Cognitive Developmental Considerations in Supporting Bereaved Students

2017 ◽  
pp. 25-37
Author(s):  
Victoria A. Comerchero
Keyword(s):  
Middle Childhood ◽  
Developmentally Appropriate ◽  
Age Groups ◽  
Childhood And Adolescence ◽  
Developmental Needs ◽  
Evidence Based Practices ◽  
Developmental Issues ◽  
Normative Development ◽  
School Settings ◽  
Developmental Theories

This chapter covers the major cognitive developmental theories and the common cognitive developmental issues associated with grief that are relevant to different age groups (preschool/early childhood, middle childhood, and adolescence/young adulthood). The primary purpose of the chapter is to provide insight into how cognitive developmental frameworks influence variations in children’s responses to death and, in turn, the choice of interventions tailored to each student/family’s unique needs. The discussion of the frequently observed reactions to death based on developmental period will enable practitioners to differentiate what are generally considered to be adaptive versus maladaptive reactions to loss in normative development. Examples are given of developmentally appropriate evidence-based practices drawn from recent empirical research that may be implemented with bereaved individuals and groups within school settings. The chapter concludes by discussing some of the developmental needs to consider when working with grieving students with intellectual disabilities and giftedness.

Associations between parenting style and attachment to mother in middle childhood and adolescence

2003 ◽  
Vol 27 (2) ◽  
pp. 153-164 ◽  
Author(s):  
Leigh Karavasilis ◽  
Anna Beth Doyle ◽  
Dorothy Markiewicz
Keyword(s):  
Attachment Style ◽  
Parenting Style ◽  
Middle Childhood ◽  
Coping Styles ◽  
Age Groups ◽  
Positive Association ◽  
Three Dimensions ◽  
Childhood And Adolescence ◽  
Attachment Figure ◽  
Psychological Autonomy

Associations between parenting style and quality of child–mother attachment in middle childhood ( n = 202; grades 4–6) and adolescence ( n = 212; grades 7–11) were investigated. Participants rated warm involvement, psychological autonomy granting, and behavioural monitoring (Lamborn et al., 1991). Attachment orientation was assessed using the Network of Relationships Questionnaire (Furman & Buhrmester, 1985), Coping Styles Questionnaire (Finnegan et al., 1996), and Relationship Questionnaire (Bartholomew & Horowitz, 1991). Overall, a positive association was found between authoritative parenting (higher scores on all three dimensions) and secure attachment, whereas negligent parenting (lower scores on all three dimensions) predicted avoidant attachment. Moreover, a unique pattern of associations emerged between particular dimensions of parenting and each attachment style. Findings suggests that psychological autonomy may have important implications for children’s views of self whereas warm parental involvement may play a unique role in their views of the attachment figure. Associations were largely consistent across both age groups.

scholarly journals Developmental Pathways to BPD-Related Features in Adolescence: Infancy to Age 15

2020 ◽  
Vol 34 (Supplement B) ◽  
pp. 104-129 ◽  
Author(s):  
Laura E. Brumariu ◽  
Margaret Tresch Owen ◽  
Nazly Dyer ◽  
Karlen Lyons-Ruth
Keyword(s):  
Youth Development ◽  
Middle Childhood ◽  
Latent Class ◽  
Emotional Dysregulation ◽  
Childhood And Adolescence ◽  
Path Modeling ◽  
Social Emotional ◽  
Early Child Care ◽  
Developmental Theories ◽  
Path Models

The self-damaging behaviors central to borderline personality disorder (BPD) become prominent in adolescence. Current developmental theories cite both early family processes and childhood dysregulation as contributors to BPD, but longitudinal data from infancy are rare. Using the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development database (SECCYD; N = 1,364), we examined path models to evaluate parent and child contributors from infancy/preschool, middle childhood, and adolescence to adolescent BPD-related features. In addition, person-centered latent class analyses (LCA) investigated whether adolescent BPD-related features were more strongly predicted by particular patterns of maladaptive parenting. Path modeling identified unique influences of maternal insensitivity and maternal depression on BPD-related features, first, through social-emotional dysregulation in middle childhood, and second, through continuity from infancy in maternal insensitivity and depression. LCA results indicated that early withdrawn parenting was particularly predictive of BPD-related features in adolescence. Results suggest multiple points of intervention to alter pathways toward adolescent borderline psychopathology.

