Developmental Psychology Research Articles

Research on the “1+1+1” Physical Intelligence Curriculum System under the Background of Healthy Children Action Plan

“14th Five-Year Plan” period is the first five years to the second century goal, but also the key period for the development of children’s health cause. “Healthy China 2030” plan outline “clearly put forward the implementation of healthy children plan [1]. Although the national level attaches great importance to children’s health, there are still many factors that affect children’s healthy growth in daily life, such as various diseases in children’s physical health, developmental delays in various physiological functions, insufficient exercise ability, obesity, etc., as well as mental health problems such as stuttering, night terrors, fear, anxiety, rage, lying, autism and hyperactivity. To solve these problems, not only the attention and deployment of the country and the government, but also the understanding and cooperation at the social level and the family level, in order to better promote the healthy growth of children under the joint efforts of everyone. The “1+1+1” “Body intelligence” curriculum system research includes a healthy child’s physical development system, a healthy child’s psychological (mental) development system, and a healthy child’s ability development system. Aiming at the problems of physical and mental development and ability development in the healthy growth of children, service programs are scientifically and rationally formulated, and implemented from the social level and family level to effectively improve children’s health level [2].

A Conceptualist Reading of the Continuity Argument

In this paper I analyze the non-conceptualist continuity argument to show that it implies an implausible conception of perceptual experience in animals that are supposed to lack concepts. In order to do this, I show the limitations and implicit premises in the traditional formulations of the argument, and the additional premises needed to use it as an objection against conceptualism. Then, I review studies in cognitive neuroscience, ethology, comparative psychology, developmental psychology, and philosophical considerations to show that the argument implies a conception of animal experience that is at odds with our scientific theories and even with the motivations for adopting non-conceptualism. I conclude that, if we wish to defend the continuity between adult human’s and other animal’s experiences, we should do it by attributing concepts to the latter.

Research on the Innovative Path of Ideological and Political Education Psychology

Ideological and political education psychology is a discipline that applies psychological theories and methods to study the psychological activity patterns of ideological and political education teaching objects, and belongs to a branch of applied psychology. Due to the late start of ideological and political education psychology, there are still unresolved issues in its current development status. How to achieve innovative development of ideological and political education psychology is a problem that ideological and political education workers in the new era should consider.

On Age

Age is determined by the amount of time that someone or something has existed. For example, a person born in 1980 and a 1980 vintage wine would each be 40 years old in 2020. Recently, Joona Räsänen has challenged this belief, arguing that in some cases one’s age is not determined by how long one has existed, but by some feature or set of features about one’s biology, experiences, and/or beliefs about themselves. In many cases, age is an ad hoc indicator of physical health, psychological development, and the like, but for Räsänen, it seems age isn’t merely an indicator of such things; it’s derived from these things! Here I argue Räsänen’s alternatives to chronological age are ontologically burdensome and inconsistent with our intuitions in both normal and weird cases.

Two Case Presentations with Unexpected Outcomes after Childhood Trauma

Bowlby developed the theory of attachment, describing it as a lasting emotional bond between human beings, manifested by seeking proximity to caregivers, especially in times of distress. Children adjust their behavior to prevent separation from their primary attachment figure – someone who provides support, protection and care. Attachment theory provides a favorable framework for understanding our two cases and their developmental paths.We report two cases of female individuals, both of whom had a family history of psychiatric disease and experienced early parental separation with the grandparents playing significant roles in their upbringing. The two cases had radically different outcomes: one was diagnosed with schizophrenia and the other with generalized anxiety-depressive disorder. We attempt to analyze the reasons for the disparate outcomes of these two cases through the framework of numerous published studies that highlight protective and risk factors for psychiatric disease, studies that highlight the impact of traumatic events in childhood on a child’s biological, psychological and social development, as well as through the lens of psychodynamic and attachment theories. Throughout the analysis, the importance of early intervention is made clear: both through various treatment modalities and preventive measures, as well as by providing successful mental health programs directed towards the destigmatization of children with mental health problems.

