Developmental frameworks, what have you done for me lately?

Mental Retardation and Developmental Disabilities: An Annual Review, Vol. XI

During the last decade a new field of psychological inquiry has emerged: life-span developmental psychology. One of its main tenets is that man's development does not stop at adulthood but continues through out the life-span. This article discusses, first of all, whether it is appropriate to extrapolate the concept of development to the entire life cycle. Since it appears that development is equated to change throughout life, the conceptual basis of this new way of looking at the developmental framework is rather weak epistemologically. Nevertheless, a quite valuable the effort has been made by the life-span psychologists to disavowe the chronological age as the main variable (perhaps the independent variable) that guides the theories dealing with human development. Their appeal to the several systems of variables that contribute to explaining human development is also worth noting. The paper concludes with a discussion of the possibilities of integrating in one theoretical framework traditional developmental psychology and the new arrived life-spam developmental psychology.

Author's introduction My fascination with culture goes back to my childhood when my father was writing a book about German migrants to Brazil during times of starvation in the late 18th century. I could not stop watching his slides with exotic flowers, unfamiliar landscapes, and children in school uniforms. I was attracted by every aspect of difference, including food and spices. Consequently, my first cross‐cultural publication was a cookbook, not about Brazilian kitchen, but Caribbean. I had expanded my range of action through a friend coming from Barbados. We had enjoyable moments writing the cookbook that became even translated into Dutch. My first psychological cross‐cultural study was a comparison of Costa Rican and German women's developmental timetables with respect to early development milestones – made possible by a young Costa Rican colleague who had studied psychology in Mainz, where I started my academic career. Although my fascination with culture never stopped, my next developmental stage was becoming universalist based on human ethology. The universal nature of humans and their development was my area of research that I addressed specifically with the help of the film archive that Irenäus Eibl‐Eibesfeldt had established. I was funded as part of an interdisciplinary research program with yearly meetings at a wonderful Bavarian lake. In nightlong discussions, I came across sociobiology for the first time. Sociobiology and later evolutionary psychology guided me to reconsider my thinking about culture as a differential factor on human development. Now, the conceptual framework of development as the cultural solution of universal developmental tasks could be developed. At this point, we are conducting longitudinal studies in different cultural environments with convincing evidence of different developmental pathways. The implications of this research are twofold: these findings together with the knowledge that other cultural developmental researchers have accumulated should be reflected in textbooks which still present the one and only healthy developmental pathway based on the Euro‐American worldview. Culture informed research will also help to develop cultural sensitive counseling and educational programs that are adapted to different psychologies. Author recommends 1. H. Keller, ‘Cultures of infancy’ (Mahwah, NJ: Erlbaum, 2007). This book presents the first systematic analysis of culturally informed developmental pathways, synthesizing evolutionary and cultural psychological perspectives. It contains a large body of empirical research on early socialization strategies in multiple cultural contexts. 2. H. Keller, R. D. Yovsi, J. Borke, J. Kärtner, H. Jensen, & Z. Papaligoura. Developmental consequences of early parenting experiences: Self regulation and self recognition in three cultural communities. Child Development , 75 (2004), 1745–1760. This paper reports a longitudinal study with samples from three cultural environments. It presents evidence that parents follow different strategies and that children's solution of developmental milestones differs accordingly. 3. H. Keller. Socialization for competence: cultural models of infancy. Human Development , 46 (2003), 288–311. Two prototypical developmental pathways are described, aiming at different conceptions of competence: rural, low formally educated villagers, embodying interdependence and urban, highly formally educated Western families, embodying independence. 4. H. Keller, E. Hentschel, R. D. Yovsi, M. Abels, B. Lamm, & V. Haas. The psycho‐linguistic embodiment of parental ethnotheories. A new avenue to understand cultural differences in parenting. Culture & Psychology , 10 (2004), 293–330. Different cultural models are associated with different narrative styles, which are demonstrated with examples from parent‐child conversations in different cultural environments. 5. P. M. Greenfield, H. Keller, A. Fuligni, & A. Maynard. Cultural pathways through universal development. Annual Review of Psychology , 54 (2003), 461–490. The pathway paradigm is illustrated with research examples from different developmental stages from infancy through adolescence. 6. C. Rothstein‐Fisch, P. M. Greenfield, E. Trumbull, H. Keller, L. Suzuki, & B. Quiroz. Discovering culture in learning and development. In: Preiss & Sternberg (Eds.), Pathbreaking discoveries in learning (forthcoming). This chapter introduces two contrasting cultural conceptions of learning and development, based on independence and interdependence, respectively. The implications of these two cultural pathways for education in a culturally diverse society are discussed with the example of the Bridging Cultures Project, a cross‐cultural training program for teachers and parents. 7. H. Keller & B. Lamm. Culture, parenting, and the development of jealousy. In: M. Legerstee & S. Hart (Eds.), Handbook of jealousy: Theories, principles, and multidisciplinary approaches (Wiley‐Blackwell, forthcoming). In this chapter, it is argued that jealousy is an evolved emotion and belongs to the pan human behavioral repertoire. However, an evolutionary origin by no means implies that the behavioral expression is the same across different contexts. Children's differential expressions of jealousy across cultural contexts are interpreted within the frameworks of independence and interdependence. 8. H. Keller. Ontogeny as the interface between biology and culture. Evolutionary considerations. In: T. S. Saraswathi (Ed.), Cross‐cultural perspectives in human development: Theory, research and applications (New Delhi, India: Sage, 2003), 102–127. The core assumptions of evolutionary theory are presented. Based on the conception of open genetic programs, the processing of environmental information, and thus culture, is organized to solve developmental tasks. 9. H. Keller, C. Demuth, & R. D. Yovsi. The multi‐voicedness of independence and interdependence – The case of Cameroonian Nso. Culture and Psychology , 14 (2008), 115–144. Independence and interdependence are two universal dimensions that are present in every cultural environment. This paper demonstrates the interrelations of independence and interdependence in Nso women of different formal educational background. 10. H. Keller & R. Harwood, R. Culture and developmental pathways of relationship formation . In: A. Aksu‐Koc & S. Bekman (Eds.), Perspectives on human development, family and culture (Cambridge, UK: Cambridge University Press, forthcoming). This chapter reviews two pathways of relational development during the first years of life, demonstrating that attachment theory is representing only one cultural model. Alternative conceptions of relationship formation are discussed. 11. A. Gottlieb. The afterlife is where we come from (Chicago, IL: University of Chicago Press, 2004). This book presents an anthropological analysis of infancy among the Beng people in Ivory Coast. Although the emphasis is on the individual, striking similarities with the Nso from Cameroon are visible. Online materials: I have uploaded material that illustrates research concerning the different developmental pathways on the following website: http://www.culturalpathways.uni‐osnabrueck.de On this webpage, you can find the following material:

