A person-oriented approach in research on developmental psychopathology

1997 ◽  
Vol 9 (2) ◽  
pp. 291-319 ◽  
Author(s):  
LARS R. BERGMAN ◽  
DAVID MAGNUSSON
Keyword(s):  
Longitudinal Study ◽  
Developmental Psychopathology ◽  
Specific Pattern ◽  
Individual Development ◽  
Developmental Study ◽  
Adjustment Problems ◽  
Classification Approach ◽  
White Spots ◽  
The Individual ◽  
Oriented Approach

There is a growing acceptance of a holistic, interactionistic view in which the individual is seen as an organized whole, functioning and developing as a totality. This view emphasizes the importance of patterns of operating factors. Within this framework, a standard variable-oriented approach, focusing on the variable as the main theoretical and analytical unit, has limitations. A person-oriented approach would often be preferable, where the main theoretical and analytical unit is the specific pattern of operating factors. Such an approach is presented here, focusing on individual development and psychopathology. A brief theoretical and methodological overview is given and a classification approach is emphasized. Empirical examples concerning the longitudinal study of adjustment problems illustrate a number of issues believed to be important to development and psychopathology: problem gravitation, the significance of single variables and of patterns, the developmental study of syndromes (=typical patterns), and the detection of “white spots” in development.

scholarly journals Closing the gap between person-oriented theory and methods

2010 ◽  
Vol 22 (2) ◽  
pp. 261-271 ◽  
Author(s):  
Eun Young Mun ◽  
Marsha E. Bates ◽  
Evgeny Vaschillo
Keyword(s):  
Heart Rate ◽  
Dynamic Systems ◽  
Latent Variable ◽  
Developmental Psychopathology ◽  
Target System ◽  
Control Parameters ◽  
Closing The Gap ◽  
The Individual ◽  
And Control ◽  
Oriented Approach

AbstractSterba and Bauer's Keynote Article discusses the blurred distinction between theoretical principles and analytical methods in the person-oriented approach as problematic and review which of the person-oriented principles are testable under the four types of latent variable models for longitudinal data. Although the issue is important, some arbitrariness exists in determining whether a given principle can be tested within each analytic approach. To close the gap between person-oriented theory and methods and to extend the person-oriented approach more generally, it is necessary to embrace both variable-oriented and person-oriented methods because it is not the individual analytic methods but how studies are implemented as a whole that defines the person-oriented approach. Three areas in developmental psychopathology are discussed in which variable-oriented and person-oriented methods can be complementary. The need to better understand the target system using an appropriate person-specific tool is graphically illustrated. Several concepts of dynamic systems such as attractors, phase transitions, and control parameters are illustrated using experimentally perturbed cardiac rhythms (heart rate variability) as an example in the context of translational alcohol research.

Developmental Processes and the Modern Typological Perspective

2001 ◽  
Vol 6 (3) ◽  
pp. 177-186 ◽  
Author(s):  
Lars R. Bergman ◽  
Bassam M. El-Khouri
Keyword(s):  
Theoretical Framework ◽  
Complete Classification ◽  
Developmental Study ◽  
Research Practice ◽  
Developmental Patterns ◽  
Process Characteristics ◽  
Relevant Variables ◽  
Typological Approach ◽  
The Individual ◽  
Oriented Approach

Within the general theoretical framework of the holistic-interactionistic paradigm, the need for using methods reflecting the process characteristics of a developmental study is emphasized and certain limitations of current research practice in this regard are pointed out. We focus on a person-oriented approach that can be regarded as a modern typological approach, where patterns of values in relevant variables describing the individual are regarded as indivisible, so that the variable has a meaning only as a part of such a pattern. It is claimed that such an approach can be more process-oriented and more compatible with the holistic-interactionistic paradigm than conventional methods. Some relevant classification-based methods are briefly reviewed, and a new method (TYFO) is presented that aims at finding typical developmental patterns in data without striving for a complete classification. The procedure is illustrated with an empirical example.

scholarly journals Impacts of stroke and cognitive impairment on activities of daily living in the Taiwan longitudinal study on aging

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Pi-Hsia Lee ◽  
Ting-Ting Yeh ◽  
Hsin-Yen Yen ◽  
Wan-Ling Hsu ◽  
Valeria Jia-Yi Chiu ◽  
...  
Keyword(s):  
Cognitive Impairment ◽  
Longitudinal Study ◽  
Activities Of Daily Living ◽  
Daily Living ◽  
Skill Training ◽  
Community Dwelling ◽  
Combined Effects ◽  
Stroke Group ◽  
The Individual ◽  
Community Dwelling Older Adults

