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What is developmental psychology?

What is developmental psychology?

Developmental psychology is a fascinating field that explores the lifespan changes in human beings. It delves into the physical, cognitive, social, emotional, and moral development that individuals experience from conception to death.

What are the main features of developmental psychology?

  • Lifespan Approach: It examines development across all stages of life, from prenatal development to old age.
  • Multidimensional Focus: Developmental psychology recognizes that growth occurs in various domains – physical, cognitive, social, emotional, and moral.
  • Nature vs. Nurture: This field explores the complex interplay between biological (genetic) predispositions and environmental influences on development.
  • Continuity vs. Discontinuity: Developmental psychologists debate whether development is a gradual, continuous process or punctuated by distinct stages.

What are important sub-areas in developmental psychology?

  • Prenatal Development: Examines the growth and development of the fetus from conception to birth.
  • Infancy and Childhood: Focuses on rapid physical, cognitive, social, and emotional development during the early years.
  • Adolescence: Studies the physical, cognitive, and social changes experienced during puberty and teenage years.
  • Emerging Adulthood: Explores the development of identity, relationships, and career paths in young adulthood.
  • Middle Adulthood: Examines changes in physical health, cognitive abilities, and family dynamics during middle age.
  • Late Adulthood: Studies the physical, cognitive, and social changes associated with aging.

What are key concepts in developmental psychology?

  • Critical Period: A specific time window when an organism is highly susceptible to environmental influences impacting development.
  • Maturation: The biological unfolding of genetic potential, leading to physical growth and development.
  • Attachment Theory: Explores the importance of early emotional bonds with caregivers for healthy emotional and social development.
  • Cognitive Development: The process of acquiring knowledge, skills, and thinking abilities throughout life.
  • Social Development: The process by which individuals learn to interact with others and form relationships.
  • Moral Development: The development of an understanding of right and wrong, and a sense of ethical principles.

Who are influential figures in developmental psychology?

  • Jean Piaget (Psychologist): Pioneered the theory of cognitive development, proposing stages of cognitive growth in children.
  • Lev Vygotsky (Psychologist): Emphasized the role of social interaction and culture in cognitive development, introducing the concept of the Zone of Proximal Development.
  • Erik Erikson (Psychologist): Developed the theory of psychosocial development, proposing eight stages of psychosocial challenges individuals face throughout life.
  • John Bowlby (Psychoanalyst): Pioneered attachment theory, highlighting the significance of early emotional bonds with caregivers for healthy development.
  • Mary Ainsworth (Psychologist): Expanded upon attachment theory, identifying different attachment styles (secure, anxious, avoidant) formed in early childhood.

Why is developmental psychology important?

  • Understanding Human Development: Provides a deeper understanding of how humans grow and change throughout life.
  • Early Childhood Intervention: Helps design programs and interventions to support healthy development in children, especially those facing challenges.
  • Education: Developmental psychology informs educational practices by tailoring teaching methods to different age groups and developmental stages.
  • Parenting and Family Support: Offers insights into child development stages, fostering positive and supportive parenting practices.
  • Aging Well: Helps us understand the aging process and develop strategies to promote healthy aging physically, cognitively, and socially.

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What is child psychology?

What is child psychology?

Child psychology is a specialized field within developmental psychology that focuses specifically on the mental, emotional, social, and cognitive development of children from prenatal development through adolescence.

What are the main features of child psychology?

  • Focus on Childhood: It delves into the unique aspects of development during the early years of life.
  • Multifaceted Approach: Examines a variety of domains, including emotional well-being, cognitive abilities, social skills, and moral development.
  • Developmental Stages: Child psychology acknowledges that children progress through distinct stages with specific challenges and milestones.
  • Play and Exploration: Recognizes the importance of play and exploration in learning and development.

What are important sub-areas in child psychology?

  • Prenatal Development: Examines how experiences in the womb can impact a child's physical and mental development.
  • Infant Development: Focuses on rapid physical, cognitive, and social-emotional development during the first year of life.
  • Early Childhood Development: Studies the cognitive, social, and emotional growth that occurs between the ages of 2 and 6.
  • Middle Childhood Development: Examines the physical, cognitive, and social changes experienced during the school years (ages 6-12).
  • Adolescence: Studies the physical, cognitive, and social changes experienced during puberty and the teenage years.

What are key concepts in child psychology?