Full Disclosure: We have recently authored an undergraduate textbook entitled Comparative Cognition (Olmstead and Kuhlmeier, 2015). Our motivation to write this book did not result from a perceived lack of undergraduate interest in the topic, but rather overenrolled courses for which we did not have a textbook. A key difference between our approach—largely shared by fellow commenters Brodbeck and Brodbeck (2015) and McMillan and Sturdy (2015)—and that of Abramson (2015), is our willingness to work under the title “comparative cognition.” We have been trained under various titles (e.g., biological anthropology, behavioral ecology, ethology, cognitive psychology, developmental psychology, and behavioral neuroscience) and have witnessed the continued emergence of comparative cognition as the logical intersection of these disciplines. Though, still considered a narrowly focused field by Abramson, we propose instead that comparative cognition has broadened (or perhaps always was broad, see Hulse et al., 1978; Wasserman, 1981), and encompasses, without conflict, Abramson's defining features of comparative psychology. Our point here goes beyond an argument about semantics, though it is important to be clear about our use of “comparative cognition,” Take, for example, a statement in the commentary by Bielert and Gallup (2015): “In particular, comparative cognition is quite similar to comparative psychology aside from restricting its research questions and measures to those specific to information processing (Shettleworth, 2010).” We do not see this “restriction” in scope in the modern practice of comparative cognition research. Instead, researchers consider the ways that general learning mechanisms may be constrained by early developing (perhaps innate) behavioral or perceptual biases, conceptual abilities, and/or non-conceptual processes. So yes, comparative cognition is open to the possibility of cognitive processes, but it actively tests for them. It also goes far beyond comparing behavioral responses of “species X” to that of humans (an anthropocentric approach that only a subset of researchers adopt, often with appropriate consideration of phylogenetics), and gone are the days of studying only a few, unrelated species. To use one metric: at the 2015 meeting of the Comparative Cognition Society, research with over 20 different species was presented. Shettleworth (2009), a pioneer and leader in the field, noted that comparative cognition research in the first decade of the twenty-first century was characterized by an increasing number of species examined and more synergy with related fields, such as behavioral ecology. A scholar of comparative cognition—and we think Shettleworth would agree with this based on her 2010 book—should be knowledgeable about sensory systems, behavioral tenets including general associative learning mechanisms, memory, and proposed cognitive mechanisms that are implicated in such areas as categorization, spatial navigation, number, timing, prosocial behavior, communication, and social learning, all the while considering an evolutionary, developmental, and neuroscientific framework. It's a tall order, but what an exciting field! In our experience, undergraduates agree. Like fellow commenters Furlong et al. (2015), we see the “missing” undergraduates every week—200 of them this term alone in a second year survey course: Introduction to Comparative Cognition. Many of these students will take our upper level laboratory courses that focus on specialized topics within the field of comparative cognition. The majority of these students specialize in other areas of psychology such as developmental, clinical, or cognitive psychology, a number are biology or life science majors, and a handful come from complementary disciplines such as computer science or philosophy. And yes, occasionally students seek out graduate study in laboratories specifically focused on comparative cognition. Regardless, we trust that they all pursue their chosen area of study with a greater appreciation and engagement in the basic, comparative science that informs so many fields of study.