Impact of Socio-cultural Factors on the Development of Entrepreneurship: A Case Study of Belagavi City of Karnataka State

This research investigates the defining traits of successful entrepreneurs, specifically within the context of small and medium-scale businesses in Belgaum. It explores the influence of personal attributes such as personality traits, family business background, upbringing, and the role of community support in shaping entrepreneurial ambitions and actions. Utilizing a mixed-methods approach, the study employs comprehensive content analysis alongside thematic analysis of qualitative data derived from semis-structured interviews with Belgaum-based entrepreneurs aged between 25 and 45. These methods facilitate the examination of psychological factors like self-efficacy, and risk-taking behaviour, as well as the impact of social networks and environmental upbringing on the development of entrepreneurial traits and skills. The interviews provide a platform to uncover detailed themes and pathways that lead to entrepreneurial skill acquisition and refinement, offering insights into the early stages of psychological development conducive to entrepreneurial success. The research's findings contribute to a deeper understanding of the complex interplay between an entrepreneur's personal and social environment and their success in business ventures. Through its exploration of these dimensions, the study aims to enrich the literature on enterprise management and entrepreneurship, particularly in the realm of small and medium-sized businesses in emerging markets like Belgaum.

Physiological Mechanisms of The Relationship Between Memory, Attention, and Arousal in Children Diagnosed with Autism

Autism is a developmental disorder with an early onset and lifelong duration that impairs social interaction and communication, with the condition being repeatedly diagnosed. To gain scientific knowledge about autism, one must observe these patients, perform a series of investigations and examinations, and finally obtain a general title. The first stage of getting to know children diagnosed with autism is one of the most important conditions for studying their psychology and inner world. Therefore, studying the psychology of children diagnosed with autism is also considered a responsible task for psychologists. The article presents the results of assessing the level of anxiety, stress, depression, attention and memory indicators in children with autism, which is an actual problem in recent times, in different age groups. The studies were conducted at two different locations: the Special Support, Special Training and Rehabilitation Centre (Tatvan district of Bitlis, Turkey) and the Psychological Centre Psychosocial Rehabilitation and Development Centre “PRIM” (Baku, Azerbaijan). Conducting studies in two different regions will reveal whether there is a difference between patients diagnosed with autism. The study examined children diagnosed with autism aged 6-12 years of both sexes (44 in Turkey; 51 in Azerbaijan). The results obtained in the study were compared with normal test limits. Psychological testing was conducted on an individual basis, and for the comprehensive study, the same child was tested repeatedly, with a certain frequency and with special attention. Although more boys than girls were included in the confirmed cases, since the aim was not to study gender differences, care was taken to obtain generalisable results. The attempt to clarify a complex topic such as stress in a broad topic such as autism characterises a very complex situation. Therefore, we have endeavoured to obtain more accurate results through the use of comprehensive tests. The main objective of the research work is to obtain certain results by using comprehensive psychological research methods in determining the level of stress and anxiety in children diagnosed with autism and to study the main characteristics of autism by comparing them with psychological indicators considered within the normal range. The results of studies conducted in Turkey and Azerbaijan showed the presence of low levels of attention and memory processes, behavioural disorders, aggressive and depressive behaviour in all age groups against the background of increased arousal. Children diagnosed with autism exhibit similar symptoms regardless of their geographical location, indicating that this disease has common characteristics regardless of national, racial, religious, and regional peculiarities.