Interventions for foster parents: Implications for developmental theory

2002 ◽  
Vol 14 (4) ◽  
pp. 843-860 ◽  
Author(s):  
MARY DOZIER ◽  
KATHLEEN ALBUS ◽  
PHILIP A. FISHER ◽  
SANDRA SEPULVEDA
Keyword(s):  
Foster Care ◽  
Middle Childhood ◽  
Foster Parents ◽  
Child Outcomes ◽  
Foster Parent ◽  
Developmental Theory ◽  
Childhood And Adolescence ◽  
Developmental Issues ◽  
Regulatory Processes ◽  
Early Experiences

All children who enter foster care have experienced disruptions in their relationships with caregivers, and many have experienced maltreatment. Studying the effects of these adverse early experiences can inform developmental theory. In particular, insight can be provided regarding sensitive periods in the development of attachment and self-regulatory capabilities. The quality of surrogate caregivers varies as a function of both the intervention services provided and foster parent characteristics. Studying the effects of foster parent quality can suggest which aspects of child functioning are more or less canalized at various developmental periods. This paper considers salient developmental issues of infancy, preschool years, middle childhood, and adolescence and examines ways in which these issues may present special difficulties for foster children. Across development, foster care is associated with difficulties regulating behaviors, emotions, and physiology. Thus, conditions associated with foster care placement (e.g., disruptions in care, maltreatment) appear to affect very basic and fundamental regulatory processes. Interventions have been designed that target developmentally specific manifestations of regulatory difficulties. Although the literature regarding evidence-based interventions for foster parents is quite limited, preliminary findings provide some evidence that nurturing, responsive care can serve to partially remediate early deficits. These findings suggest that stable and nonfrightening care is essential for normal development. Nonetheless, even in the case of quite adverse early experience that results in problematic child outcomes, there is some evidence that the development of many systems remains relatively plastic.

scholarly journals Irony processing in Adolescents: an ERP study

2018 ◽  
Author(s):  
Irene Symeonidou ◽  
Iroise Dumontheil ◽  
Wing Yee Chow ◽  
Richard Breheny
Keyword(s):  
Theory Of Mind ◽  
Middle Childhood ◽  
Language Comprehension ◽  
Figurative Language ◽  
Age Groups ◽  
Late Childhood ◽  
Childhood And Adolescence ◽  
Cognitive Mechanisms ◽  
Figurative Language Comprehension ◽  
Two Age Groups

Irony comprehension requires complex inferences about a speaker’s mind. Behavioural data indicates that while children between ages 6-10 begin to show some appreciation of the communicative intent in an ironic remark, full appreciation of speaker attitude might be developing beyond middle childhood and into adolescence. Additionally, recent findings suggest that the online use of Theory of Mind (ToM) shows a prolonged development through late childhood and adolescence. We provide ERP evidence that suggests that the two age-groups process irony differently and engage different cognitive mechanisms. This is the first study to investigate figurative language comprehension in adolescents through ERPs.

Neuroscientific Approaches to the Study of Self and Social Emotion Regulation During Development

2020 ◽  
Author(s):  
Adriana Sofia Méndez Leal ◽  
Jennifer A Silvers
Keyword(s):  
Emotion Regulation ◽  
Self Regulation ◽  
Social Regulation ◽  
Childhood And Adolescence ◽  
Physical And Mental Health ◽  
Research Areas ◽  
Developmental Neuroscience ◽  
Social Emotion ◽  
Developmental Theories ◽  
The Neural Networks

Emotion regulation is a critical skill that promotes physical and mental health across the lifespan. This chapter describes the neural networks that underlie emotion regulation, and explores how these networks develop during childhood and adolescence. We consider two forms of emotion regulation: self-regulation and social regulation. While developmental theories suggest that parents socially regulate their children’s emotions so as to scaffold burgeoning self-regulation abilities, little neuroscience work has considered the development of self- and social regulation together. Here, we address this gap in the literature by describing what is known about the neurodevelopment of self- and social regulation of emotions separately, and by discussing how they might inform one another. Given that little developmental neuroimaging research has examined social regulation, we draw inferences from adjacent research areas including social regulation of stress physiology. Finally, we provide suggestions for future developmental neuroscience work on self and social emotion regulation.

