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Lifespan and Development > Lifespan development- Lecture 1 > Flashcards

Lifespan development- Lecture 1 Flashcards

1
Q

What is lifespan development?

A

Study of stability and change across the lifespan
Has primarily been focus on childhood,
But development is a life long process

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2
Q

Cavanaugh and blanchard-Fields (2011)

A

Understanding change and development throughout life course

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3
Q

Hendricks (2012)

A

Factors influencing change, including:

  • biological
  • social
  • psychological
  • historical
  • geographic
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4
Q

Early phase

A

Childhood and adolescence

characterised by rapid age-related changes in people’s size and abilities

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5
Q

Later phase

A

young adulthood, middle age and old age
characterised by slower changes, but abilities continue to develop as people continue adapting to the environment (Baltes, Lindenberger, & Staudinger, 2006).

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6
Q

Lifespan transitions

Four forms

A
  1. Change in cultural context
  2. change within persons sphere of experience
  3. Change in relationships and interactions
  4. Change from within a person
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7
Q

Zittoun (2006)

A

4 Lifespan transitions

- not mutually exclusive

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8
Q

Miller (2010)

A

Sees lifespan transitions as ‘life stressors’- pathologising
BUT this overlooks positive change

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9
Q

PERSON CENTRED theory of lifespan development

A

Erikson (1958)- Psychodynamic theory- stages of developement

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10
Q

Psychodynamic theory of lifespan development

A
  • Each stage has conflicts/crisis that needs to be resolved to progress-can become stuck or move backwards
  • Part of ego development
  • By resolving person acquires a virtue’; an ego strength or special quality.
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11
Q

Examples of stages in Person centred Psychodynamic theory

A
  • In childhood: trust vs mistrust

- Into adulthood: identity vs role confusion

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12
Q

Evaluation of Erikson’s (1958)

A

+ Recognises that psychological dev. continues through life
+ Emphasis on individual and society in affecting personal development
- Linear scale and unidirectional- not flexible- human dev. is plastic
- Outliers as abnormal
- Most dev. in childhood, lack of in adulthood- looks at it VERY NARROW OUTLOOK
- Not UNIVERSAL omits cultural difference, context importance and person-environment interaction

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13
Q

Peck (1968)

A

Stages of psychological development in second half of life
Subdivided middle and old age into additional sub stages-
Middle age- 4 crises
Old age- 3 crises

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14
Q

Positives of Peck (1968)

A

Characterised later life more positively, as time for growth

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15
Q

Contemporary Lifespan development theories acknowledge…

A
  • Embeddedness (Acknowledging full context of the Individual)
  • Developmental contextualism (persons development is inextricably and reciprocally linked to the multiple contexts of individuals’ lives)
  • Dynamic interactionism (change in one variable can cause changes in other variables- not possible to separate biology and psychology)
  • Sociocultural lens (reflect diversity)
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16
Q

FUNCTION CENTRED-

3 Lifespan developmental theories

A

> Ecological systems theory (Bronfenbrenner, 1979)

> SOC model of development (Baltes, 1987)

> Lifespan model of developmental challenge (Hendry & Kloep, 2002)

17
Q

Ecological systems theory

A

Bronfenbrenner (1979)
Development due to individuals interaction with an evolving environment
Ecological environment is a nest of structures within each other:
>Microsystem
>Mesosystem
>Exosystem
>Macrosystem

18
Q

Microsystem

Ecological systems theory

A

Face-to-face interactions activities and roles

19
Q

Mesosystems

Ecological systems theory

A

Interaction between two or more microsystems e.g. family vs work friends

20
Q

Exosystems

A

Links between two or more settings the person is not actively part of but may affect person e.g. parents work stress

21
Q

Macrosystems

A

Cultural values, attitudes and resources in the environment

22
Q

SOC model of development

A

Baltes (1987)
Development = dynamic interactions between growth & decline
Internal and external resources are finite as we age
3 fundamental processes:
-Selection
-Optimisation
-Compensation

23
Q 
Selection process
(SOC model)
A

Selecting fundamental domains on which to focus one’s limited resources

24
Q

Optimisation

SOC model

A

Maximising gains by acquiring the correct means for optimal goal achievement

25
Q

Compensation

SOC model

A

Compensating for losses

like restructuring ones goal system- making new attainable goals and binning unattainable goals

26
Q

Lifespan model of developmental challenge

A

Hendry & Kloep (2002)
Challenges in life can act as catalysts for change- depending on resources available
- Variable number and type of challenge per individual
-Processes and mechanisms of development the same
-Avoiding a challenge carries risk of developmental stagnation
- Challenges met with set of social, cognitive, biological resources

27
Q

Key criticisms of Ecological systems theory Bonfenbrenner (1979)

A 
-Don't know the 
mechanisms of how the 
systems interact
-No hierarchy of importance
-Crowded theory that becomes dilute as each factor is in little detail
...Thus is hard to make predictions from
28
Q

Evaluation of SOC model Baltes (1987)

A

+More focused and explains interactions between things

+ More dynamic and flexible

29
Q

MULTIDIMENSIONAL LIFESPAN APPROACH

Cavanaugh & Blanchard fields (2015)

A 
4 Interactive forces
-Biological forces
-Psychological forces
-Sociocultural forces
>Life-cycle forces
30
Q

Biopsychosocial framework

A

Adopts all of the interactive life- cycle interactive forces
Miller (2009)- model in which many factors contribute to health snd wellbeing- expanding from a purely psychological context

31
Q

What makes a good lifespan theory? Evaluating principles

Hendricks (2012)

A
  1. Recognise our ties to others?
  2. Dimensions of time or context play a part?
  3. Place and location addressed?
  4. Personal agency?
32
Q

Individual differences in health and wellbeing

How we address these

A

Incorporate mediating relationship between multidimensional risk factors (biopsychosocial), age and health and wellbeing.
Age is often a mediating factor

33
Q

Martin et al (2001)

A

> Age differences indicating higher levels of well-being in the younger age group in relation to risk factors of stress and social resources as compared to older age group
-Age mediates wellbeing

Lifespan and Development (10 decks)

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