Chapter Thirteen - Revictimisation of sexually abused children

The development of self- and emotional regulatory processes helps children to regulate their behavior based on their cultural context and to develop positive social relationships. This handbook brings together heretofore disparate literatures on self- and emotional regulation, brain and physiological processes, mastery motivation, and atypical development to highlight how mastery motivation is related to self-regulation and to clarify the relation between these various processes. Authors from a variety of countries and backgrounds provide an integrated, up-to-date review of the research and the key theoretical models to demonstrate how these processes relate to cultural and individual differences in both typical and atypical development. The renowned editors, all experts in a particular domain of self-regulation, provide section opening chapters that review the literature, provide a perspective that explains the findings, and suggest directions for future research. Although the focus is on quantitative studies, some qualitative findings and research using brain imaging methodologies are included. Outstanding features include: Reviews the development of self and emotional regulation from infancy through adolescence. Contributors from various countries and backgrounds provide an integrative review of the literature to guide the direction of future research. Features contributions from those who have had a strong impact on self-regulation research. Reviews research on developmental disorders that have implications for self-regulation. There are four sections. Section one introduces the development of self- and emotional regulation. This section reviews how self-regulation adapts based on personal and culturally-based goals and how individual differences predispose some to behavior disorders. Socialization influences are examined including a look at when typical regulation processes go awry. Section 2 examines physiological and brain processes as they relate to the development of typical and atypical processes, along with neurocognitive development of performance monitoring and how these processes change over time, cortical activation differences, and behavioral and electrocortical measures of attentional bias. Section 3 reviews the development of self-regulation and mastery motivation including a review of the Dimensions of Mastery Questionnaire (DMQ), cross-national comparisons, and what the DMQ can tell us about self-regulation. The section concludes with a look at the development of self-regulation and mastery motivation in individuals with a developmental disability. Section 4 examines self-regulation in atypical development and evidence-based treatment approaches in children with ADHD, autism, and Down syndrome. This book is intended for researchers, graduate students, and practitioners in psychology, neuroscience, human development, and education interested in the development of self and emotional regulatory processes.

The present study examined the test-retest reliability of team consensus best-estimate diagnoses of axis I and II disorders. As part of a series of family studies of outpatients with depressive and personality disorders, best-estimate diagnoses of relatives were derived in team diagnostic conferences held regularly over 4 years. Diagnoses were based on all available information, including direct interviews, family history data, and treatment records, and explicit guidelines were developed to resolve discrepancies between data sources. To evaluate the reliability of the team best-estimate diagnoses, 92 relatives were independently rediagnosed after a 2-year interval. The reliability of both axis I and II disorders was good to excellent. The results were similar for cases in which diagnoses were based on direct interviews plus informant data and cases in which diagnoses were based on informant data alone. These data indicate that the team consensus best-estimate diagnostic method can be applied consistently, even over an interval of several years.

