Importance of Clinical Theory and Integrating Developmental Theories

Clinical theory is skeptical of individuals’ ability to recognize the presence, severity, and impact of clinical symptoms and pathological traits (Oltmanns & Powers, 2012); however, empirical work has found moderate self-other convergence for reports of pathological traits and for Antagonism-related personality disorder (PD) constructs (i.e., psychopathy, narcissism, and Machiavellianism), which are characterized by low insight. Nevertheless, empirical examinations of insight into perceptions of impairment is scant. Thus, the present study sought to examine individuals’ insight regarding pathological traits and related impairment in two samples. In Sample 1, more psychopathic, narcissistic, and Machiavellian individuals reported higher levels of pathological traits and were aware of related impairment. In Sample 2, individuals reported higher levels of pathological traits and, albeit to a lesser degree, more Antagonism-related impairment. Thus, more psychopathic, narcissistic, and Machiavellian individuals possess a reasonable degree of insight into their trait levels and associated impairment.

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

10.31234/osf.io/a2p9x ◽

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.

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Developmental Psychology

10.1093/oxfordhb/9780190634841.013.2 ◽

2018 ◽

Author(s):

Jessica M. Dollar ◽

Susan D. Calkins

Keyword(s):

Mental Health ◽

Interpersonal Relationships ◽

Social Adjustment ◽

Developmental Psychology ◽

Future Research ◽

Social And Emotional Development ◽

Social And Emotional ◽

Social And Emotional Skills ◽

Developmental Theories ◽

Age Appropriate

This chapter considers the study of developmental psychology, with a focus on the acquisition of age-appropriate social and emotional skills from infancy through adolescence and its role in child and adolescent mental health and social adjustment. In particular, our goals are to (a) provide a discussion of leading relevant developmental theories; (b) describe important dimensions of social and emotional development from infancy through adolescence at the behavioral and biological levels and within the context of interpersonal relationships; (c) provide a selective review of the associations between emotion regulation abilities, social adjustment, and indicators of early psychopathology; and (d) discuss challenges for future research in the field of developmental psychology, focused on social and emotional research that may inform our understanding of the development of mental health challenges for children and adolescents.

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The Oxford Handbook of Lifelong Learning

10.1093/oxfordhb/9780195390483.001.0001 ◽

2011 ◽

Cited By ~ 8

Keyword(s):

Lifelong Learning ◽

Cultural Anthropology ◽

Theory And Practice ◽

Learning Needs ◽

Executive Development ◽

International Perspectives ◽

Developmental Theories ◽

Learning Programs ◽

The Subject ◽

Vocational Learning

The Oxford Handbook of Lifelong Learning is a comprehensive and interdisciplinary examination of the theory and practice of lifelong learning, encompassing perspectives from human resources development, adult learning, psychology, career and vocational learning, management and executive development, cultural anthropology, the humanities, and gerontology. Individual chapters address the most relevant topics on the subject, including: continuous learning as it relates to technological, economic, and organizational changes; developmental theories and research, models of lifelong learning, and the neurological bases for learning across the lifespan; examples of learning programs, tools, and technologies, with a focus on corporate programs and business education; international perspectives on lifelong learning and learning across cultures; and assessment of learning needs and outcomes.

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Using developmental theories to inform the design of technology for children

Proceeding of the 2003 conference on Interaction design and children - IDC '03 ◽

10.1145/953536.953550 ◽

2003 ◽

Cited By ~ 22

Author(s):

Peta Wyeth ◽

Helen C. Purchase

Keyword(s):

Developmental Theories

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Towards a contemporary approach for understanding personality pathology in developmental context: An integrative model

Development and Psychopathology ◽

10.1017/s0954579421000869 ◽

2021 ◽

pp. 1-10

Author(s):

Melody R. Altschuler ◽

Robert F. Krueger

Keyword(s):

Personality Disorders ◽

Personality Pathology ◽

Integrative Model ◽

Research Domain Criteria ◽

Developmental Context ◽

Dimensional Classification ◽

Developmental Theories ◽

Underlying Mechanisms ◽

Research Domain

Abstract Traditional categorical approaches to classifying personality disorders are limited in important ways, leading to a shift in the field to dimensional approaches to conceptualizing personality pathology. Different areas of psychology – personality, developmental, and psychopathology – can be leveraged to understand personality pathology by examining its structure, development, and underlying mechanisms. However, an integrative model that encompasses these distinct lines of inquiry has not yet been proposed. In order to address this gap, we review the latest evidence for dimensional classification of personality disorders based on structural models of maladaptive personality traits, provide an overview of developmental theories of pathological personality, and summarize the Research Domain Criteria (RDoC) initiative, which seeks to understand underlying mechanisms of psychopathology. We conclude by proposing an integrative model of personality pathology development that aims to elucidate the developmental pathways of personality pathology and its underlying mechanisms.

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Early intervention and the growth of children's fluid intelligence: A cognitive developmental perspective

Behavioral and Brain Sciences ◽

10.1017/s0140525x06299035 ◽

2006 ◽

Vol 29 (2) ◽

pp. 133-134 ◽

Cited By ~ 1

Author(s):

Ruth M. Ford

Keyword(s):

Executive Function ◽

Individual Differences ◽

Early Intervention ◽

Fluid Intelligence ◽

Developmental Perspective ◽

Effective Intervention ◽

General Development ◽

Developmental Theories ◽

The Mind

From the stance of cognitive developmental theories, claims that general g is an entity of the mind are compatible with notions about domain-general development and age-invariant individual differences. Whether executive function is equated with general g or fluid g, research into the mechanisms by which development occurs is essential to elucidate the kinds of environmental inputs that engender effective intervention.

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