U1 AOS1 Flashcards
(37 cards)
Psychological development
The study of how individuals change cognitively, socially and emotionally, from infancy to death.
Distinguish between hereditary and environmental factors
Hereditary factors are genetically inherited from parent to offspring, and can include eye colour, hair colour, or a genetic predisposition to depression/anxiety. Whereas, environmental factors are external influences from the conditions in which an individual grows up in and lives in.
Explain the interlinked relationship of genes and environmental factors, in determining how an individual turns out
Genes and environmental factors have an interlinked relationship, where genes can affect how an individual approaches/engages with the environment that they live in. For example, if an individual presents a genetic predisposition to introversion, they may be less likely to seek out social opportunities, and more prone to working and/or living alone. However, environmental factors also affect how genes are expressed, and whether an individual’s full potential can be realised. For example, if a child’s parents were both skilled violinists, the child may exhibit the genes associated with being a strong musician. Yet, if they were not offered the opportunity to participate in music lessons or receive exposure to a variety of musicians, their musical abilities may not be as strong as they could be.
What are some examples of environmental factors?
- Socioeconomic status - affects access to basic resources, healthcare, quality of education available, extra-curricular activities, etc.
- Physical environment - rurality of the area in which they live in, levels of exposure to diseases, weather, etc.
- Attatchment - children feel protected and loved in their family - insecure attatchment can lead to poor self-esteem, failing to make contact with caregivers, and an inability to maintain stable relationships
- Prenatal environment - treatment the feotus experienced during pregnancy - alcohol use can lead to Foetal Alcohol Spectrum Disorder - lower birth weight, increased risk of prematurity and miscarriage
- Sensory input - Brain growth can be fostered through a versatile amount of sensory stimulation, especially at a young age - creates associations in the brain with the 5 senses, allowing for more complex connections to take place
What is the biopsychosocial model?
An approach that models the complex interaction between social, environmental and psychological factors in mental health. It also recognises the significance of risk and protective factors, in developing a mental health condition. Created under the understanding that to treat a person, you must consider the whole continuum, of the human experience.
Define mental health and mental wellbeing
Mental health is a continuum, measuring how an individual thinks, feels and behaves in response to everyday challenges and stressors.
Distinguish between risk factors and protective factors
Risk factors are factors that increase an individual’s likelihood of developing a mental health disorder, such as a genetic predisposition to a specific trait, whereas protective factors are factors considered to lower, or decrease the chances for an individual to develop a mental health disorder, such as receiving adequate amounts of sleep, or having a strong work-life balance.
What is categorised as mentally healthy?
Individuals who are mentally healthy can exhibit positive self-esteem and celebrate the things they are good at, can cope with everyday challenges and changes and act in a way that contributes to society. They also can express their emotions appropriately and use critical thinking skills.
What is categorised as a mental problem?
Individuals who have a mental health problem, are experiencing a temporary disruption to everyday functioning. They are typically brought on by one, or a combination of, major life stressors (such as moving house, moving schools, experiencing loss and grief, etc.). Symptoms can include a lack of concentration, change in sleep or appetite, social isolation, and losing motivation for tasks they previously enjoyed. If symptoms persist, or the severity of symptoms increases, the mental health problem can escalate into a mental health disorder.
What is categorised as a mental disorder?
Mental health disorders are long-term combinations of thoughts, feelings and behaviours that can impair an individual’s ability to participate in everyday life. They are identified through the 3 Ds; Distress (unpleasant, upsetting emotions like anxiety or anger, either experienced by the individual with the disorder, or the people around them, as a result of that individual) , Dysfunction (an inability to perform everyday tasks to an adequate standard - such as travelling to work or school, maintaining personal hygiene) and Deviance (acting in a way that is different to the expectations of their society or culture, shouting/swearing in public, stripping, etc.). These behaviours cannot be done on purpose, or as a response to emphasise public outcry.
Social factors - wellbeing/development
Social factors are external influences, based on the conditions in which an individual lives in, including their relationships, work/school life, experiences of violence at home, discrimination, etc. Eg. poor education can lead to slower/limited development in information retention and critical thinking skills. Eg. poverty can lead to difficulty holding a job, constant feelings of guilt, self-doubt and low-self-esteem.
Biological factors - wellbeing/development
Biological factors are internal physiological influences, involving genetics or body processes, including genetic predispositions to certain conditions, hormone levels, brain chemistry and sleep quality. Eg. poor sleep leads to reduced ability to learn, problem solve, social-withdrawal and decreased production of growth hormones.