In an age where the quality of teacher education programs has never been more important, educators need a fundamental understanding of human growth, development, and change at different ages and stages across the life span. The present volume draws upon the latest research to help teacher preparation instructors select and convey essential content on human development. Such efforts serve to prepare education professionals to work with infants, children, adolescents, and adults across diverse educational settings.The chapters included in this volume summarize empirical research that supports the teaching of human development as it applies to PreK-12 and postsecondary settings, describe instructional practices used in college courses that are effective for teaching teachers-in-training about human development, and provide a systematic discussion of issues that influence the teaching of human development theories, research, and classroom applications.The contributing authors are accomplished educational and developmental psychologists that have years of experience in teacher preparation. Their respective chapters provide insights into the challenges that teachers-in-training confront in learning about human growth and development and how novice teachers can apply knowledge of human development in their professional practice.

This chapter offers a framework for understanding human learning and psychological development as situated within a system that entails dynamic interplay between neurobiological processes and people’s participation in cultural practices. The chapter draws from multiple disciplines, including evolutionary biology, neuroscience, human development, anthropology, cognitive science, cultural and social psychology, and the learning sciences. Human development is a complex interchange that includes neurobiological processes, evolved over many millennia, that now get taken up and adapted as people engage in cultural practices, which themselves vary over communities and historical time. The chapter highlights intersections between neurobiological processes and people’s participation in cultural practices as these intersections shape human sense-making, influencing people’s goals, effort, and persistence—what people do and why. The chapter offers the following core propositions undergirding human learning and development: Proposition 1: Biology does not determine the endpoint of human ontogeny. Proposition 2: The primacy of learning from, with, and through others. Proposition 3: Diversity in developmental pathways is core to realistic accounts of human development. Proposition 4: Individuals belong to multiple, not single, cultural groups—“intersectionality.” Proposition 5: The social brain “expects” and is modified by social interactions. Proposition 6: The power and pervasiveness of implicit and observational learning. The chapter reviews empirical studies documenting how we can see in infancy developmental trajectories that are outgrowths of dispositions inherited from our evolutionary history that unfold in particular competencies because of our participation in cultural practices. The chapter then goes on to discuss the implications of these foundational principles for the design of learning environments in older children and adolescents.

Seminars in Psychiatric Genetics

Multisystem-involved youth are children and adolescents concurrently served in the child welfare, behavioral health, and/or juvenile justice systems. These youth are a high risk and vulnerable population, often due to their experience of multiple adversities and trauma, yet little is known about their multiple needs and pathways into multisystem involvement. Multisystem-involved youth present unique challenges to researchers, practitioners, and policymakers. In this article, we summarize the literature on multisystem-involved youth, including prevalence, characteristics, risk factors, and disparities for this population. We then describe a developmental cascade framework, which specifies how exposure to adverse experiences in childhood may have a "cascading" or spillover effect later in development, to depict pathways of multisystem involvement and opportunities for intervention. This framework offers a multidimensional view of involvement across service systems and illustrates the complexities of relationships between micro- and macro-level factors at various stages and domains of development. We conclude that multisystem-involved youth are an understudied population that may represent majority of youth who are already served in another service system. Many of these youth are also disproportionately from racial and ethnic minority backgrounds. Currently, for multisystem-involved youth and their families, there is a lack of standardized and integrated screening procedures to identify youth with open cases across service systems; inadequate use of available instruments to assess exposure to complex trauma; inadequate clinical and family-related evidence-based practices specifically for use with this population; and poor cross-systems collaboration and coordination that align goals and targeted outcomes across systems. We make recommendations for research, practice, and systems development to address the needs of multisystem-involved youth and their families.

In this chapter, we discuss the idea of flow experience in human development. We consider that the study of flow and its complexity should take a developmental and ecological framework into consideration since the experience of flow occurs in the interaction between the individual and his/her daily contexts. Besides this, we show how flow is, by its nature, anchored in developmental science and developmental psychology, contributing to the development of new skills and resources that help the individual to mature, grow and reach an optimal level of functioning.

