Incorporating an acculturation perspective into the Integrative Developmental Model (IDM) in supervising international trainees.

2020 ◽  
Vol 14 (4) ◽  
pp. 324-330
Author(s):  
Xiang Zhou ◽  
Peitao Zhu ◽  
Iris Yi Miao
Keyword(s):  
Developmental Model

A Developmental Model of Religious-Spiritual Identity Formation

2006 ◽  
Author(s):  
J. Roland Fleck ◽  
Dorothy T. Fleck
Keyword(s):  
Identity Formation ◽  
Developmental Model ◽  
Spiritual Identity

A Developmental Model of Rejection Sensitivity in Personality and Psychopathology

2007 ◽  
Author(s):  
Denise K. Ottosen ◽  
J. Kenneth Arnette
Keyword(s):  
Rejection Sensitivity ◽  
Developmental Model

The use of Information Technology as Tools of Developing Educational Communications for Realizing the Personal Potential of University Students

2020 ◽  
pp. 81-92
Author(s):  
Andrey Ivanovich Shutenko ◽  
◽  
Elena Nikolaevn Shutenko ◽  
Julia Petrovna Derevyanko ◽  
◽  
...  
Keyword(s):  
Communication Technologies ◽  
Developmental Model ◽  
Learning Activity ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Theoretical Terms ◽  
Higher Education System ◽  
Leading Role ◽  
Informational Environment

The article is devoted to the problem of educational communications development as a sphere of implementation of modern information-communication technologies in the higher education system. The purpose of the article is to present the structure and functions of educational communications aimed at the development of personal potential and self-realization of students. Methodology. The study is based on the methodology of personal and communicative-informational approaches in education, psychological-pedagogical provisions on the structure of communication, the leading role of learning activity, didactic principles of building an educational-informational environment. In theoretical terms, the study is based on the idea of the indirect implementation of ICT in education through the development of educational communications. The developing structure of educational communications, including didactic, informational-gnostic, interactive, psychological, attractive-motivational, value-semantic components, is presented. The possibilities of developing personal potential in educational communications are considered. The author’s developmental model of ICT functions is presented, which includes clusters of actual and latent functions aimed at the formation of information-educational space for the development of students’ personal potential. In conclusion, a inference was made about the prospects of the indirect introduction of modern ICT as tools for the development and functioning of various educational communications. At the same time, it is essential that these communications perform psychological and pedagogical tasks and functions.

A DEVELOPMENTAL MODEL OF VULNERABILITY TO SUICIDE: CONSISTENCY WITH SOME RECURRENT FINDINGS

2001 ◽  
Vol 89 (6) ◽  
pp. 217 ◽  
Author(s):  
THOMAS J. P. VERBERNE
Keyword(s):  
Developmental Model

Emotion Dysregulation and Externalizing Spectrum Disorders

2019 ◽  
pp. 236-247
Author(s):  
Tiffany M. Shader ◽  
Theodore P. Beauchaine
Keyword(s):  
Emotion Dysregulation ◽  
Externalizing Disorders ◽  
Developmental Model ◽  
Peer Influences ◽  
Neighborhood Violence ◽  
Number Of Children ◽  
Hyperactivity Disorder ◽  
Oppositional Defiant ◽  
Trait Impulsivity ◽  
And Function

As described in the literature for many years, a sizable number of children with hyperactive-impulsive and combined subtypes/presentations of attention-deficit/hyperactivity disorder (ADHD)—especially males—progress to more serious externalizing syndromes across development. Such outcomes include oppositional defiant disorder, conduct problems, delinquency, substance use disorders, and in some cases antisocial personality disorder, incarceration, and recidivism. This chapter summarizes a developmental model that emphasizes different contributions of trait impulsivity, a highly heritable, subcortically mediated vulnerability, versus emotion dysregulation, a highly socialized, cortically mediated vulnerability, to externalizing progression. According to this perspective, trait impulsivity confers vulnerability to all externalizing disorders, but this vulnerability is unlikely to progress beyond ADHD in protective environments. In contrast, for children who are reared under conditions of adversity—including poverty, family violence, deviant peer influences, and neighborhood violence/criminality—neurodevelopment of prefrontal cortex structure and function is compromised, resulting in failures to achieve age-expected gains in emotion regulation and other forms of executive control. For these children, subcortical vulnerabilities to trait impulsivity are amplified by deficient cortical modulation, which facilitates progression along the externalizing spectrum.

The controversy around the concept of archetypes and the place for an emergent/developmental model

2019 ◽  
Vol 64 (5) ◽  
pp. 701-719 ◽  
Author(s):  
John Merchant
Keyword(s):  
Developmental Model

The brachial plexus – explaining its morphology and variability by a generic developmental model

2019 ◽  
Vol 236 (5) ◽  
pp. 862-882 ◽  
Author(s):  
Joris N. Leijnse ◽  
Bernadette S. Bakker ◽  
Katharina D'Herde
Keyword(s):  
Brachial Plexus ◽  
Developmental Model
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