Sensory Reactivity Through the Lived Experiences of Parents of Children with Autism Spectrum Disorder: An Exploratory Phenomenological Qualitative Study

Background: The current sensory assessment measures for autism spectrum disorder (ASD) have issues related to cultural and clinical applicability, which makes them difficult to apply in the Indian context consistently. The current study aimed to explore locally relevant themes for sensory reactivity in children with ASD. Methods: This exploratory phenomenological qualitative study was carried out on 15 parents of children with ASD visiting the child guidance clinic. An in-depth interview (IDI) guide was prepared on the conceptual framework based on Dunn, as well as, Miller’s models, which was then further refined based upon the inputs from the experts (psychiatrists, child psychologists, speech-language pathologists, and occupational therapists) working with children with ASD. IDIs were conducted with parents of children with ASD. The data was recorded in audio and video format. It was transcribed and translated from Hindi to English. Coding was done manually, and themes were extracted. Results: The findings identified four superordinate themes: sensory hyperreactivity, sensory hyporeactivity, sensory seeking, and socio-emotional response. Conclusion: The lived experience of parents aids in identifying and describing dimensions of sensory reactivity in children with ASD. It will help further in developing a valid and reliable instrument for the assessment of sensory reactivity in children with ASD.

PSIKOLOGI DAN PASTORAL KONSELING DALAM PENDIDIKAN ORANG DEWASA

This article discusses the important role of developmental psychology in adult education, especially in the context of Christian education. Understanding the characteristics of adult development, such as cognitive, social, emotional, and spiritual development, is essential for Christian educators to design effective and relevant educational programs. This article describes several principles of adult education based on developmental psychology, such as adult-centered learning, relevant learning, collaborative learning, and sustainable learning. Furthermore, this article discusses how the principles of Christian education can be integrated with developmental psychology to create holistic and meaningful educational programs for adults. The research method used is literature with data collection techniques that identify sources relevant to the research topic. This can be books, journal articles, research reports, theses, dissertations and other documents that can be accessed in the library or online. Data Collection: After identifying relevant sources, the researcher collects data by reading and recording important information that is in accordance with the research objectives. Data Classification: The data that has been collected is then classified based on certain themes or topics to make the analysis process easier. Data Analysis: Data that has been classified is then explained to find patterns, concepts, or theories that are relevant to the research topic. This analysis can be descriptive analysis, comparative analysis, or critical analysis. Synthesis and Interpretation: The results of data analysis are then synthesized and interpreted to provide a deeper understanding of the research topic. Researchers connect the findings obtained with existing theories or concepts to answer research questions.

PERAN PSIKOLOGI PERKEMBANGAN DALAM DUNIA PENDIDIKAN ANAK SMP

This article discusses the importance of developmental psychology in the education of junior high school children, who are in the age range of 10 to 14 years old. Psychology, derived from the words "psyche" (soul) and "logos" (science), is a field that investigates the mental processes, actions and behaviors of humans in relation to their environment. Developmental psychology specifically studies mental and behavioral changes throughout an individual's life. A deep understanding of developmental psychology is essential for educators and parents of middle school children, in order to understand and respond to their physical, cognitive, social, and emotional developmental needs. The methodology used in this study is the desk research method, which involves collecting and analyzing data from various literature sources such as reference books, articles, and journals. Through this method, the researcher identified important ideas, principles, and perspectives relevant to the topic. The research findings show that developmental psychology plays a vital role in the education of middle school children. Educators need to understand children's developmental phases in order to design appropriate learning programs, as well as identify and address developmental issues that may arise. The main challenges in the developmental process of middle school children include the development of technology and social media, academic pressure, media influence, and mental health issues. The proposed solutions include digital education, study time management, emotional support, monitoring social media use, anti-cyberbullying programs, and access to mental health services. Thus, applying the principles of developmental psychology in the education of junior high school children can create a learning environment that supports physical, emotional, and social development, and produce a quality generation. Collaboration between educators, psychologists and parents is essential to achieve this goal.

The Normative Space of Musical Performance: Expertise and the Symbolic Body

Abstract This article proposes a communicative, imitative, and reflective account of musical learning and expertise. It starts from an affirmative yet critical reading of Høffding and collaborators, notably their idea of a musical arch, meant to bridge distinctions between low-level procedural enactment and high-level reflective cognition. While we embrace much of their analysis, we argue that they uphold tensions between these levels. Drawing on recent enactivist thought, phenomenological and hermeneutic resources, and developmental psychology, we propose a ‘linguistic turn’ that allows us to situate the enactive body in what has been called an ‘original communication-situation’. The original communication-situation encompasses procedural proto-linguistic behaviour and a reflexive level of linguistic co-intentionality procedurally coupled with other bodies. From this perspective, musical co-creation within the normative space of the musical arch is a dialectical actualization of vertical and horizontal experience, reflecting transformative accomplishments of symbolic bodies within a linguistic field of participatory sense-making. The normative space of musical performance is the result of emergent features of music as embodied social practice.