The recent interest in childhood depression has exacerbated the confusion about nosology of this disorder. The authors have attempted to synthesize the latest thinking of several groups working in this area. They present a point-by-point comparison between the diagnostic criteria of Cytryn and McKnew, Weinberg, Kovac's CDI, and DSM-III. There is a striking overlap between these criteria with minor exceptions. This comparison led the authors to conclude that childhood and adult diagnostic criteria for affective disorders are very similar, and DSM-III is a valid instrument for diagnosing childhood affective disorder.

Although the relationship between experience of problematic life events and adolescent suicidal behavior has frequently been recognized during the past decade, few studies of life events have been initiated that discriminated between adolescent suicide attempters and depressed adolescents. Therefore, the authors compared adolescent suicide attempters with both depressed and nondepressed adolescents who never attempted suicide with respect to life events that happened in two periods: childhood (defined as the period up to age 12 years) and adolescence (age 12 and older). Using a semistructured interview, the authors gathered life event data about childhood and adolescence from three groups of adolescents: 48 suicide attempters, 66 depressed adolescents who had never made a suicide attempt, and 43 nondepressed adolescents who had never made a suicide attempt. The group of adolescents who attempted suicide differed from both of the other groups in that they had experienced more turmoil in their families, starting in childhood and not stabilizing during adolescence. During adolescence, they were more often sexually abused. During the last year before the attempt, further social instability, such as changes in residence and having to repeat a class, occurred. For suicidal adolescents, the suicide attempt seems embedded not just in the problems every adolescent has to deal with but in greater turmoil in their families, rooted in childhood and not stabilizing during adolescence, in combination with traumatic events during adolescence and social instability in the year preceding the attempt.

Back to table of contents Previous article Next article ArticleNo AccessAfro-American Families: Assessment, Treatment, and Research IssuesFELTON EARLSFELTON EARLSSearch for more papers by this authorPublished Online:1 Apr 2006https://doi.org/10.1176/ajp.139.10.1365AboutSectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InEmail "Afro-American Families: Assessment, Treatment, and Research Issues." American Journal of Psychiatry, 139(10), pp. 1365–1366 Access content To read the fulltext, please use one of the options below to sign in or purchase access. Personal login Institutional Login Sign in via OpenAthens Purchase Save for later Item saved, go to cart PPV Articles - American Journal of Psychiatry $35.00 Add to cart PPV Articles - American Journal of Psychiatry Checkout Please login/register if you wish to pair your device and check access availability. Not a subscriber? Subscribe Now / Learn More PsychiatryOnline subscription options offer access to the DSM-5 library, books, journals, CME, and patient resources. This all-in-one virtual library provides psychiatrists and mental health professionals with key resources for diagnosis, treatment, research, and professional development. Need more help? PsychiatryOnline Customer Service may be reached by emailing [email protected] or by calling 800-368-5777 (in the U.S.) or 703-907-7322 (outside the U.S.). FiguresReferencesCited byDetailsCited byJournal of Clinical Child & Adolescent Psychology, Vol. 38, No. 3Journal of Child Psychology and Psychiatry, Vol. 48, No. 10Social Psychiatry and Psychiatric Epidemiology, Vol. 41, No. 5European Child & Adolescent Psychiatry, Vol. 15, No. 8Journal of Child Psychology and Psychiatry, Vol. 47, No. 3-4Mental Retardation and Developmental Disabilities Research Reviews, Vol. 11, No. 3Journal of Child Psychology and Psychiatry, Vol. 43, No. 2Australian & New Zealand Journal of Psychiatry, Vol. 32, No. 5Journal of the American Academy of Child & Adolescent Psychiatry, Vol. 35, No. 2Journal of Abnormal Child Psychology, Vol. 22, No. 6Child Development, Vol. 63, No. 6Psychiatric Quarterly, Vol. 62, No. 2Child Psychiatry & Human Development, Vol. 19, No. 1Child Psychiatry & Human Development, Vol. 16, No. 3Child Psychiatry & Human Development, Vol. 13, No. 4 Volume 139Issue 10 October 1982Pages 1365-1366 Metrics PDF download History Published online 1 April 2006 Published in print 1 October 1982