Psychological factors - wellbeing/development
Psychological factors are internal influences , involving the mind/brain and thought processes, including personality traits, beliefs, attitudes to life and memories. Eg. a more optimistic attitude to life may lead to more resilience through hardship, and a greater ability to move forward through struggles.
Quantitative vs Qualitative changes in behaviour
Quantitative changes in development refer to changes in the amount at which an individual has specific feelings/thoughts or performs specific behaviours - eg a quantitative change includes the amount of words a young person may understand. Whereas qualitative changes in development refer to changes in the quality or type of thoughts, feelings and/or behaviours that individual experiences - eg an improved ability to lie or explain abstract thought/concepts.
Individual differences within development
Although there are some established stages of development - these are merely general ideas of the rate at which an individual progresses, they are not strict parameters. Individuals vary in their rate of development - some individuals are faster at achieving certain milestones then others (such as the ability to make and sustain connections with others). Individuals also vary within their own development, one may be faster at achieving cognitive milestones, but slower at achieving emotional ones.
Emotional Development - Define
Emotional development refers to changes in how individuals experience, recognise, interpret and express a range of emotions, in an appropriate manner.
Stages of development
- Infancy (birth-2 years)
- Childhood (2 - 12 years)
- Adolescence (12 - 18 years)
- Adulthood (18 - 65 years)
- Older age (65 years and beyond)
Emotional Development Milestones
- Infancy - smiling from 8 weeks, laughing at 3-4 months, variety of emotions (anger, sadness, fear) - 6 months
- Childhood - temper tantrums to release emotions at 2-3 years, understanding of how different situations affect people in different ways - middle childhood, empathy at older childhood
- Adolescence - development of identity and individuality - feeling emotions at more extreme levels - reliant on peer support
- Adulthood - dependent on circumstances in work, relationships, family - mid-life crisis may occur (feelings of dissatifaction and longing)
- Older age - more optimistic attitudes to future and at peace with situation
Attatchment theory - Emotional Development
The emotional bond between infant and primary caregiver, based off physical contact and comfort contact
Secure attatchment - balance of being dependent and engaging in exploration - higher-self-esteem, can form meaningful relationships and is self-sufficient (consistent tending to infant’s needs)
Insecure-avoidant - won’t seek contact with caregiver, considered equal with stranger - ignores own emotions, won’t seek help, difficulty forming relationships - sometimes caregivers are deeply caring, othertimes they are dismissive of needs
Insecure-resistant - anxious when with caregiver, upset without them - heavily dependent on others, need to feel ‘completed’ - emotionally absent or overly critical parent
Hypothesis Formula
It is hypothesised that POPULATION with the INDEPDENT VARIABLE will PREDICTION on the DEPENDENT VARIABLE in comparison to those who did not have the INDEPENDENT VARIABLE.
Social Development
Social development refers to changes in an individual’s ability to interact with other people and function as a member of society - including
- the ability to make and maintain meaningful relationships
- ability to share and participate in a team
- Skills in managing and solving conflcit
Cognitive development
Cognitive development refers to changes in mental abilities, including the ability to learn, think, imagine and problem-solve.
Learning
Relatively permanent change in behaviour that occurs due to experience. This is an ongoing change, which can be modified.
Bandura social learning theory
Theory - humans learn behaviour through observation (dancing, origami). The learner observes the behaviour of the model, and then uses that behaviour, and any consequences it yielded, to guide their future behaviour.
Experimental procedure
- 66 children shown film, with 3 different endings, where child modelled aggressive behaviour to a Bobo Doll
- The children were split into 3 groups -
1 group watched the child receive a candy reward for the behaviour, 1 group saw the child lectured for the behaviour, 1 group saw neither punishment nor reward for the behaviour
- Afterwards the children were placed in a room alone with a Bobo doll and various other toys, where their levels of aggression were measured on a scale of 1-10
- The experiment was then repeated, where children were offered incentives such as juice, stickers or candy to be aggressive to the Bobo Doll
Results -
- Aggressive acts were found highest in group 1 overall
- Without incentives, group 2 was the least aggressive to the doll
- With incentives, the mean score of aggression increased greatly in all 3 groups
- provides some explanation of environmental influence on actions, educational over how positive reinforcement is an effective measure to encourage behaviour
- does not account for non-observational responses that might occur (thought processes, feelings), does not consider the reason behind the situation occuring