  • Attachment Theory: The importance of early emotional bonds with caregivers for healthy emotional and social development.
  • Developmental Milestones: The expected skills and abilities children acquire at different ages.
  • Cognitive Development: The process of acquiring knowledge, skills, and thinking abilities throughout childhood.
  • Social Development: The process by which children learn to interact with others and form relationships.
  • Play Therapy: A therapeutic approach using play to help children express themselves, process emotions, and develop coping mechanisms.
  • Temperament: Inborn behavioral styles and characteristics influencing children's responses to their environment.

Who are influential figures in child psychology?

  • Jean Piaget (Psychologist): Pioneered the theory of cognitive development, proposing stages of cognitive growth in children.
  • Lev Vygotsky (Psychologist): Emphasized the role of social interaction and culture in cognitive development, introducing the Zone of Proximal Development.
  • Erik Erikson (Psychologist): Developed the theory of psychosocial development, proposing eight stages of psychosocial challenges individuals face throughout life, including challenges specific to childhood.
  • John Bowlby (Psychoanalyst): Pioneered attachment theory, highlighting the significance of early emotional bonds with caregivers for healthy development.
  • Mary Ainsworth (Psychologist): Expanded upon attachment theory, identifying different attachment styles (secure, anxious, avoidant) formed in early childhood.

Why is child psychology important?

  • Promoting Healthy Development: Provides insights for optimizing a child's physical, cognitive, social, and emotional well-being.
  • Early Intervention: Helps identify developmental delays or challenges early on, allowing for timely intervention and support.
  • Understanding Behavior: Provides a framework for understanding children's behavior and responding appropriately.
  • Positive Parenting: Offers guidance on effective parenting practices that foster healthy development and nurturing relationships.
  • Educational Practices: Informs the development of age-appropriate curriculum and teaching methods in schools.

How is child psychology applied in practice?

  • Early Childhood Education: Provides the foundation for designing effective preschool and kindergarten programs.
  • Parenting Education and Support: Offers guidance on child development stages and
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Developmental psychology and child psychology: The best textbooks summarized

Developmental psychology and child psychology: The best textbooks summarized

Summaries and Study Assistance with Developmental psychology and child psychology

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  • Summary with the book: A Critical Introduction to Sport Psychology by Moran and Toner - 3rd edition
  • Summary with the book: Abnormal Child and Adolescent Psychology by Wicks-Nelson and Israel - 8th edition
  • Summary with the book: Adolescence by Steinberg - 12th edition
  • Summary with the book: An Introduction to Developmental Psychology by Slater and Bremner - 3rd edition
  • Summary with the book: Child and Adolescent Therapy: Cognitive-Behavioral Procedures by Kendall - 4th edition
  • Summary with the book: Cognitive Behaviour Therapy for Children and Families by Graham and Reynolds - 3rd edition
  • Summary with the book: How Children Develop by Siegler a.o. - 6th edition
  • Summary with the book: Life-Span Human Development by Sigelman and Rider - 9th edition
  • Summary with the book: The boy who was raised as a dog by Perry

About developmental psychology and child psychology

  • Developmental psychology is the scientific study of how people change and grow throughout their lifespan. Child psychology is a subfield of developmental psychology that focuses specifically on the cognitive, social, and emotional development of children.
Summaries and supporting content: 
Summaries per chapter with the 3rd edition of A Critical Introduction to Sport Psychology by Moran and Toner
Summary with the 8th edition of Abnormal Child and Adolescent Psychology by Wicks-Nelson and Israel - Exclusive
Summary of Adolescence by Steinberg - 12th edition - Exclusive
Summary of An Introduction to Developmental Psychology by Slater and Bremner - 3rd edition - Exclusive
Book summary of Child and Adolescent Therapy: Cognitive-Behavioral Procedures - Kendall - 4th edition
Summary of Cognitive Behaviour Therapy for Children and Families by Graham and Reynolds - 3rd edition - Exclusive
Summary of How Children Develop by Siegler a.o. - 6th edition - Exclusive
Summary of Life-Span Human Development by Sigelman and Rider - 9th edition - Exclusive
Summary of The boy who was raised as a dog by Perry
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Developmental psychology: the best scientific articles summarized

Developmental psychology: the best scientific articles summarized

Study guide with articles for Developmental psychology

Summaries and study assistance with articles for Developmental psychology

  • for 60+ summaries with articles for Developmental psychology, see the supporting content of this study guide