AbstractStroke and cognitive impairment are common in older population. They often occur together and their combined effects significantly increase disability in both basic (BADLs) and instrumental (IADLs) activities of daily living. We investigated the individual and combined impacts of stroke and cognitive impairment on BADLs and IADLs. A total of 3331 community-dwelling older adults were enrolled from the Taiwan longitudinal study on aging in 2011. Both BADLs and IADLs were analyzed. Combination of stroke and cognitive impairment increased severity of ADL disabilities, but similar prevalence, similar numbers of summed BADL and IADL tasks with disability, and similar levels of difficulty for each BADL and IADL task were found between the stroke group and cognitive impairment group. The former had more difficult in dressing while the latter had more difficult in using the telephone, transport, and managing finances. A hierarchy of ADLs was also observed in all groups. ADL skill training supplemented with cognitive and physical interventions should focus on secondary prevention of dementia and improve motor functional capacity to reduce loss of ADLs.

scholarly journals Landslide Mapping Using Multiscale LiDAR Digital Elevation Models

2020 ◽  
Vol 26 (4) ◽  
pp. 405-425
Author(s):  
Javed Miandad ◽  
Margaret M. Darrow ◽  
Michael D. Hendricks ◽  
Ronald P. Daanen
Keyword(s):  
Image Classification ◽  
Vegetation Index ◽  
Confusion Matrix ◽  
Object Oriented ◽  
Support Vector ◽  
Classification Approach ◽  
Resolution Image ◽  
Kappa Value ◽  
The Individual ◽  
Segmentation Image

ABSTRACT This study presents a new methodology to identify landslide and landslide-susceptible locations in Interior Alaska using only geomorphic properties from light detection and ranging (LiDAR) derivatives (i.e., slope, profile curvature, and roughness) and the normalized difference vegetation index (NDVI), focusing on the effect of different resolutions of LiDAR images. We developed a semi-automated object-oriented image classification approach in ArcGIS 10.5 and prepared a landslide inventory from visual observation of hillshade images. The multistage work flow included combining derivatives from 1-, 2.5-, and 5-m-resolution LiDAR, image segmentation, image classification using a support vector machine classifier, and image generalization to clean false positives. We assessed classification accuracy by generating confusion matrix tables. Analysis of the results indicated that LiDAR image scale played an important role in the classification, and the use of NDVI generated better results. Overall, the LiDAR 5-m-resolution image with NDVI generated the best results with a kappa value of 0.55 and an overall accuracy of 83 percent. The LiDAR 1-m-resolution image with NDVI generated the highest producer accuracy of 73 percent in identifying landslide locations. We produced a combined overlay map by summing the individual classified maps that was able to delineate landslide objects better than the individual maps. The combined classified map from 1-, 2.5-, and 5-m-resolution LiDAR with NDVI generated producer accuracies of 60, 80, and 86 percent and user accuracies of 39, 51, and 98 percent for landslide, landslide-susceptible, and stable locations, respectively, with an overall accuracy of 84 percent and a kappa value of 0.58. This semi-automated object-oriented image classification approach demonstrated potential as a viable tool with further refinement and/or in combination with additional data sources.

scholarly journals Learning support pedagogy for children who struggle to develop the concepts underlying the operations of addition and subtraction of numbers: the ‘Calculia’ programme

2014 ◽  
Vol 4 (3) ◽  
pp. 23 ◽  
Author(s):  
Annemarie Fritz-Stratmann ◽  
Antje Ehlert ◽  
Gabriele Klüsener
Keyword(s):  
Student Teachers ◽  
Conceptual Development ◽  
Practical Knowledge ◽  
Individual Development ◽  
Learning Support ◽  
Remediation Strategies ◽  
Teaching Unit ◽  
Addition And Subtraction ◽  
The Individual ◽  
Mathematical Operations

This paper argues for teaching pre-service teachers about remediation strategies for learners who encounter problems in mathematics in the early grades. The premise is that all teachers should be equipped with theory-based practical knowledge to support learning. A few teaching sessions to develop the concepts that underlie the mathematical operations of addition and subtraction are introduced in this paper. An empirically validated, comprehensive model of cumulative arithmetic competence development from the ages of four to eight years forms the basis for the construction of the suggested teaching unit. The model distinguishes five competence levels of arithmetical conceptual development, and proposes that concepts build on one another hierarchically. A ‘part plus part is equivalent to whole’ model was constructed based on this hierarchical structure and the understanding that the concept of addition is a dynamic process. The teaching examples include exercises for all children, not only ones who struggle. Possibilities for adapting the exercises to the individual development level of slower or faster learners are also included. All exercises are accompanied by a reflection on the procedure and strategies applied in order to support meaningful and sustainable learning and to give student teachers the opportunity to use knowledge of mathematical cognition theory during their pre-service years.

