that if children are taught at an early age the basic fundamentals of learning, they will start school eager to learn and more advanced than their peers. They also show that children’s environment is a main influence in their upbringing, which can make them either productive or not productive. Their environment such as the parent’s living states, the area they live in, and the way the family interacts with the child will play a big part in how they will be educated. According to Diana Fisklock (2011), “Children who...
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...‘How do adults perceive that significant others in their lives (i.e. people who are or have been important to them) have affected their development?’ Abstract John Bowlby’s theory of attachment asserts that in childhood attachments are formed between the infant and the caregiver. It also asserts that these attachments form the basis of adult relationships. This qualitative thematic analysis of an interview with Chloe attempts to show how early attachments form a framework of later development. This study shows some support for Bowlby’s theory of the continuity of attachment behaviour but also shows that the nature of attachments can change throughout life in particular due to adult relationships and life experience. Introduction The field of developmental psychology is concerned with understanding how our mental outlook can change over the course of a lifetime. It considers both the effects of cultural and environmental factors and the internal motivations of the individual. One of the main area of research is understanding the degree of continuity in how behaviour is formed and to what degree it can be influenced by past experience. In the area of human relationships, Attachment theory (as cited in Wood et al., 2007) explores how relationships develop. Bowlby (as cited in Wood et al., 2007) proposed that we have a basic biological drive to form an attachment to a ‘mother figure’ at birth. The nature of the attachment gives rise to a ‘internal working model’ in...
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...Comprehensive Analysis Case Study Cheryl M. Todd PSY7220 Capella University Abstract This comprehensive case analysis will follow Gwen Cohen-Green through the following three stages of development: early childhood, middle childhood, and early adolescence. Within each of the three stages I will identify Gwen’s social and emotional development, theories pertaining to her development, validation, and predominate factors. A complete analysis and synthesis will support the findings, and recommendations will be given to support her. Table of Contents Introduction Case Study: Early Childhood Case Study: Middle Childhood Cased Study: Early Adolescence Analysis and Synthesis Recommendations Conclusion References 1 1-5 5-10 10-15 15-16 16-17 17 18-20 Comprehensive Analysis Case Study Introduction This study will identify the child I have chosen for my case study project and follow her through each of the following stages: early childhood, middle childhood and early adolescence. Secondly, the study will include an analysis and synthesis of developmental domains and of environmental and influential factors and finally, the study will make recommendations for optimal development. Early Childhood: Case Study Gwen Cohen-Green is an only child that lives with both her mom and dad in a suburban setting. Mom and dad both work long hours with mom being the primary parent to attend conferences as well as being the disciplinarian. Gwen’s parents are...
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...Childhood Depression Abstract Empirical evidence shows that that depression disorder in children is a common condition that affects emotional, physical, and social development. Risk factors include parental conflict, a family history of depression, poor peer relationship, negative thinking, and deficit in coping skills. Treatment criteria of children and adults are the same, with the exception that children may display irritability rather than depressed or sad mood, and loss of weight may be seen as a failure gain appropriate weight milestones. Diagnosis and treatment should take into account developmental stage, suicidality, severity of depression, and social and environmental factors. The recommended therapies for mild depression include interpersonal therapy and cognitive behavior therapy and serve as appropriate adjuvant to medical treatments for those with moderate and severe depression. This paper explore depression among children, outlines different types of diagnosis, as well as the parameters for rare situations in which practitioners can try antidepressants when psychotherapeutic options fail and the depression is in severe stage. Introduction About 2.8 percent of children younger than 13 years suffer from depression at any given point in time (Clark, Jansen, & Cloy, 2012). The incidence of depression among children is a major concern because of the damaging and acute consequences associated with the disorder. Research shows that 60 percent of adolescents...
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...Factors Affect Physical Development? Last Updated: Jun 24, 2015 | By Marie Cheour Young children are playing outside. Photo Credit Cameron Spencer/Photodisc/Getty Images Overview Physical development and growth are influenced by both genetic and environmental factors. For example, malnutrition can delay a child’s physical development significantly. On the other hand, according to the University of Minnesota, the role of some environmental factors, such as the amount of exercise the child is getting, has a much smaller effect on physical development than was previously thought. Genetics When a child is born, he has a unique set of genetic instructions that influence his physical growth. According to the University of Minnesota, genetics have a strong effect on rate of growth, the size of body parts and the onset of growth events. In one study, Dr. Stefan A. Czerwinski and colleagues followed their subjects for thirty years. By using such parental measurements as height and weight, these scientists were able to predict quite accurately the approximate height and weight of their subjects at the age of thirty. Other factors found to be closely linked to their parental values were blood pressure and body fat percentage, as well as muscle and total body mass. The study was published in the “American Journal of Human Biology” in September 2007. Environment Genetics alone, however, cannot determine the physical development of the child. The Minnesota Twin Studies have shown, for example...
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...Reaction paper one According to the article, childhood abuse leads to greater mortality and morbidity in later adulthood, and dysregulated physiological stress responses may underlie the greater health risk among abused individuals. Therefore, this study mainly focused on evaluating the impact of childhood abuse on inflammatory responses to naturalistically occurring daily stressors. There are 130 older adults participate in this study. Recent daily stressors and childhood abuse history were evaluated using the Daily Inventory of Stressful Events and the Childhood Trauma Questionnaire. To provide data on inflammatory responses, blood samples are collected to test circulating interleukin-6 (IL-6), tumor necrosis factor-α (TNF-α), and C-reactive protein (CRP). Study visits were scheduled between 8 to 10 A.M to account for diurnal changes on circulating cytokines. Participants are divided into two groups: caregiving group and non-caregiving group (control). Then a Childhood Trauma Questionnaire is given to assess abuse in childhood. Lastly, Daily Inventory of Stressful Events is given to assess the occurrence of daily stressors in the past 24 hours. The results are consistent with theoretical models, revealing that childhood abuse history was associated with amplified IL-6 responses to naturalistically occurring daily stressors. According to the article, abused individuals experienced multiple daily stressors have IL-6 levels 2.35 times higher than those of non0abused participants...
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...stressors and challenges associated with leading and developing today’s youth? Furthermore, are these educators prepared to face the tests associated with training the early childhood education community? Proper early childhood development and education is critical to a child’s success down the line. How educators react to early childhood behavioral, physical and emotional issues is a precursor to classroom success. The research of Hemmenter, Santos and Ostrosky as discussed in the article “Preparing Early Childhood Educator to Address Young Children’s Social-Emotional Development and Challenging Behavior: A Survey of Higher Education Programs in Nine States” sets out to evaluate teacher education programs in search of answers to such questions. As with all research, the higher education programs survey (2008) seeks to explore and possibly identify solutions to an issue. In this case, that issue is the preparedness of educators to handle “the growing number of children who begin elementary school without the emotional, social, and behavioral skills necessary for future success (Hemmenter, Santos & Ostrosky, p. 321).” To answer this question, Hemmenter, Santos and Ostrosky, identified 225 faculty members and program managers from 2 and 4 year education institutions that concentrated in early childhood education (ECE) to participate in a survey of their perception of their program’s graduate’s preparedness. Of the surveys mailed, 158 were returned and 125 were used. Thirty-three...
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