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Artikelsamenvatting bij The teenage brain, Surging hormones & Brain-behavior interactions during puberty van Peper & Dahl - 2013
Artikelsamenvatting bij The teenage brain: Peer influences on adolescent decision making van Albert e.a. - 2013
Artikelsamenvatting bij The teenage brain: adolescents and alcohol van Spear - 2013
Artikelsamenvatting bij Less guilty by reason of adolescence van Steinberg & Scott - 2003
Artikelsamenvatting bij Moral Identity van Hardy & Carlo - 2011
Artikelsamenvatting bij Adolescents' selective visual attention for high-status peers: The role of perceiver status and gender van Lansu e.a. - 2014
Artikelsamenvatting bij In search of explanations for early pubertal timing effects on developmental psychopathology van Ge & Natsuaki - 2009
Artikelsamenvatting bij Developmental trajectories and milestones of lesbian, gay, and bisexual young people van Savin-Williams & Cohen - 2015
Artikelsamenvatting bij Comprehensive sexuality education as a longitudinal predictor of LGBTQ name-calling and perceived willingsness to intervene in school van Baams e.a. - 2017
Artikelsamenvatting bij Incidence, clinical management, and mortality risk following self harm among children and adolescents: Cohort study in primary care van Morgan e.a. - 2017
Artikelsamenvatting bij Developmental changes in the priority of perceived status in childhood and adolescence van Lafontana & Cillessen - 2010
Artikelsamenvatting bij Studying adolescent-parent relationships from the lens of developmental psychology van Smetana - 2011 - Exclusive
Artikelsamenvatting bij The interpersonal theory of suicide and adolescent suicidal behavior van Barzilay e.a. - 2015
Artikelsamenvatting bij A Longitudinal Examination of the Interpersonal Theory of Suicide and Effects of School-Based Suicide Prevention Interventions in a Multinational Study of Adolescents van Barzilay e.a. - 2019 - Exclusive
Artikelsamenvatting bij Differences in non-suicidal self-injury and suicide attempts in adolescents van Brausch & Gutierrez - 2010
Artikelsamenvatting bij What is self-injury? van Whitlock - 2010 - Exclusive
Artikelsamenvatting bij The cutting edge: Non-Suicidal Self-Injury in Adolescence van Whitlock - 2009
Artikelsamenvatting bij A strengths based method for homeless youth van Krabbenborg e.a. - 2013
Artikelsamenvatting bij Vulnerable populations and the transition to adulthood van Osgood e.a. - 2010
Artikelsamenvatting bij Internet and social media use as a resource among homeless youth van Rice & Barman-Adhikari - 2014
Artikelsamenvatting bij Growth in adolescent delinquency and alcohol use in relation to young adult crime, alcohol use disorders, and risky sex: a comparison of youth from low- versus middle-income backgrounds van Mason et al. - 2010
Artikelsamenvatting bij The development of a diagnostic instrument to measure social information processing in children with mild to borderline intellectual disabilities van Nieuwenhuijzen e.a. - 2011
Artikelsamenvatting bij lustering of health-compromising behavior and delinquency in adolescents and adults in the Dutch population van van Nieuwenhuijzen e.a. - 2010
Artikelsamenvatting bij Online communication among adolescents: An integrated model of its attraction, opportunities, and risks van Valkenburg & Peter - 2011
Artikelsamenvatting bij Growing up wired: Social networking sites and adolescent psychosocial development van Shapiro & Margolin - 2014
Artikelsamenvatting bij Transitions to adulthood: What we can learn from the West van Fustenberg - 2013
Artikelsamenvatting bij Mapping youth transitions in Europe., Publications office of the European Union, Luxembourg - Eurofound - 2014
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Artikelsamenvatting bij Parenting adolescents van Steinberg & Silk - 2002
Artikelsamenvatting bij Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families van Eccles e.a. - 1993
Artikelsamenvatting bij How US Children and adolescents spend time: what it does (and doesn't) tell us about their development van Larson - 2001
Artikelsamenvatting bij A developmental perspective on alcohol and youths 16 to 20 years of age van Brown e.a. - 2008
Artikelsamenvatting bij Adolescence-limited and life-course-persistent antisocial behaviour van Moffitt - 1993
Artikelsamenvatting bij Adolescence-limited and life-course persistent antisocial behaviour: a developmental taxonomy van Moffit - 1993
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Artikelsamenvatting bij Early Adolescent Music Preferences and Minor Delinquency van Ter Bogt e.a. - 2013
Artikelsamenvatting bij Early adolescent music preferences and minor delinquency van Ter Bogt e.a. - 2013
Artikelsamenvatting bij Music listening in Adolescence van Ter Bogt e.a. - 2011
Artikelsamenvatting bij Vulnerable youth and the transition to adulthood. ASPE Research Brief - ASPE - 2009
Artikelsamenvatting bij Peer relationships in childhood van Rubin et al. - 2005
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Article summary with Romantic Relationships and Sexuality in Adolescence and Young Adulthood: The Role of Parents, Peers, and Partners by Van de Bongardt a.o. - 2015
Artikelsamenvatting bij Ouders als moderators van peer pressure bij seksuele relaties van Van de Bongardt e.a. - 2014
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Artikelsamenvatting bij Growing up wired: Social networking sites and adolescent psychosocial development van Shapiro & Margolin - 2014
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Developmental psychology: The best concepts summarized