PERAN PSIKOLOGI PERKEMBANGAN DALAM DUNIA PENDIDIKAN ANAK USIA DINI DAN KAITANNYA DENGAN PENDIDIKAN KRISTEN

The role of developmental psychology is very important in early childhood education, because understanding the stages of child development helps educators in designing appropriate and effective curricula. This research examines this role by showing how the principles of developmental psychology can be applied in the context of early childhood education. Apart from that, this research examines the relationship between developmental psychology and Christian education, which emphasizes spiritual and moral values in the care and education of children. This research also examines the problems that occur in early childhood and looks at what factors cause these problems to occur and provide general treatment. By combining developmental theory and Christian education, this research aims to provide insight into the role of developmental psychology in early childhood education which supports children's cognitive and emotional development and shapes their character and morals in relation to Christian education. This research method uses a descriptive qualitative method, with data collection in the form of interview and observation techniques through several questions given, as well as observations made. It is hoped that the results of this research can become a practical guide for educators and parents in implementing educational strategies that are in accordance with child development values and Christian teachings.

The Impact and Reflection of Film and Television Works on the Formation of High School Students' Values

This paper focuses on the influence of film and television works on the formation of high school students' values. With the development of the media industry, high school students are increasingly exposed to various film and television works. These works, with their vivid images and rich storylines, have a profound impact on the psychological and cognitive development of high school students. Through in-depth analysis, it is found that positive film and television works can help students establish correct values, such as patriotism, friendship, and perseverance. However, some negative content in film and television works may also mislead students, leading to the formation of incorrect values. This paper further reflects on how to guide high school students to correctly view film and television works and make use of their positive aspects to promote the healthy development of values. It also discusses the responsibilities of families, schools, and society in this process. The research aims to provide valuable references for improving the media literacy of high school students and promoting the healthy growth of their values.

DISKRIMINASI TERHADAP ANAK TUNANETRA DALAM KELUARGA: KAJIAN PASTORAL KONSELING

Discrimination against blind children in the family is a complex problem and often occurs consciously and unconsciously which has an impact on the psychological and emotional development of children. This research aims to find out the forms of discrimination that occur, as well as their impact on blind children. The method used is descriptive qualitative, where researchers describe the forms of discrimination that occur, and how they affect children.

ABCs unravelled: The time and timing in calls for behavioural change

District School Boards across the Global North (which includes my own school board in Toronto, Canada) implement behaviour management policies that remain situated within discourses and practices of developmental and behavioural psychology. The ABC chart (Antecedent, Behaviour and Consequence) is one key aspect of these behaviour management policies as it aims to document the timing, frequency, intensity and duration of behaviour characterized as problematic or troublesome. The purpose of this paper is to critically examine the ABC chart utilized by classroom teachers across K-12 school settings in order to document behaviour. Understood as a socio-cultural artifact and phenomenon of current neoliberal schooling practices, I seek to investigate the role of ABC charts in sustaining practices of conditional inclusion/exclusion for children and youth labeled as ‘problems.’ Using an interpretive methodology situated within critical disability studies and anti-colonial theories and practices, this paper will engage in the application of concepts such as being “out of sync” ( Knight, 2019 : p. 74) and “misfitting” ( Garland-Thomson, 2011 : p. 592) as they intersect with concepts such as “the ability line” ( Broderick and Leonardo, 2016 : p. 66). A key aim of this paper is to question the taken for granted assumptions regarding conceptions of linear time, developmental progress and, achieving the performance of normative behaviour. In examining the implicit power imbalances in practices of documenting behaviour, this paper also invites educators to engage in a critical dialogue in order to facilitate a transformation into more interdependent and socially just teaching and learning practices.

