Prilog koncipiranju nove teorije životnog vijeka

Modern developmental psychology has been characterised with a wealth of empirical facts and a relatively small number of theories, which are mostly oriented to the confined time of development and confined domains of functioning. Because of some important changes in contemporary developmental psychology, according to which it is no more just a theory of child development but the life-span developmental psychology, it is very important to integrate information about different developmental aspects. It should bring into accord analysis with respect to life periods and different behaviors. In a new developmental theory attention should be directed to the personal contribution to one's own development and the self-regulation of the development. The theory of personal development which is proposed by Heckhausen and Schultz (1995)includes primary and secondary control of development. On the basis of some empirical indications it should be proposed that the new theory has to include tertiary control as well. The tertiray control of development is neglected probably because it includes some more mature personality defense mechanisms. Developmental self-regulation could be reached through connection of outer demands (biological and social) with the efforts of each person in accordance to primary, secondary and tertiary control.

Download Full-text

Reframing the Self(ie)

Journal of Youth and Theology ◽

10.1163/24055093-01601003 ◽

2017 ◽

Vol 16 (1) ◽

pp. 25-45

Author(s):

Sarah Ann Bixler

Keyword(s):

Young People ◽

Youth Ministry ◽

Developmental Psychology ◽

Developmental Theory ◽

The Self ◽

Inner Self ◽

Self Discovery ◽

Theological Understanding ◽

To Receive

Based on developmental psychology, youth ministry has often regarded the adolescent self in terms of a search for identity. The selfie demonstrates this psychosocial attempt to discover one’s self and receive affirmation for it. While developmental theory is helpful and relevant for youth ministry, theology offers a more desirable foundation on which to build youth ministry practices. Thomas Merton’s theological understanding of the self addresses this dilemma, whereby the self finds the adolescent. This perspective can help us reframe youth ministry’s assumptions based on developmental psychology, which regard the adolescent’s task as self-discovery. As James Loder describes, the inner self emerges through God’s transformation. This is an issue of reordering of theology and psychology. For adolescents to position themselves to receive this inner transformation, Christian ministry with young people can effectively facilitate a posture of prayer whereby God can affect the transformation of the deepest sense of the self.

Download Full-text

Child Neuropsychology and Neurophysiology

Journal of the International Neuropsychological Society ◽

10.1017/s1355617799213100 ◽

1999 ◽

Vol 5 (3) ◽

pp. 265-266

Author(s):

Robert W. Butler

Keyword(s):

Mathematical Modeling ◽

Substance Abuse ◽

Life Span ◽

Developmental Psychology ◽

Developmental Theory ◽

Adolescent Substance Abuse ◽

Adolescent Substance ◽

Wide Range ◽

Child Neuropsychology ◽

Developmental Neuropsychology

The Handbook of Clinical Child Neuropsychology (2nd ed.), as is obvious from the title, is an updated edition of the editors' first book, originally published in 1989. At that time the subspecialty of child neuropsychology was just beginning to unfold its wings, and little was available in terms of a broad and encompassing handbook resource.The book Biological and Neuropsychological Mechanisms: Life-Span Developmental Psychology is an example of how the above problems can be manifested even with a good attempt at execution. The chapters in this book cover a wide range of topics within developmental neuropsychology, including a developmental theory of behavior, mathematical modeling, electrophysiology, lateralization, and adolescent substance abuse.

Download Full-text

The The Self-Regulated Learning of Younger Adolescents with and without Learning Difficulties – A Comparative Multiple Case Study

Center for Educational Policy Studies Journal ◽

10.26529/cepsj.42 ◽

2018 ◽

pp. 1

Author(s):

Tanja Černe ◽

Mojca Juriševič

Keyword(s):

Learned Helplessness ◽

Personal Development ◽

Self Regulation ◽

Learning Difficulties ◽

Multiple Case Study ◽

The Self ◽

Self Regulated Learning ◽

Regulated Learning ◽

Multiple Case

Well-developed self-regulated learning is the key to enabling learners to achieve both their educational goals and wider personal development. However, this can be especially challenging for adolescents with learning difficulties, because of the neuropsychological and neurophysiological characteristics of such individuals, as well as the significant disparities they tend to experience between the effort put into learning on the one hand, and the resulting learning achievements on the other. In the current comparative multiple case study, we researched the self-regulated learning of three younger adolescents with learning difficulties and that of one younger adolescent without learning difficulties. The data were subjected to triangulation methods and qualitative analysis, with the results showing that the younger adolescents with learning difficulties mainly used cognitive rehearsal strategies, while the organisational and elaboration strategies were used only with the aid of the available social resources. The results also show that metacognitive strategies with regard to planning, assessment, and self-regulation were not yet fully developed in the participants with learning difficulties. Two of the three younger adolescents with learning difficulties show several signs of defensive pessimism and learned helplessness. All the adolescents participating in this case study received support and help in their home environments and developed suitable self-encouragement and self-rewarding strategies through perceptions of their own success in their free-time activities. The participating teachers did not fully identify the strong areas and performance factors in the younger adolescents, both with and without learning difficulties. The results obtained from this case study might contribute to developing more efficient special-educational intervention approaches.

Download Full-text