The individual and health sector costs of asthma: the first year of a longitudinal study in New South Wales

2005 ◽  
Vol 29 (5) ◽  
pp. 429-435 ◽  
Author(s):  
Patricia Kenny ◽  
Emily Lancsar ◽  
Jane Hall ◽  
Madeleine King ◽  
Meredyth Chaplin
Keyword(s):  
Longitudinal Study ◽  
New South ◽  
New South Wales ◽  
Health Sector ◽  
First Year ◽  
South Wales ◽  
The Individual

Friendships in Early Childhood, and Social Understanding

1997 ◽  
Vol 21 (4) ◽  
pp. 669-686 ◽  
Author(s):  
Mary C. Maguire ◽  
Judy Dunn
Keyword(s):  
Early Childhood ◽  
Longitudinal Study ◽  
Individual Differences ◽  
Pretend Play ◽  
Mental States ◽  
Individual Development ◽  
Social Understanding ◽  
Descriptive Data ◽  
Mixed Emotions ◽  
Close Friendships

This study had two goals. The first was to provide descriptive data on the nature of individual differences in young children’s close friendships, and the second, to examine the relations between these individual differences and children’s earlier understanding of others’ emotions and mental states, and their later appreciation of ambivalent or mixed emotions. A total of 41 children participating in a longitudinal study from 33 months to 6-7 years were studied with their close friends as 6-year-olds, with a combination of observations and standard sociocognitive assessments. The results showed that different aspects of friendship interactions, such as co-ordination of play and amity, were neither closely related nor linked to power assertion. Early differences in the assessment of social understanding were associated with later differences in pretend play with the friend, and friendship interactions at 6 years were linked to later appreciation of mixed emotions. The two-way process of influence linking individual development and friendship quality is discussed.

scholarly journals A cross-sectional study of the use and effectiveness of the Individual Development Plan among doctoral students

F1000Research ◽  
2018 ◽  
Vol 7 ◽  
pp. 722 ◽  
Author(s):  
Nathan L. Vanderford ◽  
Teresa M. Evans ◽  
L. Todd Weiss ◽  
Lindsay Bira ◽  
Jazmin Beltran-Gastelum
Keyword(s):  
Career Development ◽  
Doctoral Students ◽  
Online Survey ◽  
Career Planning ◽  
Statistical Significance ◽  
Development Plan ◽  
Individual Development ◽  
Negative Consequences ◽  
Cross Sectional ◽  
The Individual

Background: The Individual Development Plan (IDP) was introduced as a tool to aid in career planning for doctoral trainees. Despite the National Institutes of Health and academic institutions creating policies that mandate the use of IDPs, little information exists regarding the use and effectiveness of the career planning tool. Methods: We conducted a multi-institutional, online survey to measure IDP use and effectiveness. The survey was distributed to potential respondents via social media and direct email. IDP survey questions were formatted using a five-point Likert scale (strongly agree, agree, neutral, disagree and strongly disagree). For data analysis purposes, responses were grouped into two categories (agree versus does not agree/disagree). The data were summarized as one-way frequencies and the Pearson chi-square test was used to determine the statistical significance of univariate associations between the survey variables and an outcome measure of the effectiveness of the IDP. Results: Among all respondents, fifty-three percent reported that they are required to complete an IDP while thirty-three percent reported that the tool is helpful to their career development. Further, our data suggests that the IDP is most effective when doctoral students complete the tool with faculty mentors with whom they have a positive relationship. Respondents who are confident about their career plans and who take advantage of career development resources at their institution are also more likely to perceive that the IDP is useful for their career development. Conclusion: Given the nuanced use and effectiveness of the IDP, we call for additional research to characterize the overall use and effectiveness of the IDP and to determine whether there are unintended negative consequences created through the use of the tool. Furthermore, we recommend an enhancement of career development infrastructure that would include mentorship training for faculty in order to provide substantially more career planning support to trainees.

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