Effects of double neonatal stress on female rat sexual behaviour

Neonatal stress affects psychological and physiological development and may be associated with affective disorders. The aim was to examine the effects of double neonatal stress (DNS) – a combination of limited bedding and nesting (LBN) and repeated maternal separation (MS) – on the oestrous cycle and sexual behaviour of adult female rats. LBN was achieved by removing part of the wood shavings from the boxes. In the control group, each box was lined with 100 g of wood shavings, while in the experimental group there were only 10 g of wood shavings. MS was performed from P1 (P0 = day of birth) to P15. At P90, the sexual response of females in oestrus was evaluated. Statistical analysis was performed using two-way analysis of variance followed by Tukey's test. The size and profile of the oestrous cycle and the sexual behaviour of female rats submitted to the DNS were considered, as well as the influence of female behaviour on the sexual response of male rats. Female rats submitted to DNS showed a reduction in the lordosis quotient, suggesting a reduction in female receptivity. These rats also showed a reduction in the number of hops and darts, the number of ear wiggles, and the genital exploration time rate, suggesting a reduction in proceptivity. The males that interacted with the females of the DNS group showed a reduction in intromission ratio. Experimental model that mimics neonatal factors that affect adult female sexual response will allow more effective interventions to prevent and treat such changes. In addition, analysis of the female sexual response makes it possible to assess the general state of health and quality of life. In female rats, DNS exerted inhibitory effects on sexual behaviour. LBN was probably the most important factor. In conclusion, combating childhood poverty can be a key measure to prevent problems in the sex life of adults and improve overall health.

The Evolutionary Concordance Between Adolescent Self-Control and Academic Achievement: The Moderating Effect of Family Background

The connection between adolescent self-control and academic achievement in the setting of a familial environment focuses on familial relationships and upbringing which influence the relationship between self-control and learning success throughout adolescence. Due to family stress, students are unable to concentrate on their academic performance efficiently. This study examines the connections among adolescents’ academic achievement and self-control by employing the structure of developmental psychology. Focusing on the moderating impact of the familial environment in this connection. The research of 500 middle school students, the collection of pertinent data, and regression modeling revealed that self-control is considerably positively associated with academic achievement. Furthermore, family background has a considerable moderating influence on this connection. Specifically, the positive impacts of self-control on academic success were stronger in circumstances with high family support, whereas the impact was lower in conditions with inadequate family support. The study results offer a new view for instructors and parents, highlighting the role of the familial setting on adolescent's self-improvement and academic accomplishment.The study concludes with an improved knowledge of evolutionary processes that regulate adolescent development and educational achievements, enabling enhanced procedures focused on improving academic achievement in adolescents.

The development of ambivalent sexism: Proposals for an expanded model.

The United Nations' Goals for Sustainable Development highlight gender inequality as a pervasive problem around the world. Developmental psychologists can help us understand the development and consequences of sexism in people's lives. I highlight ambivalent sexism theory as a promising framework for this work; and I offer recommendations for expanding the theory. Ambivalent sexism theory distinguishes between hostile sexism and benevolent sexism as complementary processes perpetuating and maintaining men's dominance and heteronormativity in society. I summarize how these two forms of sexism emerge during childhood and adolescence; and I review the negative manifestations of hostile and benevolent sexism during adolescence and adulthood. Next, I chart several directions for expanding the ambivalent sexism model. These include addressing sexism directed towards gender-nonconforming, sexual-minoritized, and gender-minoritized youth (in addition to sexism towards girls and women); taking into account the gender and sexual identities of both perpetrators and targets of sexism; considering a broader array of hostile and benevolent sexist practices than captured in existing measures; taking into account cultural variations and intersectionality in how ambivalent sexism is enacted; conducting more research on ambivalent sexism in childhood and adolescence and designing effective programs to reduce and to prevent ambivalent sexism beginning in childhood.