Challenges and Opportunities for Neuroimaging in Young Patients with Traumatic Brain Injury: a Coordinated Effort towards Advancing Discovery from the ENIGMA Pediatric Moderate/Severe TBI Group

2019 ◽  
Author(s):  
Emily L. Dennis ◽  
Karen Caeyenberghs ◽  
Robert F. Asarnow ◽  
Talin Babikian ◽  
Brenda Bartnik-Olson ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Meta Analysis ◽  
Young Patients ◽  
Future Research ◽  
Childhood And Adolescence ◽  
Developmental Issues ◽  
Challenges And Opportunities ◽  
Severe Tbi ◽  
Advance Research

Traumatic brain injury (TBI) is a major cause of death and disability in children in both developed and developing nations. Children and adolescents suffer from TBI at a higher rate than the general population; however, research in this population lags behind research in adults. This may be due, in part, to the smaller number of investigators engaged in research with this population and may also be related to changes in safety laws and clinical practice that have altered length of hospital stays, treatment, and access to this population. Specific developmental issues also warrant attention in studies of children, and the ever-changing context of childhood and adolescence may require larger sample sizes than are commonly available to adequately address remaining questions related to TBI. The ENIGMA (Enhancing NeuroImaging Genetics through Meta-Analysis) Pediatric Moderate-Severe TBI (msTBI) group aims to advance research in this area through global collaborative meta-analysis. In this paper we discuss important challenges in pediatric TBI research and opportunities that we believe the ENIGMA Pediatric msTBI group can provide to address them. We conclude with recommendations for future research in this field of study.

Folklore and Folklife of American Age Groups and Aging

2018 ◽  
pp. 844-866
Author(s):  
Mary L. Sellers
Keyword(s):  
Life Course ◽  
Group Identity ◽  
Age Groups ◽  
The United States ◽  
Childhood And Adolescence ◽  
Folk Traditions ◽  
Values And Beliefs ◽  
Infancy And Early Childhood ◽  
The Life Course ◽  
Pregnancy And Birth

Folklore occurs at every stage of a person’s life, and this chapter covers the way folklore and folklife across, and of, the life course has been studied. Six divisions in the life course that mark traditions of age groups as well as perceived stages in the United States are pregnancy and birth, infancy and early childhood, childhood and adolescence, adulthood, seniority, and death. Although much of the scholarship of age groups has been on the beginning and end of life, I demonstrate the conditions of aging in adolescence through the senior years that generate folklore and should be studied in relation to formation of age-group identity. This chapter emphasizes the use of folklore as an adaptation to aging. It examines the connection of folk traditions to the role that anxiety plays in the aging process, the formation of self and group identity, and the rites of passage that mark transitions from one stage to another. It shows that the presence of invented and emerging traditions indicates changing values and beliefs across the life course and encourages research in age-based research as a basic component of folklore and folklife studies.

Harm Avoidance and Mobility During Middle Childhood and Adolescence among Hadza Foragers

Human Nature ◽  
2021 ◽  
Author(s):  
Alyssa N. Crittenden ◽  
Alan Farahani ◽  
Kristen N. Herlosky ◽  
Trevor R. Pollom ◽  
Ibrahim A. Mabulla ◽  
...  
Keyword(s):  
Middle Childhood ◽  
Harm Avoidance ◽  
Childhood And Adolescence

scholarly journals Correction to: Harm Avoidance and Mobility During Middle Childhood and Adolescence among Hadza Foragers

Human Nature ◽  
2021 ◽  
Author(s):  
Alyssa N. Crittenden ◽  
Alan Farahani ◽  
Kristen N. Herlosky ◽  
Trevor R. Pollom ◽  
Ibrahim A. Mabulla ◽  
...  
Keyword(s):  
Middle Childhood ◽  
Harm Avoidance ◽  
Childhood And Adolescence

A Developmental Exploration of Friendship Functions in Women

1981 ◽  
Vol 5 (3) ◽  
pp. 456-472 ◽  
Author(s):  
Sandra Gibbs Candy ◽  
Lillian E. Troll ◽  
Sheldon G. Levy
Keyword(s):  
Age Differences ◽  
A Priori ◽  
Age Groups ◽  
Likert Scale ◽  
Life Stages ◽  
Age Group ◽  
Factor Analyses ◽  
Cognitive Changes ◽  
Developmental Issues ◽  
Best Friends

Interpersonal attachments in adulthood were explored through the investigation of the friendship functions in 172 women from 14 through 80. A priori functions were rated by the respondents on a Likert-Scale for their five best friends. Factor analyses revealed three orthogonal factors which characterized friendship for all age groups, “intimacy-assistance,” “status,” and “power.” One way analyses of variance (function by age groups) found no significant age differences between age groups for the function of “intimacy-assistance.” Significant differences for the functions of “status” and “power” were, however, apparent. Women from adolescence through the fifties rated their friends as decreasingly less important for “status” purposes, while women sixty and over rated this function very highly. “Power” decreased with increasing age through the fifties. There was a slight nonsignificant increase in the 60+ age group. These findings are discussed in relation to cognitive changes and developmental issues within various life-stages.

Sign in / Sign up

Export Citation Format

Share Document