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Clinical assessment of child and adolescent personality and behaviour by Frick, Barry, & Kamphaus (fourth edition) – Chapter 4 summary

Informed consent should be provided before any clinical service to a child or adolescent. The informed consent must be obtained from at least one of the parents if the child is below the age of consent. Without exception, it should be the first thing that is done in clinical assessment. There are several basic elements of informed consent:

  • A description of the facility and the qualifications of the person(s) providing the evaluation.
  • A description of the purpose of the evaluation.
  • A summary of the planned procedures, including how the results will be provided.
  • A summary of the potential benefits of the procedures.
  • A summary of the potential risks and discomforts associated with the procedures.
  • A statement of the right to refuse and description of alternative services.
  • A description of the fee for the services.
  • A description of protections for
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Clinical assessment of child and adolescent personality and behaviour by Frick, Barry, & Kamphaus (fourth edition) – Chapter 3 summary

Using a developmental approach has several implications for the assessment process:

  1. Developmental norms
    This states that there are certain developmental norms (e.g. bedwetting at age 3 is normal while it is not at age 12) and this should be taken into account.
  2. Developmental processes
    There should be a process-oriented approach (i.e. interactions of interrelated maturation processes should be taken into account). The transactional nature of behavioural patterns needs to be assessed and understood. This requires equifinality and multifinality to be taken into account, as well as the developmental task of a stage.
  3. Stability and continuity
    It is important to assess whether something is stable (e.g. trait) and whether there is continuity over time (e.g. level of fear remaining the same over time). The presenting symptoms may change while the underlying cause (e.g. fear) remains the same.
  4. Situational stability
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Clinical assessment of child and adolescent personality and behaviour by Frick, Barry, & Kamphaus (fourth edition) – Chapter 2 summary

A psychological test refers to a systematic procedure for comparing the behaviour of two or more people. Standardization refers to collecting a sample for the purpose of norm-referencing and it refers to the administration of a measure according to a consistent set of rules. A standardized administration is necessary to produce reliable and valid measurement.

A diagnostic schedule (e.g. rating scale) refers to a specialized psychometric method that provides a structured procedure for collecting and categorizing behavioural data that corresponds to diagnostic categories or systems. It is used to diagnose a syndrome. The goal of an instrument determines whether it is a diagnostic schedule (e.g. diagnose or not). Rating scales allow for the rapid and accurate identification of domains of behaviour that may require diagnosis or intervention.

There are several definitions used when testing children:

  1. Raw score
    This refers to the sum
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Psychological communication: Theories, roles and skills for counsellors by van der Molen, Lang, Trower, & Look (second edition) – Chapter 7 summary

Psychological interpretation refers to redefining or restructuring the situation through the presentation of an alternate description of behaviour. The goal is to obtain new insights. Ubiquitous interpretation refers to interpreting from a certain frame of reference or viewpoint. Interpretation consists of a continuum between what is close to the client’s frame of reference and things that lie outside of the frame of reference of the client. It is important to not phrase interpretations right away:

  • Interpretations are often wrong.
  • It is the goal to have the client make their own re-interpretations.
  • It may not be appropriate in the client-clinician relationship yet.

An interpretation should be presented in a tentative tone and in language familiar to the client. However, a scholarly way of talking could be useful as long as it is in an understandable tone and helps the client understand their behaviour

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Psychological communication: Theories, roles and skills for counsellors by van der Molen, Lang, Trower, & Look (second edition) – Chapter 6 summary

Listening skills are used to give the client an opportunity and encouragement to tell their story. Non-selective listening skills refer to skills that exert little influence and are intended to encourage and stimulate the client. The are several non-selective listening skills:

  • Non-verbal behaviour
    This includes the following skills:
    • Facial expression
      This should be tailored to the individual (e.g. occasional smiling; frowning)
    • Eye contact
      The clinician should look at, or in the direction of the client most of the times but should not stare or avoid eye contact.
    • Body language
      This communicates the tenseness of the situation.
    • Encouraging gestures
      This includes nodding and using supportive hand gestures.
  • Verbal following silences
    This includes the following skills:
    • Verbal following
      This includes ensuring that one’s comments line up as closely
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Psychological communication: Theories, roles and skills for counsellors by van der Molen, Lang, Trower, & Look (second edition) – Chapter 5 summary

A goal refers to what the client or clinician would like to achieve (e.g. reduction of problems). There are two types of goals:

  1. Process goals
    This refers to goals aimed at creating the right condition for effective counselling (e.g. creation of a good atmosphere).
  2. Outcome goals
    This refers to goals aimed at reaching a (pen)ultimate goal.