A - 59 An Exploration of a Passive Decision Making Style within the Cognitive Disengagement Syndrome Population and its Contribution to Social Isolation

Abstract Objective Recent research has shown that Cognitive Disengagement Syndrome (CDS) may reduce decision-making independence. In this way, CDS may include a prognosis of social disengagement due to symptoms of the disorder such as apathy, low motivation, passivity, and low energy. This poster investigates the relationship between CDS symptoms and social disengagement and explores possible treatment focuses that could increase individuals’ connection to others and the world around them. Data Selection Information regarding this poster was obtained through a review of the literature including peer-reviewed articles from 2019–2024. Articles were gathered from the Journal of Clinical Child and Adolescent Psychology, Journal of Attention Disorders, Journal of Pediatric Psychology, Child Neuropsychology, and Research in Developmental Disabilities. Informal analyses were used to determine themes including keywords such as sluggish cognitive tempo, cognitive disengagement syndrome, decision-making, social isolation, and apathy. Data Synthesis CDS is associated with lower levels of assertiveness and higher levels of passivity than in the Attention Deficit Hyperactivity Disorder Inattentive Type (ADHD-IN) population. Current research suggests CDS is associated with social isolation influenced by difficulty initiating conversations and being more likely to engage in anxious rumination during conversations. Treatment interventions for CDS should target shyness, task-unrelated thought patterns, behavioral inhibition, hyperreactivity to social stressors, socially isolating behavioral addictions, verbal inhibition, and difficulty with divided attention. Conclusions Based on conclusions drawn in this poster, future studies should examine the impact of loneliness on social initiation frequency within the CDS population. The development of a questionnaire that aims to differentiate ADHD-IN from CDS may also be useful.

The association between expressive suppression and anxiety in Chinese left-behind children in middle school: serial mediation roles of psychological resilience and self-esteem

BackgroundLeft-behind children (LBC) have become a special population to be concerned due to the negative consequences of parental absence during their physical and psychological development in China. Expressive suppression (ES) is a response-focused emotion regulation and may be frequently used by LBC to suppress their emotions resulting in different forms of internalizing problems. The objective of the present study was to investigate the role of ES as an emotion regulation strategy on anxiety in Chinese left-behind children in middle school (LBC-MS) by considering the mediating role(s) of psychological resilience and self-esteem.Methods820 middle school students aged between 12 and 17 years from a middle school in Xiangtan, Hunan Province, participated in the study. Screen for Child Anxiety Related Emotional Disorders (SCARED), Emotion Regulation Questionnaire (ERQ), Resilience Scale for Chinese Adolescents (RSCA), and Rosenberg Self-Esteem Scale (SES) were administered. Variables measured using the above scales in left-behind children in middle school (LBC-MS) and non-left-behind children in middle school (non-LBC-MS) were compared, and descriptive statistics were used to present the overall characteristics. Then the PROCESS macro of SPSS was used to conduct regression-based statistical mediation for the data of 211 left-behind children.ResultsThis study revealed that LBC-MS had higher anxiety and ES scores and lower psychological resilience and self-esteem scores than non-LBC-MS (Ps < 0.01). ES was found positively associated with anxiety in LBC-MS and negatively associated with psychological resilience and self-esteem (Ps < 0.05 − 0.01). Specifically, both psychological resilience and self-esteem significantly mediated the association between ES and anxiety, accounting for 7.50% and 10.68%, respectively, of the total associations. Moreover, psychological resilience and self-esteem had a chain mediating effect between ES and anxiety in LBC-MS.ConclusionThe findings indicated that LBC-MS in China may frequently engage in the use of ES which correlated with higher level of anxiety. Psychological interventions should be dedicated to this underserved group. Intervention approaches that improve emotion regulation strategies (i.e., decrease the use of ES) and increase psychological resilience and self-esteem may help to alleviate anxiety in LBC-MS.