Developmental Theories of Relationships

2021 ◽  
pp. 328-341
Author(s):  
Paul A. Mongeau ◽  
Mary Lynn Miller Henningsen ◽  
Bailey M. Oliver-Blackburn
Keyword(s):  
Developmental Theories

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.

Developmental Psychology

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.

The Oxford Handbook of Lifelong Learning

2011 ◽  
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.

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

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.

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

2006 ◽  
Vol 29 (2) ◽  
pp. 133-134 ◽  
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.

Development of self-inflicted injury: Comorbidities and continuities with borderline and antisocial personality traits

2016 ◽  
Vol 28 (4pt1) ◽  
pp. 1071-1088 ◽  
Author(s):  
Sheila E. Crowell ◽  
Erin A. Kaufman
Keyword(s):  
Developmental Psychopathology ◽  
Suicide Attempts ◽  
Developmental Model ◽  
Social Mechanisms ◽  
Antisocial Personality ◽  
Vulnerability Factors ◽  
Developmental Theories ◽  
Antisocial Personality Traits ◽  
Destructive Behaviors ◽  
Clinical Problems

AbstractSelf-inflicted injury (SII) is a continuum of intentionally self-destructive behaviors, including nonsuicidal self-injuries, suicide attempts, and death by suicide. These behaviors are among the most pressing yet perplexing clinical problems, affecting males and females of every race, ethnicity, culture, socioeconomic status, and nearly every age. The complexity of these behaviors has spurred an immense literature documenting risk and vulnerability factors ranging from individual to societal levels of analysis. However, there have been relatively few attempts to articulate a life span developmental model that integrates ontogenenic processes across these diverse systems. The objective of this review is to outline such a model with a focus on how observed patterns of comorbidity and continuity can inform developmental theories, early prevention efforts, and intervention across traditional diagnostic boundaries. Specifically, when SII is viewed through the developmental psychopathology lens, it becomes apparent that early temperamental risk factors are associated with risk for SII and a range of highly comorbid conditions, such as borderline and antisocial personality disorders. Prevention efforts focused on early-emerging biological and temperamental contributors to psychopathology have great potential to reduce risk for many presumably distinct clinical problems. Such work requires identification of early biological vulnerabilities, behaviorally conditioned social mechanisms, as well as societal inequities that contribute to self-injury and underlie intergenerational transmission of risk.

Persistence of the Stapedial Artery: A Histopathologic Study

1985 ◽  
Vol 93 (3) ◽  
pp. 298-312 ◽  
Author(s):  
Mitchell Marion ◽  
Raúl Hinojosa ◽  
Anwar A. Khan
Keyword(s):  
Facial Nerve ◽  
Clinical Significance ◽  
Rare Event ◽  
Middle Meningeal Artery ◽  
The Third ◽  
Histopathologic Study ◽  
Stapedial Artery ◽  
Developmental Theories ◽  
Temporal Bones ◽  
Meningeal Artery

Persistence of the stapedial artery is a rare event. Fewer than 30 cases have been reported since the discovery of this artery in 1836. We carried out a histopathologic study on three temporal bones from two patients who had this anomaly, and were able to trace the full course of the artery. In two specimens a large stapedial artery persisted and substituted for the middle meningeal artery. In the third, a small, persistent stapedial artery ended in the arterial plexus surrounding the facial nerve. Persistence is discussed in terms of embryogenesis, developmental theories, histologic findings, and clinical significance. The material suggests that the stapedial artery can persist to varying degrees

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