The choice of outcome goals is primarily the client’s responsibility and goals may change and need to be adapted throughout sessions. The clinician needs to adopt a role and this role may change. There are four roles:

  1. Confidant role
    The goal of this role is to help the client talk and think through the issues. The clinician needs to create clarity and calmness during the session and the clinician needs to be attentive (1), understanding (2) and encouraging the client to speak
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Psychological communication: Theories, roles and skills for counsellors by van der Molen, Lang, Trower, & Look (second edition) – Chapter 2 summary

The diagnosis-prescription model (i.e. client is object of research) refers to an intake model where the client answers questions asked by the clinician with little room for own input and additional thoughts. The clinician has the full control over the conversation. There is a diagnosis afterwards and this is used to prescribe a ‘solution’. The clinician takes the role of the expert and views the client in an overly goal-oriented and reductive manner. This model can occur when the client expresses the need for concrete advice and support.

The cooperation model (i.e. client is partner in counselling) refers to an intake model where the clinician works together with the client to find a solution to the problem. The clinician believes that the client should be encouraged to be self-reliant in searching for solutions for their problems and the clinician should actively and attentively help the client to

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Clinical Skills: Developmental Psychology – Lecture 2 (UNIVERSITY OF AMSTERDAM)

Almost one in eight young people are in youth services (e.g. mental health services). Abnormal development refers to development not being normal and often includes excessive parts of behaviour or behaviour that is not shown enough. Cognitive distortions are common. There are several definitions:

  • Absence of disorders
    This is limited as this does not allow for treatment of a problem when it does not classify as a disorder.
  • Statistical fact (i.e. what the majority of the people do is ‘normal’).
    This includes a deviation from the mean and is based on standard deviations. One limit is that it is arbitrary where the cut-off of the norm is.
  • Desired or ideal state
    This views normality as a desired or ideal state. It relies on considerations of what is normal (e.g. Erikson’s theory of psychosocial development).
  • Successful adaptation
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Clinical Skills: Developmental Psychology – Lecture 1 (UNIVERSITY OF AMSTERDAM)

There are several characteristics of early adolescence (i.e. 10 – 14):

  • Heightened emotionalism; more sensitive reactions.
  • Very focused on satisfying immediate needs; acting impulsively; here and now focus.
  • Separation from parents; peers become very important.
  • Do not want to stand out; want to belong to the group; sensitive to peer pressure.

There are several characteristics of middle adolescence (i.e. 14 – 16):

  • Inclined to take risks and experiment; sensation seeking.
  • Pay little attention to consequences of behaviour.
  • More individualization.
  • Mood swings.

There are several characteristics of late adolescence: (i.e. 16 – 22)

  • Increasingly self-aware.
  • More of an identity; less susceptible to peer pressure.
  • More responsible for themselves and others.
  • Thinking more often wins from feelings; more future-oriented.
  • Increasingly good at self-reflection.
  • Sometimes for a brief moment very
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Psychological communication: Theories, roles and skills for counsellors by van der Molen, Lang, Trower, & Look (second edition) – Book summary

This bundle contains a summary of the following chapters for the book Psychological communication: Theories, roles and skills for counsellors by van der Molen, Lang, Trower, & Look: 2, 5, 6, 7,

Psychological communication: Theories, roles and skills for counsellors by van der Molen, Lang, Trower, & Look (second edition) – Chapter 2 summary
Psychological communication: Theories, roles and skills for counsellors by van der Molen, Lang, Trower, & Look (second edition) – Chapter 5 summary
Psychological communication: Theories, roles and skills for counsellors by van der Molen, Lang, Trower, & Look (second edition) – Chapter 6 summary
Psychological communication: Theories, roles and skills for counsellors by van der Molen, Lang, Trower, & Look (second edition) – Chapter 7 summary
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What can I find on this page? On this page, you can find a summary for all the study materials you need for the developmental specialization of the Psychology bachelor's programme at the University of Amsterdam. There is a link for all the separate courses. The courses have been organized into ...

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